The Arts in Kindergarten

THE ARTS IN KINDERGARTEN

In kindergarten, students learn the arts through exploring and creating. Teachers guide children through questioning them to think and talk about their work. Students explore a variety of materials 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. Providing many opportunities to play characters, move to music, sing, and experiment with a variety of art media allows for appropriate development at this stage. It is important for students to experience the 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 the ability to reason, express, and communicate.

Taking turns, listening, and following directions are skills that are practiced. All students are supported and encouraged for their level of participation. Boundaries and expectations need to be defined so that students know when to talk, listen, move, or be still in order to be safe and free to create. At this grade level, it is more important for the students to experience the arts rather than to have full comprehension of the concepts. Questions are geared to test physical response to directions (e.g., “Can you form a circle by the time I count to ten?”). Feedback focuses on levels 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 Page 1 of 33 © Hawai'i Alliance for Arts Education on behalf of HAWAI‘I ARTS EDUCATION PARTNERS Kindergarten Kindergarten Kindergarten Standards and Performance Indicators Standards Performance Indicators The student: How the Arts are 1. Explores ways to move his/her body, makes sounds with his/her Organized voice and other instruments, and experiments with a variety of art Elements & Principles materials and technology. of the Arts

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

2. Works safely during arts activities and respects the work of others.

How the Arts 3. Creates movements, sounds, and visual artworks that represent Communicate ideas, persons, and places.

Content Standards: Dance 2, 5, 7 4. Experiences a variety of dance, theatre, music, and works of art, Drama/Theatre 1, 4, 6 discussing what he/she likes or dislikes, and why. Music 7, 8 Visual Arts 1, 2, 5 How the Arts Shape 5. Experiences and creates or performs dances, stories, songs, and Reflect Culture and visual artworks from a variety of cultures.

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

Kindergarten, 8/03 Page 2 of 33 © Hawai'i Alliance for Arts Education on behalf of HAWAI‘I ARTS EDUCATION PARTNERS 8/03 Kindergarten Kindergarten Kindergarten

Sample Assessment Tasks Sample Instructional Strategies

K.1 Dance: Use your body to make a variety Direct students to make twisted, bent, and of shapes to tell a story. See “Shapes, stretched shapes at different levels. See Shapes, Shapes.” “Shapes, Shapes, Shapes.”

K.1 Drama: Use your body to move through Focus on personal space so that students space on an imaginary journey in your avoid physical contact each other. See neighborhood, demonstrating movement “Imaginary Journey.” without touching others. See “Imaginary Journey.”

K.1 Music: Use your voice to echo the sound Model a wide range of vocal sounds that I make using a variety, sounds and pitches. students echo: speaking, calling, whispering, See “Voice Exploration.” high/low, etc. See “Voice Exploration.”

K.1 Visual Arts: Draw and name a variety of Show your students examples of lines in lines, including straight, curved, zigzag, thick, other artwork. After students draw, have thin. See “All Kinds of Lines.” students organize work onto a larger paper. See “All Kinds of Lines.” K.2 Dance: Use your body to move through Using a drum to signal moving and freezing, space and freeze in a variety shapes without direct your students to move at a variety of bumping into anyone else. See “Move and levels in a variety of directions and freezing in Freeze.” a variety of shapes. See “Move and Freeze.”

K.3 Drama: Use your voice and bodies to After reviewing the story, have students walk create characters from the story, “Three Billy about the room creating and freezing as Goats Gruff.” See “Three Billy Goats Gruff.” different characters. See “Three Billy Goats Gruff.” K.4 Visual Arts: Arrange geometric paper Show students examples of artworks that shapes in an interesting way. See “Shapes incorporate geometric shapes, lines and in Pairs.” color. See “Shapes in Pairs.” K.5 Music: Explore sounds with your voice Help your students explore their voice: high and sing a counting song in Hawaiian. See or low, fast or slow, loud or quiet. See “Sounds and Numbers.” “Sounds and Numbers.”

Kindergarten. 8/03 Page 3 of 33 © Hawai'i Alliance for Arts Education on behalf of HAWAI‘I ARTS EDUCATION PARTNERS Kindergarten, 8/03 Page 4 of 33 © Hawai'i Alliance for Arts Education on behalf of HAWAI‘I ARTS EDUCATION PARTNERS 8/03 Kindergarten Kindergarten Kindergarten Arts Terms (Key Vocabulary)

Dance Drama Music Visual Arts Concepts Audience Audience Audience Audience (Elements & Body Body Principles) Geometric Shape shapes Beat Beat Feelings Feelings Feelings

Voice Voice

Level Level Level Melody Line Sequence Sequence Sequence Variety Variety Variety

Traveling Story Sound Primary color through space Character Live Texture vs. moving in Live performance place performance Question & Space Answer Direction Echo Size Energy

Thinking Skills Imagination Imagination Imagination Imagination (Responding) Observation Observation Observation Observation Listening Listening Listening Listening Describing Describing Describing Describing Focus Focus Focus Focus

Artistic Skills Audience Skills Audience Skills Audience Skills Audience Skills and Personal space Personal space Personal space Techniques Freeze Freeze Freeze Focus Focus Focus Focus

Movements Action Gluing

Kindergarten. 8/03 Page 5 of 33 © Hawai'i Alliance for Arts Education on behalf of HAWAI‘I ARTS EDUCATION PARTNERS Framework for Linking the Arts to Other Core Areas This framework identifies concepts in the arts according to the State of Hawai‘i Department of Education General Learner Outcomes (GLOs). Teachers are encouraged to connect key concepts in the arts with key content in other areas. Examples of possible connections are listed 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 make Describe understanding of text; connect text meaning, just as readers comprehend text. to own lives; ask questions and make predictions about text.

