I was absent for this activity but found some instructions on how to complete it and what materials to have on hand.

1. Add three tablespoons of bubble solution and two tablespoons of paint to a cup.

2. Mix the paint and bubble solution together.

3. Place a piece of paper on the grass or a table.

4. Dip the bubble wand or a straw into the bubble paint and then blow out bubbles so they land on the paper.

5. Allow to dry before hanging up the colorful bubble paintings!

Fold paper into thirds.

I was absent for this activity but found some instructions on how to complete it and what materials to have on hand.

1. Choose a color paper for your project.

2. Cut out a 9″ square from the color paper. Use a RULER-These squares should be as perfect as possible, as uneven sides or angles will skew the exercise.

3. LIGHTLY Draw your designs from the edges into the center of the square. Think of the designs as shapes. You MUST cut from all 4 sides. Do not cut off the corners & don’t go past the center of the paper with any designs.

4. Begin cutting shapes from the sides of the square. Immediately put all shapes into your ziplock bag. DO NOT THROW ANYTHING AWAY!!

5. Glue down the main base in the middle of your background either straight or diagonally.

6. Place all the cut shapes back into the square.

7. Flip shapes & glue down in the mirror image from where it was cut. The basic idea is to cut out the piece, flip it out so that it mirrors the cut out space, and then glue it down onto a 18×24” paper.

Crumple up a piece of paper.

Outline the wrinkles with a dark marker.

Color the spaces in between!

Start by tearing pieces of cardboard and identifying shapes and face features with the torn pieces

1. Some learners may need parts of the fact labeled.

2. Experimentation is encouraged.

3. Ask students to play with their face shapes to show different emotions.

Once a student has settled on their face, use glue to secure face parts to the face.

Add color.

Pull up a picture and have students pick a character/object that they would like to take the perspective of.

Have them think, pair, and share.

This lessons improves narrative writing abilities, touches on character development, and lets others know there are multiple perspectives.

Draw a continuum arrow of Most Strong to Weak/Not Strong on the board.

Have students think of a character that resonates the most with them.

Then have the students place their character on the continuum according to their traits.

Discuss as a class for adjustments if need be.

https://www.arteducators.org/advocacy-policy/articles/116-10-lessons-the-arts-teach

Card box with notecards-- list ideas/activities for..

• Social emotional needs

• Energizers/brain breaks

• Time killers

Eye-Magine: Students warm their hands and then lightly place their hands over their eyes. With closed eyes, they imagine colors and shapes as they’re mentioned

See-Feel-Think-Wonder: Ask students to tell or write about details they see, feel, think, and wonder. If

needed, a frame can be used: I see . . . I feel . . .

Senses Station

- Taste: With closed eyes, try salt, sugar, lemon etc.

- Touch: Reach into boxes holding sandpaper, silk, foil, etc.

- Sight: Examine something using a magnifying glass, cardboard tube, or

kaleidoscope.

- Smell: Sniff perfume strips from magazines, or candles.

- Hear: Play environment sounds, listen to conch shells or shake bags of

unknown objects.

Mystery Bag: Introduce a piece of art or an art project by finding three to five objects that connect to it. Pull each out of a bag and challenge students to solve the mystery about ways they connect.

Step into the Painting

• Invite students to think like scientists. Display and discuss the scientific process. Focus on observing details and asking questions. As a group, brainstorm observations from a piece of art (e.g., a landscape). Look closely with magnifying glasses. Focus on the content and how the painting might have been made.

Food Murals

• Students work in teams to research a food’s origin. Use paint and collage materials to construct a mural to show how food ends up on the dinner table. For example, show how wheat is planted, harvested, processed, baked, wrapped, and delivered to stores.

Pounded Flowers

• Collect a variety of fresh flowers. Discuss their names and how they look similar and different. Students then place the flowers on light- colored construction paper and cover them with clear plastic wrap. Pound each flower with a hammer until the color is embedded in the paper. Frame and display.

