Title: Katie Meets the Impressionists 4th Grade

Authors: Sue Mays-Reading, Connie Kelley-Music, Suze Moore-Visual Arts, Kathy Olvera-Physical Education and Penny Fish-Instrumental Music

E-Mail: sumays@kckps.org, cokelle@kckps.org, sumoore@kckps.orgkaolver@kckps.org and pefish@kckps.org

Time Frame: Reading – one 60 minute classGeneral Music - 2 class periods of 25 minutes eachVisual Art – 2 and ½ class periods of 50 minutesPhysical Education – two class periods of 25 minutes eachInstrumental Music – one class period of 45 minutes

Description – This unit uses the book Katie Meets the Impressionists- as a foundation to build a cross-curricular study of the Impressionistic Period (1885-1910).This will be accomplished through listening to and comprehending a read-a-loud, identifying the characteristics of Impressionistic music necessary to distinguish Impressionistic music, using dots and dabs of light and color to echo Impressionistic styles, employ the elements of ballet to teach the fundamental movement concept of balance and interpreting Impressionistic music through drawing.

Reading Lesson Plan

Standard 1: Reading4.1.3 – The student expands vocabulary.4.1.4 – The student comprehends a variety of texts (narrative, expository,

technical, and persuasive).4.1.4.3 – uses prior knowledge and content to make, revise, and confirm predictions.4.1.4.4 – generates and responds logically to literal, inferential, and critical thinking questions before, during, and after reading the text.4.1.4.5 – uses information from the text to make inferences and draw conclusions.4.1.4.9 – retells main ideas or events as well as supporting details in appropriate-level narrative, expository, and technical texts4.1.4.10 – identifies the topic, main idea(s), and supporting details in appropriate-level texts4.1.4.11 – identifies the author’s purpose (e.g., to persuade, to entertain, to inform.4.1.4.12 – establishes a purpose for reading or listening (e.g., to be informed, to follow directions, to be entertained.)4.1.4.15 – utilizes mental picture (imagery) to facilitate understanding of a story.

Standard 2 – LiteratureThe student responds to a variety of text.

4.2.2 - The student understands the significance of literature and its contributions to human understanding and culture.4.2.2.1 – describes aspects of history and culture found in works of literature.4.2.2.2 – compares and contrasts various languages, traditions, and cultures found in literature.4.2.2.3 - makes connections between specific aspects of literature from a variety of cultures and personal experiences

Objective:4.1.4 – The student will show comprehension of the book Katie Meets the Impressionists by recognizing the characteristics of impressionism and distinguishing between the styles of Monet, Renoir, and Degas.

Assessment : Summative

Groups of 4 students will work cooperatively to categorize paintings of Monet, Renoir, and Degas.

Task prompts – Paintings of Monet, Renoir, and Degas. Performance Standard

4 = The student will correctly categorize 12 paintings of Monet, Renoir, and Degas and then explain the categorizations. 3 = The student will correctly categorize at least 9 paintings of Monet, Renoir, and Degas and then explain the categorizations.2 = The student will correctly categorize at least 6 paintings of Monet, Renoir, and Degas and then explain the categorizations.1 = The student will correctly categorize at least 3 paintings of Monet, Renoir, and Degas and then explain the categorizations.

FormativeThe teacher will check student progress by observing the number of students willing to answer comprehension questions during the read-aloud, and whether those questions are answered accurately. The teacher may need to adjust length of the lesson, accordingly.

Materials/Resources: Book Katie Meets the Impressionists by James Mayhew. Copies of paintings by Monet: The Artist’s Garden at Givemy, Garden at Sainte-

Adresse, Landscape: Parc Monceau, Paris, and Water Lilies at Chailly at Sunrise from the following website: webpages.marshall.edu/~smith82/monet.html

Copies of paintings by Renoir: Alfred Sisley and his Wife, Child with Brown Hair, Girl with a Hoop, and Georges Riviere from the following website: www.renoir.org.yu/gallery.asp.

Copies of paintings by Degas: Dance Class at the Opera, Three Dancers in Violet Tutues, Rehearsal of a Ballet on Stage, and The Star (Dancer on Stage) from the following website: www.ibiblio.org/wm/paint/auth/degas/ballet.

Learning Activity:Copy the following onto post-it notes and place on the page listed. Read the book aloud to the class, providing explanations or asking questions as you read.

