Session Date
Lesson Topic
Today's Lesson Theme was art and music about unicorns. Lesson One: Unicorns and Ice Cream Cones and Lesson Two: Unicorns Scribble. I greeted Alexandra and introduced myself wearing my colorful unicorn horn headband. She got to select a unicorn headband for herself and her sister.
Lesson Outline
We worked in the Preschool Classroom instead of the Art Room, so Alexandra could sit in a safe non-rolling chair at the smaller art tables. I read to Alexandra the following book: Unicorns Love Ice Cream by Ben Okon. She learned a new word: sublime. After we read the book, we did a fun ice cream cone art project. Alexandra was given two large cardboard templates each of an ice cream cone with ice cream scoops. Alexandra selected her paints and brushes to create her two colorful ice cream cone artworks inspired by the story we read. She enjoyed using the brushes and paints and then decorating her ice cream cones with glitter "sprinkles" and pom-pom "cherries."
Book Reference:
Okon, B. (2025). Unicorns love ice cream. Younger Media, LLC.
While she had her snack, I read to her the lyrics to the Rainbow Unicorn Song by CoComelon. We also talked about our five senses. After she had her snack, I read to her the following book: Never Let a Unicorn Scribble by Diane Alber. After we read the book, we did two art activities. Using a large variety of colorful crayons and drawing paper, I showed Alexandra how to draw a unicorn using simple shapes like a circle and an oval. She drew some unicorns and named one Goldie. Then she did a few crayon scribble drawings inspired by the book. I played unicorn songs while she drew. We made a folder for her artwork to be taken home.
Book Reference:
Alber, D. (2019). Never let a unicorn scribble. Diane Alber Aer, LLC.
National Core Arts Standards Pre-K:
VA:Cr1.1.PKa
Engage in self-directed play with materials
VA:Cr1.2.PKa
Engage in self-directed, creative making.
VA:Cr2.1.PKa
Use a variety of artmaking tools
VA:Cr2.3.PKa
Create and tell about art that communicates a story about a familiar place or object.
VA:Cr3.1.PKa
Share and talk about personal artwork.
After she was done drawing, we went to the rug area of the Preschool Room, and Alexandra played the drums while we sang a unicorn song that had directives and a rhythm. For example: "Unicorn, unicorn touch your toes. Unicorn, unicorn touch your nose." We sang the whole song a few more times keeping the rhythm, and then Mrs. Brager came to take Alexandra to her Spanish lesson.
National Core Arts Standards Pre-K:
MU:Pr4.3.PK
With substantial guidance, explore music’s expressive qualities (such as voice quality, dynamics, and tempo)
I brought her artwork up to Miss Elise at the front desk for Alexandra to take home at the end of the day. It was a great first day!
Book Reference:
Okon, B. (2025). Unicorns love ice cream. Younger Media, LLC.
While she had her snack, I read to her the lyrics to the Rainbow Unicorn Song by CoComelon. We also talked about our five senses. After she had her snack, I read to her the following book: Never Let a Unicorn Scribble by Diane Alber. After we read the book, we did two art activities. Using a large variety of colorful crayons and drawing paper, I showed Alexandra how to draw a unicorn using simple shapes like a circle and an oval. She drew some unicorns and named one Goldie. Then she did a few crayon scribble drawings inspired by the book. I played unicorn songs while she drew. We made a folder for her artwork to be taken home.
Book Reference:
Alber, D. (2019). Never let a unicorn scribble. Diane Alber Aer, LLC.
National Core Arts Standards Pre-K:
VA:Cr1.1.PKa
Engage in self-directed play with materials
VA:Cr1.2.PKa
Engage in self-directed, creative making.
VA:Cr2.1.PKa
Use a variety of artmaking tools
VA:Cr2.3.PKa
Create and tell about art that communicates a story about a familiar place or object.
VA:Cr3.1.PKa
Share and talk about personal artwork.
After she was done drawing, we went to the rug area of the Preschool Room, and Alexandra played the drums while we sang a unicorn song that had directives and a rhythm. For example: "Unicorn, unicorn touch your toes. Unicorn, unicorn touch your nose." We sang the whole song a few more times keeping the rhythm, and then Mrs. Brager came to take Alexandra to her Spanish lesson.
National Core Arts Standards Pre-K:
MU:Pr4.3.PK
With substantial guidance, explore music’s expressive qualities (such as voice quality, dynamics, and tempo)
I brought her artwork up to Miss Elise at the front desk for Alexandra to take home at the end of the day. It was a great first day!
Assignment
N/A
Session Minutes
120
Minutes Student Attended
120
Lesson Comments
Alexandra was genuinely interested in the story books we read and creating the related art projects. She was engaged in the lessons and showed good skill in her use of art materials. She also expressed interest in the music component of the lessons.
Session Hours
2.00
Hours Attended
2.00
Entry Status
Review Status
Student Name(s)
Subject
School