We started art studio time by practicing walking feet to the rug for circle time. Then we sang Bubba the Baby Bumble Bee by Jack Hartman and did the buzzing sounds and hand movements.
Next, we practiced standing and walking to the art station. I gave the verbal cue, “Artists, please stand. Artists, please walk to the art station.” The little artists then created three pieces of art: 1) a bumble bee with alternating black and yellow paper squares to create alternating patterns, 2) a beehive with burlap strips for texture, and 3) a backpack to decorate with color and texture.
The little artists were on task and well behaved. Each artist received three reward stickers. It was a great preschool art studio day!
Preschool Arts and Crafts: The Letter T and T is for Turtle
Lesson Outline
To start off the learning, we sang a song with hand movements about turtles, as Sarah has been teaching them the letter “T.” T is for turtle. Then we read the book Turtle Splash: Countdown at the Pond.
We did several activities involving T is for turtle: coloring a T is for Turtle Page and tracing the upper case "T" and lower case "t;" gluing cut paper on a turtle to create a collage; and gluing the legs, head, and tail on paper to create a turtle’s body and then adding green paper squares to create the shell.
We also practiced pasting cut paper to make a collage on a printout of a glue bottle. Our message: "In This Class We Stick Together!" Then the students drew with markers on paper to create images of their choice.
Remington selected a sneaker to decorate with his favorite things. The first one was a soccer ball. Remington said he did not know how to draw a soccer ball, so I got one of my "how to draw" books. We found a soccer ball. We practiced first on scrap paper and then drew it on the sneaker. He colored it with colored pencil. Then I showed him some little drawing prompt cards that were started and needed to be finished. He completed four of the cards making a dog, a tree, a zombie who was thinking, and another character he likes. He did a great job! He asked if he could work in clay during our next class, and I said he could!
Teddy has not yet arrived to school. Dr. Mary has approved this as my planning period. I will have fun, exciting, and educative art lessons for Teddy when he returns to school.
Cats, The Very Hungry Caterpillar, and ABC patterns in Color with Musical Choice
Lesson Outline
Project Initiating Activity:
Since today, 08/08/2025, is International Cat Day, I read The Cat in the Hat to Emilia. Emilia was able to anticipate the rhyming words to complete the sentences. Then Emilia completed a cat with whiskers worksheet. Emilia randomly selected six color markers by closing her eyes and reaching into the marker bag. Then she organized them into two groups of three to create an ABC color pattern for the two sets of three whiskers. She colored each whisker, cut them out, arranged them, and then glued them onto the cat’s face into an ABC pattern: A for one color, B for another, and C for the third.
While she worked, I played soft classical music. Then I read The Very Hungry Caterpillar book to her. Emilia completed a very hungry caterpillar artwork by selecting and coloring an ABC color pattern for the nine pieces of the caterpillar's body, arranging them in an ABC pattern, and gluing them on the paper behind the caterpillar’s head to create the caterpillar’s body. Then she counted the number of feet the caterpillar from the book had and drew those on the caterpillar's body. Next, Emilia looked at an activity of sequential images from the story and colored them using markers. She made color choices based on preference. Then Emilia completed a writing exercise tracing the letters of words from the story. She counted each of the letters of the longer words and determined that caterpillar was the longest word with 11 letters.
Emilia requested to Hear Frozen II and songs by kid’s music artist Blippi. Emilia said she did not like the Relaxing Classical music album I was playing. By expressing her personal preference for some songs over other songs aligns with the National Core Arts Standards.
It was an honor and privilege to teach Emilia this summer! She told me that she wants to come back next summer to have art and music class with me. I am confident that she will continue to excel!
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).
MU:Re7.1.PK
With substantial guidance, state personal interests and demonstrate why they prefer some music selections over others.
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.
Book Refence:
Dr. Seuss (1957). The cat in the hat. Random House.
Carle, E. (1969). The very hungry caterpillar. Penguin Random House.
Cats, The Very Hungry Caterpillar, and ABC patterns in Color with Musical Choice
Lesson Outline
Project Initiating Activity:
Since today, 08/08/2025, is International Cat Day, I read The Cat in the Hat to Alexandra. Alexandra loved the rhyming passages and asked me to read a few of them again. Then Alexandra completed a cat with whiskers activity. Alexandra randomly selected six color markers by closing her eyes and reaching into the marker bag. Then she organized them into two groups of three to create an ABC color pattern for the two sets of three whiskers. She colored each whisker, cut them out, arranged them, and then glued them onto the cat’s face into an ABC pattern: A for one color, B for another, and C for the third. Alexandra also completed two activities: one was discerning patterns of same or different. Then to review our primary and secondary colors from earlier this week, Alexandra completed a mouse color mixing equation activity: red mouse + yellow mouse = orange mouse.
While she worked, I played soft classical music. Then I read The Very Hungry Caterpillar book to her. Alexandra completed a very hungry caterpillar artwork by selecting and coloring an ABC color pattern for the nine pieces of the caterpillar's body, arranging them in an ABC pattern, and gluing them on the paper behind the caterpillar’s head to create the caterpillar’s body. Then she counted the number of feet the caterpillar from the book had and drew those on the caterpillar's body. Next, Alexandra looked at an activity of sequential images from the story and colored them using markers. She made color choices based on preference.
Alexandra requested to hear songs that she heard this week. She enjoys hearing Pizza Puppy by Parry Gripp. By expressing her personal preference for some songs over other songs aligns with the National Core Arts Standards.
It was an honor and privilege to teach Alexandra this summer!
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).
MU:Re7.1.PK
With substantial guidance, state personal interests and demonstrate why they prefer some music selections over others.
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.
Book Refence:
Dr. Seuss (1957). The cat in the hat. Random House.
Carle, E. (1969). The very hungry caterpillar. Penguin Random House.