Students explore, name, and sort the elements of the arts Sounds and syllables; story elements; reading (space, line, sound, etc.). They will explore ways to move their from left to right. bodies, make sounds with their voices and other instruments, and experiment with a variety of art materials, and technology in order to help them understand themselves and their world.

Students experience a variety of dance, theatre, music, and Express personal preferences and opinions works of art, discussing what they like or dislike and why. (stories, books, etc.).

EFFECTIVE COMMUNICATOR (GLO 5: The ability to communicate effectively.) Students learn that sounds, images, and movements can be Gestures and eye contact. important ways to express and communicate ideas and feelings. Students create movements, sounds, and visual artworks that Role-play ideas. represent ideas, persons, and places.

COMMUNITY CONTRIBUTOR (GLO 2: The understanding that it is essential for human beings 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 work of others.

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

Kindergarten, 8/03 Page 6 of 33 © Hawai'i Alliance for Arts Education on behalf of HAWAI‘I ARTS EDUCATION PARTNERS 8/03 in Kindergarten

Social Studies Math Science

Construct definitions of personal Predicting/certainty; investigation – Careful observation of things in values and beliefs. pose own questions; identify patterns. nature.

Sorting, naming, and counting Sorting and naming things in (shapes, sizes, and measurement); nature by color, size, and seeing relationships of parts to whole; shape; most things are made adding: putting together/combining of parts. sets; subtraction: separation; symmetry; time. Make choices (decision making).

Communicating math through words Communicating what is and graphs. observed.

Role-play real-life activities. Represent concepts using numbers Communicating through words and symbols; collect data; money. and pictures; collecting data.

Negotiate and share with others; Living things need water, food, buying and selling (commerce); and air. home, class, school; social skills; environment. Rules, rights, and responsibilities.

Explain cultural practices; formulate questions and hypothesize about cultural artifacts; compare/contrast self to children in history.

Kindergarten. 8/03 Page 7 of 33 © Hawai'i Alliance for Arts Education on behalf of HAWAI‘I ARTS EDUCATION PARTNERS Kindergarten Lesson Plan/Sample Assessment Task Discipline: Dance Lesson Title: Shapes, Shapes, Shapes Arts Performance Indicator: The student explores ways to move his/her body, makes sounds with his/her voice and other instruments, and experiments with a variety of art materials and technology. (K.1)

Assessment of Student Learning When 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/Performing Traits Level 4 Level 3 Level 2 Level 1 Creating a Create unusual and Create shapes Creates whole Create shapes Variety of physically challenging with whole body body shapes that using just limbs. Shapes shapes at different on different stay at one level levels. levels. and are not challenging. Freeze Immediately responds Freezes on cue. Stops but Keeps moving to the freeze cue with Stays frozen wiggles. Drops after freeze cue focus, stillness, and until rest cue is freeze before is given. quiet until rest cue is given. rest cue is given. given. Responding Identifying and Identifies both obvious Identifies and Identifies shapes Incorrectly Describing and less obvious describes correctly. identifies Shapes shapes using obvious shapes shapes. descriptive words such correctly. as twisted, bent, angular, etc.

Arts Key Vocabulary: Shape (twisted, curved, straight, bent/angular/pointed, stretched) Freeze Level Body parts General Space Links to other core areas: Time: 45 minutes Materials/Equipment/Resource: Magazine or calendar photos of shapes found in our natural and manmade environment Anne G. Gilbert. Creative Dance for All Ages. p. 240 and p. 247, Shape Story Music 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. Kindergarten, 8/03 Page 8 of 33 © Hawai'i Alliance for Arts Education on behalf of HAWAI‘I ARTS EDUCATION PARTNERS 8/03 Instructions to Students: 1. (Sitting in a circle) Copy the way I say hello with my elbow...my shoulders...my foot. Does someone else have another way of saying hello with their body? (Volunteers show one by one while rest 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 the drum. Now stretch your arms high, sideways and behind. Freeze. Look at all the stretched shapes you are making. Stand up and stretch again. Stay in place, don’t go anywhere, but you can still stretch your legs, too. Stretch at low, middle and high levels. (Freeze them at random times; verbally note their shapes.)

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

4. Stand up and find your personal space. Make whatever shape I call out, then move without stopping to the next shape I call out. Try also changing directions, levels, body parts and sizes as you move 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 music stops. I will call out one person’s name and everyone will copy that person’s shape. Now try curved...bent...stretched.

6. Leave your spot and travel through the general space. Keep your space bubble/personal space around you and don’t touch anyone else’s. Can you walk and stretch at the same time? Try that on low 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, walk backwards, sideways.