Weaving

• Weaving is math—counting and creating geometric patterns: odd/even, under/over. Coordinate fabric and paper weaving with culture studies, but point out math connections. Weaving and other crafts also teach how art produces “useful things”—real life connection

Origami Art

• Japanese paper folding involves the study of shape, line, symmetry, and angle. Special origami paper in a package with a variety of colors works well and is available from any art supply store.

Art Auction

• Students prepare information about pieces of art to “sell” the works. Each student takes a turn at selling and auctioning. Give each a sum to spend at the auction.

Art and Literacy Lesson

(ALL)

• In the ALL template, the teacher prompts students to inquire into the meaning of a piece of art by examining details and thinking about emotional responses. Visual art is used as a central literacy material to provoke viewing, speaking, listening, reading, and writing. The teacher-directed lesson has an introduction, development, and conclusion, but students can learn to independently use ALLs, with the help of a poster outlining basic steps

Art Walk

• Take students on a looking “walk” through picture books to spark their curiosity before reading. Select books with rich illustrations that help tell the story.

Listen and Draw

• Partner students and give one a secret object. Sitting back to back, one describes the object while the other tries to draw it.

Immigrant Project

• Challenge students to research a real immigrant or invent a composite one. Using facts and details, each student becomes an immigrant and (1) creates a self-portrait in a chosen medium, (2) writes a narrative/monologue about coming to America and performs.

Signature Art

• The study of social studies targets respect for individual differences. Show facsimiles of signatures (e.g., on the Declaration of Independence). Give students paper as well as choices of tools and media. Allow time to experiment with writing signatures. Display products and discuss differences in size, color, lines, and shapes. Focus on what makes each different and the effects. Go further to turn signatures into elaborate visual art by adding background, texture, and so on.

Travel Journal

• Any historical event that involved a journey can be documented in a journal that includes drawings. Example: Students take the role of Lewis or Clark and sketch eventful images, in sequence from their remarkable trip

ELA -- narrative structure, story telling structure-- social studies

Performance Focus

• Children's Literature through Drama

Process Focus

• Concentration, Stimulus/Response, Personal Experiences 

Problem-Solving approach

• Figure out sink-or-swim situations

Real- World Reflection

• Mirror or Magnifying Glass

Seeing and Doing

Enhance Literacy

Parade/pageant

Bunraku-- teamwork emphasized

Object-- easy to manipulate in classroom

Finger puppets

Sock puppets-- enter the space, look around, tell the joke, exit

Hand puppets

Marionette

Popsicle Stick puppets

Shadow-- excellent science lesson

Hand & rod/muppet

Have a puppet lead a movement warm up and do any type of movement with sounds!

Story telling, student takes the character in the middle, then when they hear whoosh they exit the middle.

Drawing

Painting

Printmaking

Collage

Gets students moving.

Students have to read music and associate sound beats with it.

If students get to clap, they learn how to clap on beat.

Music is a way for people to celebrate culture.

Students can use music to learn how to sing in a different language.

Famous song "The Lion Sleeps Tonight" was originates in Zulu.

Zulu is a part of everyday life and culture.

Zulu music connects traditional elements with contemporary aspects.

Two column notes generates ideas in an organized manner.

Paper and pen notes traces path of learning to help students remember content.

Music- Sound patterns over time intended to express moods, ideas, or feelings.

Purposes and roles of music- Used to understand and express thoughts and feelings, just as in the language arts of reading, writing, speaking, and listening. Music, however, is not limited by words. 

Music elements and concepts- A music Element is Rhythm, within this element is the concepts… Beat and Accent, Syncopation, Meter, etc.

Music processes and skills- Music is the "natural extension of the human spirit [that] has a place in any study that examines people's courage, creativity, inventiveness, and resiliency (i.e. the entire curriculum)." (471)

Musical instruments- Teachers can use all kinds of instruments in the classroom - commonly strings, brass, woodwinds, and percussion. Electronic instruments, such as Garage Band, are a uniquely accessible form of instrument for students.

Genre, forms and styles- Style refers to the elements within music that make it distinctive.

