LESSON PLAN SUBJECT: 3 rd grade Music TITLE: Dynamics TEACHER: Kevin Nutter OBJECTIVES: Each student will- Perform steady beat movements that reflects the dynamics of a song Sing expressively with appropriate dynamics Identify and use symbols and terms for dynamics While listening to music, move to show changes in the music Play a dynamics game. PROCEDURES/ACTIVITIES: (Time: approximately 40 minutes) GM.1b. GM.5c. GM.6e. LA.C1.8 A.IV.A S.IV.2.b SS.III.5.5.9 GM.I.E. LA.C1.1 Say, Who has seen the musical Mary Poppins, and be able to tell the class something that they remember from the picture. (Read synopsis on page 7) Play the recording of Supercalifragilisticexpialidocious CD 1-3. Ask, How many syllables are there in this word? (14) Ask, Is this a real word? (no) Ask, Do you know any other words with this many syllables? Help students identify any words that they do not understand from the song. Sing song. Pass out paper/pencil. Say, Supercalifragilisticexpialidocious is a made up word, try to make up some words out of the word cat. (List on board or say out loud). Write Dynamics on the board and say, Try to see how many words you can make out of the word dynamics. Read about dynamics on page 7 (top), and then locate the different marking in the song. List the different markings they found in the song on the board. Sing the song again paying attention to the dynamic markings; show the different levels using hands together (piano) or far apart (forte) when appropriate. Say, If you use a loud voice when talking to someone, how do you feel? If you use a soft voice, how do you feel? (Loud, usually represents anger, excitement- Soft, usually represents sad, contentment, shyness, fear). Say, Loudness and softness in music can make a piece of music more interesting Using the same movement as earlier in the lesson involving hands together or apart to represent loud or soft, have the students follow your hands and create new dynamics for the song while they sing, accapella and SLOWER. Take a few volunteers to conduct the class.
Use the movement idea on page 6. Have the students pair up and create new movements that reflect the dynamics of the song. Play CD 1-3 while the student groups perform in front of the class. Have students listen to In My Own Little Corner CD 1-5. Ask, What dynamics does Julie Andrews use when she performs this song? What part of the song has the loudest dynamics? Why do you think these dynamics were chosen? Compare the dynamics of the two music selections used in this lesson. Show a pre-cut out star and say, We are going to play a dynamics game using this star Sing Twinkle, Twinkle little star and motion for the students to join. Take a volunteer and place them in a corner with eyes closed. Take another volunteer to hide the star somewhere in the room. When the star is hidden have the finder begin searching the room for the star. The class can assist by singing, Twinkle, Twinkle, loudly when the finder is close to the star and softly when the finder is far away. MATERIALS/RESOURCES: Silver Burdett, Making Music teacher edition 3 rd grade 3 rd grade student texts CD 1-3/1-5 Pencil/paper CD player Cardboard or paper star DIFFERENCES IN STUDENT ABILITIES: Cooperative learning Individual instruction EVALUATION: Teacher Observation Lesson quiz on Dynamic markings (optional)
LESSON PLAN SUBJECT: Art I TITLE: Symmetrical Balance Project TEACHER: Erin Carter OBJECTIVES: Each student will Each student will recognize and identify the three types of balance. Analyze and identify the type of balance used in various works of art. State how the subject matter: 1. is directly affected by the social, political, and economic situation of the artist. 2. directly influences the design elements and principles used in a work of art. Create a symmetrically balanced work of art. Be able to use a ruler, shape templates, an X-acto knife, and rubber cement successfully. PROCEDURES /ACTIVITIES: (Time: approximately 5 class periods) VA. ST. II.A. EL.ST.E1.RS2.6 SS.ST.III.10.7.13 Direct Instruction teacher will introduce the lesson and discuss the three types of balance symmetrical, asymmetrical, and radial. Students will take notes on the three types balance listing the information specific to each type of balance. View artwork of the different types of balance ( Lake George Window, by Georgia O Keefe, The Scream, by Edvard Munch, and West Rose Window, Chartres Cathedral, France, for example). Group Discussion - teacher will lead a discussion on the choice of subject matter in the works of art and how: 1. it is directly affected by the social, political, and economic situation of the artist. 2. it directly influences the design elements and principles used. VA.ST.II.B. M.ST.G.III.B.2 S.ST.I.B.2 Teacher Modeling teacher will demonstrate the process for making a symmetrically balanced construction paper project. Students will begin by brainstorming for ideas on subject matter or theme. Students may find it helpful to choose a theme based on themselves (likes, dislikes, interests, convictions). Students will draw three thumbnails in their journals dealing with the subject matter they came up with, making sure the designs are balanced symmetrically and that attention is given to the different design elements and principles. Students will choose one of their subject matter idea thumbnails and use that idea to create a symmetrically balanced construction paper project. VA.ST.II.C. EL.ST.E1.W2.1 M.ST.M.II.A S.ST.I.B.10 SS.ST.III.10.7.3 Students will critique their finished symmetrical project using a written evaluation formula: 1. Description paragraph using an introductory sentence (My symmetrical project is titled, Blank.) write about seven sentences describing your project. 2. Interpretation paragraph write about seven sentences interpreting the idea behind your subject matter.
