Standard(s):
[ARTS] MUS (0) 1 : 1) Explore and experience music concepts.
Example: Explore musical sources freely, using found sounds, electronic sounds, or sounds from voice or instruments found in classroom, remembering to use both sound and silence.
[ARTS] MUS (0) 16 : 16) Demonstrate awareness of expressive qualities that reflect creators'/performers' expressive intent.
Example: Use body percussion to reflect dynamics in a piece of music.
[ARTS] MUS (1) 17 : 17) Demonstrate and identify expressive qualities that reflect creators'/performers' expressive intent.
Example: Play instruments to reflect dynamics in a piece of music.
[ARTS] MUS (2) 17 : 17) Demonstrate knowledge of music concepts and how they support creators'/performers' expressive intent.
Example: Without prompting, play instruments to reflect dynamics in a piece of music.
[ARTS] VISA (0) 1 : 1) Engage in self-directed exploration and imaginative play with art materials.
a. Use motor skills to create two-dimensional art.
Examples: Finger painting, watercolors, paper collage, and rubbings.
b. Use motor skills to create three-dimensional art.
Examples: Rolling, folding, cutting, molding, pinching and pulling clay.
[ARTS] VISA (1) 2 : 2) Explore and experiment with a range of art materials.
a. Create two-dimensional art.
Examples: Family portrait or gadget printing.
b. Create three-dimensional art.
Examples: Pinch pots or found-object sculptures.
[ARTS] VISA (2) 2 : 2) Explore personal interests and curiosities with a range of art materials.
a. Create two-dimensional art.
Examples: Paper-weaving, drawing, and resist painting.
Use book about weaving, The Goat in the Rug by Charles L. Blood & Martin Link.
b. Create three-dimensional art.
Examples: Clay animals and pipe cleaner sculptures.
Use a book about clay, When Clay Sings by Byrd Baylor.