Project Initiating Activity:
We listened to several kids’ songs that tell a story with repeating patterns and rhyming that we could sing along to, move along with, and act out the story along with the song. These songs have a rhythm, beat, and pattern that are easy for young learners to identify. Alexandra created a watercolor of a unicorn and sang along to some unicorn songs I played for her. She selected the paper to glue it on that matched best her unicorn design. Without any guidance, she colored her unicorn to look exactly like one of her stuffed animals. Her coloring skills are improving, as she is taking great care with her marking tools.

Then Alexandra did the following art activities to these songs:
1. The Lady With the Alligator Purse by David Landau. Alexandra completed a story songbook to go along with the song that incorporated listening, observation, coloring, and cutting and pasting. She requested to hear the song over and over, and we read along with the book she created while we listened to the song.
2. We’re Going on a Lion Hunt by The Kiboomers. Alexandra made and decorated binoculars to act along with the song.
3. The Party Freeze Dance Song by The Kiboomers. Alexandra used good listening skills to know when to move and when to freeze. While she was painting, she would stop when the music stopped. We listened to this song several times and acted out the movements of dancing, hopping, skipping, and twirling. Alexandra is a natural dancer. I recommend enrolling her in a dance class!
4. Freeze Dance by CoComelon. Alexandra danced and sang along to the music, and then froze when the music stopped.
5. Pig on Her Head by The Laurie Berkner Band.

We also read one of her favorite dinosaur books and did some pizza addition and subtraction using the wooden pizza manipulative toy.

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.

Project Initiating Activity:
We listened to several kids’ songs that tell a story with repeating patterns and rhyming that we could sing along to, move along with, and act out the story along with the song. These songs have a rhythm, beat, and pattern that are easy for young learners to identify.

Emilia is a wonderful singer! She requested the soundtrack to Frozen 2 and sang along to every song while she completed the watercolor heart she started in Spanish the previous day. She was excited to share with me the storyline of the film. She also created a watercolor of a unicorn and sang along to some unicorn songs I played for her. She used good design skills by selecting the papers to glue the heart and the unicorn on, discerning how to center the images, and choosing the best format.

Then we did the following art activities to these songs:
1. The Lady With the Alligator Purse by David Landau. Emilia completed a story songbook to go along with the song that incorporated listening, observation, coloring, and cutting and pasting.
2. We’re Going on a Lion Hunt by The Kiboomers. Emilia made and decorated binoculars to act along with the song.
3. The Party Freeze Dance Song by The Kiboomers. Emilia used good listening skills to know when to move and when to freeze. While she was painting, she would stop when the music stopped.
4. Freeze Dance by CoComelon. She sang along by catching on to the lyrics.
5. Pig on Her Head by The Laurie Berkner Band. Emilia knew the song and sang along.



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.

Project Initiating Activity:
After reading the book Pete the Cat and The Perfect Pizza Party to Emilia, we talked about and learned the following terms: fractions: whole, half, and quarters; geometric shapes: circles, and collage: to cut, paste, and overlap. Inspired by the book, we discussed our favorite pizza toppings and thought of silly toppings for pizza as seen in the book.

Book Reference:
Dean, K. & Dean, J. (2019). Pete the cat and the perfect pizza party. HarperCollins Children’s Book.

1. Emilia learned about pizza fractions: whole, halves, and quarters. We played with a wooden pizza manipulative toy to talk about and visualize the whole and its parts. We did some pizza math by adding and subtracting pieces of pizza. She completed some coloring and cutting activities to practice pizza fractions: whole, halves, and quarters.
2. Emilia created her own artwork inspired by the book using paint and cut out felt to make a collage pizza.
3. Emilia also wanted to make a cookie pizza using paint and glitter.
4. Inspired by the book, we listened to and sang songs about pizza:
a. The Kiboomers On Top of My Pizza
b. Lankybox The Pizza Song
c. Parry Gripp Pizza Puppy

Emilia worked hard today and did excellent work!

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.

Project Initiating Activity:
After reading the book Pete the Cat and The Perfect Pizza Party to Alexandra, we talked about and learned the following terms: fractions: whole, half, and quarters; geometric shapes: circles, and collage: to cut, paste, and overlap. We talked about how the story used the letter "P" over and over. Inspired by the book, we discussed our favorite pizza toppings and thought of silly toppings for pizza as seen in the book.

Book Reference:
Dean, K. & Dean, J. (2019). Pete the cat and the perfect pizza party. HarperCollins Children’s Book.


