THE ARTS IN KINDERGARTEN - University of Hawaiiherring/Tool_Kit_K_5/Section 1. Gr. K .pdfTHE ARTS IN...

Kindergarten. 8/03 of 33

© Hawai'i Alliance for Arts Education on behalf of HAWAI‘I ARTS EDUCATION PARTNERS

THE ARTS IN KINDERGARTEN

In kindergarten, students learn the arts through exploring and creating. Teachers guide childrenthrough questioning them to think and talk about their work. Students explore a variety ofmaterials and begin to learn correct arts vocabulary.

Because children act in their everyday play, it is a natural step to engage them through stories,music, and games. Students work as individuals, in small groups, or as a class in structured play.Kindergarten students are focused on the “gathering” stage of the creative process. Providingmany opportunities to play characters, move to music, sing, and experiment with a variety of artmedia allows for appropriate development at this stage. It is important for students to experiencethe joy of creating with classmates. The teacher encourages participation, observes the students’response to the activities, as well as their ability to listen and follow the instructions. In a friendly,supportive environment, students are able to build a solid foundation of literacy and develop theability to reason, express, and communicate.

Taking turns, listening, and following directions are skills that are practiced. All students aresupported and encouraged for their level of participation. Boundaries and expectations need tobe defined so that students know when to talk, listen, move, or be still in order to be safe and freeto create. At this grade level, it is more important for the students to experience the arts ratherthan to have full comprehension of the concepts. Questions are geared to test physical responseto directions (e.g., “Can you form a circle by the time I count to ten?”). Feedback focuses onlevels of participation and adherence to procedures.

Students enjoy playing together and seeing what others do. The teacher and students watch,recognize, and encourage one another in their efforts.

Sample Arts Exemplars & Resources for Kindergarten

Books:Eric Carle. The Very Hungry Caterpillar. Scholastic Paperbacks,1994.Wendy Beckett. Sister Wendy’s American Collection. New York: HarperCollins Publisher, 2000.

Audio:Bobby McFerrin. Bang! Zoom. Audio CD. Blue Note Records, 1996.Bobby McFerrin. Spontaneous Inventions. Audio CD. Blue Note Records, 1985.

Video:Dr. Seuss – Horton Hears a Who. VHS. Sony Wonder, 1970.Fantasia. Dir. Ford Beebe, Bill Roberts. VHS. Disney Studios, 1940.Sesame Street Presents Elmo’s Musical Adventures – Peter and the Wolf. VHS. Sony Wonder,2001.

Teachers are encouraged to take their students to live performances, museums, and galleries.See Resources for a list of Hawai‘i arts and cultural organizations.

Kindergarten, 8/03 of 33© Hawai'i Alliance for Arts Education on behalf of HAWAI‘I ARTS EDUCATION PARTNERS8/03

Kindergarten Kindergarten KindergartenStandards and Performance IndicatorsStandards Performance Indicators

The student:1. Explores ways to move his/her body, makes sounds with his/hervoice and other instruments, and experiments with a variety of artmaterials and technology.

How the Arts areOrganizedElements & Principlesof the Arts

Content Standards:Dance 1, 3, 7Drama/Theatre 2, 3, 7Music 1, 2, 3, 4, 5Visual Arts 3, 6

2. Works safely during arts activities and respects the work ofothers.

3. Creates movements, sounds, and visual artworks that representideas, persons, and places.

How the ArtsCommunicate

Content Standards:Dance 2, 5, 7Drama/Theatre 1, 4, 6Music 7, 8Visual Arts 1, 2, 5

4. Experiences a variety of dance, theatre, music, and works of art,discussing what he/she likes or dislikes, and why.

How the Arts Shapeand Reflect Culture

Content Standards:Dance 4, 6Drama/Theatre 5Music 6Visual Arts 4

5. Experiences and creates or performs dances, stories, songs,and visual artworks from a variety of cultures.



Kindergarten Kindergarten Kindergarten

Sample Assessment Tasks Sample Instructional Strategies

K.1 Dance: Use your body to make a varietyof shapes to tell a story. See “Shapes,Shapes, Shapes.”

K.1 Drama: Use your body to move throughspace on an imaginary journey in yourneighborhood, demonstrating movementwithout touching others. See “ImaginaryJourney.”

K.1 Music: Use your voice to echo the soundI make using a variety, sounds and pitches.See “Voice Exploration.”

K.1 Visual Arts: Draw and name a variety oflines, including straight, curved, zigzag, thick,thin. See “All Kinds of Lines.”

Direct students to make twisted, bent, andstretched shapes at different levels. See“Shapes, Shapes, Shapes.”

Focus on personal space so that studentsavoid physical contact each other. See“Imaginary Journey.”

Model a wide range of vocal sounds thatstudents echo: speaking, calling, whispering,high/low, etc. See “Voice Exploration.”

Show your students examples of lines inother artwork. After students draw, havestudents organize work onto a larger paper.See “All Kinds of Lines.”

K.2 Dance: Use your body to move throughspace and freeze in a variety shapes withoutbumping into anyone else. See “Move andFreeze.”

Using a drum to signal moving and freezing,direct your students to move at a variety oflevels in a variety of directions and freezing ina variety of shapes. See “Move and Freeze.”

K.3 Drama: Use your voice and bodies tocreate characters from the story, “Three BillyGoats Gruff.” See “Three Billy Goats Gruff.”

After reviewing the story, have students walkabout the room creating and freezing asdifferent characters. See “Three Billy GoatsGruff.”

K.4 Visual Arts: Arrange geometric papershapes in an interesting way. See “Shapesin Pairs.”

Show students examples of artworks thatincorporate geometric shapes, lines andcolor. See “Shapes in Pairs.”

K.5 Music: Explore sounds with your voiceand sing a counting song in Hawaiian. See“Sounds and Numbers.”

Help your students explore their voice: highor low, fast or slow, loud or quiet. See“Sounds and Numbers.”