People- A person could be a "composer, musician, singer, conductor, sound engineer, critic, and teacher." (474)

Music materials- There are many important considerations regarding music materials. One of these is the necessity to introduce students to a multitude of different cultures, time periods, genres, and patterns. (475)

Teaching approaches- There are various approaches to how to teach music in a classroom that have been created throughout time. One is eurythmics which uses "control of balance and body movements, along with the use of the senses. (477)

Musical season stories: Play music associated with different seasons and have students pantomime seasonal activities or events, such as flowers blooming in the spring. Students can have an accompanying writing assignment about the development of a flower, for instance.

Bird songs: After teaching students different bird songs, allow them to use instruments (such as a recorder) to imitate the sounds that birds sing.

Rainstorm simulation: Have students imitate a gradually approaching rainstorm by rubbing palms together, snapping, clapping, and stomping (crescendo), then simulating the rainstorm gradually passing (decrescendo).

Songs for Teaching: Websites like Songs For Teaching provide categorized lists of songs (Some include printable lyrics and teaching tips). Youtube and Flocabulary are also helpful for teaching videos.

Writing Math Songs: Students work at a higher level when they write their own songs especially ones that summarize math content.

Shape Composition: Students need 15 to 20 pieces of geometrically shaped paper In groups, challenge students to lay out a pattern they like and then decide on a sound for each shape using rhythm instruments.

Note Math: After learning the symbols for whole, half, quarter, eighth, and sixteenth notes, challenge students to create and solve and note math problems. 

Songwriting:  Writing a song or poem about the characters, plot, theme, or setting of the book they are reading.

Background music read-aloud: Choose a part of the story and allow students to create instrumentation or find music that would suit the theme or mood as background music.

Singing words: Reading a section, paragraph, or phrase out loud and allow students to add music elements (e.g. dynamics, tempo or pitch) to make the print sing.

Poetry: Analyzing the musical elements found within a poem and allowing students to add instrumental elements (rhythm, beat, etc.) while reading out loud.

Music and Culture: Begin teaching about a different culture by playing some of the music from that culture. Ask the students about how it makes them feel, what it might mean to the culture, and how it may be similar or different then the music they listen to. 

Summary Songs: Creating songs to summarize an important event in history is a great way for students to remember what they have learned. 

Continent Songs: There are great songs that are on Youtube that can help the students to memorize the continents, or have students create original ones to familiar tunes. This also works for the States. 

How Instruments Began Teach students about early human history and how they made music with stones and wood instead of instruments. Bring in stones and wood and have students try to create a song using those as their instruments.

Pantomime: Acting without words/sounds. Using your imagination to communicate with body shape, movement, and facial expressions.

• Mirror Me: Student A will pretend to be a well known character and Student B will act as the “mirror” and mimic the actions. The goal is to have both students align their reactions so that an observer can not tell who the “reflection” is. 

• Pair Pantomime: With a list of actions that require two people, students will act out as many actions in their pairs as they can in a specific amount of time.

• Count-Freeze: Give students a general topic (things you do at school), they quickly try to mime out as many things as they can in 10 seconds

• Mystery Bag: Students pretend to pull out an item and act out qualities. Peers must guess what the person is acting.

• Emotion Pantomime: Have students act out emotions they might be feeling in certain detailed situations

Daily Math Mime: Brainstorm a list of ways people use math every day (e.g., cook, give change, sew). Pairs plan a one- to two-minute pantomime of an example. After class performance, the audience describes what they saw that gives clues to the math connection. 

Break it Down Mime: Pairs become an “answer” and plan mime combinations to reach the answer. Example: 27 = 20 wiggling fingers plus 4 blinking eyes plus 2 ears plus 1 wrinkled nose. 

Math Commercials: Challenge students to create ads to sell particular math concepts or skills such as fractions, time, and division. The goal is to convince the audience they need this math form

Costumed Interpreters: dress up as historical characters and do talks. Ask the students to do research using the five Ws and H questions. You can see different historical costumes with the Costume website

Biography Drama: students read  a biography from historical period. In the biography students share actions to pantomime, special events, and important scenes. They can incorporate  actual words the person used or conflicting positions the person took.