Introduction: This book is about a girl named Katie. While visiting an art museum with her grandmother she enters her favorite paintings. Let’s read to find out what Katie learns about these paintings.p. 2 – Katie and her grandmother are looking at an Impressionist painting. Impressionist paintings are composed of many tiny dots which, when you step back, form a picture. p. 3 – What is the setting of the painting The Luncheon? Claude Monet liked to paint gardens and landscapes.p. 4 - Who does Katie meet in this picture? Why does she want to pick flowers?p. 6 – Who is the father of Jean, the boy Katie meets? Monet also liked to paint his family. In The Luncheon, he painted his wife and son in the garden. p. 8 – Why did Katie climb inside this picture? Girl with a Watering Can is a portrait by Pierre Auguste Renoir. A portrait is a picture of a person. When you get your school picture taken, it is a portrait. Renoir liked to paint portraits, mostly of women and children. p. 11 - Why does Katie jump out of this picture? What happened to the flowers for her grandmother? Do you think she will be able to find more flowers? Let’s take a minute to review what we know so far. Who was the first artist we learned about? What kind of paintings did Monet like to paint? Who was the next artist we learned about? What kind of paintings does Renoir like to paint?p. 13 – What type of painting do you see on this page? What artist liked to paint landscapes? p. 17 – What did Katie gather for her grandmother? Why did Katie leave the picture this time? Do you think she will be able to keep the poppies for her grandmother?p. 18 – Was our prediction correct? Why or why not?p. 19 – What type of painting do you see on this page? What artist liked to paint portraits?p. 20 – Why did Katie enter this picture? Did she get what she wanted?p. 22 – Katie is now in another painting, although she doesn’t know it yet. This painting does not fall into either type we have learned about. It is not a garden or landscape. It is not a portrait. This is a painting of ballerinas at the theatre. The artist Edgar Degas liked to paint ballerinas. p. 26 – What does Katie do in this painting? What do you think she will do with the bouquet of flowers?p. 29 - Let’s review again. Which artist liked to paint gardens and landscapes? Which artist liked to paint portraits? Which artist liked to paint ballerinas?

Adaptations: Students with visual disabilities can sit with a partner or paraprofessional that can describe the pictures from the book. Students with auditory disabilities can be given a copy of the book to read in advance, and then follow along as the teacher reads the book aloud. Students with behavior disabilities can receive rewards predetermined by the classroom teacher and read-aloud teacher and based on the student’s behavior during

the read-aloud. Kagan strategies such as think, pair, share can be added as part of the questioning portion of the lesson for students with cognitive disabilities.

Author’s Reflection: Kagan strategies such as think, pair, share can be added as part of the questioning portion of the lesson if the teacher desires. The group format for evaluation may also be changed to an individual student format if desired by the teacher. Different paintings by the artists may be used at the teacher’s discretion.

Content Knowledge: The teacher should be familiar with the book Katie and the Impressionists, as well as the artists Monet, Renoir, and Degas. A general knowledge of Impressionism would also be helpful.

Strategy Description: Some pages of the book are read as a think-aloud, with the teacher explaining what she is thinking as she reads. Some pages of the book are read with the intention of asking students their thinking about what has been read.

Music Lesson Plan

SBI:Music – (All can be addressed through this lesson)

4.6.1 – Analyze aural examples of music4.6.1.2 – Describe the use of dynamics, tempo, form, tone color,

and texture in patriotic music and music of world cultures.4.8.1 – Interpret music in relation to history.

4.8.1.1 - Listen to and interpret examples of music from American history and from the histories of various world cultures by applying knowledge of the dynamics, tempo, form, tone color, and texture.

4.8.2 – Interpret music in relation to culture.4.8.2.1 – Listen to and interpret examples of ballet and and other

dance music from American and various world cultures.4.9.1 – Explore the relationships of music with other school subjects

4.9.2.1 – Compare common terms used in various arts.

ObjectiveThe student will listen to examples of music from different periods of history anddistinguish those from the Impressionistic period using the identifying characteristics discussed in class.

AssessmentSummativeDescription of assessment task – students will listen to examples of music from different periods of history. It will be their task to determine which examples are

Impressionistic music and which are from other periods in history.

Task Prompts Prior to the assessment activity, students will have a day of teacher led discussion and listening to become familiar with the Impressionistic style

RubricAdvanced – While listening to an excerpt of music, when asked to

determine whether it is in the Impressionistic style or not, the student will choose accurately on at least 4 of 5 attempts.

Proficient – While listening to an excerpt of music, when asked todetermine whether it is in the Impressionistic style or not, thestudent will choose accurately on 2 or 3 of 5 attempts.

Basic – While listening to an excerpt of music, when asked to Determine whether it is in the Impressionistic style or not, theStudent will choose accurately 1 time or less out of 5 attempts.

