Visual Arts Drama Music Dance Technology Reggio Emilia Literacy Books Websites Action Plan References

Visual Arts

Visual Arts StandardsStandard 1: Understanding and applying media, techniques, and processes.•Students know the difference between materials, techniques and processes. •Students describe how different materials, techniques and processes cause different responses. •Students use different media, techniques and processes to communicate ideas, experiences and stories. •Students use art materials and tools in safe and responsible manner. Standard 2: Using knowledge of structures and functions.•Students know the differences among visual characteristics and purposes of art in order to convey ideas. •Students describe how different expressive features and organizational principles cause different responses. •Students use visual structures and functions. of art to communicate ideas.

Standard 3: Choosing and evaluating a range of subject matter, symbols and ideas.•Students explore and understand prospective content for works of art. •Students select and use subject matter, symbols and ideas to communicate meaning.

Standard 4: Understanding the visual arts in relation to history and cultures.•Students know that the visual arts have both a history and specific relationships to various cultures .•Students identify specific works of art as belonging to particular cultures, times and places. •Students demonstrate how history, culture and the visual arts can influence each other in making and studying works of art..

Visual Arts Standards Cont.

Standard 5: Reflecting upon and assessing the characteristics and merits of their [a student's own] work and the work of others.•Students understand that there are various purposes for creating works of visual art. •Students describe how people's experiences influence the development of specific artworks. •Students understand there are different responses to specific artworks.

Standard 6: Making connections between visual arts and other disciplines.•Students understand and use similarities and differences between characteristics of the visual arts and other arts disciplines. •Students identify connections between the visual arts and other disciplines in the curriculum.

Visual Arts Standards Cont.

Visual Arts Activities

Name tags

Shadow Art

Ish Elements of Art Poster

Finger Dancing

Body Sculpt

Texture hunt Wiring

Matisse

Drama

Drama StandardsContent Standard #1: Script writing by planning and recording improvisations based on personal experience and heritage, imagination, literature, and history.Achievement Standard: a) Students collaborate to select interrelated characters, environments, and situations for classroom dramatizations.b) Students improvise dialogue to tell stories, and formalize improvisations by writing or recording the dialogue.

Content Standard #2: Acting by assuming roles and interacting in improvisations.Achievement Standard: a) Students imagine and clearly describe characters, their relationships, and their environments.b) Students use variations of locomotor and nonlocomotor movement and vocal pitch, tempo, and tone for different characters.c) Students assume roles that exhibit concentration and contribute to the action of classroom dramatizations based on personal experience and heritage, imagination, literature, and history.

Drama Standards Cont.Content Standard #3: Designing by visualizing and arranging environments for classroom dramatizations.Achievement Standard:a) Students visualize environments and construct designs to communicate locale and mood using visual elements (such as space, color, line, shape, texture) and aural aspects using a variety of sound sources.b) Students collaborate to establish playing spaces for classroom dramatizations and to select and safely organize available materials that suggest scenery, properties, lighting, sound, costumes, and makeup. Content Standard #4: Directing by planning classroom dramatizations.Achievement Standard: a) Students collaboratively plan and prepare improvisations and demonstrate various ways of staging classroom dramatizations.

Drama Standards Cont.Content Standard #5: Researching by finding information to support classroom dramatizations.Achievement Standard: a) Students communicate information to peers about people, events, time, and place related to classroom dramatizations. Content Standard #6: Comparing and connecting art forms by describing theatre, dramatic media (such as film, television, and electronic media), and other art forms.Achievement Standard: a) Students describe visual, aural, oral, and kinetic elements in theatre, dramatic media, dance, music, and visual arts.b) Students compare how ideas and emotions are expressed in theatre, dramatic media, dance, music, and visual arts.c) Students select movement, music, or visual elements to enhance the mood of a classroom dramatization.

Drama Standards Cont.Content Standard #7: Analyzing and explaining personal preferences and constructing meanings from classroom dramatizations and from theatre, film, television, and electronic media productions.Achievement Standard: a) Students identify and describe the visual, aural, oral, and kinetic elements of classroom dramatizations and dramatic performances.b) Students explain how the wants and needs of characters are similar to and different from their own.c) Students articulate emotional responses to and explain personal preferences about the whole as well as the parts of dramatic performances.d) Students analyze classroom dramatizations and, using appropriate terminology, constructively suggest alternative ideas for dramatizing roles, arranging environments, and developing situations along with means of improving the collaborative processes of planning, playing, responding, and evaluating.Content Standard #8: Understanding context by recognizing the role of theatre, film, television, and electronic media in daily life.Achievement Standard: a) Students identify and compare similar characters and situations in stories and dramas from and about various cultures, illustrate with classroom dramatizations, and discuss how theatre reflects life.b) Students identify and compare the various settings and reasons for creating dramas and attending theatre, film, television, and electronic media production.

Drama ActivitiesTr

ain

Wre

ck

Hum

an P

lay

Doug

h

Yes Lets!

