C105wgu

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Western Governors University *

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105

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Arts Humanities

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Apr 3, 2024

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docx

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Zoey Willis C105 8/26/23 IUM1 Task 1 : Intergrated Arts Activities A 1. TEKS 117. A.(2) Creative expression. The student communicates ideas through original artworks using a variety of media with appropriate skills. The student expresses thoughts and ideas creatively while challenging the imagination, fostering reflective thinking, and developing disciplined effort and progressive problem-solving skills. The student is expected to: (A) create artworks using a variety of lines, shapes, colors, textures, and forms; (C) use a variety of materials to develop manipulative skills while engaging in opportunities for exploration through drawing, painting, printmaking, constructing artworks, and sculpting, including modeled forms. 2. TEKS 112.11 (A) A central theme throughout the study of scientific investigation and reasoning; matter and energy; force, motion, and energy; Earth and space; and organisms and environment is active engagement in asking questions, creating a method to answer those questions, answering those questions, communicating ideas, and exploring with scientific tools. Scientific investigation and reasoning involves practicing safe procedures, asking questions about the natural world, and seeking answers to those questions through simple observations used in descriptive investigations. 3. A. This lesson will focus on Visual Arts and Science. The activity the students will do is a STEM problem-solving breakdown. The lesson will focus on the fairy tale story The Three Little Pigs. The students will use different comprehension skills to understand different aspects of the story. The students will be broken up into stations and provided with a variety of materials to make pig houses. The students will use prior knowledge to create houses that will or will not blow down. The students will brainstorm and be able

to explain what materials used blew down and which materials didn't and why. Before the activity, the teacher will challenge prior knowledge by showing the students the front of the book and asking open-ended questions related to the front cover. The teacher will then discuss with the students about houses by asking what types of materials can be used to build a house. The teacher will list these named items on the whiteboard. The teacher will read the story of the 3 Little Pigs and discuss the story with the students. After reading the story the teacher will ask the students if they would like to add any other materials to the list that can be used to build a pig house that would keep the wolf from blowing it down. After the discussion, the teacher will show the students the different materials such as straws, sticks, legos, playdough, popsicle sticks, glue, and small blocks at the stations and explain the activity. The teacher will explain to the students that they must use the materials to create pig houses and pretend to be the big bad wolf and try to blow them down by using their breath. BOOK Google Books The Three Little Pigs https://books.google.com/books/about/The_Three_Little_Pigs.html? id=tZt5DwAAQBAJ&source=kp_book_description B. This selected activity supports the. This selected activity supports the learning activity and is appropriate for the selected grade level because the students will use everyday material to be creative when building the pig houses. The students will be able to make personal connections by naming the assorted materials they will use to create their own house with the selected materials. By reading the story The Three Little Pigs will activate prior knowledge and being creative by building their own houses will show knowledge and understanding of what is being taught. The activity is appropriate for kindergarten because the book has pictures and can be interactive. Also, the students will have hands-on on as a visual while doing the activity. The leaning activity is appropriate for the selected grade level because the students will use everyday material to be creative when building the pig houses. The students will be able to make personal connections by naming the assorted materials they will use to create their own house with the selected materials. By reading the story The Three Little Pigs will activate prior knowledge and being creative by building their own houses will show knowledge and understanding of what is being taught. The activity is appropriate for kindergarten because the book has pictures and can be interactive. Also, the students will have hands-on as a visual while doing the activity.

