Session Date
Lesson Topic
Today's Lesson Theme for Art and Music was Bird Nests, Birds, and Bird Houses and Let’s Hear Colors, Lines, and Shapes.
Lesson Outline
Project Initiating Activity:
After reading the book Bird Builds a Nest to Alexandra, we talked about the following terms: nest, push and pull, and heavy and light as suggested by the author Jenkins (2018). Then Alexandra selected her paint colors and painted seven (7) pre-made cardboard birds. She discovered the alla prima or wet-on-wet painting technique that uses wet paint on wet paint. This technique mixed her colors: red and blue became purple, and white and red was like a "candy cane." While she painted, I played bird sounds. We talked about how nature can make music. Then she noticed it was raining outside, and we talked about how rain sounds. Once her birds were dry, she glued googly eyes and feathers made from fabrics she selected. Then she made two birds nests like the bird in the story we read. She layered yarn strips around the pre-glued felt to "feather" her nests.
Book Reference:
Jenkins, M. (2018). Bird builds a nest. Candlewick Press.
Then we did our Let’s Hear Colors, Lines, and Shapes Lesson. I asked Alexandra to close her eyes and listen to the music that was playing: contemporary jazz pieces. I asked her to imagine what colors and shapes she saw when she listened to the music. She selected the colors of paint that filled two palettes. I gave her three pieces of heavy-duty paper and several brushes. While the music played, she painted the colors she heard. We also talked about the rhythm or beat of the music and what that could look like when painted. She made staccato or short brush strokes that showed the beat of the music. She also identified the shapes that she was painting.
When she was done with her expressive paintings, we went to the carpet area and listened to music. Alexandra played the drums, and I played the maracas. We listened to the beat of the music and stayed on tempo.
Lastly, we returned to the art table, and Alexandra used the rest of the paint in the palettes to paint her two birdhouses. Then she washed her hands and was ready when Miss Barbara come for her science lesson.
It was a very exciting and productive day!
National Core Arts Standards Pre K
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.
MU:Pr4.3.PK
With substantial guidance, explore music’s expressive qualities (such as voice quality, dynamics, and tempo).
MU:Re7.1.PK
With substantial guidance, state personal interests and demonstrate why they prefer some music selections over others.
After reading the book Bird Builds a Nest to Alexandra, we talked about the following terms: nest, push and pull, and heavy and light as suggested by the author Jenkins (2018). Then Alexandra selected her paint colors and painted seven (7) pre-made cardboard birds. She discovered the alla prima or wet-on-wet painting technique that uses wet paint on wet paint. This technique mixed her colors: red and blue became purple, and white and red was like a "candy cane." While she painted, I played bird sounds. We talked about how nature can make music. Then she noticed it was raining outside, and we talked about how rain sounds. Once her birds were dry, she glued googly eyes and feathers made from fabrics she selected. Then she made two birds nests like the bird in the story we read. She layered yarn strips around the pre-glued felt to "feather" her nests.
Book Reference:
Jenkins, M. (2018). Bird builds a nest. Candlewick Press.
Then we did our Let’s Hear Colors, Lines, and Shapes Lesson. I asked Alexandra to close her eyes and listen to the music that was playing: contemporary jazz pieces. I asked her to imagine what colors and shapes she saw when she listened to the music. She selected the colors of paint that filled two palettes. I gave her three pieces of heavy-duty paper and several brushes. While the music played, she painted the colors she heard. We also talked about the rhythm or beat of the music and what that could look like when painted. She made staccato or short brush strokes that showed the beat of the music. She also identified the shapes that she was painting.
When she was done with her expressive paintings, we went to the carpet area and listened to music. Alexandra played the drums, and I played the maracas. We listened to the beat of the music and stayed on tempo.
Lastly, we returned to the art table, and Alexandra used the rest of the paint in the palettes to paint her two birdhouses. Then she washed her hands and was ready when Miss Barbara come for her science lesson.
It was a very exciting and productive day!
National Core Arts Standards Pre K
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.
MU:Pr4.3.PK
With substantial guidance, explore music’s expressive qualities (such as voice quality, dynamics, and tempo).
MU:Re7.1.PK
With substantial guidance, state personal interests and demonstrate why they prefer some music selections over others.
Assignment
N/A
Session Minutes
120
Minutes Student Attended
120
Lesson Comments
Alexandra was engaged and on-task for her lessons and expressed enjoyment in her learning! She is excited about tomorrow's lesson themes: jellyfish and mermaids.
Session Hours
2.00
Hours Attended
2.00
Entry Status
Review Status
Student Name(s)
Subject
School