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arts everywhere: activity ideas
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- The Colors in Visual Art
Grade Level: K-2; 3-5
Subject: The Arts; Reading & Language ArtsWhat would the world look like without visual art? Imagine that there would be no color or design in books, classrooms, restaurants, shopping malls, video games, and television! Without visual art, our world would be like a blank canvas. There are colors all around us and they affect us without us even thinking about them. Learn about how color affects us, the importance of color in our lives, and how art is created -- even create your own masterpieces!
Try playing several different styles of music and have students decide on what "color" they think of when listening to the music. Classical music would probably work best, but there are some very powerful vocal pieces that students would enjoy. The teacher could decide upon these selections or students can bring in some selections to be used.
Artists use color to evoke feeling and moods. Find several different examples of artworks that evoke emotions. Discuss these pieces with your students and explain that it is normal to have feelings when looking at artwork, but not necessarily the same feelings as others.
Next, have students look at several "mood" words (happy, sad, silly, scary, sleepy, etc.) and decide what colors and shapes they think of when they hear these words. If some of the weekly spelling/vocabulary words apply, try to "color" those words. There is really a science to how color affects our minds, bodies, and eyes.
Online Resources
Arthur:
http://pbskids.org/arthur/parentsteachers/activities/acts/draw_music.htmlThe Poynter Institute:
http://poynterextra.org/cp/colorproject/color.htmlColor Matters:
More Recommended Resources
http://www.colormatters.com/entercolormatters.html
- The Colors in Music
Grade Level: 3-5
Subject: The Arts; Reading & Language ArtsThere is nothing more relaxing or motivating than listening to music. Music allows us to "feel" many different emotions: happy, sad, funny, angry, scared, or sleepy. Ask students to bring in audiocassettes or CDs with examples of the six types of music listed. Have them listen to different music and ask them to best describe the emotions they experience when they hear the music played.
Some suggestions for the different moods are:
- Happy: "Peter's Theme" from Peter and the Wolf by Sergei Prokofiev
- Sad: "Adagio for Strings" by Samuel Barber
- Funny: "Dance of the Hours" by Amilcare Ponchielli
- Angry: "Rite of Spring" by Igor Stravinsky
- Scared: "Night on Bald Mountain" by Modest Mussorgsky
- Sleepy: "Lullaby" by Johannes Brahms
Some students will differ in their opinions and the class can discuss why it's okay for different people to feel different things when listening to music. Open a discussion of movie and TV themes and the music that is played during different scenes to evoke different emotions!
Online Resources
PBS Jazz for Kids: Can You Hear a Story?
http://pbskids.org/jazz/lesson/can_you_hear_story.htmlContinental Harmony:
http://www.pbs.org/harmony/teachersguide/lesson1.htmlCyberchase:
http://pbskids.org/cyberchase/games/patterns/patterns.htmlThe Many Colors of Jazz:
http://dellington.org/lessons/teachers.htmlPrint Resources
Music in Childhood by Patricia Shehan, Carol Scott-Kassner, Kirk Kassner
More Recommended Resources
The Music Teacher's Almanac: Ready-to-Use Activities for Each Month of the Year by Loretta Mitchell
- The Colors in Words
Grade Level: 3-5
Subject: Reading & Language ArtsWords can evoke different feelings and moods, have lyrical and rhythmical qualities, and can be one of the most powerful mediums we have. Students should experience the power of words and how they make us feel. Poetry is one of the most lyrical and colorful forms for words.
There are many ways to express yourself through the power of the written word. Have students pick a topic and experiment writing several different kinds of poetry in different forms. Try some of these different kinds of poetry with your students.
The following are suggested Web sites to help you with styles and examples for your students.
- Pyramid Poems:
http://www.smfc.k12.ca.us/class/georgehall/mihojevich/pyramids.html - Some Poetry Terms & Forms:
http://www.poetry-online.org/poetry-terms.htm - Forms of Poetry for Children:
http://falcon.jmu.edu/~ramseyil/poechild.htm
Have students write a descriptive poem that actually describes a color, object, person, piece of music, place, etc. Once they have composed their poems, have students read them aloud to their class. Mount the poems on different colors of background paper and tape them together to create a "Color of Poetry" quilt!
Have students read poems that they have created. Then, discuss the importance of facial and vocal expressions and how the delivery of how we say things impacts and affects our audience. Have a poetry "Declamation" where students recite already written poems or preferably their own poems. They are to recite these poems using any facial and vocal expressions they feel that make the delivery more effective; however they are not allowed to use their hands, arms, or legs.