Kindergarten Kindergarten KindergartenArts Terms (Key Vocabulary)

Dance Drama Music Visual ArtsConcepts(Elements &Principles)

AudienceBody

ShapeBeat

Level

SequenceVariety

Traveling through space vs. moving in placeSpaceDirectionSizeEnergy

AudienceBody

Feelings

Voice

Level

Sequence

StoryCharacterLiveperformance

Audience

BeatFeelings

Voice

LevelMelodySequenceVariety

SoundLiveperformanceQuestion &AnswerEcho

Audience

Geometricshapes

Feelings

Line

Variety

Primary colorTexture

Thinking Skills(Responding)

ImaginationObservationListeningDescribingFocus




Artistic SkillsandTechniques

Audience SkillsPersonal spaceFreezeFocus

Movements


Action


Audience Skills

Focus

Gluing


Framework for Linking the Arts to Other Core AreasThis framework identifies concepts in the arts according to the State of Hawai‘i Department ofEducation General Learner Outcomes (GLOs). Teachers are encouraged to connect keyconcepts in the arts with key content in other areas. Examples of possible connections arelisted below.

COMPLEX THINKER (GLO 3: The ability to perform complex thinking and problem solving.)In the arts, children use critical thinking skills that reinforce learning in all subjects.

Arts Language Arts

Students experience, observe, and describe artworks to makemeaning, just as readers comprehend text.

Describe understanding of text; connect textto own lives; ask questions and makepredictions about text.

Students explore, name, and sort the elements of the arts(space, line, sound, etc.). They will explore ways to move theirbodies, make sounds with their voices and other instruments,and experiment with a variety of art materials, and technologyin order to help them understand themselves and their world.

Sounds and syllables; story elements; readingfrom left to right.

Students experience a variety of dance, theatre, music, andworks of art, discussing what they like or dislike and why.

Express personal preferences and opinions(stories, books, etc.).

EFFECTIVE COMMUNICATOR (GLO 5: The ability to communicate effectively.)Students learn that sounds, images, and movements can beimportant ways to express and communicate ideas andfeelings.

Gestures and eye contact.

Students create movements, sounds, and visual artworks thatrepresent ideas, persons, and places.

Role-play ideas.

COMMUNITY CONTRIBUTOR (GLO 2: The understanding that it is essential for humanbeings to work together.)Students collaborate in the arts to create and produce work. Share information with others.

Students work safely during arts activities and respect the workof others.

HISTORY & CULTUREStudents experience and create or perform dances, stories,songs, and visual artworks from a variety of cultures.

Read from a variety of cultures.



in Kindergarten

Social Studies Math Science

Construct definitions of personalvalues and beliefs.

Predicting/certainty; investigation –pose own questions; identify patterns.

Careful observation of things innature.

Sorting, naming, and counting(shapes, sizes, and measurement);seeing relationships of parts to whole;adding: putting together/combiningsets; subtraction: separation;symmetry; time.

Sorting and naming things innature by color, size, andshape; most things are madeof parts.

Make choices (decision making).

Communicating math through wordsand graphs.

Communicating what isobserved.

Role-play real-life activities. Represent concepts using numbersand symbols; collect data; money.

Communicating through wordsand pictures; collecting data.

Negotiate and share with others;buying and selling (commerce);home, class, school; social skills;environment.

Living things need water, food,and air.

Rules, rights, and responsibilities.

Explain cultural practices;formulate questions andhypothesize about cultural artifacts;compare/contrast self to children inhistory.


Kindergarten Lesson Plan/Sample Assessment TaskDiscipline: DanceLesson Title: Shapes, Shapes, ShapesArts Performance Indicator: The student explores ways to move his/her body, makes sounds withhis/her voice and other instruments, and experiments with a variety of art materials and technology.(K.1)

Assessment of Student LearningWhen students do the following, they will have achieved the indicator:

1. respond immediately to the freeze cue and wait for the release cue before unfreezing;2. create unusual and physically challenging shapes involving the whole body;3. use different levels when creating shapes;4. contribute ideas to list of shapes.

Creating/PerformingTraits Level 4 Level 3 Level 2 Level 1

Creating aVariety ofShapes

Create unusual andphysically challengingshapes at differentlevels.

Create shapeswith whole bodyon differentlevels.

Creates wholebody shapes thatstay at one leveland are notchallenging.

Create shapesusing just limbs.

Freeze Immediately respondsto the freeze cue withfocus, stillness, andquiet until rest cue isgiven.

Freezes on cue.Stays frozenuntil rest cue isgiven.

Stops butwiggles. Dropsfreeze beforerest cue is given.

Keeps movingafter freeze cueis given.

RespondingIdentifying andDescribingShapes

Identifies both obviousand less obviousshapes usingdescriptive words suchas twisted, bent,angular, etc.

Identifies anddescribesobvious shapescorrectly.

Identifies shapescorrectly.

Incorrectlyidentifiesshapes.

Arts Key Vocabulary:Shape (twisted, curved, straight, bent/angular/pointed, stretched)FreezeLevelBody partsGeneral SpaceLinks to other core areas:Time: 45 minutesMaterials/Equipment/Resource:Magazine or calendar photos of shapes found in our natural and manmade environmentAnne G. Gilbert. Creative Dance for All Ages. p. 240 and p. 247, Shape StoryMusic suggestion: Dance of the Celts. Old Blind Dogs. Audio CD. Narada, 1997.Exemplars (works of arts to share with students):

Susan Kuklin and Bill T. Jones. Dance! With Bill T. Jones. Hyperion Press, 1998.



Instructions to Students:1. (Sitting in a circle) Copy the way I say hello with my elbow...my shoulders...my foot. Doessomeone else have another way of saying hello with their body? (Volunteers show one by one whilerest of class copies.) Try using different body parts to say hello.

2. Now let’s all try shaking our hands high and low, in front and behind us. Freeze when I bang thedrum. Now stretch your arms high, sideways and behind. Freeze. Look at all the stretched shapesyou are making. Stand up and stretch again. Stay in place, don’t go anywhere, but you can stillstretch your legs, too. Stretch at low, middle and high levels. (Freeze them at random times; verballynote their shapes.)

3. (Sit in rows to look at book and photos.) What shapes do you see in this photo? Do you seeanything that is twisted, bent, curved, straight, or angular/pointy? Let’s make a list of all the shapesyou see (could additionally include spiral, geometric shapes).

4. Stand up and find your personal space. Make whatever shape I call out, then move withoutstopping to the next shape I call out. Try also changing directions, levels, body parts and sizes as youmove from shape to shape. (Call out shapes from the list.)

5. I am going to play some music while you make lots of twisted shapes. Freeze when the musicstops. I will call out one person’s name and everyone will copy that person’s shape. Now trycurved...bent...stretched.