Story Drama Story Production

Character Museum

Bear Hunt Strategy

Story Box Theater

Tableau Shadow Play

Magic Box Fairy Tale Talk Show

Circle Drama Video

Music

Music StandardsStandard 1: Singing, alone and with others, a varied repertoire of music.Standard 2:Performing on instruments, alone and with others, a varied repertoire of music.Standard 3: Improvising melodies, variations, and accompaniments.Standard 4:Composing and arranging music within specified guidelines.Standard 5: Reading and notating music.Standard 6: Listening to, analyzing, and describing music.Standard 7: Evaluating music and music performances.Standard 8: Understanding relationships between music, the other arts, and disciplines outside the arts.Standard 9: Understanding music in relation to history and culture.

NATIONAL STANDARDS FOR MUSIC EDUCATION

Music ActivitiesBody Part Steady BeatStory Music Effects

Scales

Line Composition Sound Scape

Music Styles-Funga Alafia

Symbol Rhythm

Story DramaWith Sounds

Musically Inspired Characters

Song Writing

Dance/Movement

Dance StandardsStandard 1: Identifying and demonstrating movement elements and

skills in performing dance.

Standard 2: Understanding choreographic principals, processes, and structures.

Standard 3: Understanding dance as a way to create and communicate

meaning. Standard 4: Applying and demonstrating critical and creative thinking

skills in dance. Standard 5: Demonstrating and understanding dance in various

cultures and historical periods. Standard 6: Making connections between dance and healthful living. Standard 7: Making connections between dance and other disciplines.

National Dance Standard K-4

Dance Activities

Shadow Dance

Stretchy Bands

Dragon Dance

Autumn LeavesAre Falling Round of

Applause

Machine Dancing

Funky Chicken

Human Paint Brush

Texture Dance

Four Corners

Human Machine

Letter Locomotion

Water Dance

Body Letters

Technology

Technology Standards

Technology Standards Cont.

Digital Story TellingMy Digital Story (Click to Play)

Reggio EmiliaReggio Emilia

Respect the children They are capableCommunication, Collaboration, Community

Literacy

Connect the Arts to Literacy

Books1. It Looked Like Spilt Milk by Charles Shaw2. The Napping House by Audrey Wood3.Pete the Cat: Rocking in My School Shoes by James Dean4. We’re Going on a Lion Hunt by Margery Cuyler5. The Black Rabbit by Philippa Leathers6. I Ain’t Going to Paint No More by Karen Beaumont7. How Will I Get to School This Year? By Jerry Pallotta8. The Pout Pout Fish by Deborah Diesen9. Ish by Peter Reynolds10. Giraffes Can’t Dance by Giles Andreae11. The Little Yellow Leaf by Carin Berger12. Caps for Sale by Esphyr Slobodkina13. Where the Wild Things Are by Maurice Sendak14. Perfect Square by Michael Hall15. Seven Blind Mice by Ed Young

www.arts4learning.org www.aahperd.org/nda www.songsforteaching.c

om www.classicsforkids.co

m www.onemorestory.com

www.nyphilkids.org www.dsokids.com www.sfskids.org www.teachertube.com http://multikidsmusicvi

ds.com/

My proposed intervention:•Collaborate with parent to use the arts in the home and school setting to promote communication skills in children with speech and language delays.

How I will implement the plan:•Home visits to use the arts in the home with the parent and child•Parent workshops on the different art areas•Family art days•Invite parents to observe the arts in the classroom

ReferencesTheaterAmerican Alliance for Theatre Education (n.d.). National theatre standards:K-4.

Retrieved from http://www.aate.com/?page=nationalstandards14

Carroll, A., (2009). Classroom drama for all children: Suggested approaches for story drama.

Carroll, A. (2010). Responding to Theatre. Classroom drama for inclusive learning (2004).Creative dance resources (n.d.).Fennessey, S. (2006). Using theater games to enhance language arts learning. The

Reading Teacher,59(7), 688-690.Lyons, K. Using theatre to understand parts of a story, summarizing, retelling,

and problem-solving.Menu of arts ed strategies (n.d.).Meyers, N. Story Chant.Wilson. P. W. (2003). Supporting young children’s thinking through tableau.

Language Arts, 80 (1), 375-383.

References ContinuedDanceAgoo ammee (n.d.).American Alliance for Health, Physical Education, Recreation, and Dance

(n.d.). Retrieved from http://www.aahperd.org/dance/prodev/standards-grades-k-4.c

Child and Family (2006). Creative dance in early childhood education.Dragon dance (n.d.).

Gilbert, A. G. (2003). Toward best practices in dance education through the theory of multiple intelligences. Brain-Compatible Dance Education, 267-272.

Gilbert, A. G. (2005). Strategies for creating dances. Brain-Compatible Dance Education, 186.

Shake and stop (n.d.).Virginia reel (n.d.).Wilcox, C. (n.d). The elements of dance for children.

