PAIR

Professional Arts Integration Resource

 

1st Grade

1st Grade: Investigating Light, Relay Drawing

Brewer Elementary

Waters – Addie Newcomer

Learning Objective/Exit Outcomes: 

  • Students will be able to describe the differences between transparent, translucent, and opaque. 
  • Students will be able to identify objects that can be described using one of those terms. 
  • Students will be able to collaborate with classmates about how light can be seen and can travel through transparent, translucent, and opaque objects.
  • Students will be able to show their understanding of the content through visual art.

Integration Area/Subject:

Science & Visual Art

State Standards:

S1P1. Obtain, evaluate, and communicate information to investigate light and sound.

  1. Use observations to construct an explanation of how light is required to make objects visible.
  2. Ask questions to identify and compare sources of light.
  3. Plan and carry out an investigation of shadows by placing objects at various points from a source of light.

VA1.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

  1. Generate individual and group ideas in response to visual images and personal experiences.
  2. Generate visual images in response to open ended prompts, themes, and narratives.
  3. Produce multiple prototypes in the planning stages for works of art (e.g. sketches, models).

VA1.CR.2 Create works of art based on selected themes.

  1. Create works of art emphasizing one or more elements of art and/or principles of design.
  2. Create works of art that attempt to fill the space in an art composition.

VA1.PR.1 Participate in appropriate exhibition(s) of works of art to develop the identity of self as artist.

  1. Complete works of art.
  2. Sign a finished work of art.

VA1.RE.1 Discuss personal works of art and the artwork of others to enhance visual literacy.

  1. Use a variety of strategies for art criticism.
  2. Explain how selected elements of art are used in works of art to convey meaning.
  3. Demonstrate an appreciation for art and art making processes by communicating thoughts and feelings.

VA1.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

  1. Explore universal concepts (e.g. self, family, community, world) inspired by other subject areas.

VA1.CN.3 Develop life skills through the study and production of art (e.g. collaboration, creativity, critical thinking, communication).

Materials/Playing Space: 

  • Plain computer paper, tri-folded
  • Pencils

Description: 

The teacher pre-folded the computer paper into three boxes, labeling each box 1, 2, or 3 from top to bottom. For Relay Drawing, the paper is passed around the class, so, at the end, a single piece of paper has the work of three artists on it. The paper can be passed a final time, so that a student who had no hand in the creation of the art can assess it and explain what they see in the artwork created by their peers.

Using the Relay Drawing strategy, students first drew a transparent object in box 1. The students then passed their paper to the student to their right, who then drew a translucent object in box 2. Again, the paper was passed to the student to the right, who drew an opaque object in box 3. 

At the end of this strategy, help students to freely discuss similar items different students had drawn, new objects they may not have thought of, and their favorite complete Relay Drawing pieces, describing the reasons why it was their favorite. A good challenge is to have them pick a drawing they did contribute to.

Notes:

If your class is ready to move deeper into visual art theory, they can each create a gray scale of three boxes to match up with transparent, translucent, and opaque. The transparent portion of the grayscale would be completely white paper, the translucent portion would be partially colored gray with pencil, and the opaque portion would be colored with pencil as dark as possible. Art vocabulary words like shading, light, value, saturation, and grayscale can be incorporated.

1st Grade: George Washington Carver, Relay Drawing

Brewer Elementary

Hill/Rowe – Addie Newcomer

Learning Objective/Exit Outcomes: 

  • Students will be able to look at a finished product and reverse engineer that product (imagine what the process was like to make it and use visual art to show the process of engineering).
  • Students will be able to recall various products George Washington Carver created.
  • Students will be able to use visual art to express their social studies knowledge.
  • Students will be able to collaborate with their peers on a visual art project.

Integration Area/Subject:

Social Studies & Visual Art

State Standards:

SS1H1 Read about and describe the life of historical figures in American history.

  1. Identify the contributions made by these figures: Benjamin Franklin (inventor/author/ statesman), Thomas Jefferson (Declaration of Independence), Meriwether Lewis and William Clark with Sacagawea (exploration), Theodore Roosevelt (National Parks and the environment), George Washington Carver (science), and Ruby Bridges (civil rights).
  2. Describe how everyday life of these historical figures is similar to and different from everyday life in the present (for example: food, clothing, homes, transportation, communication, recreation, etc.).

SS1G1 Describe how each historic figure in SS1H1a was influenced by his or her time and place.

