Expression through Art and Music

THEME: ART/MUSIC K –5

Developed by

Creative Out-of –School Learning kat@hypersurf.com

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Expression through Art and Music

THEME: ART/MUSIC

Table of Contents 1. How to use this unit.……………………………………………….……………………...…3 2. Scheduling Worksheet………………………………………………………………………4 3. Materials List………………………………………………………………………………..5 4. Shopping List………………………………………………………………………………..7 5. General Overview

List of Scholastic Books..………………………..…………………………...……...……8 Suggested Culminating Events…………………………..…………………………..……8 Suggested Field Trips, Guest Speakers, Movies………….…………………….….….….8 Outline of Activities with suggested age levels…………….……………………….……8

6. Overview of Academic Skill Development List of literacy tasks……………………………………………………….…..…...…….10 List of Math tasks integrated into activities……………………………………..……….10 Academic Standards supported in Unit………………………..……….….……...….….11

7. Activities Musical Finger Painting………………………………………………………….…..… 12 Color ○ What’s Your Favorite Color?……………………………………………………..….15 ○ Color Scavenger Hunt …………………………………………………………...…..15 ○ Color Wheel…………………………………………………………………..…..….17 ○ What Color is your Marker? …………………………………………………….…..18 ○ Color Your Emotions …….…………………………………………………….……19 ○ Color Poetry………………………………………………………………………….20 ○ Rainbow Mosaic ……...……………………………………………………………..21 ○ Rainbow Butterfly Window Hangings ……..………………………………….…….22 ○ Painting a Ceiling Masterpiece……..………………………………………….…….23

Texture ○ Nature Rubbings...……………………………………………………………….25 ○ Balloon Sculptures………………………………………………………….……26 ○ Aluminum Robot Sculptures……………………………………………….…….27 ○ Free-Form Pipe Cleaner Sculptures……………………………………….……..28 ○ Sculpture Guessing Game………………………………………………………..29

Sound ○ Musical Games…………………………………………………………….……..31 ○ Easy Musical Instruments….…………………………………………….………32 ○ Bottle Blues …………………………………………………………….……….33 ○ RainSticks ……………………………………………………………………….34 ○ Playing with Lyrics ……………………………………………………………..35

8. Appendix

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How To Use The Unit This unit was designed for K-5 elementary school children. Some of the activities are for all ages, with little adaptation needed for the different ages. Other activities are specifically designed for either K-2nd or 3rd-5th grade participants. The activity overview table lists the activities under each age group. The shopping list is priced to cover enough consumable materials for at least 20 participants. Recommended Time: 6 weeks with two 1-1½ hour sessions per week with a culminating activity on the Friday of the last week of the unit. Prep: After deciding on the activities you are going to be doing, collect all the materials. Since many of the activities involve paints, try to get enough old shirts so that the participants can cover their clothing during these activities. See if you can get donations or check out the local thrift shops.

Recommended scheduling: The activities in this unit are not interconnected. Therefore there is no mandatory sequence of

activities. There are three different categories: color, texture, sound. You can mix the categories or take two weeks for each category.

There are more activities in this unit than can be done within the recommended time. Some of the activities have to be done by the entire group such as Color Wheel, Painting a Ceiling Masterpiece, Sculpture Guessing Game, Musical Games, and Playing with Lyrics. You might spend one day a week doing the group activities and have the second day be a choice day. On that day, put out the material and directions for two or three projects. Let the participants select which one they would like to do. Suggested groupings for choice are

Color Texture Sound

Rainbow Butterfly Window Hanging Balloon Sculptures Paper Plate Tambourines Color Your Emotions Free Form Pipe Cleaner Sculptures Jingle Bracelets/Anklets Color Poetry Aluminum Robot Sculptures Bottle Blues Rainbow Mosaic Rain Sticks Select your culminating activity at the beginning of your unit. If you plan to invite family, community members, other program participants to the culminating activity, have the participants make and send the invitations out at least two weeks ahead of time.

Most activities include literacy or math reinforcement opportunities.

Make sure you include them not as an add-on but as an integral part of the activity.

Scheduling Worksheet Culminating Activity: ______________________Date: ____________

Activity Date Time Group Comments

Supplies Needed: ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

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Materials

Non-consumable: Different music selections Master Copy of the Feeling Words List Master Copy of the Lyric Strip Sheets 10 Color Wheels Paint brushes 5 butterfly shape templates 3 Small Graters 2 Hole Punches 2 sets of object cards 4 Timers CD Player Rulers Long stick or mop/broom handle Chairs Staplers Scissors 2 Sets of six glass bottles Glue

Consumable:

