ELED 4200

Fine Arts in Education

SEED Strategy File

Prepared By: Aaron J. Spencer

Table of Contents

T.O.C. 1-3

Inclusion of Exceptional/ESL Students

Clap Rhythm..4 Co-op Musical Chairs..4 Food Alternatives.4 One Word at a Time..4 Rhyme Change 4 Counting Songs and Chants...5 Count Me In..5 Math Copycat Books .5 Number Talk...5 Shape Dance...5 2 Facts 1 Lie....6 Character Parade .6 Exchange....6 Foot Painting...6 Get the Facts...6 5 Ws and H Web ..7 Animal Features..7 Bird Song...7 Dancing Animals....7 Nature Sculptures.7 Concentration..8 Draw to Music8 Head, Shoulders, Knees, & Toes..8 Theme Song..8 Quick Write ..8

Math

Healthy Lifestyle & P.E. Movement

Science

Classroom Management

Social Studies
Class Flag.9 Famous Portrait Historical Event..9 Monologues...9 States & Capital Rap...9 Timelines.9 7-Up Words10 Artists Like Me10 Emotion Art.10 Spelling.10 Vocabutoons.10

Reading and Language Arts

Dance and Movement

Seed Strategies Wiggle and Giggle..11 Watch My Hand.11 Foot 2 Foot (Weight Shift).11 Mood Setting..11 Sound to Motion.11

Drama
Seed Strategies Conflicting Message12 Character Talk.12 Television Shows..12 Quick Monologues....12 Panels...12

Literary Elements
Seed Strategies Character Poems13 Life Ladder13 Character Report Card13 Setting Sense Web13 Genre Web13

Music
Seed Strategies Kazoo Melodies14 Name Melody.14 Rhythm Circle..14 Name Songs..14 Morning T.V. Show.14

Visual Art
Seed Strategies Doodle Log..15 Shape Blitz.15 Browsing.15 Make a Mess..15 Open Sorts.15

Inclusion of Exceptional Students

Inclusion of Exceptional/ ESL Students

Food Alternatives (p. 181)
Food items, such as potatoes for printing, are commonly used to make art. However, children need to distinguish art materials from food-for safety reasons and for aesthetic purposes. Instead of pasta, consider using buttons or shells in collages. Sponges or foam can be cut in creative shapes for printing. Precut sponges are not recommended because this is dictated art.

Inclusion of Exceptional/ ESL Students (Drama)

One word at a time (p. 231) Sit in a circle. First person says one word to start a sentence. The next person says a word and so on. The goal is to make as long a sensical sentence as possible.

Inclusion of Exceptional/ ESL Students (Dance & Movement)

Co-op Musical Chairs (p. 289) Remove chairs, as in the traditional version but all must find a place to sit when the music stops and must help everyone sit somewhere. No one is eliminated.

Inclusion of Exceptional/ ESL Students (Literary Elements)

Rhyme Change (p. 126)
Nursery rhymes and other chants and poems are great verbal warm-ups for creative thinking. Hickory Dickory Dock the mouse ran up the (Students supply rhymes) Change vowel sounds for phonemic awareness: Duck, Deck and so forth.

Math

Math (Dance & Movement)

Math (Visual Art)
Count Me In (p. 198) Groups are given a piece of art to examine for numbers of things. Give a time limit and then share as a group. (7curved lines, 5 red flowers) Shape Dance (p. 299) Many folk dances are done in a circle, square, or line. Invite a guest to teach one and relate it to the math concept. Challenge students to find other math ideas in the dance. (Counting, parallel lines, sequencing, ect.)

Math (Literary Elements)

Math Copycat Books (p. 136) Use math-based childrens books as frames to write copycat books. For example: Carles The very hungry Caterpillar).

Math (Drama)
Number Talk (p. 247) Give each student a number from 1 to 5. Pairs or groups have a conversation, but each can only use the number of words designated.

Healthy Lifestyles & P.E.

Healthy Lifestyle & P.E. Movement (Visual Art) Foot Painting (p. 192) Put on music and ask students to listen to its rhythm and mood. Spread out a large paper. Use shallow trays of tempera. Tell students to roll up pant legs. Students create art by painting with their feetto the music.