6. Leave your spot and travel through the general space. Keep your space bubble/personal spacearound you and don’t touch anyone else’s. Can you walk and stretch at the same time? Try that onlow and middle levels. Walk and bend, walk and twist also on different levels.

7. Continue to stretch...bend...twist while you speed up, slow down, take big steps, tiny steps, walkbackwards, sideways.

8. As I tell you this story about a shape that has many adventures, you show with your whole bodyhow the shape changes. (Teacher Note: create your own story or use this one from Anne GreenGilbert’s book.)“Twisted shape went skipping down the road toward the dark forest. A witch came along and turnedtwisted shape into a little angular shape. This shape crept out of the dark forest into a big wind. Thewind spun angular shape around and around until it turned into a big curvy shape. Big curvy shaperolled down a hill and bumped into a magician. The magician changed big curvy shape back intotwisted shape and twisted shape ran home and fell asleep”.

9. (Break class into 2 groups.) Group 1 will dance the same story we just did while Group 2 watches.What shapes did you see the performers make? What levels? Switch groups.

Reflection with StudentsQuestions to ask students to elicit their thinking about their own work in the arts or about works of artthat they are studying:

Describe Interpret EvaluateWhat shapes do you see?What do you see that isstretched, twisted, bent, etc.?

What is the mood or feeling youget from this photo (of Bill T.Jones)?

Which (Bill T. Jones) picture ismost interesting to you andwhy?


Kindergarten Lesson Plan/Sample Assessment Task

Discipline: Drama/TheatreLesson Title: Imaginary JourneyArts Performance Indicator:The student explores ways to move his/her body, makes sounds with his/her voice and otherinstruments, and experiments with a variety of art materials and technologies. (K.1)


1. move through space without bumping into others;2. move about the room in a variety of ways, responding appropriately to the given cues.

Traits Level 4 Level 3 Level 2 Level 1Personal space Personal space

is respected asstudents focuson movementwithout touchingothers.

Personal spaceis respected, butstudentsconcentrate toomuch onavoiding eachother.

Personal spaceis respectedalthoughstudentsoccasionallybump into eachother.

Personal spaceis not respected.Students bumpinto each other.

Body Movements aredynamic andvaried, using allparts of thebody.

Movement isvaried, usingseveral bodyparts.

Movement istentative withlittle variety inuse of body orspace.

Bodies remainstill andunengaged.

Time: 20 minutesArts Key Vocabulary:ImaginationPersonal SpaceBody

Materials/Equipment/Resources:Tambourine or drum

Barbara Salisbury Wills. Theatre Arts in the Elementary Classroom: Kindergarten throughGrade Three. p. 34.Viola Spolin. Theatre Games for the Classroom. Chapter 4.Lisa Bany-Winters. On Stage. p. 22 .Augusto Boal. Theatre Games for Actors and Non-Actors. pp. 73-75.



Instructions to Students:We are going to use our imaginations to go on a journey. Using your body, you are goingto show what happens on this journey. You can move anywhere in the room but be aware ofyour personal space as you move with the other children.

Something nice happened to you. You are happy and eager to get home to tell someone.What does this happy walk look like?

Suddenly a big dog appears on the sidewalk ahead of you. What do you do? His teeth arebared and he is growling. You are scared. What does your scared walk look like?

The dog stopped chasing you. You are relieved, but still a little nervous. You look at thehouses around you. Somehow they don’t look familiar at all. You are lost.What does your lost walk look like?

You see something being blown by the wind. It is something very beautiful. You want it.What does your walk look like now? You try to catch it or grab it. What does your walk looklike now? Show me what you discovered by how you use it.

The wind blows harder. You push against it. What does your walk look like now? The windchanges direction and blows from behind you. You feel like you’re sailing. What does yourwalk look like now? The wind blows you through the front door and into your favorite chair.Show me how you feel by the way you sit back in your chair.



Discipline: MusicLesson Title: Voice ExplorationArts Performance Indicator: The student explores ways to move his/her body, makes soundswith his/her voice and other instruments, and experiments with a variety of art materials andtechnology (K.1).


1. use key vocabulary words when talking about compositions;2. use a range of voice sounds;3. relate vocal sounds to sound cards in their compositions;4. complete an appropriate sound composition.


Use of VocalRange

Uses full vocalrange from low tohigh; voice isclear andconfident.

Demonstrates fullvocal range but isnot comfortablewith the lowand/or high;voice is clear andconfident.

Range does notreach low and/orhigh; voice is softand lacksconfidence.

Voice remains atone level; voiceis soft and lacksconfidence.

Variety of VocalSounds

Creates a varietyof interesting andsurprising high,low, loud, soft,long, and shortvocal sounds.

Creates a varietyof predictablevocal sounds.

Creates a fewsounds andrepeats them.

Creates thesame sound andrepeats it.

RespondingDescriptiveInterpretive Evaluative

Uses keyvocabulary wordsto describecompositions.

Describescompositions.

Describes thesounds heard inthe compositionsincorrectly.

Is unable todescribe what isheard.

Arts Key Vocabulary: Voice: speaking, calling, whispering, singing

High, lowLong, shortLoud, quietEcho

Links to other core areas: Language Arts (sounds and syllables)Time: 45 minutes



Materials/Equipment/Resources: Slide whistle Sound picture cards (index cards with pictures or symbols that can be translated to sound, e.g., dripping faucet, bouncing ball, wind, rain, waterfall)

Exemplars (works of arts to share with students):Bobby McFerrin. Bang! Zoom. Audio CD. Blue Note Records, 1996.Bobby McFerrin. Spontaneous Inventions. VHS. Wea/Atlantic, 1987.

Instructions to Students:(Teacher note: Sing hello to students and have them sing back answers. Then ask them toanswer how they are feeling by switching between speaking, calling, whispering voices.)

Listen to my roller coaster (slide whistle) and echo the sound with your voice. See if you canfollow the sound with your with your whole body. (Students stand and move up and down,following the sound.) Let’s play the game, “Toy Store.” One at a time, place your hands on top ofmine. It’s an elevator. You need to use your voice to power the elevator up. The higher orlower your voice goes, so does the elevator. If you can get the elevator in the Toy Store to thetop, you can choose your favorite toy.