5 16 oz bottles of Finger paints 3 boxes of Water Based Markers 1 bottle each of 16 oz Washable primary color and white tempera paint 1 bag of 150 individual one ounce condiment size cups 25 Styrofoam trays 10 4 oz. clear plastic cups White Index Cards (two sizes) One packages of white construction paper One bag of glitter pens 5 sheets each of red, orange, yellow, green, light and dark blue, violet construction paper One box of waxed paper 5 boxes of small crayons 3 boxes of jumbo crayons for grating String One bag of 75 round balloons 25 thirteen gallon garbage bags One box of aluminum foil 24 small Styrofoam balls 100 chop sticks One bag of mixed pipe cleaners One bag of feathers 4 sticks of play doh 40 paper plates

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One bag of pop corn kernels Three colors of crepe paper 30 yards of beading elastic One bag of Beads One bag of jingle bells 20 Mailing tube with caps Small nails Butcher paper Masking Tape Pencil/Pens White Paper Paper towels Scratch paper Pennies Miscellaneous craft materials such as yarn, scrap fabric, beads, etc Old Compact Discs Tape

Optional

Painting Shirts Access to the Internet Other lively music CDs’

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Expressing Yourself Shopping List

Note: Does not include list of handouts found in the binder, recipe ingredients and common material such as white paper, scissors etc. Does not include shipping costs. and were 2009

prices.

Downloaded copy of Limbo Rock, Three Little Monkeys, I Heard It Through the Grapevine

Rhapsody .89 per song 3.00

16 oz different color finger paints Discount school supplies 10 bottle set – 19.00 19.00 Four 16 oz Primary color and white tempera paint Discount School Supplies $1.69 a bottle 6.67 Glitter pens Discount School Supplies 6.49 White construction Paper Discount School Supplies .79 Red construction Paper Discount School Supplies .79 Orange Construction Paper Discount School Supplies .79 Yellow Construction Paper Discount School Supplies .79 Green Construction Paper Discount School Supplies .79 Light blue construction Paper Discount School Supplies .79 Dark blue construction Paper Discount School Supplies .79 Violet construction paper Discount School Supplies .79 Colored Stretchy Beading Cord Discount School Supply 4.95 Beads Discount School Supply 4.99 Jingle Bells Discount School Supply 5.96 Assorted Paint brushes Discount School Supply 6.95 Pipe Cleaners Discount School Supply 2 packages @ .99 2.00 Watercolor brushes Discount School Supply Set of 72 5.49 Color Wheels Nasco 8.25 Feathers Nasco 2.95 2 bags of a dozen small Styrofoam balls Nasco 2 bags @ 2.15 4.30 Individual one ounce condiment size cups Smart and Final 2.39 Styrofoam trays Smart and Final 4.00 3 bags of Chop Sticks Smart and Final One package of 40 -1.49 4.47 10 4oz Clear Plastic cups Dollar Store 1.00 Waxed paper Dollar Store 1.00 String Dollar Store 1.00 Garbage Bags Dollar Tree 3 boxes of 16 bags 3.00 Aluminum Foil Dollar Tree 1.00 Play Doh Dollar Store One box 2.60 Paper Plates Dollar Store 1.00 4 rolls of Crepe Paper Dollar store 2 rolls in each bag 2.00 Small grater Ikea 4 @ .99 each 4.00 Timer Ikea 4@1.50 each 6.00 75 Balloons Party City One bag 4.99 Pop Corn Kernels Lucky 3.49 Mailing tubes with caps U Line 50 1 ½ x 12 tubes @ .58 each 29.00 Small nails Orchards 1.19 159.45

Discount School Supply: www.discountschoolsupply.com U Line: www.uline.com/Browse_Listing_3654.asp?desc=White+Mailing+Tubes Nasco Supplies: www.enasco.com

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General Overview

Aligned with the following Scholastic Books: Mi Musica, My Music by George Ancona Da Vinci: Getting to Know the Greatest Artists by Mike Venezia Michelangelo: Getting to Know the Greatest Artists by Mike Venezia Diego Rivera: Getting to Know the Greatest Artists by Mike Venezia Duke Ellington: Getting to Know the World’s Greatest Composer by Mike Venezia

Suggested Culminating Activities:

Go to a concert, symphony or art museum and include writing critiques of the experience. Have an Art Exhibit with a Musical/Dance recital. Serve refreshments. Make sure the

participants have display cards for all their artwork and have them make the announcements and invitations. Guest Speakers, Field Trips and Movies

Go to a paint or hardware store and have the staff show how they mix the paint. Invite a musician or artist to come and demonstrate their craft. Go to a music store and look at the different instruments. Have family or community members, especially from different ethnic or cultural backgrounds,

show their art, music or dances. Movies:

o Robots (20th Century Fox) – to go along with the Aluminum Robot activity o Tuby the Tuba o (For older students) Music of the Heart (PG)