FormativeDescription of assessment task – students will participate in the presentation anddiscussion of the Impressionistic Period. They will look at characteristics of Impressionistic art and compare that to the music of the time.

Materials/ResourcesKatie Meets the Impressionists

By James MayhewOrchard BooksNew YorkISBN 0-531-30151-6

Five examples of Impressionistic and other styles of musicPossible examples might include excerpts from –

Debussy – Clair de luneDebussy – ReverieDebussy – Prelude to the Afternoon of a FaunDebussy – La MerRossini - William Tell OvertureWagner Ride of the ValkyriesTchaikovsky – 1812 Overture

Learning Activity Day 1: Impressionism 1885-1910

1. Discuss Impressionist art, how it is a “moment in time” made up ofdots, dabs and dashes of lights and darks of color. Look at the examples in the book Katie Meets the Impressionists.

2. Listen to and discuss Impressionistic music I would also play a few examples of other music just so they could hearthe difference.

a. Is there a distinct melody or strict rhythm? (could you sing it back?)b. Is it clear where sections change, or does everything just blend

together?c. Is the overall feeling smooth and flowing?

3. Compare the characteristics of the art with those of the music.a. blurry, undefined colors – blurry non-rhythmic soundb. no distinct melody – no defined shapesc. soft muted colors – soft sounds (no surprises of color or sound)d. both use the little pieces or make up the whole

Learning Activity Day 2:1. Quickly review the characteristics of Impressionistic Music.

First with their shoulder buddy and then as a class.2. Pass out the listening form and play small excerpts from each of 5 examples

of music (some impressionistic, some not) and have students circle theanswer they believe fits that music. If no one needs a repeat, collect papers.

3. If time permits, listen to each example again and discuss answers. This couldbe moved to a third day if necessary.

Name_________________________

Impressionistic Music Listening Activity

1. Impressionistic Other

2. Impressionistic Other

3. Impressionistic Other

4. Impressionistic Other

5. Impressionistic Other

Adaptations

Author’s ReflectionYou might also want to discuss other aspects of this time period such as dance,

clothing, and architecture.

Content RefresherThe teacher should be familiar with the style of the Impressionistic period,

especially the works of Debussy and Ravel.The teacher might want to take some time to find other examples of art from

the Impressionistic period that are not included in this book.

Strategy RefresherThe teacher might need to remind students that when they are sharing with a

shoulder buddy both partners need to share in the discussion, one first and then the other.

Visual Art Lesson Plan

Standards and Benchmarks:

Standard 1 – Techniques, Processes and Technologies Demonstrate techniques and processes to communicate and create visual art.

4.1.2. Demonstrate control in handling visual arts tools and materials in a safe and responsible manner.

4.1.2.1. Manipulate visual art tools successfully to achieve a desired technique.

4.1.2.2. Identify each tool, its function, its maintenance and its safety rules4.1.3. Apply different visual arts’ media, techniques and processes to

communicate ideas, experiences, and stories in a visual format.4.1.3.1. Use sketches to record observations, experiences or express ideas.

Standard 3 – Diversity of Image Choose and evaluate a range of visual symbols, subject matter, and ideas from diverse experiences, times and places using appropriate criteria.

4.1.4. Adapt styles and images from a variety of experiences, times and places in their own work.

4.3.1.1.1. Create artwork that adapts styles and images from a variety of experiences, times and places in their own work.

Standard 4 – Culture and History Examine and critique the visual arts as an essential part of culture and history.

4.4.2. Interpret innovative and traditional art in art production4.4.2.2.1. Point out how various cultures interpret same/similar image or

story.Standard 6 – Interrelationships and Careers Compare and analyze the connections between and among the visual arts and between the arts and other disciplines.

4.6.3. Distinguish and illustrate connections between the visual arts and other disciplines in the curriculum.4.6.3.1. Create a work of art that directly incorporates concepts from another discipline (i.e. math, social studies, science, language arts, [music], etc.)

Objective: Students will create a 2 Dimensional drawing of the Blue Dancer(s) using soft and

oil pastels in the style of French painter Edgar Degas, 1834-1917. Using dots and dabs of

light and color the students will capture and depict the color and drama of Parisian nightlife while echoing Degas’ Impressionistic style. Assessment:

Summative (End product or project)

Description: Students will complete a 2 dimensional pastel drawing of dancers, showing strategic placement of warm and cool colors as well as various values of blue while demonstrating the Impressionistic style of French painter Edgar Degas. The book Katie Meets the Impressionists by James Mayhew will be used as well as various examples of Degas’, and other Impressionists’ work.