8. As I tell you this story about a shape that has many adventures, you show with your whole body how the shape changes. (Teacher Note: create your own story or use this one from Anne Green Gilbert’s book.) “Twisted shape went skipping down the road toward the dark forest. A witch came along and turned twisted shape into a little angular shape. This shape crept out of the dark forest into a big wind. The wind spun angular shape around and around until it turned into a big curvy shape. Big curvy shape rolled down a hill and bumped into a magician. The magician changed big curvy shape back into twisted 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 Students Questions to ask students to elicit their thinking about their own work in the arts or about works of art that they are studying: Describe Interpret Evaluate What shapes do you see? What is the mood or feeling you Which (Bill T. Jones) picture is What do you see that is get from this photo (of Bill T. most interesting to you and stretched, twisted, bent, etc.? Jones)? why?

Kindergarten. 8/03 Page 9 of 33 © Hawai'i Alliance for Arts Education on behalf of HAWAI‘I ARTS EDUCATION PARTNERS Kindergarten Lesson Plan/Sample Assessment Task

Discipline: Drama/Theatre Lesson Title: Imaginary Journey Arts Performance Indicator: The student explores ways to move his/her body, makes sounds with his/her voice and other instruments, and experiments with a variety of art materials and technologies. (K.1)

Assessment of Student Learning When students do the following, they will have achieved the indicator: 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 1 Personal space Personal space Personal space Personal space Personal space is respected as is respected, but is respected is not respected. students focus students although Students bump on movement concentrate too students into each other. without touching much on occasionally others. avoiding each bump into each other. other. Body Movements are Movement is Movement is Bodies remain dynamic and varied, using tentative with still and varied, using all several body little variety in unengaged. parts of the parts. use of body or body. space.

Time: 20 minutes Arts Key Vocabulary: Imagination Personal Space Body

Materials/Equipment/Resources: Tambourine or drum

Barbara Salisbury Wills. Theatre Arts in the Elementary Classroom: Kindergarten through Grade 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.

Kindergarten, 8/03 Page 10 of 33 © Hawai'i Alliance for Arts Education on behalf of HAWAI‘I ARTS EDUCATION PARTNERS 8/03 Instructions to Students: We are going to use our imaginations to go on a journey. Using your body, you are going to show what happens on this journey. You can move anywhere in the room but be aware of your 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 are bared 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 the houses 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 look like 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 wind changes direction and blows from behind you. You feel like you’re sailing. What does your walk 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.

Kindergarten. 8/03 Page 11 of 33 © Hawai'i Alliance for Arts Education on behalf of HAWAI‘I ARTS EDUCATION PARTNERS Kindergarten Lesson Plan/Sample Assessment Task

Discipline: Music Lesson Title: Voice Exploration Arts Performance Indicator: The student explores ways to move his/her body, makes sounds with his/her voice and other instruments, and experiments with a variety of art materials and technology (K.1).

Assessment of Student Learning When students do the following, they will have achieved the indicator: 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.

Creating/Performing Traits Level 4 Level 3 Level 2 Level 1 Use of Vocal Uses full vocal Demonstrates full Range does not Voice remains at Range range from low to vocal range but is reach low and/or one level; voice high; voice is not comfortable high; voice is soft is soft and lacks clear and with the low and lacks confidence. confident. and/or high; confidence. voice is clear and confident. Variety of Vocal Creates a variety Creates a variety Creates a few Creates the Sounds of interesting and of predictable sounds and same sound and surprising high, vocal sounds. repeats them. repeats it. low, loud, soft, long, and short vocal sounds. Responding Descriptive Uses key Describes Describes the Is unable to Interpretive vocabulary words compositions. sounds heard in describe what is Evaluative to describe the compositions heard. compositions. incorrectly.

Arts Key Vocabulary: Voice: speaking, calling, whispering, singing High, low Long, short Loud, quiet Echo

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

Kindergarten, 8/03 Page 12 of 33 © Hawai'i Alliance for Arts Education on behalf of HAWAI‘I ARTS EDUCATION PARTNERS 8/03 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 to answer 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 can follow 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 of mine. It’s an elevator. You need to use your voice to power the elevator up. The higher or lower your voice goes, so does the elevator. If you can get the elevator in the Toy Store to the top, you can choose your favorite toy.

Listen to and/or watch this short selection/section of music/video with Bobby McFerrin. This artist uses 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 you like. 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. Read through with vocal sounds.)

Reflection with Students Questions to ask students to elicit their thinking about their own work in the arts or about works of art that they are studying: Describe Interpret Evaluate Describe the different sounds What mood or feeling did the Did you like the sound you heard in the composition. composition have? composition? Why? Why not? What other kinds of sounds could have been used to add Which part was most to the feeling or mood? interesting? Most surprising?