Activities

K-2 3-5 Musical Finger Painting Musical Finger Painting

Color

What’s Your Favorite Color? Color Scavenger Hunt Color Wheel What Color is your Marker? Color Poetry Rainbow Butterfly Window

Hanging Painting a Ceiling Masterpiece

What’s Your Favorite Color? Color Scavenger Hunt Color Wheel What Color is Your Marker? Color Your Emotions Color Poetry Rainbow Mosaic Painting a Ceiling Masterpiece

Texture

Nature Rubbings Balloon Sculptures Aluminum Robot Sculptures

Nature Rubbings Balloon Sculptures Aluminum Robot Sculptures

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Free Form Pipe Cleaner Sculptures Sculpture Guessing Game

Free Form Pipe Cleaner Sculptures Sculpture Guessing Game

Sound

Musical Games o Freeze Dance o Musical Chairs o Limbo

Easy Musical Instruments o Paper Plate Tambourine o Jingle Bracelets/Anklets

Bottle Blues Playing with Lyrics (Three Little

Monkeys)

Musical Games o Freeze Dance o Musical Chairs o Limbo

Bottle Blues Sounds of the Rainforest: Rain Sticks Playing with Lyrics (Heard Through the

Grapevine)

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Overview of Academic Skill Development

Specific Language Arts Activities Using feeling vocabulary in Musically Inspired Finger Painting and Color Your Emotions Writing down the objects that have the colors listed in Color Scavenger Hunt Recording scientific observation in What Colors are in a Marker? Writing poem in Color Poetry Writing a Haiku poem in Rainbow Mosaic Writing a short story about a butterfly in Rainbow Butterfly Window Hanging Discussing different types of themes and sub-topics in Painting a Ceiling Masterpiece Writing a description of their pictures in Natural Rubbings Writing a short story about their “Balloon Humans” in Balloon Sculptures Writing a description of their robots in Aluminum Robot Sculptures Writing a description of their sculpture in Free-Form Pipe Cleaner Sculptures Using vocabulary while trying to guess in Sculpture Guessing Game Keeping a rhythm, reinforcing phonemic awareness in Easy Musical Instruments, Bottle

Blues, Rain Sticks Reading and writing musically notation in Bottle Blue Writing a description of the rain sticks in Sounds of the Rainforest: Rain Sticks Reading and sequencing song lyrics in Playing with Song Lyrics

Specific Math Activities Charting favorite colors in What’s your favorite color? Timing and averaging the time of color separation in What colors are in my markers? Experimenting with forming a circle out of different sections in Painting a Ceiling

Masterpiece

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Embedded Content Standards Language Arts/Reading

Reading Vocabulary and Concept Development Phonemic Awareness

Track auditorily each word in a sentence and each syllable in a word (K 1.7-1.13, 1st Grade 1.4-1.9, 2nd Grade 1.2)

Count the number of sounds in syllables and syllables in words. (2nd Grade 1.2 Literary response and analysis

Identify the use of rhythm, rhyme and alliteration in poetry (3rd Grade 3.4, 4th grade 3.6) Writing Writing Strategies

Create readable documents with legible handwriting (All Grades (Penmanship) Write descriptions that use concrete sensory details to present and support unified impressions of

people, places, things and experiences. Revise original drafts to improve sequence and provide more descriptive detail. (All Grades)

Written and Oral English Language Conventions Write with a command of standard English conventions appropriate to grade level (All Grades)

Writing Applications Write narratives that relate a clear, coherent incident, event or situation by using well-chosen

details (All grades: Writing narratives) Listening and Speaking

Listen attentively Comprehension

Describe people, places, things Recount experiences or present stories Recite poems, rhymes, songs, and stories

Mathematic Content Standards

Number Sense Count, recognize, name, and order a number of objects Determining average

Measurement and Geometry Compare the length, weight and capacity of objects by making direct comparisons with reference

objects Describe and compare the attributes of plane geometric figures

Statistics, Data Analysis, and Probability Collect, organize, represent, and compare data by category on graphs and charts

Mathematical reasoning Explain the reasoning used with concrete objects and/or pictorial representations

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Activities

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Musically Inspired Finger Painting If you read Duke Ellington with the participants, find an album with

his music for this activity. Make sure that you use songs with varied tempo.

Material

Finger paints CD of different types of music Feeling Words List Large pieces of butcher paper Optional: Painting shirts (You can buy men’s shirts very cheaply at thrift shops) or

use large garbage bags cutting a hole in the top and on the sides for an instant smock. Directions

Set up a painting area by laying out large pieces of butcher paper in an area where the participants can move freely, make large hand movements and where the mess can be easily cleaned up. Take all the necessary precautions to make sure that the paint does not ruin their clothes.

Set out different colored finger paint so that the participants can select colors based on how the music inspires them.