3. Evaluation paragraph write about seven sentences evaluating your project by discussing what design elements and principles were used and how effectively they were used. Students will be tested on the different types of balance. Student s artwork will be graded and displayed. ***Suggestion: This is an excellent lesson to be used in teaching balance. PROCESS: Symmetrical Construction Paper Project On a 12 x 18 sheet of newsprint the students will draw their best thumbnail idea making it as precise as possible. (Use rulers and shape templates if available.) Using the newsprint drawing as a stencil, neatly cut out the individual design pieces and trace them on colored construction paper, making sure color choices are effective (contrasting, analogous, etc.). Students should then cut out precisely the various construction paper shapes and arrange them on a 12 x 18 piece of colored construction paper. Make sure the arrangement is balanced symmetrically by checking measurements with a ruler. Finally, if everything is laid out correctly (teacher should check each design), students may use the rubber cement to glue down the pieces. MATERIALS/RESOURCES: Teacher resources on Balance information Visuals on artwork of different types of balance 12 x 18 newsprint pencils rulers shape templates assorted colors of 12 x 18 construction paper rubber cement student journals DIFFERENCES IN STUDENT ABILITIES: Cooperative learning Individual instruction EVALUATION: Teacher Observation Completed Symmetrical Construction Paper Project Critique on project Balance Test
LESSON PLAN SUBJECT: Art I TITLE: Ink Modeling Technique Project TEACHER: Erin Carter OBJECTIVES: Each student will Recognize and identify the different ink modeling techniques: stiples (dots), crosshatching, straight lines, contour lines, scribbles, combination. Analyze the works of Albrecht Durer, Francisco de Goya, and MC Escher. Compare and Contrast examples of examples of ink modeling techniques in printed materials such as newspaper advertisements, magazine illustrations, and children s books. State how the different ink modeling techniques can affect the subject matter in a work of art. Create an ink modeling technique project. Be able to use an ink pen (Sharpie or Rapidograph) and perform the different ink modeling techniques with success. Write a report on how art can lead to awareness of environmental concerns and how these concerns are critical in the continued existence of our animal world. PROCEDURES/ACTIVITIES; (TIME: approximately 7 or 8 class periods) VA.ST.III.A. EL.ST.E1.R1.2 Direct Instruction teacher will introduce the lesson and discuss the different ink modeling techniques. View artwork of the different modeling techniques performed in lithograph prints. Students will search printed material for the different modeling techniques and compare and contrast how the different techniques affected the subject matter. Students will research information on the U.S. Fish and Wildlife Service and the Southeastern Wildlife Exposition and relate what they read to their own experiences with the environment and wildlife. VA.ST.III.A. EL.ST.E1.R1.2 M.ST.M.I.A.1 S.ST.I.C.7 Teacher Modeling teacher will demonstrate the process for making an ink modeling technique project. Students will practice drawing the different ink modeling techniques in their journals by shading in several different circles using the different techniques. Students will create an ink modeling technique project of a wildlife figure. VA.ST.III.B. EL.ST.E1.W2.1 S.ST.II.D.5.A. SS.ST.III.10.6.6 Students will write a report on how art can lead to awareness of environmental concerns and how these concerns are critical in the continued existence of our animal world. Student s artwork will be graded and displayed. ***Suggestion: This is an excellent lesson to be used in teaching value because of the value contrast produced by the ink modeling techniques. PROCESS: Ink Modeling Technique Project Students will begin by creating a viewfinder with a window opening of 2 inches by 2 ½ inches. Students will cover the window opening with a clear sheet of acetate and grid the window opening every 1/2 inch with a permanent extra fine point marker.