Kindergarten. 8/03 Page 13 of 33 © Hawai'i Alliance for Arts Education on behalf of HAWAI‘I ARTS EDUCATION PARTNERS Kindergarten Lesson Plan/Sample Assessment Task

Discipline: Visual Arts Lesson Title: All Kinds of Lines Arts Performance Indicator: The student explores ways to move his/her body, makes sounds with his/her voice and other instruments, and experiments with a variety of art materials and technology. (K.1)

Assessment of Student Learning When students do the following, they will have achieved the indicator: 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 1 Elements and Lines are clearly Most lines are Lines are drawn Lines are drawn. Materials drawn in drawn well with quickly and suggested the suggested without care. media. media.

Craftsmanship Work is carefully Work is carefully Work is careless Work is messy, drawn, glued, done but and unorganized, and organized, organization is unorganized. and incomplete. neatly arranged unclear. in order.

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

Materials/Equipment/Resources: http://www.guggenheim.org Vassily Kandinsky: Black Lines, Inclination, White Cross Images 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.

Kindergarten, 8/03 Page 14 of 33 © Hawai'i Alliance for Arts Education on behalf of HAWAI‘I ARTS EDUCATION PARTNERS 8/03 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 would like to glue them down. Carefully glue one card at a time, placing a dot of glue on each corner of the card. Mount on construction paper. Don't forget to sign your name in the bottom right corner when finished.

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

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

Kindergarten. 8/03 Page 15 of 33 © Hawai'i Alliance for Arts Education on behalf of HAWAI‘I ARTS EDUCATION PARTNERS Kindergarten Lesson Plan/Sample Assessment Task

Discipline: Dance Lesson Title: Move and Freeze Arts Performance Indicator: The student explores ways to move his/her body, makes sounds with his/her voice and other instruments, 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)

Assessment of Student Learning When students do the following, they will have achieved the indicator: 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 1 Freeze Responds Freezes on cue. Stops but Keeps moving immediately to Stays frozen wiggles and after freeze cue the freeze cue until rest cue is drops freeze is given. with complete given. before rest cue stillness and is given. quiet until rest cue is given. Variety of Demonstrates Demonstrates Demonstrates Copies others; shapes and numerous ways more than one variety of either unsure of own movements to make shapes way to make shapes or ideas. and move. shapes and movements. move. Awareness of Moves in the Does not touch Occasionally Deliberately Personal space empty spaces. anyone while bumps someone bumps into Smoothly travels moving through while moving. others. among others the space. without touching anyone.

Kindergarten, 8/03 Page 16 of 33 © Hawai'i Alliance for Arts Education on behalf of HAWAI‘I ARTS EDUCATION PARTNERS 8/03 Time: 30 minutes Arts Key Vocabulary: Parts of the body Freeze Shape Level (low, middle, high) Direction (forward, sideways, backward) Personal space General space Traveling 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? Can you find another way to move it?

Sit down and freeze. When I tap the drum once and say "change," you must quickly find a new 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. Change quickly as I call out levels.

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

Change to low-level while traveling. Try another way of moving at low level. Change to high-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 at middle 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 us will guess what you are doing. (Teacher note: Upbeat, lively, light music can be played to accompany this.)

Kindergarten. 8/03 Page 17 of 33 © Hawai'i Alliance for Arts Education on behalf of HAWAI‘I ARTS EDUCATION PARTNERS Kindergarten Lesson Plan/Sample Assessment Task

Discipline: Drama Lesson Title: The Three Billy Goats Gruff Arts Performance Indicator: The student creates movements, sounds, and visual artworks that represent ideas, persons, and places. (K.3)

Assessment of Student Learning When students do the following, they will have achieved the indicator: 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.

Creating/Performing Traits Level 4 Level 3 Level 2 Level 1 Character Characters are A scene develops Dialogue and/or Characters and dynamic, clear, through sustained action are used ideas are unclear and imaginative. commitment to but with little due to lack of Participants are acting out the connection to the attention and clearly focused characters character. commitment. and committed to the purpose. Voice Dynamic and Different Voice is used Voice gives no imaginative use of characters are similarly from sense of the the voice clearly conveyed through character to different communicates the a varied use of character. characters or is character and its the voice. not used at all. purpose. Body Dynamic and Characters and Characters and Body gives no imaginative use of action are action are sense of body clearly conveyed clearly suggested by character, communicates the through use of body, but lack purpose or action. action/ purpose of whole body. sustained a character. attention. Responding Describe Describes the Describes the Describes the Describes the Interpret movements and movements and obvious details of movement and Evaluate sounds of sounds of the characters. sound of the characters with characters and character great detail and their differences. portrayed but imagination. Is cannot interpret able to evaluate the movements of what changes are others. necessary to improve performance.