Healthy Lifestyle & P.E. Movement (Dance & Movement) Get the Facts! (p. 299) Call out math problems to solve by jumping, hopping, or walking along a number line. Give a different way to move each time (fast, slow, low, halting, flowing). Sounds, chants, and instruments can be added.

Healthy Lifestyle & P.E. Movement (Literary Elements) Character Parade: Have each
student decide on a character from the story read in class. Play music and have the students parade around the classroom while acting like the character from the story. (No page #, my own)

Healthy Lifestyle & P.E. Movement (Drama) 2 Facts and 1 Lie (p. 232) Students list 3 facts about themselves. 1 item should be false. Student reads aloud facts. The audience applauds to show which one they believe is the lie.

Science

Science
(Literary Elements) 5 Ws and H Web (p. 130) After reading an informational book or story, students web the five Ws and H questions (Who, What, When, Where, Why, and How) to summarize.

Science (Dance & Movement)

Dancing Animals (p. 294)
Brainstorm the ideas of many different animals. Play various types of danceable music. Encourage students to use their bodies to explore animal movements, concentrating on trying different levels and using various body parts.

Science (Visual Art)

Nature Sculptures (p. 192) Use types of clouds (stratus, cumulus) to inspire soft sculptures. Use clay recipe in ready reference 7.3

Science (Drama)
Animal Features (p. 242) The student who is it makes the sound of an animal. The group then pantomime shapes and actions of the animal.

Reading & Language Arts

Reading & Language Arts

(Literary Elements) Artists Like Me (p. 194) After studying an artist, have the students write about all the ways the artist was like them. Suggest categories such as feelings, family, physical characteristics, interests, and places lived.

Reading & Language Arts

(Visual Art) Vocabutoons (p. 133) Students create cartoons to show the meaning of words. See the book by this title by Sam Burchers (1996).

Reading & Language Arts

(Dance & Movement) Spelling (p. 297) Teacher gives a word and students spell it by moving in a floor pattern to write it using a chosen pathway to shape the letters.

Reading & Language Arts (Drama)

7-Up Words (p. 244) Brainstorm up combinations: stand up, sit up, get up, and wake up. Put in a hat. Form groups. Team captains draw from a hat and mime for their group. Do as a relay with captains tagging next member to get a slip from the hat.

Classroom Management

Classroom Management (Dance & Movement)

(Use when they are restless) Head, Shoulders, Knees, & Toes (p. 288) First practice singing the song. Repeat, stand in a circle, and touch body parts mentioned in the song.

Classroom Management
(Visual Art) Draw to Music (p. 193) Listen to music about a relevant place, person, or topic (Grand Canyon Suite or American in Paris). Write or draw to the music and then share what and how the music communicated important messages.

Classroom Management
Quick Write (p. 126) Students do timed free writes to activate prior knowledge or synthesize ideas (before or after a discussion). Set a time limit. (3 to 5 minutes)

Classroom Management (Drama)

Concentration (p. 231) (Visualizing) Make a tray of items. Direct your students to study the items, by picturing them in their heads. Cover the tray. Students list all they remember.

Social Studies

Social Studies
(Visual Art) Class Flag (p. 193) Examine the flags and symbols of countries and why they use the colors, shapes, designs, materials, and lines that they do. Divide into groups to create a class flag to represent what is important to the class. Make fabric, paint, and collage materials available for design.

Social Studies (Drama)

Famous Portrait Monologues (p. 243) Use portraits of famous figures. Students research persons in the art and prepare 1minute monologues about the times, problems, values, economics, and customs. Monologues presented in character and 1st person.

Social Studies (Dance & Movement)

Historical Event (p. 296) Brainstorm movements that would have been part of a special event such as the signing of the Declaration of Independence. Do in slow motion, changing rhythm and space. Create the mood of the movements with your body.

Social Studies
(Literary Elements) Timelines (p. 132) Timelines are visual representations of historical events and can be used to summarize an informational book or historical fiction. Use a horizontal line and make hash marks vertically to record chronologically important dates and events.

Dance and Movement: Seed Strategies

Wiggle & Giggle (p. 288) Ask students to giggle with a foot, a knee, and on up the body to the head. Shaking and wiggling with controls (signals, numbers) develops focus.