Students should grid a piece of newsprint (8 x 10 ) every 2 inches with the permanent marker. Teacher should have on display at least two different stuffed wildlife animals (duck and bobcat, for example). If stuffed wildlife animals are not available, students may use photographs of animals. Holding the viewfinder up and closing one eye, students should observe and select a view to draw that they find interesting. Teacher should remind the students that the view they are seeing is cropped and to be careful to crop the picture in the most effective way (for example, be careful not to cut off the animals head). Students should draw the part of the animal they are seeing, making sure that they are drawing the animal in the same squares on the newsprint as it is located in the squares on the viewfinder. Using a light table or graphite tracing paper, the students should lightly trace their finished animal drawing onto a good piece of white drawing paper (also 8 x 10 ). With their permanent marker, the students should choose one of the ink modeling techniques and shade in their animal drawing. Students should carefully erase any stray pencil marks after the ink is completely dried. MATERIALS/RESOURCES: Teachers resources on ink modeling techniques. Student access to research materials on the U.S. Fish and Wildlife Service and the Southeastern Wildlife Exposition. Visuals on artworks on Francisco de Goya, Albrecht Durer, and MC Escher. Printed material on pictures showing different modeling techniques. permanent markers (Sharpie or Rapidograph) clear acetate bristle board for the viewfinders newsprint (8 x 10 ) white drawing paper (8 x 10 ) DIFFERENCES IN STUDENT ABILITIES: Cooperative learning Individual Instruction EVALUATION: Teacher Observation Completed ink modeling technique project Written report
LESSON PLAN SUBJECT: Art I TITLE: Restaurant Sign Project TEACHER: Erin Carter OBJECTIVES: Each student will Recognize and identify the different historical and cultural characteristics, symbols, and purposes of a society. Analyze the artworks of different cultures and time periods. State how the subject matter, characteristics, symbols, and purposes behind a work of art make it unique. State how art objects, artists, and resources specific to South Carolina represents and reflects a society made up of various cultures and time periods. Research and record data that will identify an artistic style for a specific culture and time period. Create a restaurant sign reminiscent of a specific culture and time period. Be able to use graphic design tools with success. Give a 5 minute oral presentation in question/answer format on a specific culture and the completed restaurant sign project. PROCEDURES/ACTIVITIES: (Time: approximately 7 class periods not including the presentations) VA.ST.IV.A. VA.ST.IV.B. EL.ST.E1.C1.7 EL.ST.E1.C1.3 SS.ST.III.10.7.3 SS.ST.III.10.5.10 Direct Instruction teacher will introduce the lesson and discuss the different historical and cultural characteristics, symbols, and purposes of a society. View artwork from different cultures and time periods. Group Discussion teacher will lead a discussion on the slides viewed and how: 1. the subject matter, characteristics, symbols, and purposes behind a work of art make each slide unique. 2. a variety of art objects, artists, and resources specific to South Carolina, represents and reflects a society made up of various cultures and time periods. VA.ST.IV.C. EL.ST.E1.C1.4 S.ST.I.B.10 SS.ST.III.10.7.3 M.ST.M.I.A.1 Students will choose a piece of paper (with a culture designated by the teacher) from a shoebox that is passed around. Students will research and record data (at the School Media Center) that identifies an artistic style for that culture and time period. Teacher Modeling teacher will demonstrate the process for making a restaurant sign project. Using the data recorded, the students will draw three thumbnails of restaurant sign designs in their journals. Students will choose one of their thumbnails and create a restaurant sign project. After the projects are finished, students will give a five minute oral presentation in a question/answer format on their specific culture and restaurant sign design (holding up the completed project for the class to view). Student artwork will be graded and displayed. *** Suggestion: This is an excellent lesson to be used in teaching color for the restaurant color design.