Put on a piece of music and let them begin to finger paint. After it plays for a few minutes, change the music selection making sure that it has

a significantly different tempo and beat. Continue to let them paint and periodically change the music until they start to

loose interest. You will be amazed to see how the different music affects the way they approach the finger painting task. Literacy Reinforcement: After finishing fingerprinting, play the music again. Stop after each song and ask the participants to tell them how the music makes them feels. You can use the Feelings List in the appendix as a guide to stimulate different terms for their emotions.

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Color

Tips from the article "Manage the Mess" included in the Summer 2007 issue of Texas Child Care to limit the amount of problems with working with paint:

• Build or buy a permanent drying rack. Show children how to use the rack and encourage them to remove their dried work promptly.

• Spray a fixative on chalk work to keep it from smearing. • Offer paint and glue in flat-bottomed containers. • Mix 1 tablespoon of liquid detergent into a cup of tempera paint

to minimize clothing stains. • Dilute and thicken paint with liquid laundry starch. Thicker paint

gives young artists greater control. • Teach children to wipe the paintbrush against the container

before applying it to the paper. Teach them to match the paint color in the jar to the color on the brush to keep paint clean (and not muddy brown).

• Wash paintbrushes daily but don't soak them. Soaking loosens the bristles and shortens the life of the brush.

• Teach children to wipe off easels and their smocks after each use.

• Provide paper towels, damp rags or wet wipes within easy reach.

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What’s Your Favorite Color? Material

Markers Piece of butcher paper Rulers

Directions Math Reinforcement:

Survey the participants on their favorite colors. Chart the results using a bar graph using the colors selected to fill in the

chart. Have the participants use rulers to make accurate graphs. Here is an example of such a graph. Number 10 + 9 8 7 6 5 4 3 2 1 Color Blue Orange Black Red Purple Adaptation for older participants After the participants have complete their own group’s survey and chart, have them go out to other people in the program and take a survey of their favorite colors. Make a bar chart of the favorite colors of all the participants in your program.

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Color Scavenger Hunt Materials

Pencil/pens Directions

Divide the participants into small groups. Give each group a list of colors and tell them that they have to find objects of that color.

Give participants a time limit and boundaries for the search, i.e. the entire site, outside, only in the room. Literacy Reinforcement: Have the teams write down the names of the objects under the appropriate color on the list. Call time and compare lists. The team with the longest list, wins.

Adaptation for Younger Children: Have fourth or fifth grade participants walk around with the younger children and write down the names of the objects.

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Color Wheel Materials Washable primary color and white tempera paint Individual Condiment Size Cups Color Wheels Paint brushes (both sizes) Styrofoam trays Plastic cups White paper Directions Note: It is very important to stress that in order to get clean colors, they have to wash their paintbrushes carefully when they go from color to color and between mixes.

Hand out to small groups a color wheel. Give each participant a piece of white paper, Styrofoam tray, paintbrush and three small cups each filled with a different primary color, (yellow, blue and red) and a cup of water to wash the brushes.

Have them experiment mixing the colors to see if they can match the colors on the wheel. For example, they can mix yellow and blue and get green, yellow and red to get orange, red and orange to get purple.

After they get the secondary colors, have them experiment with different mixes to get colors that they like, such as turquoise from combining yellow and blue to get green and then adding more blue to get turquoise.

After they have experimented for a while, have them mix enough of the same colors and place these mixtures on different sections of the Styrofoam tray. This will be their paint palette. Have them paint a picture using the paint colors on their palette.

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What Colors are in a Marker? Do this experiment after you have done the color wheel.

Material

Water based colored markers Clear plastic glasses Index Cards Paper towels

Directions

Cut the paper towels into 1" wide strips, and long enough so that a folded strip over the top edge of the glass, touches the bottom inside of the glass.

Before putting the strip in the glass, color a stripe of color using a marker two inches from the bottom of the strip with the green marker.

Fill the glass with an inch of water. Literacy and Math reinforcement:

Have the participants write, on the index card, the colors they think will appear when they place the strip in the water.

Set the strip in the glass with the marker stripe one inch above the water. Time the colors as they move up the strip, recording their observations on card. For example, if you drew a green stripe they might write how the colors separated into blue and yellow in 10 seconds.

Develop a data sheet that displays the names of different colors that make up the marker colors and how long it takes for the colors to completely separate.

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Color Your Emotions Material Markers “Feelings Word” list White Paper Directions Literacy Reinforcement: Have each participant choose eight emotions from the “Feeling Word” list. Have them draw a symbol using a color that best represents the emotion. For

example, they might choose the color red for angry and draw a red bolt of lightening. The only rule is that they cannot use “smiley faces” or any other picture of a face showing the emotion. They should not label the symbol with the emotion’s name.

After everyone has drawn their symbols, have participants try to guess the emotion that other people’s symbols represent.