Famous Portrait Monologues: Show portraits of famous figures. Students will research one person on the art and do a one minute monologue about the individuals times, problem, values, economics, ect. Then students will present their monologues in character, speaking first person

What value does dance have in your life?

• Can be expressive. I danced when I was younger, I danced and it helped me learn discipline for the sports I played later in my life.

How will you find out what value it holds in your students' lives and why does that matter?

• I would like to learn how to incorporate the expressive ways into my students lives. It is important because we need to be multifaceted teachers. Hannah had the great idea of how it can decompress a serious situation.

Indispensable Communication Vehicles

Develop Complex Thinking Process Needed for Creative Inquiry

Integral to Real Life

Develop Vital "Soft Skills"

Increase Sensitivity and Cooperation

Develop Self-Control and Confidence

Involve Integrated Brain-Body-Soul Work

Promote Health

Satisfy Aesthetic Need

Polypad is a collection of interactive digital manipulatives designed to be used by both teachers and students

Resource for Teacher To Implement:

• https://static.mathigon.org/polypad.pdf

Environmental Walk

• Brainstorm different environments and move how an animal in that environment might move.

Think Like a Scientist

• Explain the scientists take observations and collect data. Brainstorm different animal
  movements. in pairs, one student writes observations while the other does different
  movement.

Introducing Science Vocabulary

• Identify vocabulary in an upcoming passage. Define the terms and create movements for
  each word.

Dancing Animals/Endangered Species

• List animals and their movements. Experiment with doing the movements to music. What if
  the animal is endangered and lacks resources? How does that change their movement?

Cornett, C. E.  (2015). Creating meaning through literature and the arts: Arts integration for classroom teachers 5th ed.) pgs. 450-452.

Geometric Shapes:

• Everyone walks around and a leader says a shape. Then, when the leader says freeze, all students freeze in that shape.

Angles and Degrees:

• Tape a large rectangle on the floor so that students can stand in it. Then, a leader says directions for students to make different angles in and related to the rectangle with their bodies and arms.

Number Shapes:

• Students make their bodies into shapes of numbers.

Octet Dance:

• Students form groups of 8 and each show a movement or shape to the group one at a time. The students add on to each others movements so that by the end they have a whole choreographed dance and can perform it.

Real-Life Rituals: Brainstorm ritual movements from different cultures (e.g., greetings, farewells). Divide into pairs and portray each in various ways using different body parts, moves, steps, space, energy, and time.

Shape Break: Stop in the middle of a lesson and tell students to create a body shape to express an emotion or idea. Use a drum to signal freeze and Stop to TOT (tell one thing).

Get to Work: Brainstorm ways people work: picking, washing, sweeping, raking, fixing. Each person or small group creates a work dance based on a real or imaginary prop associated with work (e.g., broom) and moves in creative ways. Music can be added. Dance should have a clear beginning, middle, and end.

Definitions of dance

Purposes and roles of dance

Dance elements

Dance processes

Genre, forms, and styles

People of dance

Sources for dance-related materials

Teaching approaches

Word Change: Sit in a circle. The first person says a sentence, such as “Mary had a little lamb.” The next person repeats the sentence, but changes one word: “Mary had a little goat.” Keep going all the way around. Challenge: Reverse and slowly return the sentence to its original form

Two Facts, One Lie: List three facts about themselves. One item is false. Students read aloud items. The audience applauds to show which one they believe is the lie. Note: Discuss how to be creative without being obvious

Reverse Web: Form small groups, each with a piece of large paper so everyone can write. One person draws a big circle in the center with a short leg coming out for each person. Each of the student's writes his/her name on one web leg. Discuss what the group has in common and write/draw results in the center. The more unusual the better

Concentration:  Make a tray of items. Direct S to mentally picture/study items for ten seconds. Cover the tray. S then list all they can remember. Variation: S close their eyes and an item is removed or rearranged; they figure out the change. Use small wipe-off boards so everyone can write the missing item and simultaneously display boards.