Listen to and/or watch this short selection/section of music/video with Bobby McFerrin. This artistuses his voice as an instrument. Notice how many different sounds he creates in his music.(Teacher Note: Use questions from reflection section of this lesson for discussion.)

I will choose four sound cards. Decide on a sound for each card and put them in an order youlike. Let’s read our sound cards in that order. Try to show high-low, long-short and loud-quiet. (Teacher note: Let students choose different cards and/or re-order combinations of cards. Readthrough with vocal sounds.)

Reflection with Students Questions to ask students to elicit their thinking about their own work in the arts or about works ofart that they are studying:

Describe Interpret EvaluateDescribe the different soundsyou heard in the composition.

What mood or feeling did thecomposition have?

What other kinds of soundscould have been used to addto the feeling or mood?

Did you like the soundcomposition? Why? Whynot?

Which part was mostinteresting? Most surprising?



Discipline: Visual ArtsLesson Title: All Kinds of LinesArts Performance Indicator: The student explores ways to move his/her body, makessounds with his/her voice and other instruments, and experiments with a variety of artmaterials and technology. (K.1)


1. drawn accurate lines on each card, shown consistent organized assembly;2. display expressive, confident use of media, care and time taken.

Traits Level 4 Level 3 Level 2 Level 1Elements andMaterials

Lines are clearlydrawn insuggestedmedia.

Most lines aredrawn well withthe suggestedmedia.

Lines are drawnquickly andwithout care.

Lines are drawn.

Craftsmanship Work is carefullydrawn, glued,and organized,neatly arrangedin order.

Work is carefullydone butorganization isunclear.

Work is carelessandunorganized.

Work is messy,unorganized,and incomplete.

Time: 30 minutesArts Key Vocabulary:Elements of Design:• Line: straight, curved, zigzag, thick, thin• Primary colors: red, yellow, blue

Materials/Equipment/Resources:http://www.guggenheim.orgVassily Kandinsky: Black Lines, Inclination, White CrossImages showing clear use of lines.Index cards (nine per student), drawing pencil, marker pens (primary colors), oil pastels,chalk, glue pads, cotton swabs, 12 x 18 construction paper.



Instructions to Students:Practice drawing straight, vertical, thin lines on your first card, using a pencil.

On your next card, practice drawing straight, tall (vertical), thick lines using a pencil.

Select a primary color marker pen and make zigzag lines on the next card.(Teacher: alternate media and line until cards are complete.)

When you finish your cards, arrange them on your construction paper in the order you wouldlike to glue them down. Carefully glue one card at a time, placing a dot of glue on eachcorner of the card. Mount on construction paper. Don't forget to sign your name in thebottom right corner when finished.

(Teacher note: Demonstrate layout on construction paper and proper glue procedure. Handout glue pads, cotton swabs, and paper.)

Clean up your workspace and bring your artwork to the circle for sharing all kinds of lines.



Discipline: DanceLesson Title: Move and FreezeArts Performance Indicator:The student explores ways to move his/her body, makes sounds with his/her voice and otherinstruments, and experiments with a variety of art materials and technology. (K.1)The student works safely during arts activities and respects the work of others. (K.2)


1. isolate and move different parts of their bodies;2. respond immediately to the freeze cue with complete stillness and quiet;3. create a variety of shapes;4. demonstrate high, middle, and low levels through their shapes and locomotor

movements;5. execute forward, sideways, and backward movements;6. do not bump when traveling through the space;7. are evenly spread out while they are traveling;8. find a variety of ways to travel across the room;9. use the correct vocabulary to identify the movement of classmates;10. respond spontaneously to the teacher's instructions.

Traits Level 4 Level 3 Level 2 Level 1Freeze Responds

immediately tothe freeze cuewith completestillness andquiet until restcue is given.

Freezes on cue.Stays frozenuntil rest cue isgiven.

Stops butwiggles anddrops freezebefore rest cueis given.

Keeps movingafter freeze cueis given.

Variety ofshapes andmovements

Demonstratesnumerous waysto make shapesand move.

Demonstratesmore than oneway to makeshapes andmove.

Demonstratesvariety of eithershapes ormovements.

Copies others;unsure of ownideas.

Awareness ofPersonal space

Moves in theempty spaces.Smoothly travelsamong otherswithout touchinganyone.

Does not touchanyone whilemoving throughthe space.

Occasionallybumps someonewhile moving.

Deliberatelybumps intoothers.



Time: 30 minutesArts Key Vocabulary:Parts of the bodyFreezeShapeLevel (low, middle, high)Direction (forward, sideways, backward)Personal spaceGeneral spaceTraveling through space (locomotor movement)

Materials/Equipment/Resources:Hand drum, lively, light music, e.g., Celtic or zydeco

Instructions to Students:(Teacher note: Begin with students sitting in a circle.)Can you name the different parts of your body? How does that part of the body move? Canyou find another way to move it?

Sit down and freeze. When I tap the drum once and say "change," you must quickly find anew way of sitting frozen. Try lying-down shapes. Freeze sitting or lying in twisted, bent,stretched, big, small, upside-down, and tunnel shapes.

Stand and freeze at a high level. Freeze at a low level. Freeze at a middle level. Changequickly as I call out levels.

When I say "go" you can leave the circle and travel in our general space. You must nottouch anyone! Imagine you have a big bubble around you--you don't want to burst yours oranyone else's bubble. Travel in the spaces between people; look for places where no oneelse is. Go until you hear the freeze cue.

Change to low-level while traveling. Try another way of moving at low level. Change tohigh-level, middle-level traveling.

Now travel sideways. Try careful backward walking--look over your shoulder.(Teacher note: Call out directions that combine direction and level, e.g., walk sideways atmiddle level. Optional: try skipping, hopping, and/or jumping instead of walking.)

Travel across the room one at a time. What level and direction will you use? The rest of uswill guess what you are doing.(Teacher note: Upbeat, lively, light music can be played to accompany this.)



Discipline: DramaLesson Title: The Three Billy Goats GruffArts Performance Indicator: The student creates movements, sounds, and visual artworks thatrepresent ideas, persons, and places. (K.3)


1. use their imaginations to create different characters;2. use their bodies to show different sizes of billy goats;3. use their voices to create different voices for the characters;4. are committed to the purpose of the story and characters throughout the story.


Character Characters aredynamic, clear,and imaginative.Participants areclearly focusedand committed tothe purpose.