Anger

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Color Poetry

Material White Construction paper Markers Glitter pens Scratch Paper Pen/Pencil Directions Literacy Reinforcement: Have the participants choose their favorite color. Talk about why they like it, how the color makes them feel, and different things

that are that color. Write the following outline on the board or chart paper. Have them write a

poem using the outline. Line 1: ________ (color) is Line 2: ________ (color) is Line 3: ________ (color) is Line 4: ________ (color) is Line 5: ________ (color) smells like Line 6: ________ (color) tastes like Line 7: ________ (color) sounds like Line 8: ________ (color) looks like Line 9: ________ (color) feels like Line 10: ________ (color) makes me Line 11: ________ (color) is After they have written a draft of their poem, have them write it neatly in the

center of piece of white construction paper. Decorate their papers by drawing pictures of things of that color.

Adaptation for younger participants: Do the activity as described above, except do it as a large group with the staff member writing down what the children say. Do a few color poems and then have the children choose one and have them draw pictures of things with that color.

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Rainbow Mosaic

You usually cannot find indigo colored construction paper. For this activity, substitute a light blue and a darker blue instead of regular blue and indigo.

Material White, red, orange, yellow, green, light blue, dark blue and purple heavy weight

construction paper White index cards Scissors Glue Directions Define mosaic as a picture or decorative design usually made by setting small

colored pieces, as of stone or tile, onto a surface. Talk about how they are going to making a mosaic using colored paper. They must include all the colors of the rainbow.

Divide the group into small working teams and give each group one large white piece of construction paper.

Give each group one piece of the six different rainbow colored pieces of construction paper, and have them cut or tear the paper into approximately ½ inch squares.

Then, have them draw an outline of the design on the paper. Encourage them to keep the designs simple.

Have them glue the small pieces of construction paper to fill in the design, and cover the rest of the paper. The pieces should not overlap or be spaced too far apart.

Literacy reinforcement: On the white index card, have the participants write a haiku poem inspired by their mosaic.

Format of Haiku Poems Have 3 lines and no more than 17 syllables is required. The traditional Japanese

form further requires Line One: 5 syllables Line Two: 7 syllables Line Three: 5 syllables

Does not have to rhyme

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Rainbow Butterfly Window Hanging Material

Waxed paper Large Crayons Small grater Template of a butterfly shape Hole Punch String Index Cards Scissors Iron

Directions Have the participants draw a butterfly shape on a square piece of wax paper

using the template. Let the participants choose their favorite colored crayons. Grate the crayons so that there are various crayon shavings inside the drawn butterfly shape.

Cover the waxed paper with the drawing and the shaved crayon with another piece of waxed paper. Iron the two layers of waxed paper together on low heat. This will seal the two pieces of wax paper together and melt the crayon shavings. Cut out the wax paper butterfly. Punch a hole near the top; pull a string through the hole and hang the butterflies.

Literacy Reinforcement: Have them give their butterfly a name, and write a short story about it.

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Painting a Ceiling Masterpiece This activity correlates with the book, Michelangelo. The object of this activity is to paint a

simplified version of a decorated ceiling like the ones done by Michelangelo. Material

Washable tempera paint Paint brushes Large pieces of butcher paper Masking tape Optional: Painting shirts Optional: Access to the Internet

Directions: Talk about how many artists including Michelangelo painted the

ceilings of churches and palaces, lying on their back on top of large scaffolds. If you have access to the Internet, have them look at the various websites links for Michelangelo. Explain that they are going to do something similar.

Literacy Reinforcement: As a group, chose an overall theme for the painting. Examples of such a theme are “My Home Town,” “Thing We Enjoy Doing,” “Favorite Foods.” List various objects they could paint based on the theme.

Math Reinforcement: Work together to cut out the number of pie-shaped large pieces of paper with rounded ends, as the number of groups you will form. The pieces of paper should also form a circle when put together. Have them experiment with different ways of making sure that the papers are all the same size and when put together form a circle.

Divide the full group into teams of three. Each group will work on a section of the "ceiling". Groups must cooperate to decide what to paint in their section.

Tape the separate sheets to the bottom of several tables. Cover the floor with newspaper. Have the groups lie under the table and start painting. Talk to them as they are working about how it feels to have to work in that position, and possibly have paint fall on them.

When all groups are finished, have them paint a black outline around their pie-shaped paper. Display all "pie" pieces together in a circle to represent their ‘ceiling’.

Adaptation for Younger Children Tape pieces of paper under tables and follow the same directions as listed above, but do not worry about a theme. Let the children paint anything they want.

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Texture

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Nature Rubbings Material Crayons White paper Scrap paper Pennies Nonliving things from outside Directions Show the participants how they can make an imprint of a penny by rubbing a

crayon on a paper covering the penny. Have them experiment with different colors, amount of pressure etc until they get a prefect imprint of the penny.