Improvisation: Involves “thinking on your feet." Created spontaneously or without preparation. Actors must think creatively and may use pantomime or add words for effect.

• Sound Effect Stories: As the teacher reads or tells a story, students will add simple sound effects using their voices or other instruments. First, read the story aloud and ask students to list sounds heard or suggested.

• Volume Control: Brainstorm sound categories like short vowels, city sounds, kitchen sounds, sounds from any story or unit. stands in front of class, calls a category, and “turns up” the volume or “turns it down.”

• One-Liners with Pictures/ Props: Students change their voices (dynamics, tempo, pitch, pause, stress) appropriate to a role related to a picture or object. Students could assume the role of items or people within the picture and take turns saying one liners.

• Character Talk: Use to review any material. Students write important sentences or phrases from stories or a unit on cards. Mix cards, then have students draw a card and read them aloud in a role of a character.

How did it make you feel?

• The eye puppets made me feel silly at first, but I felt that it was led so well and confidently that I eventually gained confidence.

What surprised you?

• I was surprised by how much life you can give to anything you find. You can give things voice, movement, and focus.

What connections do you see to curriculum for Elementary Ed?

• This could be connected in narrative or story telling.

• Deliver social/emotional supports through puppets.

• Learn rhymes and songs.

Rhythm Symphony: The leader creates a rhythm and the group echoes it, passing it on and making it increasingly more difficult.

Follow the Leader: Use instruments, either homemade or purchased, then the leader plays different rhythms. Everyone echoes the rhythm.

Name Melody: Work in pairs or small groups to create a melody for each person’s name, or put all the names together to a tune. 

Old MacMajor: Use the tune of “Old MacDonald” to learn the key signatures.

Echo Me: Leader begins by creating a series of rhythm by clapping or snapping. Together create a “song." Create a “round” by staggering certain member of the group’s start time.

Can use props

There is no concrete way to develop the Brain Dance.

It can be really important for students who missed some of these major developmental movements for the students.

These movement patterns integrate the body.

Time keeper and clock

• Time keeper moves the clock's arm.

• Clock gives time for the time keeper to move it to.

Short arm and long arm

Make it more difficult by making the person the time keeper and clock because it is reflected.

Ice - Cold - Slow - Stiff - Near

Liquid - Warmer - Medium - Flowy - In the Middle

Gas/ Vapor - Hot - Fast - Bouncy - Far Apart

Students will say their name and associate an action that goes with the syllables of their name.

• Example: Kenn-e-dy (three fist bumps matching the syllables)

Students will say their name and create an action that creates the first letter of their name.

• Example: Isabel: Jump straight up, poke a dot in the air mimicking an "I"

I found this website that incorporates a lesson plan, learning objectives, success criteria, and evidence of student learning. I think this could be used in addition to having students create their own instrument!

• https://letstalkscience.ca/educational-resources/lessons/design-build-a-musical-instrument

Minds-On: Research and Understand the Problem; 20 - 30 minutes; Large group; Students learn about the different types of musical instruments

Action: Design, Build and Test a Prototype; 40 - 60 minutes; Small group; Students design, build and test a musical instrument

Consolidation: Communicate the Solution; 20 - 30 minutes; Individual; Students show and share their musical instrument with the class and complete a reflection

Includes materials needed, activities, differentiation, assessment, and extension activities.

Grade Kindergarten- 1st grade.

Each lesson plan touches on the different subjects we teach on a daily basis and includes all age ranges. I especially like having a Special Education in the high school level because that is what I would like to go into on the SPED side!

A poem in the shape of a what you are talking about

Use adjectives

Years 1 or 2-4: Characteristics of lines; becomes more controlled

Year 4: Notice shapes, symbols are representations

Year 5 or 6: Commonalities in drawings; fixed positions; 2 dimensional

Year 7+: Motor skills and spatial awareness improved; communication of art