4. The activity integrates with the Visual Arts Standard because the students will use a variety of materials using lines, shapes colors, and textures to form pig houses. The activity integrates with the Academic Standard cohesively because the students will use the force and motion of their breath to blow down the Little Pig Houses. The students will be able to explain the force of the blow (soft/hard) taken to destroy the houses and why some houses didn't blow down. B. 1. TEKS 117.104 B (1) Foundations: inquiry and understanding. The student develops concepts about self, human relationships, and the environment using elements of drama and conventions of theatre. The student is expected to: (A) develop self-awareness through dramatic play; (C) imitate sounds (2) Creative expression: performance. The student interprets characters using the voice and body expressively and creates dramatizations. The student is expected to: (B) assume roles through imitation and recreation 2. TEKS 110.2 (B) (6) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to: (D) retell texts in ways that maintain meaning 3. This lesson will focus on Drama/Theater and Language Arts. The lesson focus will be the fairy tale The Three Little Pigs. The activity the students will be doing is recreating the story The Three Little Pigs by acting it out (Dramatic Play). The students will use chronological comprehension such as First, Next, and Last. The students will use prior

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knowledge from the story to create the chronological order and role of the characters. The teacher will review the story through visuals only by showing the pictures in the story and asking questions about it page such as what happened first in the middle and the end. The students will be presented with materials to create their costumes and masks to represent their characters. Using their prior knowledge of the text the students will then reenact the story in groups. Book Google Books The Three Little Pigs https://books.google.com/books/about/The_Three_Little_Pigs.html? id=tZt5DwAAQBAJ&source=kp_book_description B . The selected work of art supports the learning activity and is appropriate for Kindergarten because the students will use their creativity to and social skills to reenact a story that was previously read. This will show prior knowledge and understanding of what was taught. The students will be able to make personal connections related to the story by acting out the order and character roles. This activity is appropriate for Kindergarten because the students ill have hands-on and have a visual and use vocabulary related to chronological order. 4. The activity integrates with the Drama/Theater Standard because the students will develop self- awareness through dramatic play, imitate sounds, and use creative expression to act out the play. The activity integrates with the Academic Standard of Social Studies cohesively because the students will use chronological order and vocabulary such as first, second, next, and last while acting out the play. C. 1. HISD Fine Arts Dance Standard for PreK-5 Strand 1: Foundations: Perception The student develops an awareness of the body’s movement using sensory information while dancing. The student is expected to do the following: DANCE.PK–2.1.4 Remember and replicate movement and patterns by learning and practicing basic skills of creative movement, dance genres and styles. Strand 4: Historical and Cultural Relevance The student demonstrates an understanding of cultural, historical, and artistic diversity. The student is expected to do the following:

DANCE.PK–2.4.2 Identify and remember a dance representative of one’s heritage or environment. 2. TEKS 113.11 B. (11) Culture. The student understands the importance of family traditions. The student is expected to: (A) describe and explain the importance of family traditions; 3. This lesson will focus on dance and Social Studies. The students will learn the origin of ribbon dancing. The activity the students will be doing is ribbon dancing to Chinese culture music. The teacher will have a class discussion explaining culture traditions of different origins. The teacher will also show the students short videos of culture dancing such as Africa, America, and China. The teacher will discuss with the students about China's Han Dynasty and its history. During this time the teacher will introduce the ribbon on the stick. After the discussion, the students will be instructed to create their ribbons with the selected supplies. While the students are working the teacher will play music in the background so that the students may become familiar with the rhythm of the Chinese culture. The final part of the assignment will be the student's performance of Chinese music using the ribbons. The students will use prior knowledge from discussions and videos to create their own ribbons and dance movements. A. Videos You Tube 21 Chinese Dance Trio: Ribbon Dance https://youtu.be/bBX5GU1S2Sg?si=CapsxERTEkOzQ9UL NYCCC 'Dance to China' 2018 Student Recital - Red Ribbon Dance https://youtu.be/xFyEvTfWzLw?si=Is16gmHLYvDxynRm OHA-TV Kids world Africa dances traditional zulu dance in Soweto https://youtu.be/zvC7mAReOZ0?si=ZHfxxxJnggWL0C5u