1. Alexandra learned about pizza fractions: whole, halves, and quarters. Alexandra completed some activities by coloring and cutting to practice pizza fractions: whole, halves, and quarters. Her coloring skills are improving! We played with a wooden pizza manipulative toy to talk about and visualize the whole and its parts. We did some pizza math by pretending her stuffed unicorn Pixie ate one piece of pizza, and then there were five left. Then Pixie got hungry again and ate another slice: six minus two equals four, and so on.
2. Inspired by the book, we listened to and sang songs about pizza:
a. The Kiboomers On Top of My Pizza
b. Lankybox The Pizza Song
c. Parry Gripp Pizza Puppy
3. Alexandra loved the song Pizza Puppy and its album cover art. She wanted to create a Pizza Puppy artwork. She practiced her safe cutting skills and is doing great! She understood that collage in art means to cut, paste, and overlap. She completed her Pizza Puppy and was very happy with her work.

Alexandra worked hard today and did excellent work!

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.

Project Initiating Activity:
Building upon our Mouse Paint primary color activity the previous day, I read the book Meet Piet Mondrian to Emilia. We talked about and learned the following terms: primary colors; geometric shapes: squares and rectangles; types of lines: horizontal, vertical, and diagonal; and abstract art: art that does not represent anything from real life. We found the Netherlands on the globe to locate Piet Mondrian's birthplace. Then I showed Emilia some artwork examples: Which one is a Mondrian? This exercise placed a Mondrian painting next to another abstract artwork. She was able to pick out four Mondrian paintings out of four.


Book Reference:
Read With You Center for Excellence in STEAM Education (2022). Meet Piet Mondrian. Read With You.

1. Emilia completed three activities to practice primary colors, lines, and abstract art in the style of Piet Mondrian using crayons and paints.
2. Emilia created her own artwork inspired by Piet Mondrian using primary and secondary colors, squares and rectangles, and different types of lines within the shape of a heart.
3. Inspired by Mondrian’s Broadway Boogie Woogie painting, we listened to music in the genre of Boogie and Big Band:
a. Cab Calloway The Calloway Boogie
b. The Andrew Sisters Boogie Woogie Bugle Boy
c. The Glenn Miller Orchestra Chattanooga Choo Choo
d. Various artists and songs in that genre.

I also played Relaxing Piano Music and Smooth Jazz for us to listen to while working. We talked about the instruments we were hearing. Emilia wanted to color an ice cream cone that our helper Miss Ever drew. She used her imagination to think of the kind of ice cream it would be and then added "sprinkles" of glitter and a "cherry" pom pom. Emilia shows good control over her art tools and enjoys creating!

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.

Project Initiating Activity:
Building upon our Mouse Paint primary color activity the previous day, I read the book Meet Piet Mondrian to Alexandra. We talked about and learned the following terms: primary colors; geometric shapes: squares and rectangles; types of lines: horizontal, vertical, and diagonal; and abstract art: art that does not represent anything from real life. We found the Netherlands on the globe to locate Piet Mondrian's birthplace. Then I showed Alexandra some artwork examples: Which one is a Mondrian? This exercise placed a Mondrian painting next to another abstract artwork. She was able to identify four Mondrian paintings out of four.

Book Reference:
Read With You Center for Excellence in STEAM Education (2022). Meet Piet Mondrian. Read With You.


1. Alexandra completed three activities to practice primary colors, lines, and abstract art in the style of Piet Mondrian using crayons and paints.
2. Inspired by Mondrian’s Broadway Boogie Woogie painting, we listened to music in the genre of Boogie and Big Band:
a. Cab Calloway The Calloway Boogie
b. The Andrew Sisters Boogie Woogie Bugle Boy
c. The Glenn Miller Orchestra Chattanooga Choo Choo
d. Various artists and songs in that genre.


Alexandra liked to keep the beat. I also played Relaxing Piano Music and Smooth Jazz while she worked. Alexandra completed more cutting and safety scissor practice exercises. Her control over her art tools is improving. Alexandra also enjoys working on a wooden puzzle of various shapes that I have in the art room. She has a great understanding of shapes and was able to connect the rectangle and square puzzle pieces to today's lesson. It was another fun day of learning for Alexandra!

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.

Project Initiating Activity:
After reading the book Mouse Paint to Alexandra, we talked about the following: primary colors, secondary colors, how to show primary and secondary colors using crayons, and how to mix colors using paints and brushes.