Task prompts: Get aprons on entering art room. Hand out materials.

Performance Standard: When finished, students will fill out Assessment Sheet (See next page).

In the “student section”. Grading for each criterion will be 1 through 4.

4-Excellent craftsmanship, above and beyond project required criteria. 3-Good craftsmanship, meets required criteria, executes techniques neatly. 2-Average craftsmanship, meets minimum required criteria. 1-Unsatisfactory craftsmanship (due to poor effort). Did not meet minimum criteria, unfinished/messy work.

Assessment Sheet - Degas’ Blue Dancers

Name_____________________________________________________Code______________________.

*4 - Excellent, 3 - Good, 2 - Satisfactory, 1 - Unsatisfactory

Student Teacher 1) Is name/code easily read on back of work?.................................______ _____ 2) Are one or more dancers depicted?............................................______ _____3) Are dots, dabs and dashes used to display light and color?.........______ _____4) Is work done neatly, without fingerprints?................................______ _____5) Is there more than 1 value of blue demonstrated?.................... ______ _____6) How do you grade your project overall?..................................... ______ _____8) What kind of effort did you put into this project?....................... ______ _____9) Were you on task at all times?....................................................______ _____10) How was your behavior/attitude towards self/others?................ ______ _____

Describe what Impressionism is (In one complete sentence):

_________________________________________________________________________________________

_________________________________________________________________________________________.

(Example: The style of Pop Art is an art form that shows how our culture is repeatedly flooded with popular images of celebrities and, from TV commercials.)

*4-Excellent craftsmanship, above and beyond project required criteria. 3-Good craftsmanship, meets required criteria, executes techniques neatly. 2-Average craftsmanship, meets minimum required criteria. 1-Unsatisfactory craftsmanship (due to poor effort). Did not meet minimum criteria, unfinished/messy work.

Student Exemplars-Show samples of Excellent, Good and Unsatisfactory work.

Formative Teacher will demonstrate techniques, processes and outcomes expected. During the lesson while students are doing seatwork, teacher moves from table to table observing work determining if students are following instructions/criteria and progressing towards Excellent (4) work.

Materials/Resources: -Book: Katie Meets the Impressionists by James Mayhew-Visuals/Images of The Blue Dancers by Edgar Degas as well as other Degas work and other Impressionists work.-Three examples of finished work, One that is Excellent (4), Good(3) and Unsatisfactory(1).-Textured paper-Pastels: soft and oil -Facial tissue-Newspaper-Pencils-Erasers-Fixative or hair spray-5th grade model

Learning Activity Day One – Visual ART:

1) Have students sit in circle on floor. Ask them to review what the book Katie Meets the Impressionists is about. Have students stay where they are, walk across room and hold up a picture of Degas’ the Blue Dancers. Have them turn and observe it for a few moments.

2) Ask students to raise their hands to volunteer describing what they see.3) Now, come back to students and sit down showing them the picture up close.4) Ask them to look very closely for a moment, then raise their hands to describe

what they see now.5) Let students describe artwork up close, (they may need to be guided to see the dots,

dabs and dashes of the lights and darks of various colors).6) Tell students the name of the work and the artist’s name, that he lived from 1834-

1917 in France.7) Give an example of the word impression in a sentence such as: “When I saw the

coat she made, the first impression I got was; that it took a long time to make”. Then ask students what the word “impression” or the phrase “first impression” means. (Give more examples if needed).

8) Define the word impression and then Impressionism. 9) Show work by other Impressionists, pointing out the specific qualities of the style.10) Discuss the influence of the invention of photography on the Impressionistic style

of visual art.11) Discuss how the work represents a “moment in time and space”.12) Have a student go get the classroom globe. Ask a volunteer to find France.13) Recite and review the 7 Elements of visual art. Tell the students they will be

using the Element: Line, Color, Value, Texture and Space.14) Have students go back to their seats, boys or girls first, then the others.15) Classroom managers pass out pencils and paper only to those who have their

heads down.

16) When students receive materials they should write their name and code on one side, as well as the world

Impressionism. Turn papers back over blank side up and heads back down when ready.

17) Ask for a volunteer to “model” different gestures (as in arms out to side, one foot pointing out, etc.)

Teacher demonstrates drawing from the model’s positions on the board using light, quick gestural lines. Teacher draws 4 different (using overlapping lines) positions of figure. When done and satisfied with what is drawn; erase areas that do not make sense to the eye. Creating and discussing how the overlapping gives the illusion of space as in the now foreground and background figures.