  1. American colonies (Benjamin Franklin and Thomas Jefferson)
  2. American frontier (Lewis & Clark and Sacagawea)
  3. National Parks (Theodore Roosevelt)
  4. Southern U.S. (George Washington Carver and Ruby Bridges)

SS1CG1 Describe how the historical figures in SS1H1a display positive character traits such as: fairness, respect for others, respect for the environment, courage, equality, tolerance, perseverance, and commitment.

VA1.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

  1. Generate individual and group ideas in response to visual images and personal experiences.
  2. Generate visual images in response to open ended prompts, themes, and narratives.
  3. Produce multiple prototypes in the planning stages for works of art (e.g. sketches, models).

VA1.CR.2 Create works of art based on selected themes.

  1. Create works of art emphasizing one or more elements of art and/or principles of design.
  2. Create works of art that attempt to fill the space in an art composition.

VA1.PR.1 Participate in appropriate exhibition(s) of works of art to develop the identity of self as artist.

  1. Complete works of art.
  2. Sign a finished work of art.

VA1.RE.1 Discuss personal works of art and the artwork of others to enhance visual literacy.

  1. Use a variety of strategies for art criticism.
  2. Explain how selected elements of art are used in works of art to convey meaning.
  3. Demonstrate an appreciation for art and art making processes by communicating thoughts and feelings.

VA1.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

  1. Explore universal concepts (e.g. self, family, community, world) inspired by other subject areas.

VA1.CN.3 Develop life skills through the study and production of art (e.g. collaboration, creativity, critical thinking, communication).

Materials/Playing Space: 

  • Plain computer paper, tri-folded
  • Pencils

Description: 

The teacher pre-folded the computer paper into three boxes, labeling each box 1, 2, or 3 from top to bottom. For Relay Drawing, the paper is passed around the class, so, at the end, a single piece of paper has the work of three artists on it. The paper can be passed a final time, so that a student who had no hand in the creation of the art can assess it and explain what they see in the artwork created by their peers.

Students will review multiple products George Washington Carver invented such as a sweet potato or peanut. Students will be able to talk about and draw the final product, what it may have looked like while it was in the process of being made, and finally what it looked like as a sweet potato plant.

The students started with box one (how the sweet potato plant looked in its beginning stages). Then passed their paper to the right. The next student drew in box 3 (how the final product looked), and then passed the paper again. The third students filled in the middle on their own. When it was time to share their piece, they chose whether they shared three, two, one, or one, two, three. They identified themselves whether they were “zooming in” or “zooming out” the engineering process. 

Notes:

During this lesson, you can also discuss with students the idea of point of view. An ant climbing the tree, a bird high in its branches, and a bird flying over the tree have distinct and different points of view. What part of the product are you looking at if you are the ant? What part of the product are you looking at if you are flying over the product from a great height?

1st Grade: Creative Writing, This is Not a Roll of Tape

Brewer Elementary

Hill/Waters – Addie Newcomer

Learning Objective/Exit Outcomes: 

  • Students will be able to think creatively and imaginatively as they choose a use, structure and existence for a roll of tape.
  • Students will be able to show that new existence with their actions.
  • Students will be able to engage in creative writing from a theatre activity.
  • Students will be able to verbally present their writing to the class, while communicating their ideas and speaking clearly.

Integration Area/Subject:

ELA & Theatre

State Standards:

ELAGSE1W2: Write informative/ explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

ELAGSE1SL4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

TA1.CR.1 Organize, design, and refine theatrical work.

  1. Use imagination to create, revise, and/or add to ideas.
  2. Demonstrate skills of the mind (e.g. imagination, focus, concentration).
  3. Follow directions and contribute to planning in theatre experiences.
  4. Listen to others with respect and courtesy in an ensemble.
  5. Identify basic theatre vocabulary (setting, character, problem, resolution, plot, beginning, middle, end).

TA1.PR.1 Act by communicating and sustaining roles in formal and informal environments.

  1. Use voice to communicate ideas and emotions.
  2. Use body to communicate ideas and emotions.
  3. Cooperate in theatre experiences.

Materials/Playing Space: 

  • A roll of tape and/or any other objects in the classroom
  • Students can stay at desks or stand in a circle around the room

Description: 

We started This Is Not A Roll Of Tape by passing the roll of tape in a circle and giving each student a turn. The PAIR Specialist explained how the arts strategy worked, first practicing the call and response. The person with the object would say “This is Not a Roll of Tape,” and the rest of the class would repeat the phrase back. Then, the person with the roll of tape would say “This is a…” and give a new idea of what the object could be. The PAIR Specialist gave an example for the class, “This is a magnifying glass!” The PAIR Specialist then used her body to show how the roll of tape would be used as a magnifying glass. Students then took turns generating their own ideas of what the roll of tape could be.

