Combined Arts Lesson
Grade Level: First Grade
Time Frame: 30 minutes
+ possible 15 minutes for closure
Topic: Visual arts and Music lesson including creating artwork using creative expression and use of body percussion to simulation a rainstorm.
Rationale: The visual arts offer aesthetic, creative, and intellectual dimensions. Working with primary and secondary colors will give students an understanding of color. An awareness of color, shape, and line also helps students develop visual literacy skills which are used throughout their lives. Creative expression is also important in self discovery as well as fostering self-esteem. Music promotes self-discovery while developing knowledge of rhythm, pitch, and beat with auditory and kinesthetic valuing for children. Music also invites and encourages creative expression.
Each student will mix secondary colors from primary colors when choosing non-toxic powder tempera paint (or chalk). (VA-Gr.1-2.2)
Each student will simulate a rainstorm by using body percussion. (M-Gr.1-2.4)
Students will discuss in pair-share their artwork after being placed in the rain and discuss what shapes, texture, lines, and colors were created. (VA-Gr.1-4.1)
Students will perform simple patterns of rhythm and pitch, using beat. (M-Gr.1-1.1)
STRATEGY: Direct Instruction, Guided Discovery
VISUAL ARTS VOCABULARY:
Primary colors (red, yellow, blue)
Secondary colors (green, purple, orange)
Crescendo a gradual increase in loudness or force.
Introduction: Pose the question: What are the sounds you hear when it rains? Can these sounds be made by using our hands and feet? Explain to the students that they will be creating the sounds of a rainstorm using their own hands and feet after they have completed the visual art portion of the lesson. The teacher will introduce the visual art activity to the students by showing them on that he/she has already completed.
Pupil Activity Sequence:
Closure: (Depending on how quickly the artwork dries, the closure may take place the following day.) All students will be engaged in the closing by working in pairs. Each student will first examine their own artwork looking at the color, shapes, lines, etc. Once they are finished, they will pair-share with their partner, by discussing the colors they started with, and the shapes, lines, texture, and color created in their artwork by the rain. They will also look at their partners work and tell them at least one thing they like about it.
Clean-up: Put all the paint away and clean up the newspaper from the counters and tables. Once all the paintings are brought in from outside, gather up the plastic sheets and properly dispose of, or save for future use. Gather all paintings once they have been completed and display on a bulletin board.
Assessment: During the closure, the teacher will listen to the discussions between partners for accurate and appropriate use and identification of the colors, shapes, lines, and texture they see in their artwork. The teacher will also look at the visual artwork and see if they created secondary colors from mixing primary colors together. The teacher will watch and listen during the simulation of the rainstorm to see that all students are participating and if they are able to keep with the beat, pitch and rhythm.
Extensions: This lesson could also be done without actual rain by using a spray bottle to spray water on the paper. If a spray bottle is used, the student could manipulate the spray, using a steady hard stream to a light mist, to achieve a desired affect. The student could also determine the amount of water that is used on his/her artwork which would affect the texture, lines, and shapes that are created. If the students have already learned to mix secondary colors from primary colors, the teacher could give them a variety of colors to choose from. Using a variety of colors would allow for unique color mixing and would develop a piece that is even more expressive and creative. If powder tempera paint is not allowed in your school, it can be substituted with crushed or powder chalk or baby powder that has been colored with powdered food coloring used for cake decorating.
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