18) Have model sit back down. Tell students they will be drawing from a model next class period, doing

their version of Degas’ Impressionistic style Blue Dancers. Tell students time is up and heads down.

19) Instruct classroom managers, one to pick up papers and the other the pencils. When both materials are

picked up from students they may start to line up.

Day Two - Visual ART1) Have students pick up and put on aprons as they enter classroom.2) Classroom managers pass back papers and pencils and erasers.3) Review the meaning and style of Impressionism and the art of Edgar Degas.4) Recite the 7 Elements of ART..5) Introduce model.6) Teacher will review and demonstrate drawing again from the model. The model

will stand in one position holding still till teacher says change. Model will continue doing this 3 more times so that the picture will have 4 figures in different positions when done. Teacher will demonstrate and review overlapping lines while drawing the figure and will erase later.

7) Tell students they will draw the model from their own angle, so everyone’s will be slightly different. For the students; the model will hold each position for 1 minute each.

8) When done drawing the fourth position, excuse model and students erase unwanted lines.

9) Teacher calls students over to demonstration table where she has a finished, gestural drawing of figures. Add on to drawings, skirts or tutus, belts or ribbons to figures to create dancers, lightly sketch in appropriate background..

10) Show students and review images from the Impressionistic period. Point out the “dots, dabs and dashes” of lights and darks of color.

11) Discuss how the dancer’s clothing will be done in varying values of blue and the figures skin and hair can be done in warm tones.

12) Demonstrate to students how this is done first with the soft, colored pastel.

13) Demonstrate rubbing with tissue paper and going back in with the pastel to re-texturize surface.

14) When that portion feels finished the work is sprayed with a fixative or hairspray. Then show how the oil pastel can be added to emphasize even more, the Impressionistic quality using the dots, dabs and dashes of color. When done spray again and put in rack to dry.

15) Excuse students back to their seats, boys or girls first, then the others.16) Classroom managers pass out papers, pencils and erasers to quite students with

heads down.

17) Model stands in first pose, set timer, students draw. When bell goes off, model changes position and reset timer for another minute, and so on for two more positions. Stop.

18) Excuse model, students erase unwanted lines, add skirts, tutus, backgrounds, etc..

19) As students finish they should raise their hands, teacher check work if work is ok to progress, students may get their own newspaper, bowls of soft pastels, 1 cool and 1 warm colors, as well as a tissue (set up on material table).

20) Students should stay in their seats as they work, raising hand for assistance.21) Give students one time update, a 5 minute warning and a 10-1 countdown to stop.22) One classroom manager will get papers to put in rack, other manager pick up

pastel bowls, students roll up newspaper with tissue in them and throw out.23) Quietest tables during clean up will be called first to wash hands, hang apron and

line up.24) Teacher will spray the fixative on work, after school. .

Day Three - Visual ART1) Students pick up aprons on entering room, takes seats, heads down.2) Review Impressionism. Tell students they have 1/2 the period (25 minutes) to

finish their work3) Classroom managers pass out newspaper, paper and oil pastels.4) Students finish their work. Raise hand when done, teacher checks work.5) Put work in rack. Wash hands, hang apron.6) If there is time, students who are finished may get a book from the ART Library.7) Teacher gives students one time update, a 5 minute warning and 10-1 countdown.8) When time is up, classroom managers pick up work and materials from quietest

tables first. Students whose work is picked up may line up to wash hands, hang apron and back to seat putting head down showing they are ready for next project.

Adaptations: -Students with disabilities should be called first to sit in front of teacher for group discussion, singing or demonstrations. -Paraprofessionals may use ASL to interpret for those students who are hearing impaired.

-Students with varying degrees of disability may need paraprofessional and/or hand over hand assistance. -Putty may be placed around pastels to widen grip. -Written, along with verbal, instructions.-Special education SBI’s will be utilized and assessments will be made on that criterion for work done by students with disabilities.

Author’s Reflection:

Content Knowledge: Teacher should be fairly familiar with the visual artistic style of Impressionism.

Strategy Description:

Physical Education Lesson Plan

SBI Number: Kansas State Department of Education----Physical Education Grades 3-5Content Standard: MOTOR SKILLSStandard 1: The student demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.Benchmark 1: The student will demonstrate mature movement patterns of locomotion, manipulation of objects, and rhythmic concepts.Indicators:

1. jumps and lands for height and distance using a mature form.2. demonstrates the ability to change direction quickly while the body is in motion.

Content Standard: ACTIVITY APPRECIATIONStandard 6: The student values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.Benchmark 1: The student will value physical activity and recognize its impact on skill-improvement and health.Indicators:

1. displays persistence in learning new motor skills.2. recognizes the impact of practice on skill improvement.