Go outside and have them find five small nonliving things such as leaves, small rocks, and twigs. Have them make rubbings of these objects randomly on one piece of paper using different colored crayons.

Have them take the paper with the rubbings and draw one large picture incorporating all the different images.

Literacy Reinforcement: After they are finished, hand out an index card and have them write a description of their artwork. This description might include the colors they used, the inspiration for the larger picture etc.

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Balloon Sculptures

Material Balloons Garbage Bags Index Cards Masking tape

Silent Balloon Tower Directions Divide the participants into groups of four. Give each group member five balloons. Have the groups build a balloon tower using their five balloons each and the masking tape. They must work without talking and the tower must be freestanding. Acknowledgement of highest tower, widest tower, etc., adds to the fun. Variation: You can also have the participants take off their shoes and make a silent shoe tower.

The Big Balloon Humans Directions Begin by dividing the participants into four teams. Give each team six large garbage bags, a roll of masking tape and as many balloons as they want. Have them create a huge human figure using the garbage bags and balloons. They will fill the garbage bags with the blown-up balloons and then attach the bags together forming a head, body, arms and legs within a time limit. Give prizes and acknowledgement to the tallest, the most realistic, most creative, etc. Literacy Reinforcement Have each group give their “person” a name and write a story about the person’s life including occupation, favorite things to do and a funny story about his or her life.

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Aluminum Robot Sculptures (Show the cartoon movie, Robot before or after doing this activity.)

Material Aluminum foil Masking tape Chop Sticks (You can also use scrap pencils) Small Styrofoam balls Feathers Index Cards Old compact discs Miscellaneous materials such as yarn, scrap fabric, beads etc. Directions Use the Styrofoam ball for a head and the chop sticks for arms and legs. Tape

the materials together to create a basic form. Once the form is secure, cover it by wrapping aluminum foil all around it in a

few layers. Draw faces on the heads, and adorn the robots with other craft material. Old

CDs make good collars, waist and arm decorations. Literacy Reinforcement: Have the participants write a short story about their robots on the index card and set them up for display.

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Free-Form Pipe Cleaner Sculptures Material Pipe cleaners of various colors and textures Beads Index Cards Other craft material such as buttons, yarn, feathers

sequins etc Directions Have the participants begin with five pipe cleaners and start creating a wire sculpture. They can get more if they show how they will integrate into the design. Adding different colored wire, beads, buttons, etc. adds character and interests to these sculptures. The sculpture should be able to stand on its own or be glued to a piece of construction paper. Literacy Reinforcement: After the sculpture is finished, have them write a description of their sculpture on the index card and display.

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Sculpture Guessing Game Material Play Doh Object cards Timers Directions: Divide the participants into groups of five. Give each person some play doh. Let them play with it for a while, and then explain the rules of the game. Each person in the group will get names of three different objects. (The group

as a whole will be making fifteen objects.) In each group, have the participants take turns making the object out of clay

while the other people in the group try to guess what it is. A member of the group will take turns being timekeeper. That person will be in

charge of saying when to start sculpting, keeping track of the time using the stopwatch, and writing down the number of minutes or seconds it took the people to guess.

After everyone gets three turns, average the individual times. The person with the least amount of time wins that round.

If the participants are still enjoying the process, have the groups change object cards and begin again.

Literacy Reinforcement: This activity is especially good for increasing vocabulary for English Language Learners since it involves concrete concepts. Encourage the participants to continual throw out guesses while the person is making their sculptures. The more vocabulary used, the more they will learn.

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Sound The book Mi Música: My Music by George Ancona corresponds with the activities in this section. The focus of this book is on Latin music Invite musicians that represent other ethnic groups to your program to

share their instruments and styles of music.

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Musical Games Material Lively music Chubby Checker’s Limbo Rock CD Player Long stick or mop/broom handle

Musical Chairs

The object of this game is to be last person with a chair after the music stops. Put the number of chairs facing out as there are participants less one. Put on the music and encourage the participants to start walking to the beat of the music around the outside of the circle. Randomly stop the music. The participants all try to sit down. The person left standing is out. Take away another chair and begin again, repeating the process until there is only one chair left and two people. The last person that gets the chair, wins.

Freeze Dance The object of this game is for the participants to move in the tempo of the music. Put on a CD and have the participants move to the tempo of the different beats. Occasionally stop the music. When the music stops, the participants freeze in their last position. If they keep moving when the music stops, they have to step out of the group until the next Freeze time when they can join back into the swing of things.

Limbo

Two participants hold up a long stick (usually a broom handle), and the rest of the players form a line and pass under it. Players are not allowed to touch the limbo stick, and they cannot have any body part but their feet touch the floor. At first these is easy, but after each player has gone under once, lower the limbo stick before the players pass through again. The game continues this way, with the limbo stick being lowered each time. When players touch the limbo stick or the floor, they are out. The last player left doing the limbo wins.