References ContinuedMusicBenefits of music study (n.d.).Crocker, D. (n.d.). Me stone.Music Educators National Conference (1994). The national standards

for music education. National Standards for Arts Education.Elements of music (n.d.).Evans, K. (n.d.). Se, se, se.Jay, C. (n.d.). Funga Alafia Jenkins, E. & Williams, I. (n.d.). Jambo hello.Kye kye kule (n.d.).“La raspa”-Mexico (n.d.).McRae, S. & Spallina, A.M. (n.d.). Hello song.Moore, L. (n.d.). Oboo asi me nsa.Sinclair, M. & Williams, I. (n.d.). Kookaburra.Spallina, A.M. (n.d.) Counting song.Spallina, A.M. (n.d.). This is what I can do.Williams, I. (n.d.). Clap you hands.

References ContinuedVisual Arts:American Alliance for Theatre Education (n.d.). Grades K-4 visual art standards.

Retrieved from http://artsedge.kennedy-center.org/educators/standards/national/arts-standards/k-4/visual-arts/visual-arts-1.aspx

Colker, L. J. (n.d.). A place for weaving. Teaching Young Children, 5(3), 16-17.One looks says it all (n.d.).Elements of art (n.d.).

Reggio EmiliaMalaguzzi, L. (n.d). 100 ways of children.Pinnacle Presbyterian Church (2006, April 13). Reggio Emilia Philosophy. Retrieved from: http://www.pinnaclepres.org/reggio-emilia-philosophy/

TechnologyDaniels, J. (2012). Creating digital stories using windows live movie maker.Daniels, J. (n.d.). How to add a link.Maryland’s Preparing Tomorrow’s Teachers to Use Technology. Maryland teacher

technology standards. Retrieved from http://www.mttsonline.org/standards/

LiteracyAndreae, G., & Parker-Rees, G. ( 1999). Giraffes can’t dance. New York, NY: Orchard

Books.Beaumont, K. (2005). I ain’t going to paint no more! Orlando, FL: Harcourt.Berger, C. (2008). The little yellow leaf. New York, NY: Greenwillow Books.Cuyler, M. (2008). We’re going on a lion hunt. Tarrytown, NY: Marshall Cavendish

Corporation.Dean, J. & Litwin, E. (2011). Pete the cat: Rocking in my school shoes. New York, NY:

Harper Collins Publishers.Diesen, D. (2008). The pout pout fish. New York, NY: Macmillan Young Listeners.Hall, M. (2011). Perfect square. New York, NY: Greenwillow Books.Leathers, P. (2013). The black rabbit. Somerville, MA: Candlewick Press.Pallotta, J. (2013). How will I get to school this year? New York, NY: Scholastic.Reynolds, P. (2004). Ish. Cambridge, MA: Candlewick Press.Sendak. M. (1963). Where the wild things are. New York, NY: Harper & Row.Shaw, C. (1947). It looked like spilt milk. New York, NY: Harper Collins Publishers.Slobodkina, E. (1947). Caps for sale. New York, NY: Harper & Row.Wood, A. (2009). The napping house. Orlando, FL: Harcourt Children’s Books.Young, E. (2007). Seven blind mice. Norwalk, CT: Weston Woods Studios.Books for celebrating the arts with young children (2012).Music and literacy ideas (2012).

References Continued

References ContinuedWebsitesAmerican Alliance for Health, Physical Education, Recreation, and Dance (2013). National

dance association. Retrieved from http://www.aahperd.org/nda/Cincinnati Public Radio Inc (2013). Classics for kids. Retrieved from

http://www.classicsforkids.com/Dallas Symphony Association (2013). DSO kids. Retrieved from http://www.dsokids.com/Multi Kids Music Vids (2013). Multicultural kids music vids with Daria. Retrieved from

http://multikidsmusicvids.com/One More Story Inc. (n.d.). One more story: Authors you know, books you love. Retrieved

from http://onemorestory.com/index.htmlSan Francisco Symphony (n.d.). SFS kids: Fun with music. Retrieved from

http://www.sfskids.org/templates/home.asp?pageid=1Songs for Teaching (2012). Songs for teaching: Using music to promote learning.

Retrieved from http://songsforteaching.com/index.htmlSymphony Works/Moon Road LLC (n.d.). The New York Philharmonic kid zone!

Retrieved from http://www.nyphilkids.org/main.phtmlTeacher Tube, LLC (n.d.). Teacher tube: Teach the world. Retrieved from

http://www.teachertube.com/Youth Audience (2010). Arts for learning. Retrieved from http://arts4learning.org/

ArticlesCauston-Theoharis, J. N. (2009). The golden rule of providing support in

inclusive classrooms: Support others as you would wish to be supported. Teaching Exceptional Children, 36-43.

Elements of a comprehensive assessment system in early childhood (n.d).Goldhaber, J. & Smith, D. (1997). “You look at think differently:” The role of

documentation in the professional development of a campus childcare center staff. Early Childhood Education Journal, 25(1), 3-10.

Maryland Coalition for Inclusive Education (2008). Supporting students in general education classes.Sharapan, H. ( 2012). From STEM to STEAM: How early childhood educators

can apply Fred Rogers’ approach. Young Children, 67(1), 36-40.Why Yoga? Why Now? (n.d).

Isenberg, J.P. & Jalongo. M. R. (2013). Creative thinking and arts-based learning (6th ed.). Upper Saddle River, NJ: Merrill.

Textbook

References Continued