SBI Number: Science Content Standard: History and Nature of Science Grades 3-4Standard 7 : The student will experience some things about scientific inquiry and learn about people from history. Benchmark 1: The student will develop an awareness that people practice science.Indicators:

1. recognizes that students participate in science inquiry by asking questions.2. observes, using various media, historical samples of people in science who have made

contributions. Objective The student will jump and leap for height and distance using a mature form. The student will change direction quickly while the body is in motion. The student will hold a position for 3 seconds without moving.

Assessment:Summative Description

During the final activity on day 2 the students will be placed in groups of 3-4. Each student will be evaluated individually according to the rubric provided. The students will perform various locomotor tasks as well as the 5 positions taught during instruction. Task prompts

Students will listen to Music by Debussey and asked to move as they hear the music including jumps, leaps and turns. At a signal they will stop and perform a pose in the announced positions.Rubric

Shows mature form while demonstrating:Leaping ______jumping ______

Changes directions quickly ______Is able to hold a pose for 3 seconds ______

Formative Description During pre-teaching, wrap up and review sessions, the students will respond to questions about material that was just presented or presented in a previous lesson. As the learning activities are presented, the teacher will move among the students correcting as needed, and giving positive reinforcement.

Materials/Resourceshttp://www.ramblemuse.com/links/dance_links.html Art, Music, & Dance Resources http://www.geocities.com/CapeCanaveral/Hangar/4421/Physics of Ballet Dancing

by Sheila Dodgehttp://www.pbs.org/wnet/gperf/shows/degas/degas.html Great Performances Degas and Dance

REQUIRED ELEMENTS

SCORING RUBRIC

Score Description

3 Includes all required elements, achieves high and longer leaps and jumps than expected; obviously enjoys the activity, challenge, and self-expression,. Is persistent and willing to practice, knows all five positions

2 Includes all required elements, achieves expected height and distance in their leaps and jumps, participates willingly in the activity, knows 2 of 5 positions

1 Missing one or more of the required elements; participates in all activities but shows no enthusiasm, is not persistent or willing to practice

http://www.duke.edu/~molloyr/dance.html MOmentum resource for children’s dance lessonshttp://www.sasked.gov.sk.ca/docs/artsed/g6arts_ed/g6du1ae.html Unit One: From Source to Expression A unit designed to develop students' understanding of processes used to transform individual experiences and ideas into dances. http://www.empire.k12.ca.us/capistrano/Mike/capmusic/impressionism/impressi.htm The Capistrano School: The Impressionistic style of musichttp://pecentral.org/lessonideas/ViewLesson.asp?ID=4512 A modern dance LessonBallet For Beginners, Medova, Marie-Laure, Sterling Pub. Co. copyright 1995 ISBN 0-8069-3876-5 Gardner’s’ ART Through The Ages, Tenth Edition, II Renaissance and Modern Art, Richard g Tansey and Fred S. Kleiner, copyright 1996, ISBN 0-15-501619-9, Harcourt Brace College Publishers.Katie Meets the Impressionists, James Mayhew, Orchard Books, 1999, ISBN 0-531-30151-6Degas and the Dancer [juvenile DVD] Publisher Entertainment Corp., 1999, 53 min. ISBN 1894449479 www.devine-ent.com

Learning ActivitiesDAY ONEName: The Basics of BalletPurpose: To introduce the language and fundamentals of balletLength of time: 25 minutesEquipment: pictures of ballet positions Grade Level: 4th gradePre-teaching/discussion, question and answers In the book Katie Meets the Impressionists, Katie is introduced to various artist of the impressionistic period. (? ) Can anyone remember their names? Answer: Degas, Monet, Renoir Throughout the book Katie inserts herself into pictures, becoming a willing participant of the actual moment captured by the artist. Principally, Katie danced through a picture by Edgar Degas, The Blue Dancers. In his painting the illusion of a continuous floor, connects us to the picture as it did Katie. ? What does the word illusion mean to you? Answer: apparition, daydream, deception, delusion, error, fallacy, false impression, fantasy, ghost, hallucination, hocus-pocus, make-believe, mirage. It is through these various figures the students can actually observe and eventually practice an important motor skill, balance. Ballet teaches self discipline, correct body placement, strength, and gracefulness. Who would guess that ballerinas are actually physicists in disguise. Not too many people, but in a way they are because they are showing us many fundamentals of this science which allow them to produce breathtaking dance masterpieces. They are performing physics at its best as they dance, leap and turn across the stage. ? Does anyone know who Sir Issac Newton was? What he is very famous for discovering? Answer: Gravity We will attempt simple ballet poses and fundamental movement as seen in pictures. As we practice these movements, we will be discover how gravity influences these movements and how ballet relates to Newton’s Third Law of Motion (the action-reaction law.)