Book reference:
Stoll, E.S. (1989). Mouse paint. Clarion Books.

Having worked with Alexandra previously, I knew she needed more practice in controlling her marking tools. We started out completing two Mouse Paint activities with jumbo crayons. The larger crayons were easier for Alexandra to hold and control. She completed an activity related to the story: three mice each dancing in a puddle. She colored one mouse red, one yellow, and one blue. Then we did some problem solving: the red mouse was dancing in a yellow puddle, and the puddle turned orange. She colored the puddle orange. Then I asked her what color puddle was the blue mouse dancing in? We looked back to the story for guidance. She completed the activity for each mouse and puddle and showed better control with her coloring. Next she completed another Mouse Paint activity where there were jars of paint that were ordered like a math equation: red + yellow = orange, and so on. She wanted to use paint for the red + blue = purple. We pretended we were scientists in the lab. She counted three drops of paint for each primary color to mix her secondary colors. She was very careful mixing the paints. She completed her color wheel activity with the mice and puddles. She traced the letters of each color with the corresponding color crayon. We read the letters of each color aloud. She commented that yellow was a long word. We counted six letters for yellow and six letters for orange. She did not want to paint the white mice activity with primary and secondary colors, so I had another activity for her.

I had not worked on cutting projects with Alexandra before, so we reviewed and practiced scissor safety: 1) how to walk safely with scissors, 2) how to safely pass scissors to a classmate, and 3) how to use scissors in a safe manner while honing good cutting skills. Using activities as our guide, we reviewed what we are allowed to cut with scissors and what we are not allowed to cut with scissors. I gave Alexandra an activity to look at and color only those objects we are allowed to cut with scissors: paper, yarn, and an activity with dotted lines for cutting. Then I gave her another activity for coloring and cutting practice. I know that Alexandra loves dinosaurs, so I had some dinosaur coloring and cutting activities for her. Each picture had five sections that were numbered but were out of order. Alexandra had to color each section, then cut out each section, place them in the correct numerical order, and then glue them on the paper to create the image. She enjoyed this and showed good problem solving skills in organizing the image. We will be practicing her coloring and cutting skills to get her ready for the next school year.

Music:
While Alexandra colored and painted, I had relaxing piano music playing that I knew she enjoyed in our previous class. Then when she was mixing her colors, I played the following songs that we sang along to and held up colors to go along with the music: 1) Primary Colors by Blippi, 2) Primary Colors Song by Gracie’s Corner, 3) So Blue by Baby Walrus & Nursery Rhymes & Kids Songs, 4) Yellow by Baby Walrus & Nursery Rhymes & Kids Songs, and 5) Something Red by Baby Walrus & Nursery Rhymes & Kids Songs. I had a display of flash cards, crayons, and pom poms in red, yellow, blue, green, orange, and purple to look at while the songs played.

It was a fun and productive first 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.

Project Initiating Activity:
After reading the book Mouse Paint to Emilia, we talked about the following: primary colors, secondary colors, how to show primary and secondary colors using crayons, and how to mix colors using paints and brushes.


Book reference:
Stoll, E.S. (1989). Mouse paint. Clarion Books.


To assess Emilia’s coloring skills, she worked on that skill with jumbo crayons on a Mouse Paint worksheet. There were jars of paint that were ordered like a math equation: red + yellow = orange, and so on. She colored these beautifully and wanted to use paint for the last equation: red + blue = purple. She also completed an activity related to the story: three mice each dancing in a puddle. She colored one mouse red, one yellow, and one blue. Then we did some problem solving: the red mouse was dancing in a yellow puddle, and the puddle turned orange. She understood immediately and was able to complete the rest of the activity. She handled her crayons with skill and had good control over her marking tools. Then she did a color mixing exercise relating to the Mouse Paint book and created a color wheel with primary and secondary colors. She carefully squeezed out equal drops of primary color paint to mix her secondary colors. She also painted primary colors and mixed secondary colors on a separate activity with six white mouse shapes. She handled the brushes and paints well.

To assess skills and practice for Grade K, Emilia practiced safe scissor skills. We reviewed and practiced scissor safety: 1) how to walk safely with scissors, 2) how to safely pass scissors to a classmate, and 3) how to use scissors in a safe manner while honing good cutting skills. She then cut out each of the painted mice. She wanted to keep these separate instead of making a color wheel, so we made a pocket for each mouse to fit into and glued them on a sheet of paper. Emilia kept them in the order of the rainbow: Red, Orange, Yellow, Green, Blue, and Violet. She realized that her name has six letters, and there are three primary and three secondary colors. She wrote the letters of her name in the order of the rainbow on her mouse rainbow sheet.