Watch My Hand (p. 288) Partner students. One is the hand and the other must visually follow the partners hand. Leader should change levels and directions. At signal, partners revers roles.

Foot to Foot (Weight Shift) (p. 288) Ask students to Move foot to foot (most basic locomotor step). Go smaller, larger, faster, and slower. Expand to leap with body curved forward.

Mood Setting (p. 289) Use music to relax before movements. Allow students to move or no to move. Artists like Enya and George Winston work well. (Enyas In Memory of Trees cd)

Sound to Motion (p. 289) Use sound effects tapes, rhythm instruments, bells, and environmental found sounds. Ask students to show motions for a series of sounds (strong, high, low, direction change).

Drama: Seed Strategies

Conflicting Message (p. 239) (Fluency Expression) Students say a 1-liner differently from what the words seem to convey (I am happy spoken with great sadness). Discuss effects.

Character Talk (p. 239) (Fluency Expression) Use to review any material. Students write important sentences or phrases from stories or a unit on cards. Mix cards in a basket. Students draw cards and read aloud as the character who said it. Ask about the context of each line.

Television Shows (p. 239) Adapt game and talk show formats such as: Ive Got a Secret, Jeopardy, Wheel of Fortune, Password, or Concentration. Students take roles and prepare show materials. Adaptions work best after a unit of study.

Quick Monologues (p. 239) Sit in a circle. Students each become a character or person from recent study. Go around with each student making an announcement, a wish, or a complaint. Audience puts thumbs up if they can identify character and can give evidence.

Panels (p. 240) Everyone can be the same or different characters who present views on an issue. Panels begin with opening statements, and then the audience asks questions.

Literary Elements: Seed Strategies

Character Poems (p. 127) Use any poem pattern such as diamante, couplet, cinquain, or clerihew in to write about characters.

Life Ladder (p. 128) Ladders are especially good for biography and similar to a lifeline. Students list important events in a characters life on rungs. Rungs lead up to a climatic event. Earlier events (chronologically) are closer to the bottom.

Character Report Card (p. 127) After reading, students complete a report card to grade characters on talent, tact, poise, appearance, honesty, and so forth. With younger students, do this collaboratively. Ask students to justify their grades.

Setting Sense Web (p. 128) Write or draw the setting in the center. Label 5 extending legs: see, taste, smell, hear, and touch. Students brainstorm using the web. For example: What would you see, hear, taste, smell, hear, or touch in the setting of Peter Rabbit?

Genre Webs (p. 128) Write the story title in the center. Draw legs out to show the traits of the genre to which the story belongs. Brainstorm story examples. See previous folktale characteristics. Variation: Do as a class.

Music: Seed Strategies

Kazoo Melodies (p. 341) Make kazoos from combs by folding paper over them or use empty candy boxes (small Milk Dud boxes). A leader plays a melody on a kazoo. Others echo on their kazoos.

Name Melody (p. 341) Students work in pairs or small groups to create a melody for each persons name or put all their names together in a tune.

Rhythm Circle (p. 340) Stand in a circle with student that is it. It creates a rhythmic phrase that is passed around the circle to the right until it returns to it. The student to the right is then it.

Name Songs (p. 338) Sing songs that call for use of student names. (Willoughby Wallaby Woo or Name Game)

Morning T.V. Show (p. 338) Use a school wide broadcast to spotlight/play different genres of music each morning, followed by 30second music genre reports by students. Lots can be learned about Jazz on the 2-minute-a-day plan.

Visual Arts: Seed Strategies

Doodle Log (p. 180) Instead of free writing to release ideas, students can doodle about favorite words, their day and so on. Doodle logs can also be used when students finish projects.

Shape Blitz (p. 180) Give teams 1 minute to find and list these shape elements: circles, dots, and straight, angled, and curved lines in the room. Count and graph.

Browsing (p. 180) Keep files of magazine pictures, cards, photos, and book covers for students to look through to trigger art making.

Make a Mess (p. 180) Give time to explore new materials and techniques before creating a product. The goal is to make discoveries and gain confidence and control. Take time to debrief.

Open Sorts (p. 180) Students are given random postcards and they create categories to group them.