Movement Activity: Students will be in 2 lines facing each other with the teacher standing at the head of the lines so everyone can see the demonstrations.

1. Turnout: a position you get by rotating the legs outward at the hip joint. First position (premier position) The arms circle downward. The feet are at a 180° angle to each other, the heels touching.

2. Second Position The arms still circle downward, but are apart. The feet are also still at a 180° angle, but spaced apart.

3. Third Position The right arm is at a half circle above the head, while the left arm is pointing straight outward. The feet are now at a 90° with the left heel at the right toe.

4. Fourth Position The right arm is still at a half circle above the head, with the left arm now circled around the front of the body, at about the waist. The feet are still at a 90°, but now the heel of the left foot is at the instep (middle) of the right foot.

5. Fifth Position The arms are now in a circle above the head in a classic ballet position. The feet are again at a 180° but now the heels of each feet are at the toes of the other, with the left foot in front

6. Practice the positions until they can move easily between each in succession.

7. Plies in first position: The legs slow straighten and com back through demi-plie, to their original straightened position

Here is the grand plie. The knees are completely bent. The free arm moves down to the starting position. The heels come off the floor.

8. Plies can be practiced in all five positions.9. Introduce several variation in all five positions. As you change the level and

positions of the arms and legs ask the students to notice how their ability to keep their balance changes their position. For instance: while in third position ask them to raise their leg forward.

10. While in third position ask them to raise their front leg up while keeping it straight. What did your body do to compensate or adjust so you would love your balance

11. Partner all the students with the one standing across from them. Ask one line to perform the movement then ask the other line to describe what they saw their partner do to keep their balance.

Lesson Wrap upToday we reviewed a few things you learned about the book Katie Meets the Impressionists, particularly artist Edgar Degas and his beautiful portraits of dancers. We also learned few ballet basics and discovered that ballerinas actually practice a science while leaping and turning across the stage. Tomorrow we will be introduced to the concept of center of gravity derived from Newton’s Third Law of Motion (the action-reaction law.)

DAY TWOName: The Physics of BalletPurpose: To demonstrate how ballet is physics in motionLength of time: 25 minutesEquipment: CD player and CD of Debussey. Newton's Third Law of Motion (the action-reaction law) which states: Whenever one body exerts a force on a second body, the second body exerts an oppositely directed force of equal magnitude on the first body. Level: 4th gradeReview: During our last lesson we learned the 5 ballet positions and the plies. Today we will review those skills and learn how Newton’s Third Law of

Motion can be applied to the dancers leaping and turning.Pre-teaching

Dance consists of movements of the body interspersed with motionless poses. Physically, a condition of balance exists if the dancer remains motionless above the area of support and does not fall. The balance condition will be achieved if and only if the center of gravity lies on a vertical line passing through the area of support at the floor. If a dancer is not moving, the force of gravity vertically downward will be balance by the force upward from the floor to the foot acting on the same vertical line. In other words, since gravity pulls you down you must learn to exert some force with your body to stand up right. You can easily see this at work if you watch a toddler trying to learn how to walk. This concept is derived from Newton's Third Law of Motion (the action-reaction law) which states: Whenever one body exerts a force on a second body, the second body exerts an oppositely directed force of equal magnitude on the first body. If the center of gravity is not in line with these other equilibrium state forces, the dancer will be unbalanced and experience an angular acceleration towards the ground (in other words the dancer will fall to one side).

Movement Activity: Center of Gravity and Balance 1. Again in 2 lines facing one another, ask the student to demonstrate each of the

five positions. 2. Have all the students put their hands just below their waist. This is probably their

center of gravity. Notice that when standing in a straight vertical line they can maintain their balance with their hands just below their waist.

3. Ask them to keep their first position, but stand on their tip toes.4. Has your center of gravity moved higher or lower? (higher) Are you

experiencing how your muscles must work harder to maintain your balance? (yes especially the legs)

5. Now bend your knees instead. Has your center of gravity moved higher or lower? (lower) Is it easier or harder to maintain your balance? (easier)

6. Can anyone state how your center of gravity affects your ability to balance. (hopefully someone will say the lower the center of gravity the better the balance.)