Kindergarten, 8/03 Page 18 of 33 © Hawai'i Alliance for Arts Education on behalf of HAWAI‘I ARTS EDUCATION PARTNERS 8/03 Arts Key Vocabulary: Character Imagination Voice Body

Links to other content areas: Language Arts Time: 30 minutes Materials/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. Now we 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 the room, walking at your own pace. Be aware of others around you. Create your own personal space. Personal space is very important, try to not bump into others. Make eye contact with your classmates as you walk by them. When I beat my drum you will freeze in place. (Drum Beat) Remember a freeze doesn’t move or talk. Walk around the room again, maintain your personal space, make eye contact with others as you pass by them. Freeze on the drum beat. (Drum Beat) Now try walking at a very low level. Feel how differently your body moves. Freeze on the drum beat. (Drum Beat) Try walking at a high level, maintaining personal space and making eye contact with the other students as you pass them. As you walk, make your body as big as you can. Now as small as you can. Freeze on the drum beat. (Drum Beat)

Now we will walk like the billy goat characters from the story. Imagine you are the littlest billy goat. Using your bodies, create the littlest billy goat shape you can. Move that shape through the space while maintaining your own personal space. Make eye contact with the other littlest billy goats as you pass by them. The littlest billy goat is very small. Using your voices, create sounds that you think the littlest billy goat would make. Continue to move through the space as the littlest billy goat, using your voices to make the littlest billy goat sounds. As you pass by another little billy goat introduce yourself, using your littlest billy goat voice. 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 to make the littlest billy goat sounds?

Now think about the middle-sized billy goat. Think about how differently this billy goat moves and sounds from the littlest billy goat. Move through the space using your bodies to show the middle-sized billy goat. Be aware of personal space. Show how the middle-sizedKindergarten. billy goat 8/03 Page 19 of 33 moves differently from the littlest© billy Hawai'i goat. Alliance Are for Arts the Education steps on lighter behalf of or HAWAI‘I heavier? ARTS EDUCATION Is the shape PARTNERS of your body bigger or smaller? Now create a middle-sized billy goat voice. Introduce yourself as 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 different from your littlest billy goat voice? Is it louder or softer? Is it higher or lower? Continue to move 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 the middle-sized billy goat. Be aware of personal space. Show how the middle-sized billy goat moves differently from the littlest billy goat. Are the steps lighter or heavier? Is the shape of your body bigger or smaller? Now create a middle-sized billy goat voice. Introduce yourself as 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 different from your littlest billy goat voice? Is it louder or softer? Is it higher or lower? Continue to move 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. (Drum Beat)

How did you use your bodies to show the middle-sized billy goat? How did you use your voices 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 goat is the biggest. Show me using your body as the biggest billy goat. Are your steps heavier or lighter than the middle-sized billy goat? Is this billy goat older or younger than the other two billy goats? Use your bodies to show the age of the biggest billy goat. Add the biggest billy goat’s voice. How is the voice different from the littlest and middle-sized billy goat. Is the voice louder or softer? Is it really squeaky and high? Or is it deep and full? As you pass by other billy goats, introduce yourself using your biggest billy goat voice. Freeze as the biggest billy 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. Explain what 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 the billy goats. Try to remember what you did with your bodies and voices to create each of the billy 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 billy goat character (drum beat). Freeze. A middle-sized billy goat (drum beat). Freeze. And a biggest billy goat (drum beat). Freeze.

One day the littlest billy goat sees a rickety old bridge. On the other side of the bridge is a meadow with green, green grass and apple trees. He starts to walk over the bridge. (Drum beat). 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 goat voice when answering the troll. Stay in character. Use your bodies to show the littlest billy goat. (Drum beat). “I’m a big bad troll and you are on my bridge. I’m going to eat you for lunch.” Then the littlest billy goat replies ______. Use your littlest billy goat voice to answer. (Drum beat) The troll says, “I guess I will let you cross.” The littlest billy goat runs Kindergarten, 8/03 Pageacross 20 of the 33 bridge. He eats the green, green grass and apples (drum beat). © Hawai'i Alliance for Arts Education on behalf of HAWAI‘I ARTS EDUCATION PARTNERS 8/03 answer. (Drum beat) The troll says, “I guess I will let you cross.” The littlest billy goat runs across 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 bridge he sees green, green grass and apple trees. He starts to walk across the bridge. (Drum beat). Then a troll appears and asks the middle-sized billy goat, “Who’s that walking on my bridge?”

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 show the middle-sized billy goat. (Drum beat) “I’m a big bad troll and you are on my bridge. I’m going to eat you for lunch.” Then the middle-sized billy goat replies ______. Use your middle-sized billy goat voice to answer. (Drum beat) The troll says, “I guess I will let you cross.” The middle-sized billy goat runs across the bridge. He eats the green, green grass and apples (drum beat). The next day the biggest billy goat walks to the bridge. On the other side of the bridge he sees green, green grass and apple trees. He starts to walk across the bridge. (Drum beat). Then the troll appears and asks the biggest goat, “Who’s that walking on my bridge?”

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

Reflection with Students Questions to ask students to elicit their thinking about their own work in the arts or about works of art that they are studying: Describe Interpret Evaluate How did the three billy goats How could the class tell What might you have done to move differently from each which size billy goat you show a littler or bigger billy other? were? goat?

How did the three billy goats How could you tell which size What might you have done to sound different from each billy goat others in your class sound like a littler or bigger other? were? billy goat?

Kindergarten. 8/03 Page 21 of 33 © Hawai'i Alliance for Arts Education on behalf of HAWAI‘I ARTS EDUCATION PARTNERS Kindergarten Lesson Plan/Sample Assessment Task

Discipline: Visual Arts Lesson Title: Shapes In Pairs Arts Performance Indicator: The student explores ways to move his/her body, makes sounds with his/her voice and other instruments, 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 what they like or dislike, and why. (K.4)

Assessment of Student Learning When students do the following, they will have achieved the indicator: 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.