She also wanted to paint a rainbow mouse and a pink mouse. She enjoyed working with the paints and brushes. I gave her a mouse shaped activity to color, cut out, and assemble.

Music:
While Emilia colored and painted, I had relaxing piano music playing that she said she enjoyed. Then when she was mixing her colors, I played the following songs that we sang along to and held up colors to go along with the music: 1) Primary Colors by Blippi, 2) Primary Colors Song by Gracie’s Corner, 3) So Blue by Baby Walrus & Nursery Rhymes & Kids Songs, 4) Yellow by Baby Walrus & Nursery Rhymes & Kids Songs, and 5) Something Red by Baby Walrus & Nursery Rhymes & Kids Songs. I had a display of flash cards, crayons, and pom poms in red, yellow, blue, green, orange, and purple to look at while the songs played. I also played a variety of kids songs and birds singing. Emilia stated that she did not like to hear the birds singing, but she enjoyed the piano music because it was calming.

It was a fun and productive first 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 she prefers some music selections over others.

We began today's patriotic theme by having Alexandra decorate two red, two white, and two blue stars with glitter, pom-poms, and patriotic fabric. I played patriotic songs for kids while she worked. Then we arranged the stars in a red, white, and blue pattern and used patriotic ribbon to attach them. Alexandra has a banner for Fourth of July decorating at home.

Then we went to the carpet area and sang classic songs: Head, Shoulders, Knees, and Toes; If You're Happy and You Know It; and The Hokey Pokey. Alexandra liked doing the movements for If You're Happy and You Know It. She asked to hear the song several times.

Then we worked on some teacher-made patriotic activities using Q-Tips and ink and dot markers to improve her fine motor skills. She really enjoyed this activity completing five of them: an American flag, a heart shaped American flag, a patriotic hat, three stars, and fireworks.

Then she created three teacher-made Fourth of July activities using washable paint and her handprints. One was the Statue of Liberty where she made her handprint in yellow to create Lady Liberty's flame. Then she used her blue handprint for the stars on the American flag, and lastly she used both hands in red to make sparklers. The teacher-made templates were a big hit with Alexandra. She washed her hands between each printing and wore her smock.

Lastly, we sat at the white erase board and drew animals from one of my easy how to draw books using simple shapes in a step-by step-process. We drew the Statue of Liberty, a unicorn, a dragon, a snake, a dog, a peacock, an ice cream cone, a frog, and a bunny. Alexandra was very engaged in this drawing activity.

It was a great day of learning for Alexandra!


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

MU:Cr2.1.PK
With substantial guidance, explore favorite musical ideas (such as movements, vocalizations, or instrumental accompaniments)

First, Alexandra painted and decorated the air-dried clay donuts and dinosaurs from yesterday’s lesson. She did an amazing job! Alexandra asked me to play music while she worked. She requested to hear the music with birds chirping. She remembered this music from her bird art lesson.

Then we read three positive books about liking who we are: You!, I Like Myself!, and Be More Cat. We talked about liking who we are, being brave and curious, and believing in ourselves. I gave Alexandra a teacher-made girl body template: head, shirt, skirt, arms, and legs to assemble and decorate to represent herself. She decorated her clothing, and we added yarn and a ribbon for her hair. I gave her some information cards to complete: her favorite color, her age with a birthday cake, her favorite food, and her favorite ice cream flavor. She completed the age sheet and added three birthday candles to the birthday cake. We also had her name spelled out in scrapbook letters. We arranged her name on a large sheet of paper and put her self-portrait image on the paper along with her age and birthday cake worksheet. Alexandra also completed a worksheet where she stamped her name and birthday using block stamps and ink. She added this sheet to her poster. She also completed a stamp art project on a dinosaur shape stamping horns with upside down uppercase V's and scales with uppercase O's. Alexandra's work was excellent today!

Book References:
Magsamen, S. (2015). You! Sourcebooks Jabberwocky.

Beaumont, K. (2004). I like myself! HarperCollins Publishers.

Davey, S. (2024). Be more cat. Boxer Books Ltd.

The frosting on the donut of her super day was when a new student came to visit! Miss Judie introduced the new student to Alexandra, and Alexandra was a wonderful and welcoming ambassador of The Batt School!

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

MU:Cr1.1.PKa
With substantial guidance, explore and experience a variety of music.