A scene developsthrough sustainedcommitment toacting out thecharacters

Dialogue and/oraction are usedbut with littleconnection to thecharacter.

Characters andideas are uncleardue to lack ofattention andcommitment.

Voice Dynamic andimaginative use ofthe voice clearlycommunicates thecharacter and itspurpose.

Differentcharacters areconveyed througha varied use ofthe voice.

Voice is usedsimilarly fromcharacter tocharacter.

Voice gives nosense of thedifferentcharacters or isnot used at all.

Body Dynamic andimaginative use ofbody clearlycommunicates theaction/ purpose ofa character.

Characters andaction areconveyed clearlythrough use ofwhole body.

Characters andaction aresuggested bybody, but lacksustainedattention.

Body gives nosense ofcharacter,purpose or action.

RespondingDescribeInterpretEvaluate

Describes themovements andsounds ofcharacters withgreat detail andimagination. Isable to evaluatewhat changes arenecessary toimproveperformance.

Describes themovements andsounds ofcharacters andtheir differences.

Describes theobvious details ofthe characters.

Describes themovement andsound of thecharacterportrayed butcannot interpretthe movements ofothers.



Arts Key Vocabulary:CharacterImaginationVoiceBody

Links to other content areas: Language ArtsTime: 30 minutesMaterials/Equipment/Resources:The Three Billy Goats Gruff (various authors)Drum/mallet

Exemplars (works of arts to share with students):

Instructions to Students:Let’s review the story of The Three Billy Goats Gruff. Who are the characters of the story?What is different about each of the billy goats? Describe how each billy goat is special. Nowwe are going to use our imaginations and create the three billy goat characters.

First, when you hear the beat of my drum, freeze in place. Let’s practice moving around theroom, walking at your own pace. Be aware of others around you. Create your own personalspace. Personal space is very important, try to not bump into others. Make eye contact withyour classmates as you walk by them. When I beat my drum you will freeze in place. (DrumBeat) Remember a freeze doesn’t move or talk. Walk around the room again, maintain yourpersonal space, make eye contact with others as you pass by them. Freeze on the drumbeat. (Drum Beat) Now try walking at a very low level. Feel how differently your bodymoves. Freeze on the drum beat. (Drum Beat) Try walking at a high level, maintainingpersonal space and making eye contact with the other students as you pass them. As youwalk, make your body as big as you can. Now as small as you can. Freeze on the drumbeat. (Drum Beat)

Now we will walk like the billy goat characters from the story. Imagine you are the littlest billygoat. Using your bodies, create the littlest billy goat shape you can. Move that shapethrough the space while maintaining your own personal space. Make eye contact with theother littlest billy goats as you pass by them. The littlest billy goat is very small. Using yourvoices, create sounds that you think the littlest billy goat would make. Continue to movethrough the space as the littlest billy goat, using your voices to make the littlest billy goatsounds. As you pass by another little billy goat introduce yourself, using your littlest billy goatvoice. When you hear my drum beat freeze as the littlest billy goat. (Drum Beat)

How did you use your bodies to show the littlest billy goat? How did you use your voices tomake the littlest billy goat sounds?

Now think about the middle-sized billy goat. Think about how differently this billy goat movesand sounds from the littlest billy goat. Move through the space using your bodies to show themiddle-sized billy goat. Be aware of personal space. Show how the middle-sized billy goatmoves differently from the littlest billy goat. Are the steps lighter or heavier? Is the shape ofyour body bigger or smaller? Now create a middle-sized billy goat voice. Introduce yourselfas the middle-sized billy goat to the other middle-sized billy goats as you pass them.Remember to keep your personal space. How is your middle-sized billy goat voice differentfrom your littlest billy goat voice? Is it louder or softer? Is it higher or lower? Continue tomove through the space as the middle-sized billy goat until you hear me beat my drum.


and sounds from the littlest billy goat. Move through the space using your bodies to show themiddle-sized billy goat. Be aware of personal space. Show how the middle-sized billy goatmoves differently from the littlest billy goat. Are the steps lighter or heavier? Is the shape ofyour body bigger or smaller? Now create a middle-sized billy goat voice. Introduce yourselfas the middle-sized billy goat to the other middle-sized billy goats as you pass them.Remember to keep your personal space. How is your middle-sized billy goat voice differentfrom your littlest billy goat voice? Is it louder or softer? Is it higher or lower? Continue tomove through the space as the middle-sized billy goat until you hear me beat my drum.When you hear the drum beat, you should freeze as your middle-sized billy goat. (DrumBeat)

How did you use your bodies to show the middle-sized billy goat? How did you use yourvoices to make the middle-sized billy goat sounds?

Imagine you are now the biggest billy goat. Move through the space as the biggest billy goat.Feel the difference in your bodies from the littlest and middle-sized billy goats. This billy goatis the biggest. Show me using your body as the biggest billy goat. Are your steps heavier orlighter than the middle-sized billy goat? Is this billy goat older or younger than the other twobilly goats? Use your bodies to show the age of the biggest billy goat. Add the biggest billygoat’s voice. How is the voice different from the littlest and middle-sized billy goat. Is thevoice louder or softer? Is it really squeaky and high? Or is it deep and full? As you pass byother billy goats, introduce yourself using your biggest billy goat voice. Freeze as the biggestbilly goat when you hear the drum beat. (Drum Beat)

What was different about your bodies as you imagined you were each of the billy goats?What about your voice? Explain what you did differently to show each billy goat. Explainwhat you did differently to create the voice of each billy goat.

We will now perform the story of the Three Billy Goats Gruff. You will role-play each of thebilly goats. Try to remember what you did with your bodies and voices to create each of thebilly goat characters. Throughout the story, I will use my drum to indicate when to freeze.Stay in character throughout the entire performance.

Once upon a time, there were three billy goats gruff. A little billy goat. Show your littlest billygoat character (drum beat). Freeze. A middle-sized billy goat (drum beat). Freeze. And abiggest billy goat (drum beat). Freeze.

One day the littlest billy goat sees a rickety old bridge. On the other side of the bridge is ameadow with green, green grass and apple trees. He starts to walk over the bridge. (Drumbeat). Then a troll appears and asks the littlest goat, “Who’s that walking on my bridge?”