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Easy Musical Instruments Keeping rhythm with music and lyrics help reinforce phonemic awareness (being able to hear

rhymes, syllables and other segments of words and sentences). When you have the participants play these instruments, have them pay careful attention to staying with the beat and accenting

each syllable of the words.

Paper Plate Tambourine Material Paper Plates Crayons/Markers Pop Corn kernels Crepe Paper Stapler CD Player Lively Music Directions Place one paper plate on the table, with the right side up. Place the other paper plate on top of the first one, right side down. This will make a gap between them to hold the popcorn kernels. Start stapling the edges together. Leave an opening at the top to put a handful of kernels inside. Finish stapling the plates shut. Decorate the plates and attach steamers. Have the participants play their tambourines to music.

Jingle Bracelets

Materials Beading Elastic Beads Jingle bells Scissors

Directions Cut off enough beading elastic that will fit around the participant’s wrist or ankle and enough so that you can tie it off after finishing. Have the participants alternately string beads and jingle bells along the thread to form a musical bracelet/anklet. When finished put the bracelet/anklet on, put on some lively music and have them dance or shake their hands in rhythm to the music.

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Bottle Blues Reading music and reading books involve breaking codes. If you involve children in music, you are

helping them learn to read. Bottle Blues supports children to be able to follow directions and understand patterns and also increase phonemic awareness, the sounds and patterns that make up language.

Material Chop sticks Sets of six glass bottles (Have a Snapple party and save the bottles) Water Paper and pencil Masking tape

Directions Give small groups of participants six bottles and use the following instructions to make their bottle instruments. Literacy Reinforcement: Put your bottles in a row and number them. Measure your bottles from the

bottom using the following scale and fill them with water up to that measurement. The six different levels will make a six note scale.

If you use bottles the size of the Snapple bottles, fill them as follows: 1 2 3 4 5 6

3” 2½” 2” 1½” 1” ½” Line the bottles up starting with the one with the most amount of water to the

one with the least amount of water. With the masking tape, label the bottles #1—#6. Number one has the most

water, six has the least amount. Play the following songs by tapping on the bottles with the chop stick.

Jingle Bells This Old Man 333 333 35123 535 535 6543234 444 4433 3355421 345 1 111 12345

Twinkle, Twinkle Little Star 11 55 66 5 44 33 22 1 55 44 33 2 55 44 33 2 11 55 66 5 44 33 22 1

Now as a group, compose your own song by writing down number combinations, trying out the sounds and changing the numbers until you get a sound you like. Let another group try to play your song.

34

Sounds of the Rainforest: Rain Stick

Material Tube with caps Popcorn kernels Small nails Feathers Index Card Lots of stuff to decorate the tube -- wrapping paper, markers, stickers, glue, etc. Tape Directions Place the cap on one end of the tube. Draw dots about half an inch apart, all the way down the spiral seam of the

tube. Poke a small nail in at each dot. Make sure the nails do not poke through the

other side of the tube. Cover the nail heads with tape to hold them in place. Fill the tube to about 1/3

inch from the top with the un-popped corn. Seal the tube tightly -- use tape if necessary. Decorate the outside of the tube. Move the rain stick rhythmically back and forth, side to side, letting the corn

kernels up and down the stick. Experiment with the sound. Literacy Reinforcement: Have the participants keep rhythm to various songs with the rain stick. This

action reinforces the ability to hear the natural breaks in words and sentences, which is a critical skill in learning decoding.

Have the participants write a description of their rain sticks including naming it, listing the materials used and the emotions that it makes them feel when playing. Display the rain sticks with their cards at the culminating event.

35

Playing with Song Lyrics Material Downloaded songs (e.g. Heard it Through the Grapevine and Three Little

Monkeys) Lyric strips pages White construction paper Markers Glue CD Player Optional: Chart paper or board

Prep: Print out song lyrics and cut each line into “song lyric strips. Directions Literacy Reinforcement: Pair up the participants. Hand out a set of song lyrics to each pair. Play the song until all the pairs have put the lyrics into correct order. Have them glue the lyrics to a piece of construction paper, and decorating the paper by drawing pictures that illustrate the song. Sing the song. Adaptations for Younger Children: Use age appropriate songs. Print the song lyrics on chart paper or the board. After singing the song, have children come up and identify words or letters in the song lyrics. For example, if you are singing 5 Little Monkeys, have the children take turns pointing out the “m’s” in the lyrics or the word “monkey.”