Online Resources
Big Apple History: Poetry of the City:
http://pbskids.org/bigapplehistory/parentsteachers/arts_lesson2.htmlSounds, Stories, and Symbols: Finding the Music in Me:
http://www.pbs.org/wnet/dancin/resources/lesson_plan-m1.htmlStory Arts: The Voice as an Instrument:
http://www.storyarts.org/articles/voice.htmlStories in Song:
http://www.storyarts.org/lessonplans/lessonideas/index.html#songsFavorite American Poets and Their Works:
http://www.americanpoems.com/Print Resources
101 Science Poems and Songs for Young Learners by Meish Goldish
More Recommended Resources
Pass the Poetry, Please! by Lee Bennett Hopkins
A Poem a Day by Helen H. Marlow
- Pyramid Poems:
- The Colors in Movement
Grade Level: 3-5
Subject: The ArtsMovement is the most fluid reflection of expression in our lives. We move in certain ways when we're happy, sad, frightened, or maybe just tired. Body language evokes certain moods and "colors" in our lives.
Play several different kinds of music for your students. Ask them to move in their own space (you will have to set specific guidelines) in a way that they believe reflects the music they are listening to.
One activity you might try with your students is called "The Big Chill." Describe a way to move (skate, slide, hop, skip, walk, slow-motion walk, etc.) to your students. Then put on a piece of music for the students and they can move that way until you stop or pause the music. At that time they must "freeze" until you describe the next way to move. When the music starts back up, your students must move in the new way until the next "freeze." A unique way to use this activity is to give the students a color or mood and ask them to move in that way -- you'll be amazed at the creativity from your students!
Did you ever think about moving to a painting? Check out the Today's Child Web site for many different ideas on how you can "move creatively" with your students.
Online Resources
Great Performances:
http://www.pbs.org/wnet/gperf/genre/dance.htmlEgg: The Arts Show -- Dance Resources:
http://www.pbs.org/wnet/egg/resc_dance.htmlWho's Dancin? Now?:
http://www.pbs.org/wnet/dancinAmerican Dancers:
http://library.thinkquest.org/J002266F/historical_figures.htmPrint Resources
First Steps in Teaching Dance to Creative Children by Mary Joyce and Patty Haley
More Recommended Resources
- The Colors in All of Us
Grade Level: 3-5
Subjects: Social Studies; The ArtsThere are colors inside each of us. Our country is a combination of many different ethnic groups and cultures. It is this combination that has made the United States one of the most diverse and creative cultures in the world! Students can explore the unique colors in their country as well as the unique colors in themselves.
Show the unique qualities of each student by photographing each student with a traditional or digital camera and attach the prints to a large "mural." By each student's picture could be personal information about each student (name, favorite color, favorite food, favorite pastime, etc.).
Discuss with the class about how each of us are alike and how we are different. To make the mural more colorful, each student's picture could be placed on a background of his or her favorite color.
Another unique classroom project to celebrate the "colors of me" is for each child to bring in scrap materials that they don't mind cutting and quilting. This could be a tee shirt from a memorable vacation spot, a swatch from a favorite dress or shirt, a piece of a favorite blanket, etc.
Some parents or community members can be called in to help the students quilt their fabrics into a very colorful quilt that can be displayed in the classroom or school as their "Colorful Memories Quilt." This can also be turned into a Parent's Night presentation and each child can point to their section of the quilt and recite a few sentences or perhaps even a poem about their favorite colorful memory!
Online Resources
American Family: Murals:
More Recommended Resources
http://www.pbs.org/americanfamily/teacher2.html
- The Message in the Music
Grade Level: 7-9
Subjects: The Arts; Reading & Language Arts; Social StudiesPlay recorded examples of jazz, hip-hop and rap for the students and have them write down characteristics of each type of music or describe what they hear. See the Musical Notes section of the PBS Jazz Web site for online audio files of jazz music.
Discuss the similarities and differences of each type and record their responses on newsprint or a chart. Include the subject and theme of the music. For example, the discussion might point out the answers to questions like:
- What was the message of the song?
- How was this message conveyed?
- To whom was the message directed?
- What words were used to convey the message?
- What does the message say about the everyday lifestyle of people?
- How were the messages similar or different?
Have students listen to recorded poetry or read a poem to the students. The PBS Fooling With Words Web site includes recorded poetry. Discuss the theme and subject of the poetry, using questions similar to those asked about the music. Discuss the similarities and differences between the poetry and the music. You might consider message, language, lifestyle of time, etc.
Online Resources
Jazz:
http://www.pbs.org/jazzThe Blues:
http://www.pbs.org/thebluesBill Moyers: Fooling With Words:
http://www.pbs.org/wnet/foolingwithwordsPrint Resources
Bring the Noise: A Guide To Rap Music and Hip Hop Culture by Havelock Nelson and Michael Gonzales
More Recommended Resources
I See the Rhythm by Toyomi Igus
- The Message in the Music, Part Two
Grade Level: 6-8; 9-10
Subjects: Reading & Language Arts; Social Studies; The ArtsOne of the most famous protest songs in U.S. history is "Strange Fruit," written by Lewis Allen and made famous by the legendary jazz singer Billie Holiday. "Strange Fruit" is a mournful description of a lynching in the American South. At the time of the song's initial recording in 1939, music was rarely the venue for such a direct social protest. Read the lyrics to "Strange Fruit" aloud to the class. Ask the following questions:
- What is the song "Strange Fruit" about?
- What themes does the song deal with?
