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Students will get an instrument (Bells, tambourine, drum, egg shaker, lummi sticks, tik tok blocks, wood block, etc.) and practice music basics (putting instrument in resting position, ready position, keeping a steady beat, going faster and slower, getting louder and quieter).

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Have students create musical patterns with quarter notes (Tah) and eight notes (Ti-Ti) like "Tah, Tah, Ti-Ti, Tah) and have the rest of the class copy the pattern.

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Play the game "This is a Silly Beat" where students take turns leading the class in keeping a steady beat with various body parts (clapping, snapping, blinking, stomping feet, etc.) while chanting "This is a silly beat, this is a silly beat, this is a silly beat, everybody copy me, 1, 2, 3, 4).

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Educators and students create body percussion patterns for the class to copy (Ex. Clap, Stomp, Clap, Stomp), starting with simpler AB patterns and then moving into more complex patterns (ABC, AABB, ABCD, etc.)

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Students can then write out their body percussion pattern and identify the core of the pattern (AB, ABC, etc.). Different actions can be turned into picture symbols that can be used to code different body percussion patterns.

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Talk about how musical notes follow the rules of fractions (For example, a whole note can be divided into two half notes and four quarter notes and eight eighth notes) and those notes can be written to represent the patterns that students can make. Can also talk about the time signature of 4/4, which can be four quarter notes, or other combinations of notes that equal four quarter notes. Can also introduce the concept of rests.

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In a dance circle, students can take turns creating dance moves that the rest of the class copies. These dance moves will be done to the beat of the music

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Students will then put their dance moves together into patterns (AB, ABC, AABB, etc). Turning individual dance moves into pictures symbols is an easy way to create a pattern with the dance moves (also a fun coding activity).

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All of these different dance moves can be timed to the music depending on the length of the individual moves. Some moves might take up a quarter note, other moves might have multiple parts and last a half note or a whole note. These moves can all be placed in a 4/4 key signature to create a dance routine that the students can do at the same time.

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Demonstrate the technique of applying primary colours to a folded piece of paper and show the resulting symmetrical pattern that results when the paper is folded over with pressure applied. Can talk about how the primary colours combine to form secondary colours.

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Main Activity - Creating Visual Arts Patterns

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Main Activity - Creating Visual Arts Patterns

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Students can then create their own symmetrical visual art pieces. They can also add to their visual art pieces with marker or pastel after the paint dries. The educator can point out that there is one line of symmetry. Students can also experiment with creating art pieces with more than one line of symmetry.

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Students can share their visual arts pieces with each other and talk about other things in their classroom and community that are symmetrical like their art pieces.

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Minds On - Demonstrating Creating Art with Shapes

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Minds On - Demonstrating Creating Art with Shapes

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Introduce the idea of creating visual arts pieces with different shapes (squares, rectangles, circles, triangles, etc.) and create a picture with the class using different shapes

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Main Activity - Students Creating Art with Shapes

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Main Activity - Students Creating Art with Shapes

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Students will then create their own pictures using pre-cut shapes and other shapes that they can cut out themselves.

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Students can share the visual arts pieces that they made with shapes. Visual arts pieces can also be created that are symmetrical along a line of symmetry or that follow a repeating pattern like AB, ABC, etc.