Creating/Performing Traits Level 4 Level 3 Level 2 Level 1 Arrangement All shapes are All shapes are Some shapes Shapes are not matching and matching and are arranged in arranged in arranged in pairs arranged in matching pairs. matching pairs. in an interesting pairs. way. Drawn Outline Outlines are well Outlines are Outlines are Outlines are drawn around all drawn around drawn around drawn very the shapes. most of the some of the quickly around Two or more shapes. Two or shapes. Only some of the colors are used. more colors are one color is shapes. used. used.

Responding Interpretation Can describe Can identify Can identify Cannot describe variety in design most shapes shapes but has shapes, shows and reasons for and talk about no original no interest or placement of them in design. thoughts on intention. shapes, with intention of expressive design. response.

Arts Key Vocabulary: Geometric shapes: circle, square, rectangle, triangle Drawn outline

Links to other core areas: Math Time: 30 minutes Kindergarten, 8/03 Page 22 of 33 © Hawai'i Alliance for Arts Education on behalf of HAWAI‘I ARTS EDUCATION PARTNERS 8/03 Materials/Equipment/Resources: Assorted precut paper geometric shapes (give 5 pairs of matching shapes to each student) Black construction paper Glue Oil pastels

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

Instructions to Students: Teacher Note: Display various examples of art work that show geometric shapes, line, and color. Ask students to identify matching shapes and lines they see. Discuss which work students 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 oil pastels. Go slowly to make the best shapes you can.

How many can you count? What is the artist trying to tell Is there part of the work that us? you would change? How are the shapes arranged. Does this remind you of Where is the most important anything ? part of the work? What colors do you see in the artwork?

Kindergarten. 8/03 Page 23 of 33 © Hawai'i Alliance for Arts Education on behalf of HAWAI‘I ARTS EDUCATION PARTNERS Kindergarten Lesson Plan/Sample Assessment Task

Discipline: Music Lesson Title: Sounds and Numbers Arts Performance Indicator: The student explores ways to move his/her body, makes sounds with his/her voice and other instruments, and experiments with a variety of art materials and technology. (K.1) The student experiences and creates or performs dances, stories, songs, and visual artworks from a variety of cultures. (K.5) Assessment of Student Learning When students do the following, they will have achieved the indicator: 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 1 Vocal Range Voice reflects Voice reflects Voice reflects Voice is the elements of elements of the narrow range of monotone. the “wind” and “wind.” sound. shows variety of levels. Beat Beat is strong Beat is Beat is Beat is random and steady consistent inconsistent and throughout the during the during the inappropriate singing of “Helu singing of “Helu singing of ““Helu during the Papa.” Papa.” Papa.” singing of ““Helu Papa.”

Time: 30 Minutes Arts Key Vocabulary: Vocal exploration Beat Echo Fast/slow Loud/quiet High/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 where students can tap.) Poem: Christina Georgina Rosetti: "Who has seen the Wind" Nona Beamer. Helu Papa. Hawaiian Resources Co., Ltd. (ISBN 0-9627294-0-X) Kindergarten, 8/03 Page 24 of 33 © Hawai'i Alliance for Arts Education on behalf of HAWAI‘I ARTS EDUCATION PARTNERS 8/03 Instructions to Students: "Who has seen the wind? Neither you nor I But 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 I But when leaves bow down their heads the wind is passing by."

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

Now we are going to do something different with the song. I will choose 10 students who will play 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 the numbers 1, 2, 3 and so on. Those of you with instruments, let's see if you can carefully play your 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 at a time. Depending on capabilities of the students, after everyone has had an opportunity to play, try next activity.)

Let's see if we can do something a bit different. I am going to give each person a different number, 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. 8/03 Page 25 of 33 © Hawai'i Alliance for Arts Education on behalf of HAWAI‘I ARTS EDUCATION PARTNERS Kindergarten Ideas for Teaching DANCE How the Arts are Organized

Arts Instruct students to Resources Indicator K.1 Roll different parts of their bodies in Richard Warner. Spirit of the Tao Te Create circles, e.g., eyes, head, shoulders, hips, Ching. Audio CD. (Narada Lotus Perform feet, etc. ND61053 K.1 Listen to a selection of music with a strong Jim Taylor. Come Before Winter. Create beat. Students use bouncing motion to Audio CD. (UP887) Perform put the beat of the music into different parts of their bodies, e.g., head, shoulders, elbows. Students will vary the size of the bounces. Students discover how the bounce can allow them to travel through the general space. K.1 Stretch arms and legs in several Hand drum Create directions, e.g., forward, backward, Perform sideward, up or down. When the drum is Cirque du Soleil. Saltimbanco. Audio tapped, students freeze in whatever CD. (RCA 09026-61486-2) direction they are stretching. Students change their levels as they stretch. K.1 Bend parts of the body in different ways Mary, Joyce. First Steps in Teaching Create to create unusual shapes. Try this sitting, Creative Dance to Children. p. 77. Perform kneeling or standing. K.1 Explore the element of energy by moving Create in response to a variety of action words, Perform e.g., growing, rising, exploding. Experiment with the size of the movement, e.g., exploding big vs. exploding small. K.2 Move with self-control, freezing when Hand drum Create the freeze cue is given, e.g., shake hands Perform then freeze upon hearing the drum tapped twice. K.2 Travel to the beat of the music through the Academy of St. Martin-in-the- Create general space using locomotor Fields/Neville Marriner. The Best of Perform movements, such as walk, run, hop, Wolfgang Amadeus Mozart. Audio jump, and gallop. Travel at different CD. (Philips 412 244-2) levels and in different directions without bumping each other. Mary Joyce. First Steps in Teaching Creative Dance to Children. p. 80.

