Art and Creative Development Graded Project-1

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Ashworth College *

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EC380

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Apr 3, 2024

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Wendy Harris AC2110514 Art and Creative Development – EC380 Assignment: Graded Project 5 February 4, 2023

Subject: Science Topic: A Color of My Own Material Required: a variety of paints, cups, craft sticks, construction paper, and paintbrushes, shredded paper, twigs, leaves Introduction: After reading the story “A Color of My Own” by Leo Lionni, the children will talk about the different colors that they can mix. The children will discuss the colors that the chameleon changes which makes him different each time. Key Questions: What does a chameleon look like? What were some of the colors that he changed into? Why did the chameleon change colors? How did we create different colors using paints? Guided Practice: If I were to create a picture of a chameleon, I would mix paints to make my favorite color of him crawling in the tall, tall green grass with other creepy crawlers. The sun would be bright like a yellow sunny-side up fried egg and the green grass growing all around. I will mix blue and yellow to paint the grass green, the sun yellow and blue for my chameleon which is my favorite color. Instructions to Students: It is your turn to create a picture of what you think a chameleon looks like. Your chameleon can be any way or any color. It can have leaves, twigs or nothing. You can mix red and blue to see what you will get. You can mix blue and yellow, or just use one paint, or all the paints if you like. Art/Music/Movement Element and Explanation: The students will be creating a picture of how a chameleon looks to them using paints that they made themselves. This will qualify as art because each child will use logic and reason as they state the cause of an effect- what two colors make another color? The children will paint what they think it looks like to them based on a simple investigation of mixing paints to make a new color. The art will be original and creative as children express themselves through materials of leaves, twigs and shredded paper.

Accommodations: A child with a hearing impairment could sit closer to the teacher to hear the story better. A child with a visual impairment can use the material above by having the materials in arms reached, maybe have materials available with braille engrossed on them such as the paintbrushes, paint cups with the colors on them. They will be given larger items to create their piece of art. Approximate Duration of Independent Activity: 30 minutes Subject: Math Topic: All About Shapes Materials: crayons, markers, craft sticks, rocks, buttons, string, glue, picture cards of shapes, and paper for the children to construct pictures. Introduction: Students will discuss different shapes of objects and identify the sides and corners in shapes after listening to the story “Shapes Are Everywhere” by George Ghigna. The children will sing “There’s a Circle in the Air,” replacing the name of a shape as they use their fingers to draw the shape in the air- rectangle, square, triangle, etc. After singing the children will go on the playground to participate in Find the Shape- making a connection to real items on the playground that would coincides with shapes they have learned about. Key Questions: What object did you find that looked like a circle? Triangle? Square? Rectangle? What other shapes were you able to find on the playground that connects you to the shapes you have learned about? What shapes has sides and corners? What shapes have no sides or corners? Guided Practice: Once the children find the shapes and they return to the classroom, the teacher will use some of the materials to make a picture of shapes identifying the sides and corners in the shapes she used.

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Instructions to Students: You will be creating a picture of objects found in our classroom. The shape cards are in the Math Center and the other materials needed are on the table in trays. You will collect the materials of your choice by moving from tray to tray. You can use markers, or crayons to draw your shapes or you can construct your picture by gluing craft sticks, rocks, buttons, or string onto paper to create shapes. Once they are done, they will present their picture to the class letting them know what their picture is about and what shapes did they use. They can even say how many shapes they used. Art/Music/Movement Element and Explanation: This activity involved all three elements. The children first sung a song where they did some movement of drawing shapes in the air with their fingers, then they went out onto the playground using their large and small muscles (physical development) to find the shapes, and lastly they created original pieces of art by choosing the materials of their choice to make pictures using various shapes. Accommodations: A child with a visual impairment will be able to use the above materials to participate in the visual art; however, their crayons, markers and paper will be larger. A child with hearing impairment will sit closer to listen to the teacher give instructions. Approximate Duration of Independent Activity: 30 minutes Subject: Reading Topic: Let’s Go Shopping Materials Required: magazines, newspapers, coupons, scissors, glue sticks, paper, donations of food containers (cereal, mac & cheese, milk, juice, etc.)

Introduction: The teacher will read “Feast for 10” by Cathryn Falwell to the children and talk about how she uses a shopping list when she goes to the grocery story. She will also tell them how she read labels to ensure that she is making a healthy choice. The teacher will point to the foods and have the children name them as they count how many are going into the grocery cart. She will also have newspapers, magazines, and coupons of food to show to the children. Lastly, the children will make their own shopping list. Key Questions: Have you gone grocery shopping before with your mom? Did your mom have a grocery list? What items did you purchase? Did your mom use coupons? How much was each item? Guided Practice: Children were shown pictures from the story, newspapers, magazines and coupons of a variety of food items. I will pass these items around so that the children will pick the items they want to write on their shopping list. Instructions to Students: The children will go over to the Dramatic Play area where a grocery store has been set up. They will take out clipboards, paper, and pencils to write their shopping list down. I will assist those needing help in writing their items on the paper or I would take diction for them. The children will look at their shopping list, get baskets and begin to shop for their items on their lists. One child will be the cashier, and one child will be the bagger. Art/Music/Movement Element Explanation: Children will sing “To Market, To Market” as they pick up their items. This is a movement activity because the children are moving around to go from shelf to shelf and counter to cash register to get their needed items. The children will also cut out pictures of their favorite foods from the magazines, newspapers or coupons and add the written word next to the picture.