The littlest billy goat replies (students will respond). Remember to use your littlest billy goatvoice when answering the troll. Stay in character. Use your bodies to show the littlest billygoat. (Drum beat). “I’m a big bad troll and you are on my bridge. I’m going to eat you forlunch.” Then the littlest billy goat replies __________. Use your littlest billy goat voice toanswer. (Drum beat) The troll says, “I guess I will let you cross.” The littlest billy goat runsacross the bridge. He eats the green, green grass and apples (drum beat).



answer. (Drum beat) The troll says, “I guess I will let you cross.” The littlest billy goat runsacross the bridge. He eats the green, green grass and apples (drum beat).

The next day the middle-sized billy goat walks to the bridge. On the other side of the bridgehe sees green, green grass and apple trees. He starts to walk across the bridge. (Drumbeat). Then a troll appears and asks the middle-sized billy goat, “Who’s that walking on mybridge?”

The middle-sized billy goat replies (students will respond). Remember to use your middle-sized billy goat voice when answering the troll. Stay in character. Use your bodies to showthe middle-sized billy goat. (Drum beat) “I’m a big bad troll and you are on my bridge. I’mgoing to eat you for lunch.” Then the middle-sized billy goat replies __________. Use yourmiddle-sized billy goat voice to answer. (Drum beat) The troll says, “I guess I will let youcross.” The middle-sized billy goat runs across the bridge. He eats the green, green grassand apples (drum beat). The next day the biggest billy goat walks to the bridge. On the otherside of the bridge he sees green, green grass and apple trees. He starts to walk across thebridge. (Drum beat). Then the troll appears and asks the biggest goat, “Who’s that walkingon my bridge?”

The biggest billy goat replies (students will respond). Remember to use your biggest billygoat voice when answering the troll. Stay in character. Use your bodies to show the biggestbilly goat. (Drum beat). “I’m a big bad troll and you are on my bridge. I’m going to eat youfor lunch.” Then the biggest billy goat replies __________. Use your biggest billy goat voiceto answer. (Drum beat). The biggest billy goat lowers his head and charges toward the trolland knocks the troll off the bridge. He then runs across the bridge and joins his brothers forsome green, green grass and apples.

Reflection with StudentsQuestions to ask students to elicit their thinking about their own work in the arts or aboutworks of art that they are studying:

Describe Interpret EvaluateHow did the three billy goatsmove differently from eachother?

How did the three billy goatssound different from eachother?

How could the class tellwhich size billy goat youwere?

How could you tell which sizebilly goat others in your classwere?

What might you have done toshow a littler or bigger billygoat?

What might you have done tosound like a littler or biggerbilly goat?



Discipline: Visual ArtsLesson Title: Shapes In PairsArts Performance Indicator:The student explores ways to move his/her body, makes sounds with his/her voice and otherinstruments, and experiments with a variety of art materials and technology. (K.1)The student experiences a variety of dance, theatre, music, and works of art, discussing whatthey like or dislike, and why. (K.4)


1. select and arranges a variety of geometric shapes in pairs in an interesting way;2. use two or more colors to draw outlines around the geometric shapes.


Arrangement All shapes arematching andarranged in pairsin an interestingway.

All shapes arematching andarranged inpairs.

Some shapesare arranged inmatching pairs.

Shapes are notarranged inmatching pairs.

Drawn Outline Outlines are welldrawn around allthe shapes.Two or morecolors are used.

Outlines aredrawn aroundmost of theshapes. Two ormore colors areused.

Outlines aredrawn aroundsome of theshapes. Onlyone color isused.

Outlines aredrawn veryquickly aroundsome of theshapes.

RespondingInterpretation Can describe

variety in designand reasons forplacement ofshapes, withexpressiveresponse.

Can identifymost shapesand talk aboutthem in design.

Can identifyshapes but hasno originalthoughts onintention ofdesign.

Cannot describeshapes, showsno interest orintention.

Arts Key Vocabulary:Geometric shapes: circle, square, rectangle, triangleDrawn outline

Links to other core areas: MathTime: 30 minutes



Materials/Equipment/Resources:Assorted precut paper geometric shapes (give 5 pairs of matching shapes to each student)Black construction paperGlueOil pastels

Exemplars (works of arts to share with students):Vassily Kandinsky, Composition VIIIJoseph Albers, Growing

Instructions to Students:Teacher Note: Display various examples of art work that show geometric shapes, line, andcolor. Ask students to identify matching shapes and lines they see. Discuss which workstudents like, dislike, and why.

1. Select an assortment of paper shapes.

2. Try different ways of placing shapes in pairs on your paper.

3. When you find and interesting placement, glue shapes down on paper in pairs.

4. Practice drawing outlines around your glued shapes with at least two different color oilpastels. Go slowly to make the best shapes you can.

Reflection with StudentsQuestions to ask students to elicit their thinking about their own work in the arts or aboutworks of art that they are studying:

Describe Interpret EvaluateWhat kinds of shapes canyou see?

How many can you count?

How are the shapesarranged.

What colors do you see inthe artwork?

What is the feeling you getwhile looking at the work?

What is the artist trying to tellus?

Does this remind you ofanything ?

Do you think you would liketo have this in your room?

Is there part of the work thatyou would change?

Where is the most importantpart of the work?



Discipline: MusicLesson Title: Sounds and NumbersArts Performance Indicator:The student explores ways to move his/her body, makes sounds with his/her voice and otherinstruments, and experiments with a variety of art materials and technology. (K.1)The student experiences and creates or performs dances, stories, songs, and visual artworksfrom a variety of cultures. (K.5)


1. use voices appropriately to explore high and low, fast and slow, loud and quiet;2. keep a steady beat while singing a song;3. use self-control and respond to verbal cues in "Helu Papa."

Traits Level 4 Level 3 Level 2 Level 1Vocal Range Voice reflects

the elements ofthe “wind” andshows variety oflevels.

Voice reflectselements of the“wind.”

Voice reflectsnarrow range ofsound.

Voice ismonotone.

Beat Beat is strongand steadythroughout thesinging of “HeluPapa.”

Beat isconsistentduring thesinging of “HeluPapa.”

Beat isinconsistentduring thesinging of ““HeluPapa.”

Beat is randomandinappropriateduring thesinging of ““HeluPapa.”