Kindergarten, 8/03 Page 26 of 33 © Hawai'i Alliance for Arts Education on behalf of HAWAI‘I ARTS EDUCATION PARTNERS 8/03 Kindergarten Ideas for Linking to Other Core Areas in DANCE

Arts Indicator Instruct students to Resources K.3 Like a balloon, expand their bodies into big Balloon Create shapes. Students should explore expanding Drum Perform and shrinking in different ways, traveling at Chime (for floating) Respond different levels. What happens if the balloon pops suddenly? Students may discuss and Language Arts: draw pictures of different energies and Role-play ideas. movements discovered through their balloon explorations. K.2 Move through the general space when they Music suggestion: Create hear the music, looking for the empty spaces Any upbeat music Perform to move through. Students should practice selection. self-control – no pushing or bumping, Social Studies: stopping, and freezing when the music is Rules, rights and turned off. responsibilities. Negotiate and share with others.

K.1 Create different shapes with their bodies Drum Create (e.g., twisted, round, straight, big, small). Instruct students to hold shape for 8 counts Math: before changing to a different shape. Sorting, naming and counting (shapes, sizes, measurement).

K.1 Say hello with different parts of their bodies Chart listing body parts Create (e.g., elbows, toes). (may be developed with children) Science: Most things are made of parts.

Kindergarten. 8/03 Page 27 of 33 © Hawai'i Alliance for Arts Education on behalf of HAWAI‘I ARTS EDUCATION PARTNERS Kindergarten Ideas for Teaching DRAMA/THEATRE How the Arts are Organized

Arts Instruct students to Resources Indicator K.1 Freeze their bodies in a variety of free Create form poses, then in different levels and Perform sizes (big, small, high, low, etc.).

K.1 Identify and imitate sounds (garbage Lenore Kelner. The Creative Create truck, birds, streams, etc.) using voice. Classroom: A Guide for using Perform Creative Drama in the Classroom, Respond PreK-6.

K.1 Mirror actions of the teacher, then work Nellie McCaslin. Creative Drama in Create in pairs to mirror each other. the Classroom and Beyond. Perform

K.1 Explore use of voice with puppets. Tamara Hunt. Pocketful of Puppets: Create Never Pick a Python for a Pet. Perform K.1 Tell a story based on a personal Vivien Paley. The Boy Who Would Create experience, book, or tale. be a Helicopter. Perform K.1 Draw a picture based on a personal Mother Goose, Aesop’s Fables Create experience, book, or tale. Include Perform characters and setting. Respond K.2 Shape an imagination bubble around Mother Goose, Aesop’s Fables Create body, then take a walk keeping the Perform bubble from touching another person’s bubble (personal space). At intervals freeze in place, remaining completely still.

Kindergarten, 8/03 Page 28 of 33 © Hawai'i Alliance for Arts Education on behalf of HAWAI‘I ARTS EDUCATION PARTNERS 8/03 Kindergarten Ideas for Linking to Other Core Areas in DRAMA/THEATRE

Arts Indicator Instruct students to Resources K.4 Choose a character from a story that they Children’s literature Respond like and explain why they chose that character. Language Arts: Express personal preferences and opinions.

K.3 Freeze in a shape showing real-life activities Nellie McCaslin. Create (e.g., sweep the house, wash dishes, ride a Creative Drama in the Perform bike, swim in the ocean, climb a tree). Classroom and Beyond.

Social Studies: Role-play real-life activities.

K.1 Discover why you, as the teacher, are sad. C. Tarlington and P. Create Ask students what questions they might ask Verriour. Role Drama: to find out why. A Teacher’s Handbook. Math: Investigating by Jonothan Neelands. posing own Structuring Drama Work: questions. A Handbook Of Available Forms In Theatre & Drama. K.3 Take a walk through the school garden. Forest Treasures. CD- Create Observe and then draw a picture of the ROM. Moanalua Respond plants that you see. Gardens Foundation.