In Ms. Waters’s class, we used This Is Not A Roll Of Tape to encourage turn taking, respectfully listening to others’ ideas, and creative thinking by having all the students sit on the rug and calling up four at a time to show us what their tape would become.  Later, our tape creations would be used as creative writing prompts. 

In Ms. Hill’s class, we started by reading the book, “This Is Not A Cardboard Box.” In the book, students are able to see how the main character uses a cardboard box in a variety of ways. Then, we started This Is Not A Roll Of Tape by passing the tape in a circle and giving each student a turn.  The students drew a picture of their new roll of tape and wrote several sentences to describe their illustration.

Notes:

This is a great strategy to use no matter the skill level of the class or what the students are working on. In a class where turn taking, listening respectfully, and other  classroom management strategies are important, this strategy can be fun, engaging and rewarding with the ability to come back later and work on content. If the students are ready to dive into longer pieces of writing, the addition of  illustration or class presentation is a great next step.

1st Grade: Creative Writing, Half-Life Double-Life

Brewer Elementary

Hill – Addie Newcomer

Learning Objective/Exit Outcomes: 

  • Students will be able to identify the main idea of a picture and, as a group, portray that picture in real life.
  • Students will be able to communicate ideas verbally and physically.
  • Students will be able to expand their ideas, adding key details to a main idea.
  • Students will be able to use their imagination to communicate their ideas.
  • Students will be able to collaborate efficiently with their peers to arrive at a cohesive set of ideas.
  • Students will be able to present appropriate theatre etiquette as audience members.

Integration Area/Subject:

ELA & Theatre

State Standards:

ELAGSE1W2: Write informative/ explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

ELAGSE1W3: Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

ELAGSE1RL2: Retell stories, including key details, and demonstrate understanding of their central message or lesson.

ELAGSE1RI2: Identify the main topic and retell key details of a text.

TA1.CR.1 Organize, design, and refine theatrical work.

  1. Use imagination to create, revise, and/or add to ideas.
  2. Demonstrate skills of the mind (e.g. imagination, focus, concentration).
  3. Follow directions and contribute to planning in theatre experiences.
  4. Listen to others with respect and courtesy in an ensemble.
  5. Identify basic theatre vocabulary (setting, character, problem, resolution, plot, beginning,

middle, end).

TA1.CR.2 Develop scripts through theatrical techniques.

  1. Retell stories.
  2. Sequence plot events for dramatizations.
  3. Generate original ideas for dramatizations.

TA1.PR.1 Act by communicating and sustaining roles in formal and informal environments.

  1. Use voice to communicate ideas and emotions.
  2. Use body to communicate ideas and emotions.
  3. Cooperate in theatre experiences.
  4. Assume roles in a variety of dramatic forms (e.g. narrated story, pantomime, puppetry,

dramatic play).

TA1.RE.1 Engage actively and appropriately as an audience member.

  1. Participate as an audience.
  2. Identify the basic elements of theatre etiquette.

Materials/Playing Space: 

Any open classroom space

Description: 

PAIR Specialist led the class in executing the PAIR strategy, Double-Life. The teacher had the class look at a photograph of a girl blowing out birthday candles. The teacher divided the class into groups of five to work on doubling the life of the photograph. Each group acted out a quick replication of that photo, adding in other possible characters that may be around the girl in the photo.

Then, the groups were challenged to imagine what happened before the photo. The groups were given the opportunity to come up with ideas and practice them for a couple of minutes. Before the groups presented their ideas, the PAIR Specialist talked to the class about proper theatre etiquette how to react and respond when other students perform their story.  Each group then presented their ideas on what could have happened before the photo, allowing for group discussion on similarities and differences based on what each group acted out. 

Then in double the time again, the students were tasked with imagining what happened after the photograph was taken, expanding their scene even further. Each group again performed their ideas for the class with the teacher leading discussion on similarities and differences in ideas.

The teacher then had the students use their longest scene to write a story, also encouraging students to add any other ideas to create more key details to their individual stories.

Notes:

This strategy definitely needs coaching and guidance from the teacher, especially the first couple times. Once students get comfortable with all of the elements, they will naturally become more creative and less nervous about participating.

1st Grade: Addition, Sculptor/Clay

Brewer Elementary

Rowe/Hill/Waters – Addie Newcomer

Learning Objective/Exit Outcomes: 

  • Students will be able to choose a number between 1-10. 
  • Students will be able to find the corresponding number that equals 10.
  • Students will be able to arrange classmates in a ‘living equation.’ 
  • Students will be able to create a number sentence on the white board illustrating their equation.
  • Students will be able to reverse the number sentence to show how it equals 10 when starting with the second number.
  • Students will be able to  invert the number sentence to show subtraction problems.
  • Students will be able to practice appropriate communication and empathy skills.

