C105
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School
Western Governors University *
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Course
105
Subject
Arts Humanities
Date
Jan 9, 2024
Type
docx
Pages
7
Uploaded by GrandRockDonkey35
This activity will take place in a 2nd-grade classroom.
A. Fine Arts/Mathematics
1. Texas Essential Knowledge and Skills for Fine Arts
ART.2.2. A
Express ideas and feelings in personal artworks using a variety of lines, shapes, colors,
textures, forms, and space;
https://tea.texas.gov/sites/default/files/ch117a.pdf
2. Texas Essential Knowledge and Skills for Mathematics
MATH.2.8. D
Compose two-dimensional shapes and three-dimensional solids with given properties or
attributes; and
https://tea.texas.gov/sites/default/files/ch111a.pdf
3. The teacher will begin the lesson by reviewing the attributes of two- dimensional and three-dimensional shapes. Using the smart board, she will present an interactive PowerPoint to students featuring various shapes that need to be sorted into two-dimensional or three-
dimensional categories. The students will be required to explain their reasoning for placing each shape in its respective category. During the class, the teacher will discuss how shapes can be found everywhere, whether in nature or man-made objects. Additionally, the teacher will highlight how artists incorporate geometric shapes into their artwork. For example, the class will
view a photo of Paul Klee's Black Columns in a Landscape, showcasing two and three-
dimensional shapes to create a one-of-a-kind masterpiece. The teacher will then offer a selection of art supplies, including construction paper, paint, brushes, markers, crayons, coloring pencils, and more, for students to choose from. They will use
these materials to create a meaningful piece of art. As the students are working on their art pieces
the teacher will move around the room observing and assisting as need it. At the end of the lesson, the teacher will request the students to leave their artwork on the table for others to view. The teacher will also facilitate a class discussion on the various shapes the students utilized in their artwork.
a. Black Columns in a Landscape by Paul Klee, 1919
https://www.metmuseum.org/art/collection/search/484859
b. The chosen artwork is well-suited for the learning task and grade level it is intended for. It portrays a cityscape using cleverly arranged geometric shapes, skillfully crafted by the artist Paul
Klee. The artwork is remarkable for its precise two and three-dimensional shapes, making it distinctive and unforgettable. Additionally, students can draw inspiration from the well-defined and prominent geometric shapes in the painting when incorporating shapes into their artwork.
4. In this lesson, Math and Visual Arts are integrated as students review and classify two and three-dimensional shapes, including rectangles, squares, triangles, prisms, and cubes. They will then utilize these shapes in their artwork. At the end of the lesson, students will demonstrate their
proficiency by participating in a class discussion on the shapes they used in their art and the reasons behind their choices.
B. Theater/Language Arts
1. Texas Essential Knowledge and Skills for Fine Arts
THEATHER.2.1. D
role play, imitate, and recreate dialogue.
https://tea.texas.gov/sites/default/files/ch117a.pdf
2. Texas Essential Knowledge and Skills for English Language Arts and Reading
LA.2.11. B
Develop drafts into a focused piece of writing by:
(i) organizing with structure; and
(ii) developing an idea with specific and relevant details;
https://tea.texas.gov/sites/default/files/ch110a.pdf
3. In the language arts and theater activity, the teacher will review the defining traits of kindness, such as comforting someone who is upset, injured, or lost. Once the students have grasped the concepts of kindness, the teacher will present a short skit called "Sesame Street: The Kindness Kid Street Story" and instruct the students to pay close attention. Since they will then be tasked with creating a 1 to 2-minute skit on the theme of kindness. Students will be divided into small groups where they will be asked to use brainstorming techniques and work together to write their script. As the students work on their skit the teacher will move around the room
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checking for understanding and providing additional support where need it. After completing their script, the students will have 15 minutes to rehearse before presenting their skits to the class
one by one. The teacher will use this opportunity to conduct a formative assessment to gauge their comprehension and identify areas that require additional instruction. a. Sesame Street: The Kindness Kid (Jimmy Greenfield)
https://www.youtube.com/watch?v=brOKBsOs4Ik
b. For this lesson, Sesame Street's "The Kindness Kid" is a great choice as it showcases familiar characters demonstrating acts of kindness. Additionally, the skit provides an opportunity for students to learn about using props and different languages in their skits. It also introduces them to the world of musical theater, where the characters not only show kindness but also sing.
4. In this lesson plan, students will be able to integrate both theater and language arts standards seamlessly. They will be given instructions and work on developing and organizing an idea with specific and relevant details that includes a beginning, middle, and end. Afterward, students will engage in role-playing activities where they will be able to imitate and recreate dialogue in a safe
and supportive environment.
C. Dance/Science
1. National Core Art Standards: Dance
DA: Cr2.1.2. b
Choose movements that express a main idea or emotion or follow a musical phrase. Explain reasons for movement choices
2. Texas Essential Knowledge and Skills for Science
SCIENCE.2.12.C
Explain and demonstrate how some plants depend on other living things, wind, or water
for pollination and to move their seeds around.
3. The teacher will begin the lesson by reviewing pollination and how plants need the help of animals, wind, or water. She will do this by showing a short video
“
The Pollination Song by Science for Kids”. After the video concludes, the teacher will commence an in-depth class discussion regarding the process of pollination and clarify any doubts. Following this, the class will view a captivating four-minute video entitled "The Beauty of Pollination- Motion Art." This video is a visual masterpiece that showcases the delicate choreography between pollinators and flowers in slow motion and time-lapse. Before hitting the play button, the instructor will remind the students to pay close attention to the movements and actions occurring during the pollination process.
Once the video ends, the teacher will prompt the students to reflect on their observations and explore how they can replicate the movements they saw using their bodies. To keep track of their observations on pollinator movements and pollination processes, the students will be provided with a graphic organizer which they will hand in at the end of the class. Afterward, the students will be grouped into small teams where they will collaborate on creating dance routines inspired by the motions they witnessed in "The Beauty of Pollination- Motion Art". They will have 10 minutes to rehearse and then perform their dance for their peers.
a. The Beauty of Pollination - Moving Art, by filmmaker Louie Schwartzberg
https://vimeo.com/48877190
b. This piece of artwork enhances the learning experience by presenting a realistic depiction of the pollination cycle in an artistic manner that emphasizes movement. After viewing this video students will be able to comprehend the pollination process and at the same time have fun dancing thus connecting art and science.
4. In this activity, students will integrate dance and science standards by creating a dance routine
that mimics an animal pollinating a plant. They will do this during cooperative learning, which is
an effective instructional strategy that enhances students' understanding. Since, this approach involves working together as a team to complete assignments, drawing each other’s creativity and cultural backgrounds to help them master the concepts being taught.
D. Music/ Social Studies 1. Provide a music standard for the selected grade level, and identify the standard source (state, national, or Common Core) with the alphanumeric indicator code.
2. Provide a written standard from one of the four core academic content areas (i.e., math, science, language arts, or social studies) for the selected grade level that could be integrated with the music standard from part D1. Include the standard source (state, national, or Common Core) with the alphanumeric indicator code.
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3. Describe a learning activity that integrates the identified music standard from part D1 and the core academic standard from part D2, including the role of the teacher and the role of the students in the activity.
a. Identify a work of art (including the title and artist or author) that will be used in the activity.
b. Explain how the selected work of art supports the learning activity and is appropriate for the identified grade level.
4. Justify how the activity from part D3 effectively integrates the music standard from part D1 and the academic standard from part D2 into one cohesive learning experience. E. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.