Time: 30 MinutesArts Key Vocabulary:Vocal explorationBeatEchoFast/slowLoud/quietHigh/low

Materials/Equipment/Resources:10 rhythm/percussion instruments (may be all the same, such as rhythm sticks, or a variety:rhythm sticks, tone block, wood block, small drum, finger cymbals, maracas, tambourine,castanets. If instruments are not available, look for different places in the room wherestudents can tap.)Poem: Christina Georgina Rosetti: "Who has seen the Wind"Nona Beamer. Helu Papa. Hawaiian Resources Co., Ltd. (ISBN 0-9627294-0-X)



Instructions to Students:"Who has seen the wind?Neither you nor IBut when the leaves bow down their heads,the wind is passing by."

Can you use your voice to make some wind sounds? Can they go high and low?What happens when there is a storm? Are the sounds fast or slow?What if there is thunder and lightning? Are the sounds loud or quiet?

Now let's pretend we're sitting at the beach on a nice sunny day.Will you be my echo as we say the poem about the wind?(Teacher note: say poem in short phrases and have students echo.)

"Who has seen the wind?Neither you nor IBut when leaves bow down their headsthe wind is passing by."

Remember the song "Helu Papa?" Let's put a steady beat somewhere on our body as wesing the song together. (Students can tap beat on lap, shoulders, floor, etc.) "Let's sing thesong again, and this time, can you clap every time you sing a number but please also keepthe beat pattern going.

Now we are going to do something different with the song. I will choose 10 students who willplay rhythm sticks every time we sing the numbers.

Let's sing the song again, and this time, boys and girls with rhythm sticks will play on thenumbers 1, 2, 3 and so on. Those of you with instruments, let's see if you can carefully playyour instruments as instructed, on the numbers 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.

(Teacher note: Give all students the opportunity to play, always using only 10 instruments ata time. Depending on capabilities of the students, after everyone has had an opportunity toplay, try next activity.)

Let's see if we can do something a bit different. I am going to give each person a differentnumber, and you will play only when we sing your number. When we get to the chorus,everyone plays on the beat.

(Assign numbers from 1-10. Child plays only on number assigned.)


Kindergarten Ideas for TeachingDANCE How the Arts are Organized

ArtsIndicator

Instruct students to Resources

K.1Create

Perform

Roll different parts of their bodies incircles, e.g., eyes, head, shoulders, hips,feet, etc.

Richard Warner. Spirit of the Tao TeChing. Audio CD. (Narada LotusND61053

K.1Create

Perform

Listen to a selection of music with a strongbeat. Students use bouncing motion toput the beat of the music into differentparts of their bodies, e.g., head,shoulders, elbows. Students will vary thesize of the bounces. Students discoverhow the bounce can allow them to travelthrough the general space.

Jim Taylor. Come Before Winter.Audio CD. (UP887)

K.1Create

Perform

Stretch arms and legs in severaldirections, e.g., forward, backward,sideward, up or down. When the drum istapped, students freeze in whateverdirection they are stretching. Studentschange their levels as they stretch.

Hand drum

Cirque du Soleil. Saltimbanco. AudioCD. (RCA 09026-61486-2)

K.1Create

Perform

Bend parts of the body in different waysto create unusual shapes. Try this sitting,kneeling or standing.

Mary, Joyce. First Steps in TeachingCreative Dance to Children. p. 77.

K.1Create

Perform

Explore the element of energy by movingin response to a variety of action words,e.g., growing, rising, exploding.Experiment with the size of themovement, e.g., exploding big vs.exploding small.

K.2Create

Perform

Move with self-control, freezing whenthe freeze cue is given, e.g., shake handsthen freeze upon hearing the drum tappedtwice.

Hand drum

K.2Create

Perform

Travel to the beat of the music through thegeneral space using locomotormovements, such as walk, run, hop,jump, and gallop. Travel at differentlevels and in different directions withoutbumping each other.

Academy of St. Martin-in-the-Fields/Neville Marriner. The Best ofWolfgang Amadeus Mozart. AudioCD. (Philips 412 244-2)

Mary Joyce. First Steps in TeachingCreative Dance to Children. p. 80.



Kindergarten Ideas forLinking to Other Core Areas in DANCE

Arts Indicator Instruct students to ResourcesK.3

CreatePerformRespond

Language Arts:Role-play ideas.

Like a balloon, expand their bodies into bigshapes. Students should explore expandingand shrinking in different ways, traveling atdifferent levels. What happens if the balloonpops suddenly? Students may discuss anddraw pictures of different energies andmovements discovered through their balloonexplorations.

BalloonDrumChime (for floating)

K.2CreatePerform

Social Studies:Rules, rights andresponsibilities.Negotiate andshare with others.

Move through the general space when theyhear the music, looking for the empty spacesto move through. Students should practiceself-control – no pushing or bumping,stopping, and freezing when the music isturned off.

Music suggestion:Any upbeat musicselection.

K.1Create

Math:Sorting, namingand counting(shapes, sizes,measurement).

Create different shapes with their bodies(e.g., twisted, round, straight, big, small).Instruct students to hold shape for 8 countsbefore changing to a different shape.

Drum

K.1Create

Science:Most things aremade of parts.

Say hello with different parts of their bodies(e.g., elbows, toes).

Chart listing body parts(may be developed withchildren)


Kindergarten Ideas for TeachingDRAMA/THEATRE How the Arts are Organized

ArtsIndicator


K.1Create

Perform

Freeze their bodies in a variety of freeform poses, then in different levels andsizes (big, small, high, low, etc.).

K.1Create

PerformRespond

Identify and imitate sounds (garbagetruck, birds, streams, etc.) using voice.

Lenore Kelner. The CreativeClassroom: A Guide for usingCreative Drama in the Classroom,PreK-6.

K.1Create

Perform

Mirror actions of the teacher, then workin pairs to mirror each other.

Nellie McCaslin. Creative Drama inthe Classroom and Beyond.

K.1Create

Perform

Explore use of voice with puppets. Tamara Hunt. Pocketful of Puppets:Never Pick a Python for a Pet.

K.1Create

Perform

Tell a story based on a personalexperience, book, or tale.

Vivien Paley. The Boy Who Wouldbe a Helicopter.

K.1Create

PerformRespond

Draw a picture based on a personalexperience, book, or tale. Includecharacters and setting.