Other resources for this activity

De Colores & Other Latin American Folk Songs for Children, Jose-Luis Orozco KidsSong Series, Nancy and John Cassidy Kids Make Music! Clapping and Tapping From Bach to Rock! Avery Hart Sing Through the Day: Eighty Songs for Children, Maryls Swinger (Comes with a CD;

emphasizes multicultural selections; the reading level is upper elementary) Step It Down: Games, Plays, Songs and Stories from the Afro-American Heritage, Bessie

Jones • Children’s Songs: http://www.theteachersguide.com/ChildrensSongs.htm

Appendix

FEELING’S WORDS LIST

Words that express positive feelings

accepting adequate affectionate amazed animated appreciated attracted befriended blessed bold brave calm capable certain cheerful clever courageous

comfortable compassionate content confident considerate curious daring delighted determined encourage eager ecstatic elated energetic enthusiastic excited exuberant

fascinated fortunate free fulfilled generous glad grateful great happy helpful high hopeful important inspired interested joyful kind

loved loving lucky merry optimistic peaceful playful pleased passionate proud quiet refreshed relaxed relieved satisfied secure sensitive

serene spirited super respected safe surprised sympathetic tender terrific thankful trusted thrilled understanding valued wonderful

Words that express negative feelings abandoned angry afraid aggressive alienated alone annoyed anxious apprehensive ashamed awful bad betrayed bitter bored bugged burdened caught cheated confused concerned cowardly crushed

defeated dejected deprived desperate different disappointed disillusioned disinterested discouraged disgusting dissatisfied distrustful distressed doubtful dull embarrassed empty envious exhausted fearful foolish frightened frustrate

grief guilty hateful heartbroken helpless hostile humiliated hurt impulsive incapable infuriate intimidated insecure insignificant irritated isolated jealous left out lonely lost lousy mad melancholy

menaced miserable mixed-up nervous nosy overwhelmed pained panic persecuted powerless preoccupied pushy put-down rejected resentful restless scared shocked shaky shy skeptical sorrowful squeezed

startled surprised suspicious tearful tense terrible terrified tired threatened tormented trapped troubled uncertain uneasy unhappy unloved unpleasant upset unsettled unsure uptight wary weary

Word Cards for Sculpture Guessing Game

Duck Hat

Lollipop Badge

Baseball Bicycle

Boat Bridge

Butterfly Car

Chair Penny

Star Cup

Flower Dinosaur

Dragonfly Elephant

Ear Volcano

Umbrella Number

Fish Fork

Apple Garbage can

Giraffe Hammer

Camel Ice cream cone

Necklace Book

Drum House

Sun Pen

Frog Present

Crown Robot

Tree Airplane

Dress Shoe

Head Foot

Candle Lamp

Bed Lawn mower

Ladder Arrow

Swing Clock

Toothpaste Television

Snowflake Guitar

Whale Whistle

Lyric Strips for I Heard it Through the Grapevine

I bet you're wondrin' how I knew

Baby, baby, baby, 'bout your plans to make me blue

With some other girl you knew before

Between the two of us girls you know I love you more

It took me by surprise I must say

When I found out yesterday.

Don't you know that I heard it through the grapevine Not much longer would you be mine

Oh, don't you know that I heard it through the grapevine And I'm just about to lose my mind

Baby, won't you listen to me.

Take a good look at these tears in my eyes

Baby, baby these tears I can't hold inside

Losin' you, you’re in my life, you see

Because you mean that much to me.

You could've told me yourself

That you love some body else.

Instead I heard it through the grapevine not much longer you be mine

Oh, I heard it, yes, I heard it [heard it through the grapevine]

Oh, just about, just about, just about, to lose my mind Oh yes, I am, Oh yes, I am, Oh yes, I am

Go-o-o-o-o, go Go, I gotta go

Go, go You gotta let me go

Go, go, go I gotta go whoa, whoa, whoa

Take a good look at these tears in my eyes

Baby, baby these tears I can't hold inside

Losin' you, you’re in my life, you see

Because you mean that much to me.

Do you plan to let me go

For the other girl you loved before?

Don't you know that I heard it through the grapevine Not much longer would you be mine

Oh, don't you know that I heard it through the grapevine And I'm just about to lose my mind.

Don't you know that I heard it through the grapevine Not much longer would you be mine

Oh, don't you know that I heard it through the grapevine And I'm just about to lose my mind.

THREE LITTLE MONKEYS (no actual melody, accent on the underline words)

Three little monkeys jumping on the bed

One fell off and bumped his head

So Momma called the doctor and the doctor said

No more monkeys jumping on the bed!

Two little monkeys jumping on the bed

One fell off and bumped his head

So Momma called the doctor and the doctor said

No more monkeys jumping on the bed!

One little monkey jumping on the bed

He fell off and bumped his head

So Momma called the doctor and the doctor said

No more monkeys jumping on the bed!

No little monkeys jumping on the bed

None fell off and bumped his head

So Momma called the doctor and the doctor said

Put those monkeys back in bed!