Science: Aliki. My Five Senses. Communicating Harper Trophy, 1990 ed. what is observed through words and pictures

Kindergarten. 8/03 Page 29 of 33 © Hawai'i Alliance for Arts Education on behalf of HAWAI‘I ARTS EDUCATION PARTNERS Kindergarten Ideas for Teaching MUSIC How the Arts are Organized

Arts Instruct students to Resources Indicator K.1 Explore the voice (e.g., pretend voice is an Create elevator going up and down). Perform K.1 Recite “Jack and Jill” using different The Real Mother Goose. Rand Create voices: speaking, calling, whispering, McNally & Co., p. 49. Perform singing (traditional melody). Comprehensive Music Program Grade K. UHM, p. 142. K.1 Play question/answer games using Create voice: Perform teacher sings simple question “what did you do this weekend?” Student creates own answer using singing-quality voice. K.1 Tap various objects in the classroom with Pencil/drum mallet Create pencil or drum mallet and describe the Perform sound each makes. In discussion, include Respond terms like high/low (pitch), long/short (duration), loud/quiet (dynamics). K.1 Play echo games using a sound source The Real Mother Goose. Rand Create in the classroom (e.g., desk, blackboard, McNally & Co., p. 102. Perform rubbish can, cupboard door, instrument, etc.). Teacher plays rhythmic pattern on one sound source using the rhyme, “Pease Porridge Hot,” doing one phrase at a time. Student echoes the pattern on a different sound source. K.2 Sing songs that encourage movement- Comprehensive Music Program Create reinforcing concepts of personal space Grade 1. p. 27. Perform and self-control (e.g., Head Shoulders Mary Helen Richards. Let’s Do It Knees and Toes, Looby Loo, Rig-a-jig). Again! The Songs of ETM. Richards Institute, 1985, pp. 55, 75. Making Music 2002 K. Silver Burdett, pp. 210, 99. K.2 Tap steady beat on a part of the body The Real Mother Goose. Rand Create (lap, shoulder, head, toes) while reciting a McNally & Co., pp. 127, 90, 98. Perform nursery rhyme, reinforcing concepts of Tomie de Paolo’s Mother Goose. personal space and self-control. New York: G. P. Putnam’s Sons, pp. 70, 62, 59.

Kindergarten, 8/03 Page 30 of 33 © Hawai'i Alliance for Arts Education on behalf of HAWAI‘I ARTS EDUCATION PARTNERS 8/03 Kindergarten Ideas for Linking to Other Areas Subjects in MUSIC

Arts Indicator Instruct students to Resources K.5 Use a speaking voice to say the words of a Songs: Frère Jacques, Create simple song, such as "Frère Jacques." Old MacDonald Respond Students will repeat the song using different voice qualities, e.g., whispering, calling, Language Arts: singing. Read from a variety of cultures.

K.2 Move to the sound of the drum, observing Drum Respond personal space and self-control.

Social Studies: Social skills.

K.1, K.4 Sing a variety of number songs (e.g., "Angel Comprehensive Music Perfom Band”). Program Grade K. UHM, p. 96, “Angel Math: Band” South Carolina Sorting, naming spiritual. and counting

K.1, K.4 Collect materials/objects from nature (e.g., Create leaves, pebbles, sticks), to experiment with Respond different ways that these items produce sound (e.g., shaking scraping, tapping, Science: crushing). Careful observation of things in nature.

Kindergarten. 8/03 Page 31 of 33 © Hawai'i Alliance for Arts Education on behalf of HAWAI‘I ARTS EDUCATION PARTNERS Kindergarten Ideas for Teaching VISUAL ARTS How the Arts are Organized

Arts Instruct students to Resources Indicator K.1 View and describe lines by Vassily Images by the artist Vassily Create Kandinsky. Kandinsky: Black Lines, Inclination, Respond Experiment with dry media (pencil, White Cross chalk, oil pastel, marker pens) to make Duane Preble et al. Art Forms. drawings on long strips of paper with Prentice Hall, 7th edition, 2001. various types of line (straight, thick, thin, curve, zigzag). Mount together on to a large piece of paper and compare ideas and styles.

K.1 Combine elements of line and Create geometric shapes to make designs on paper using pencil, chalk, oil pastel, or marker pens.

K.1 Paint basic geometric shapes in www.dickblick.com Create different sizes with watercolor or tempera using primary colors. Paint background in a solid color.

K.1 Practice rules about art safety, using Create tools carefully, sharing materials, cleaning up and putting art supplies away.

Kindergarten, 8/03 Page 32 of 33 © Hawai'i Alliance for Arts Education on behalf of HAWAI‘I ARTS EDUCATION PARTNERS 8/03 Kindergarten Ideas for Linking to Other Core Areas in VISUAL ARTS

Arts Indicator Instruct students to Resources K.2 Create a collaborative drawing about an Poster board, marker pens Create environment with characters (e.g., Faith Ringgold. Cassie’s playground, shopping center). Each Word Quilt. Knopf, 2002. Language Arts: student takes a turn adding a drawn detail. www.crystalproductions.com Share information with others.

K.5 View and discuss photos or samples of Malcom Kirk. Man as Art. Respond masks from various cultures. San Francisco, CA: Chronicle Books, 1993. Social Studies: Formulate Carol Sivan. Maskmaking. questions and Davis Publications. hypothesize about cultural artifacts.

K.2 Design money using simple designs of Construction paper, Create line, shape, and color. scissors, glue, marker pens

Math: Money

K.1 Make a print of a leaf using crayon Andreas Feininger. Roots Create rubbings and describe the resulting of Art. New York, NY: Respond textures. Viking Press, 1975.

Science: Careful observation of things in nature.