Indian Classical Dance by Kids https://youtu.be/6QhDWQwNp0w?si=VW5MH9NTl-OEEIwr The selected activity supports the learning activity and is appropriate for Kindergarten because the students will use the ribbons to move to the rhythm and dance to the culturally selected music. The students will use prior knowledge from the videos and demonstration by using the correct motions of dance. This will assure the teacher that the students understand the lesson taught. This activity is appropriate for Kindergarten because the students will have visual and hands-on during dance by using the self- created ribbon sticks. 4. The activity integrates with dance because the students will use creative expression through performance by replicating movement and patterns by learning basic skills of Ribbon Dancing in Chinese culture. The student interprets characters using the body through safe movement. The activity integrates with the academic standard because the students will understand the importance of family culture and traditions and reasonings for celebrations. D. 1. TEKS 117 B(3) Creative expression. The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to: (C) move alone or with others to a varied repertoire of music using gross and fine locomotor and non-locomotor movement; 2. TEKS 111.2.B.1 A(4) The primary focal areas in Kindergarten are understanding counting and cardinality, understanding addition as joining and subtraction as separating, and comparing objects by measurable attributes.(A) Students develop number and operations through several fundamental concepts. Students know number names and the counting sequence. Counting and cardinality lay a solid foundation for number. Students apply the principles of counting to make the connection

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between numbers and quantities 3. The lesson will focus on Music and Math. The lesson focus will be the song "The Three Little Pigs Blues". The students will sing and dance to the song "The Three Little Pigs Blues" by Greg and Steve. The teacher will discuss with the students the lyrics of the song that pertains to math such as 1st, 2nd, and 3rd, and explain to the class the meaning of 1st (1), 2nd 2), and 3rd (3). The children will be shown and interact with the Greg and Steve video using their creativity of movement. After the song, the teacher will review by asking questions such as... How many pigs and wolves were in the song? The teacher will also ask how many houses were blown down by the wolf and discuss why the last (3rd) house did not blow down. The students will be able to use prior knowledge from the story and song to answer the questions to ensure understanding. Video: Three Little Pigs Blues https://youtu.be/Bfk16NPlfdI?si=nS2-iqlElY9mpaCN Google Books The Three Little Pigs https://books.google.com/books/about/The_Three_Little_Pigs.html? id=tZt5DwAAQBAJ&source=kp_book_description The selected work is appropriate and supports the learning activity and is appropriate for Kindergarten because the students will use their creativity of movements while singing the song. The students will be able to identify the words first, second, and third as 1,2, & 3. This will show prior knowledge and understanding of what was taught. This activity is appropriate because the students will have a visual from the video when singing and dancing to the song. 4. The activity integrates with music because the students will use creative expression moving to a repertoire of music using gross and fine locomotor and non-locomotor movement. The activity integrates with the academic standard because the students will develop numbers and operations through several fundamental concepts. Students will know the number names and the counting sequence.

Sources : Texas Education Agency https://tea.texas.gov/academics/early-childhood-education/kinderteks.pdf https://tea.texas.gov/academics/subject-areas/fine-arts HISD Fine Arts Department Fine Arts Dance Standards for PreKindergarten through Grade 5 PK-5 Dance Standards (houstonisd.org) You Tube 21 Chinese Dance Trio: Ribbon Dance https://youtu.be/bBX5GU1S2Sg?si=CapsxERTEkOzQ9UL NYCCC 'Dance to China' 2018 Student Recital - Red Ribbon Dance https://youtu.be/xFyEvTfWzLw?si=Is16gmHLYvDxynRm OHA-TV Kids world Africa dances traditional zulu dance in Soweto https://youtu.be/zvC7mAReOZ0?si=ZHfxxxJnggWL0C5u Indian Classical Dance by Kids https://youtu.be/6QhDWQwNp0w?si=VW5MH9NTl-OEEIwr Google Books The Three Little Pigs https://books.google.com/books/about/The_Three_Little_Pigs.html? id=tZt5DwAAQBAJ&source=kp_book_description Three Little Pigs Blues

https://youtu.be/Bfk16NPlfdI?si=nS2-iqlElY9mpaCN

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