Accommodations: I would have materials in a consistent location for a child with visual impairment. I would also ensure that pathways are clear to the Dramatic Play area for them to move around freely. I would have the child with the hearing impairment to sit closer to the front so that they could hear the instructions as I repeat the words. Approximate Duration of Independent Activity: 20 minutes Subject: Literacy Topic: Alphabet Chant Materials: Chalkboards for each child, chalk (white or color), letter cards, dry erase markers, alphabet charts Introduction: The children and teacher will sing the Alphabet Chant. As they are singing, the teacher will point to the letters. The children will use their finger to write the letters in the air as we call them out after singing the song. Upper and lowercase letters will be hidden around the classroom and the children will search for them. When they have found a letter they will name that letter and sound it out. Key Questions: Which letters has a curve? Which letter is made with lines? Which letter is only round? Guided Practice: Children will be given laminated tracing cards and dry erase markers. They will use the markers to trace the letter that is called out by the teacher. The children will take turns to name their favorite letter and tell the group why they chose that letter. Instructions to Students: The teacher will tell the children that will pretend to be the teacher. She praises the children for how well they are doing in recognizing letters as well as their corresponding letter sounds. Each of you will be given a small chalkboard and chalk (white or

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color) to write letters that I will call out. The children will show the letter that they have written to the teacher. Art/Music/Movement Element Explanation: The children will sing the Alphabet Chant as they are transitioning from one activity to the next one. Accommodations: Approximate Duration of Independent Activity: 20 minutes Subject: Social Studies Topic: Families of All Kinds Materials: Picture book, crayons, markers, paint, paintbrushes, pencils, construction paper, Reflect our Community Card- Families Introduction: Teacher informs the children that they will learn more about families. The children will take a picture walk through “All Families Are Special” by Norma Simon which is about every family is special and can not all be the same. The children and the teacher will discuss the family types and what makes them special. Key Questions: Who is in the family? Is the family large or small? Are the families the same or different? What makes the families different from one another? Guided Practice: The teacher will show photographs of her family to the children. The children and teacher will name the members of the family (grandma, grandpa, children, pets, etc.). Then she will show a picture of her mother, father, brother, uncle, aunt, etc.) The children will identify with the type of family they belong to by standing up if the teacher calls out their family type.

Instructions to Students: Boys and girls you will draw of picture of your own family. Your picture should include your pet(s) if you have one because pets are a part of your family too. You can choose to use crayons, markers, or paint to create a drawing of your family. Next, you will tell us about your family. Lastly, your picture will become a family collage to be used in our Social Studies area. Art/Music/Movement Element Explanation: Children will create unique drawings of their families as no two families are the same. Accommodations: A child that has a visual impairment will be given jumbo pencils and crayons to complete their assignment. A child with a hearing impairment will sit closer to the teacher as she gives the instructions and she will narrate the pictures in the story. Approximate Duration of Independent Activity: 30 minutes Subject: Creative Art Expressions Topic: Spring Flowers Materials: Colored construction paper, plain paper, paint, paintbrushes, glue, markers, crayons, scissors, pipe cleaners in various colors Introduction: The children will create flowers after reading the story “Planting a Rainbow” by Lois Ehlert. Guided Practice: The teacher will talk about what it takes to make flowers grow. While reading the story the teacher will point out parts of a plant- stem, leaf, bud, and flower. She will also point out the colors of the flowers. Key Questions: What does it take for a flower to grow?

Where can we find flowers? What color of flowers do we see in the Spring? Do you have a favorite color of a flower? Instructions to Students: Class, think of your favorite flower, the color, the size, and where would you see this flower. You will creates a flower using a choice of construction paper, plain paper, paints, markers or crayons, then you can cut your flower out if you like and glue it onto another sheet of paper. Art/Music/Movement Element of Explanation: This is an art activity where the children will create spring flowers using various art materials that they choose themselves. Accommodations: Teacher will guide the child that is visually impaired to the area with materials ensuring that materials are in a consistent location marked with braille lettering for easy access. Teacher will show the child with the hearing impaired the pictures from the book again and repeat the instructions. The teacher could also use sign language if necessary. Approximate Duration of Independent Activity: 30 minutes Subject: Physical Education Topic: 3 Minute Stretches Materials: CD, CD player, Exercise chart Introduction: The teacher will let the children know that they will participating in stretching exercises. She will have them look at the chart to decide which stretching exercises they would like to do. She will then explain each one of the stretching exercises they chose: Wrist Bendies, Drop Fist, Shoulder Roll, Squats, The Sun, or Check Your neighbor. The children will go to the