Mother Goose, Aesop’s Fables

K.2Create

Perform

Shape an imagination bubble aroundbody, then take a walk keeping thebubble from touching another person’sbubble (personal space). At intervalsfreeze in place, remaining completelystill.

Mother Goose, Aesop’s Fables



Kindergarten Ideas forLinking to Other Core Areas in DRAMA/THEATRE


Respond

Language Arts:Express personalpreferences andopinions.

Choose a character from a story that theylike and explain why they chose thatcharacter.

Children’s literature

K.3CreatePerform

Social Studies:Role-play real-lifeactivities.

Freeze in a shape showing real-life activities(e.g., sweep the house, wash dishes, ride abike, swim in the ocean, climb a tree).

Nellie McCaslin.Creative Drama in theClassroom and Beyond.

K.1Create

Math:Investigating byposing ownquestions.

Discover why you, as the teacher, are sad.Ask students what questions they might askto find out why.

C. Tarlington and P.Verriour. Role Drama:A Teacher’s Handbook.

Jonothan Neelands.Structuring Drama Work:A Handbook OfAvailable Forms InTheatre & Drama.

K.3Create

Respond

Science:Communicatingwhat is observedthrough wordsand pictures

Take a walk through the school garden.Observe and then draw a picture of theplants that you see.

Forest Treasures. CD-ROM. MoanaluaGardens Foundation.

Aliki. My Five Senses.Harper Trophy, 1990 ed.


Kindergarten Ideas for TeachingMUSIC How the Arts are Organized

ArtsIndicator


K.1Create

Perform

Explore the voice (e.g., pretend voice is anelevator going up and down).

K.1Create

Perform

Recite “Jack and Jill” using differentvoices: speaking, calling, whispering,singing (traditional melody).

The Real Mother Goose. RandMcNally & Co., p. 49.Comprehensive Music ProgramGrade K. UHM, p. 142.

K.1Create

Perform

Play question/answer games usingvoice:teacher sings simple question “what didyou do this weekend?” Student createsown answer using singing-quality voice.

K.1Create

PerformRespond

Tap various objects in the classroom withpencil or drum mallet and describe thesound each makes. In discussion, includeterms like high/low (pitch), long/short(duration), loud/quiet (dynamics).

Pencil/drum mallet

K.1Create

Perform

Play echo games using a sound sourcein the classroom (e.g., desk, blackboard,rubbish can, cupboard door, instrument,etc.). Teacher plays rhythmic pattern onone sound source using the rhyme,“Pease Porridge Hot,” doing one phrase ata time. Student echoes the pattern on adifferent sound source.

The Real Mother Goose. RandMcNally & Co., p. 102.

K.2Create

Perform

Sing songs that encourage movement-reinforcing concepts of personal spaceand self-control (e.g., Head ShouldersKnees and Toes, Looby Loo, Rig-a-jig).

Comprehensive Music ProgramGrade 1. p. 27.Mary Helen Richards. Let’s Do ItAgain!The Songs of ETM. RichardsInstitute, 1985, pp. 55, 75.Making Music 2002 K. Silver Burdett,pp. 210, 99.

K.2Create

Perform

Tap steady beat on a part of the body(lap, shoulder, head, toes) while reciting anursery rhyme, reinforcing concepts ofpersonal space and self-control.

The Real Mother Goose. RandMcNally & Co., pp. 127, 90, 98.Tomie de Paolo’s Mother Goose.New York: G. P. Putnam’s Sons, pp.70, 62, 59.



Kindergarten Ideas forLinking to Other Areas Subjects in MUSIC


CreateRespond

Language Arts:Read from avariety ofcultures.

Use a speaking voice to say the words of asimple song, such as "Frère Jacques."Students will repeat the song using differentvoice qualities, e.g., whispering, calling,singing.

Songs: Frère Jacques,Old MacDonald

K.2Respond

Social Studies:Social skills.

Move to the sound of the drum, observingpersonal space and self-control.

Drum

K.1, K.4Perfom

Math:Sorting, namingand counting

Sing a variety of number songs (e.g., "AngelBand”).

Comprehensive MusicProgram Grade K.UHM, p. 96, “AngelBand” South Carolinaspiritual.

K.1, K.4Create

Respond

Science:Carefulobservation ofthings in nature.

Collect materials/objects from nature (e.g.,leaves, pebbles, sticks), to experiment withdifferent ways that these items producesound (e.g., shaking scraping, tapping,crushing).


Kindergarten Ideas for TeachingVISUAL ARTS How the Arts are Organized

ArtsIndicator


K.1Create

Respond

View and describe lines by VassilyKandinsky.Experiment with dry media (pencil,chalk, oil pastel, marker pens) to makedrawings on long strips of paper withvarious types of line (straight, thick,thin, curve, zigzag). Mount together onto a large piece of paper and compareideas and styles.

Images by the artist VassilyKandinsky: Black Lines, Inclination,White CrossDuane Preble et al. Art Forms.Prentice Hall, 7th edition, 2001.

K.1Create

Combine elements of line andgeometric shapes to make designs onpaper using pencil, chalk, oil pastel, ormarker pens.

K.1Create

Paint basic geometric shapes indifferent sizes with watercolor ortempera using primary colors. Paintbackground in a solid color.

www.dickblick.com

K.1Create

Practice rules about art safety, usingtools carefully, sharing materials,cleaning up and putting art suppliesaway.



Kindergarten Ideas forLinking to Other Core Areas in VISUAL ARTS


Create

Language Arts:Shareinformation withothers.

Create a collaborative drawing about anenvironment with characters (e.g.,playground, shopping center). Eachstudent takes a turn adding a drawn detail.

Poster board, marker pensFaith Ringgold. Cassie’sWord Quilt. Knopf, 2002.www.crystalproductions.com

K.5Respond

Social Studies:Formulatequestions andhypothesizeabout culturalartifacts.

View and discuss photos or samples ofmasks from various cultures.

Malcom Kirk. Man as Art.San Francisco, CA:Chronicle Books, 1993.

Carol Sivan. Maskmaking.Davis Publications.

K.2Create

Math:Money

Design money using simple designs ofline, shape, and color.

Construction paper,scissors, glue, marker pens

K.1Create

Respond

Science:Carefulobservation ofthings in nature.

Make a print of a leaf using crayonrubbings and describe the resultingtextures.

Andreas Feininger. Rootsof Art. New York, NY:Viking Press, 1975.

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