- How does the author use imagery in the song?
- Why are the themes it expresses still relevant today?
- Why was this song so unpopular with many people in the 1930s and '40s?
Have students break into teams of four. Each team will come up with an idea for a song that tells a story about contemporary times in modern language, which draws on some enduring social, political or cultural themes. Have each team share their idea -- or "plot line" -- with the class.
Each team reconvenes, and makes an outline of the story the song will tell. Each team distributes sections to write among the four members. Each member writes their part (either as homework or in class). The teams meet and put the songs together, and do some editing if required.
Each team presents their song to the class. If time permits, class members can discuss the themes they see in the song being presented, or ask the presenting team about how and why they came up with their song.
Online Resources
Independent Lens: Strange Fruit:
http://www.pbs.org/independentlens/strangefruitAmerican Masters: Billie Holliday:
http://www.pbs.org/wnet/americanmasters/database/holiday_b.htmlThe Civil War: Civil War Music
http://www.pbs.org/civilwar/classroom/lesson_music.htmlAmerican Roots Music: Eternal Songs:
http://www.pbs.org/americanrootsmusic/pbs_arm_eternal_songs.htmlTolerance.org: Twelve Lines That Changed the World:
http://www.tolerance.org/teach/activities/activity.jsp?p=0&ar=394&pa=1Print Resources
Strange Fruit: Billie Holiday, Cafe Society, and an Early Cry for Civil Rights by David Margolick
More Recommended Resources
- The Arts and Social Protest
Grade Level: 9-12
Subjects: Social Studies; Reading & Language ArtsThe purpose of this activity is for students to examine how art and music help define and unify a social movement and also how they can function as symbols of protest. Various historical examples will be used to illustrate the impact of art and music on social protest.
Divide the class into small groups and have each group research examples of how the arts have been used as tools to further social protest. Here are some suggested topics. Students may also research a topic of their own choosing.
- Outcast: Displaced People of the World -- A Photo Essay:
http://www.time.com/time/daily/special/photo/salgado/index.html - Protest Theater:
http://www.brava.org/Pages/Reviews/heros_Moraga.html - Protest Singers:
http://folkmusic.about.com/od/folkmusic101/a/FolkMusicToday.htm
Instruct each group to create a brief class presentation based on their research. The presentation should include:
- background information on the topic.
- a statement of what the students believe to be the creator's purpose.
- examples of how art/music was used to convey the message.
- an explanation of the effectiveness of the artist's work as a form of protest.
Online Resources
The Blues:
http://www.pbs.org/thebluesStrange Fruit:
http://www.pbs.org/independentlens/strangefruitHistory in Song:
http://www.fortunecity.com/tinpan/parton/2/history.htmlPrint Resources
Rockin' the Boat: Mass Music and Mass Movements by Reebee Garofalo
More Recommended Resources
- Outcast: Displaced People of the World -- A Photo Essay:
- Making a Scene With Norman Rockwell
Grade Level: 6-8
Subjects: The Arts; Social Studies; Reading & Language ArtsThis lesson is designed to explore the connection between drama and painting through the illustrations and paintings by the famous American artist Norman Rockwell.
Photocopies or postcards of five or six paintings or illustrations (depending on class size) by Norman Rockwell. Reproductions of his work can be photocopied from books in the library or found on the Web at Artcyclopedia.
Divide your class into small groups of 2 or 3 students and give each group a different image of a Norman Rockwell work. If there are three figures in the image, there should be three in a group, if there are two figures, two in the group, etc. The image and title of each picture should be known to the group members only.
Give each figure in the painting a name and an approximate age. Write the names down on paper. Each student should have one sheet of paper to write down all information so that by the end of the exercise, each student has his/her own copy of the script.
Ask them to look closely at the picture, and to write down three words describing what might be going on in the picture. Where are they and what "action" is taking place?
Students should look closely at the characters in the picture and write down three words describing each character. What is their relationship to one another? What can they infer by looking at the posture and facial expression of each character?
Then ask the students to assign roles. Each member should select a character to play. Once they have decided who to play, ask them to imitate for their group the facial expression or posture of their character.
Instruct the students to imagine these characters talking to each other. What would they say? If we could observe them for three minutes, what would happen? Then, ask them to write 10-12 lines of dialogue. Give them 10 minutes to write a possible conversation between the characters.
Ask them to then present their scene to the class. First, they must set up their environment by arranging the furniture appropriately. Then, they act out the scene for their fellow class members. If possible, the students might also incorporate props into the scene such as a handbag, a hat, a newspaper, etc. Encourage them to imitate as closely as possible the posture and facial expression of each character.
Online Resources
American Masters: Norman Rockwell:
http://www.pbs.org/wnet/americanmasters/database/rockwell_n.htmlArt:21 -- Art in the Twenty-First Century:
http://www.pbs.org/art21Online Resources
The Best of Norman Rockwell by Tom Rockwell and Norman Rockwell
More Recommended Resources
Norman Rockwell: Pictures for the American People by Maureen Hart Hennessey
Published: September 2003