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large group area and stand in straight lines. We will have a practice before we actually get into the stretches with our counting. Instructions to Students: You will choose three stretching exercises to participate in this morning. You will begin on the count of the teacher after she starts the music. You will count to ten for each exercise, then clap it out at the end of ten. You repeat this cycle for two more regiments of the stretching exercise you chose. Then you will jog around the room for five laps, then clap it out. You will take a deep breathe and let it out three times. You will end with “A Calmer Me” technique of bringing that heart rate all the way down- calming yourself by yourself. Art/Music/Movement: This is a movement activity because the children will be using their large and small muscles to exercise and jog around the classroom. Accommodations: The child with the visual impairment could be partnered with another child who will stand near them or in front helping to guide them during the exercise regimen. Sign language could be used for the child that in hearing impaired or they could stand closer to the teacher to hear the instructions clearer. Approximate Duration of Independent Activity: 20 minutes Subject: Cultural Appreciation Topic: Another Language Materials: Books, games, flash cards, videos, volunteer Introduction: The teacher will inform the children that are going to learn some new words in another language. She will read “Say Hello!” by Rachel Isadora and point out the different forms of saying one word in so many different languages. She would also show flash card with a word

in English and another language, then she would put them on the board. Key Questions: What language do you speak at home? Do you know how to count in another language besides English? What other words can we learn in another language- Spanish, French, etc. Instructions to Students: I will use books to help you learn how to count to 10 in Spanish. I will say the number in Spanish first, then you will repeat after me saying the number in Spanish. You will also participate in a game using flash cards to match the numbers in Spanish. Lastly, I would have a visitor(parent or coworker) who knows how to speak Spanish to come in and teach you some basic words like: good morning, hello, good-bye, goodnight, eat, and potty. Art/Music/Movement Element and Explanation: This activity will be an element of music and movement because the children will listen to videos and move as they count in Spanish. Accommodations: The child with the visual impairment will be guided by the teacher as they dance while counting to 10 in Spanish. The child with the hearing impairment can watch the video while dancing and counting to 10 in Spanish. Approximate Duration of Independent Activity: 30 minutes Subject: Conflict Resolution Topic: Kindness Materials: A storybook “Finding Kindness”, ways to show kindness cards (act it out), kindness cards activity sheets Introduction: Ask the children to remember a time when someone either said or did something nice for them, someone said something nice about your clothes or helped you clean up. Key Questions: How did this make you feel? Today we are going to explore how to show kindness to

others. The teacher will read the story “Finding Kindness” by Deborah Underwood and stopping periodically to pay attention to the Ways to Show Kindness cards that are displayed on the wall. Guided Practice: Children will practice what it’s like to be kind to one another. Each of the children will receive a kindness card with three of their classmates names in a space below their own name and show an act of kindness. Instruction to Students: You are going to practice kindness. I am giving each of you a kindness card that has the names of three of your friends. For 5 minutes you are going to go to each person on your list and perform an act of kindness. Once you have performed that act of kindness you are to put a checkmark by their name and once you have done this for all the children on your list turn your sheet in and take a seat. You will then draw a picture of you showing kindness to one of your friends. Art/Music/Movement Element Explanation: This is considered an element of movement and because the children will be moving from space to space as they perform an act of kindness to those children that were on their list. It is also considered art because the children will be allowed to go to the art area to retrieve art materials of their choice to create a picture of themselves showing kindness to one of their friends. Accommodations: The student with hearing impairment will be given visual cues or use sign language so that they can participate in the activity. The child that is visually impaired can be assisted to use the materials that are written in braille. Approximate Duration of Independent Activity: 30 minutes Subject: Technology

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Topic: Games We Play Materials: Computer, iPad Introduction: Teacher will download educational age appropriate games on to the computer, then tell the children that they will be playing educational games on the computer. Guided Practice: The teacher will talk about the importance of technology. The students will discuss with the teacher what they know about technology-computers, laptops and iPads. Key Questions: How many know how to use various types of technology? How many have never used any form of technology? What games would you play on the computers we have at school? Instructions to Students: You may choose one educational age-appropriate game that the teacher has made available on the computer or iPad to play. Art/Music/Movement Element Explanation: Playing video games will require the children to have some movement and most children will listen to music that is provided on the computer. Accommodations: The teacher will use sign language to explain to the hearing-impaired child what they will be doing in class and when it will be their turn to get on the computer. The teacher will sit with the visually impaired child to assist them when it’s their turn to get on the computer. Approximate Duration of Independent Activity: 15 minutes.

References: Isenberg, J. P. & Jalongo, M. R. (2018). Creative Thinking and Arts-Based Learning – Preschool Through Fourth Grade. Seventh Edition. Pearson. 330 Hudson St. NY, NY 10013

Art and Creative Development Graded Project-1

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