PROCESS: Restaurant Sign Project Thumbnails of the restaurant sign design should include the restaurant name, opening and closing time, days of week opened, etc. Students should begin by drawing the restaurant sign design thumbnail they chose on a 9 x 12 sheet of newsprint in an area ruled out in a rectangular shape 5 x 7 in the center of the paper. Students should transfer their newsprint final draft twice on one or two sheets of marker paper depending on the size of the marker paper. Students should then complete each design in the following way: 1. one should be done in black permanent marker. 2. one should be done in colored pencil or marker. Students should mount both designs on black mat board for display. MATERIALS/RESOURCES: Teacher resources on the different cultures and historical periods. Visuals on artwork of the different cultures and historical periods. rulers letter stencils 9 x 12 newsprint marker paper black mat board black permanent marker (extra fine and fine point) colored pencils or colored markers spray mount or rubber cement DIFFERENCES IN STUDENT ABILITIES: Cooperative learning Individual instruction EVALUATION: Teacher Observation Completed Restaurant Project Research information collected for project and oral presentation Oral presentation
LESSON PLAN SUBJECT: Art I TITLE: Picasso (Cubist) Project TEACHER: Erin Carter OBJECTIVES: Each student will Recognize and identify the different cubist techniques and the artist from the cubist period. Analyze different artworks from the cubist period. State how the seven cubist techniques are utilized in the different artworks that are presented. Research and record data that will identify the artistic style of the cubist period. Create a Picasso (Cubist) work of art by utilizing the seven cubist techniques. Be able to utilize the seven cubist techniques successfully in acrylic paint. Come up with a question / answer sheet on the cubist period and Picasso. Give a short presentation on how his / her painting is a successful example of the cubist style using the question / answer sheet as a guide. PROCEDURES/ACTIVITIES: (Time: approximately 6 class periods not including the presentations) VA.ST.V.A. VA.ST.V.B. EL.ST.E1.C1.12 EL.ST.E1.C1.7 S.ST.II.F.4 SS.ST.III.10.7.13 SS.ST.III.10.7.3 Direct Instruction teacher will introduce the lesson and discuss the different cubist techniques and the artist from the cubist period: Pablo Picasso and Georges Braque. View artwork from the cubist period (Pablo Picasso Portrait of Ambrose Vollard, Portrait of Kahnweiler, The Reservoir of Horta de Ebro, The Card Player, Guitar, and Guernica, Geroges Braque Still Life with Fruit, and Violin and Palette) Group Discussion teacher will lead a discussion on the slides viewed and: 1. have the students compare and contrast the different artworks. 2. have the students discuss how the seven cubist techniques are utilized in the different artworks. VA.ST.V.C. EL.ST.E1.RS2.4 Students will research and record data (at the school Media Center) that will identify the artistic style of the cubist period. VA.ST.V.D. EL.ST.E1.W2.1 M.ST.G.IV.E. Teacher Modeling teacher will demonstrate the process for making a Picasso (Cubist) work of art. Students will practice the seven cubist techniques by completing the Seven Cubist Techniques Chart. Students will create a Picasso (Cubist) project in acrylic paint. Students will write a question/answer sheet on the cubist style, Picasso, and the seven cubist techniques. Students will give a short presentation on their completed project and how it is a successful example of the cubist style by using the question/answer sheet as a guide for evaluation. *** Suggestion: This is an excellent lesson to be used in teaching form since objects are drawn from different points of view.
PROCESS: Picasso (Cubist) Project Teacher should have on display several still life objects for the students to observe for creating their Picasso (Cubist) project. Students should draw three thumbnails in their journals by using their Seven Cubist Techniques Chart as a guide and observing the still life objects on display. (Teacher should allow the students to pick up the display objects in order for the students to observe them in different points of view.) On the sheet of 12 x 18 newsprint students should draw out the design from their favorite thumbnail for the Picasso (Cubist) project. Using graphite tracing paper, the students should transfer their newsprint drawing onto a piece of 12 x 18 mat board. Students should then paint their project in acrylic paint. MATERIALS/RESOURCES: Teacher resources on Cubism visuals on artworks by Picasso and Braque still life display objects rulers and shape templates 12 x 18 newsprint graphite tracing paper 12 x 18 mat board water containers brushes acrylic paint DIFFERENCES IN STUDENT ABILITIES: Cooperative learning Individual instruction EVALUATION: Teacher Observation Completed Seven Cubist Techniques Chart Completed Picasso (Cubist) Project Question/Answer Sheet Oral Evaluation Presentation