7. With the music playing ask the students to move around the room as smoothly as a dancer (1) gliding (2)jumping (land on 2 feet)(3) leaping(land on one foot different from the take off foot) (4) turning (on one foot, while jumping). With a beat of the drum they are to quickly change directions while maintaining their balance. When the music stops, they are to freeze in position you request(1st, 2nd etc.)

Lesson Wrap upDivide the class into groups of 3 or 4. Each group will perform a leap and a jump and demonstrate each of the 5 positions. During this time the teacher can assess using the rubric provided for this lesson.AdaptationsPlace students who you feel will have difficulties with these activities near the front of the lines so they can see you and you can give them extra help. Author’s Reflection This activity is best can be presented after the book Katie Meets the Impressionists has been read. Ideally, this would be done by the classroom teacher or perhaps the art teacher. Additionally, the DVD Degas and the Dancer which is included in the Materials

and Resource section, who could spur more interest and enthusiasm. Since this lesson would not be easily taught to the boys, it is suggested that only the girls would participate. Content RefresherSince only the basics of ballet are presented, anyone can teach this lesson. The materials provided would be more than sufficient for a teacher to fell comfortable presenting this lesson.The concept of center of gravity are is a basic necessity for fundamental movement should be part of the physical education curriculum..Strategy RefresherModel all the skills presented and ask students to demonstrate when possible. Break the skills into their smallest component parts and only proceed when you are sure all the parts are conquered. Give positive reinforcement when student is persistent even when having difficulty. Encourage the students to help one and give positive reinforcement when this occurs.

Instrumental Music Lesson PlanSBI

8:8.1.1 History and CultureEvaluate specific compositions from performance literature with regard to the historical setting and cultural influences.

OBJECTIVEStudents will create a drawing representative of what they see, hear, and feel from the presentation of the book Katie Meets the Impressionists and a musical selection.

ASSESSMENTSUMMATIVEStudent created work on 8 1/2” x 11” papers through crayon, pencil, or markers as the medium, representative of their idea of the book and music selection.

TASK PROMPTS8 1/2” X 11” sheet of white paper to be given out before second hearing of music[Teacher given directions: Students are to use medium of their choice, to create on paper given, their interpretation of the reading and music from the lesson presented]

PERFORMANCE STANDARD/SCORING GUIDE Distinguished

The student completes their projectBasic

The student works at the drawing project.Unsatisfactory

The student does not work at the project or start.STUDENT EXEMPLARS

Release to show student work upon completion of lesson.

FORMATIVE DESCRIPTIONDuring the lesson the teacher needs to assess the time and quality of work of each student. It may be necessary to show and give prompts from the book, word list, listening of music or discussion of art class time.

MATERIALS/RESOURCES 1. Teacher has students bring their own drawing supplies2. Teacher may choose to supply crayons, pencils, color pencils, markers, etc. 3. White 8 1/2 ” x 11” paper ready for each student4. Equipment for reproduction of music selection and book presentation.5. Chalk board, white board or equipment to present a written list to students.6. Drawing surface for each student available7. Recording of Music Selection The Prelude to the Afternoon of a Faun by Debussy

Philips Recording 0704 of Debussy for Daydreaming recorded byLos Angeles Philharmonic Orchestra/Andre Previn

8. Book to read Katie Meets the Impressionists available fromhttp://www.amazon.com

LEARNING ACTIVITYDay One:

1. Students will enter the classroom with their markers, crayons, and sharpened pencils.

2. Teacher will introduce the book and musical selection.3. Teacher will give listening instructions and begin reading book while the music is

being presented.4. Students will use good listening skills for the book and the music.5. Teacher will ask for adjectives to describe what they heard and saw.6. Students will give short list of words describing what they had heard7. Teacher will distribute an 81/2”x 11” sheet of paper to each student for drawing.8. Students will use word list, book and a second listening to the musical selection to

make a drawing or physical representation of their interpretation of the music.9. Students at the end of class session will turn in their drawing for check of

completion.10. Student work can be displayed in area of teacher’s room, hallway, etc.11. Student work should be handed back within 2 weeks for take home.

AUTHOR’S REFLECTION Contact with the art instructor in the building to coordinate this activity and working with colors, design, shape, etc. would also be more effective to the teaching process. Contact with the classroom teacher for where they are in the historical period of study in the classroom. CONTENT REFRESHERMusic teacher needs to be aware of the impressionistic era of history. Working with the classroom teacher as far as a historical period and what inventions or other happenings were taking place during this time period would help give this lesson more connective ness for the student.

STRATEGY REFRESHERThe teacher may introduce composers of this era over a period in the school year. The teacher may also keep students current with inventions and historical happenings of the era over the time period.