Integration Area/Subject:

Math & Theatre

State Standards:

MGSE1.OA.3 Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)

MGSE1.OA.6 Add and subtract within 20.

  1. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
  2. Fluently add and subtract within 10.

TA1.CR.1 Organize, design, and refine theatrical work.

  1. Use imagination to create, revise, and/or add to ideas.
  2. Demonstrate skills of the mind (e.g. imagination, focus, concentration).
  3. Follow directions and contribute to planning in theatre experiences.
  4. Listen to others with respect and courtesy in an ensemble.

TA1.PR.1 Act by communicating and sustaining roles in formal and informal environments.

  1. Use voice to communicate ideas and emotions.
  2. Use body to communicate ideas and emotions.
  3. Cooperate in theatre experiences.
  4. Assume roles in a variety of dramatic forms (e.g. narrated story, pantomime, puppetry, dramatic play).

TA1.PR.2 Execute artistic and technical elements of theatre.

  1. Identify and use personal and partner space.

Materials/Playing Space: 

Open space at the front of the class

Description: 

In Ms. Hill’s classroom:

One student ‘sculptor’ moved a group of 10 ‘clay’ classmates. Their job was to arrange the clay in two groups and then verbalize to the teacher how the number of clay on one side of the group plus the number of clay on the other side of the group equaled 10. The sculptor led the clay by asking each clay to follow as they moved around the rug. As Ms. Hill’s class rotated through different students acting as the sculptor, their challenge was to not repeat and number combinations to reach 10.

In Ms. Rowe’s classroom:

Ms. Rowe was the sculptor, and she set out a stack of yellow and red paper. 10 of her students came forward and chose a paper to hold up in front of their bodies. As a group, they ‘wrote’ a number sentence with their bodies by clustering yellows together ‘plus’ reds together, equaling 10. Ms. Rowe wrote the number sentence on the white board, then asked a certain color group to sit down, illustrating the reversed subtraction problem. 

In Ms. Waters’s classroom:

All students remained seated, and Ms. Waters passed out a sheet of red or yellow paper to an assortment of students, being careful to always total ten sheets but asking the class to count along and help keep track. When everyone was in agreement on the total sum equaling ten, Ms. Waters’s wrote the number sentence on the board while the class helped 

Notes:

The strategy can be greatly scaled up or down. Remember, if your class needs to stay seated, you can use this strategy to enforce classroom behavior and attentiveness by remaining seated but engaging students to help solve the equation. If your class is ready to step it up, you can let a student ‘sculptor’ direct the equation and physically lead the ‘clay’ students around the room as they write the equation.

1st Grade: Addition, Paper Chase

Brewer Elementary

Hill – Addie Newcomer

Learning Objective/Exit Outcomes: 

Students will be able to choose a number between 1-10, find the corresponding number, and create an equation sculpture equaling ten. They will be able to discuss line, space, gravity and design while also giving a number sentence and reversing and inverting that number sentence. 

Integration Area/Subject:

Math & Visual Art

State Standards:

MGSE1.OA.3 Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)

MGSE1.OA.6 Add and subtract within 20.

  1. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
  2. Fluently add and subtract within 10.

VA1.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

  1. Generate visual images in response to open ended prompts, themes, and narratives.

VA1.CR.2 Create works of art based on selected themes.

  1. Create works of art emphasizing one or more elements of art and/or principles of design.
  2. Create works of art that attempt to fill the space in an art composition.

VA1.CR.4 Understand and apply media, techniques, and processes of three-dimensional art.

  1. Create sculpture using a variety of media and techniques.
  2. Create three-dimensional composition using traditional and/or contemporary craft materials and methods (e.g. paper sculpture, found object assemblage, jewelry).

VA1.RE.1 Discuss personal works of art and the artwork of others to enhance visual literacy.

  1. Use a variety of strategies for art criticism.
  2. Explain how selected elements of art are used in works of art to convey meaning.
  3. Demonstrate an appreciation for art and art making processes by communicating thoughts and feelings.

Materials/Playing Space: 

  • Many strips of yellow and red paper
  • A half sheet construction paper per student
  • Gluesticks

Description: 

The PAIR Specialist introduced the concept of Paper Chase. The PAIR Specialist explained that the paper sculptures made should be 3D shapes, and that students shouldn’t glue the paper flat to the construction paper matting. Each student chooses any number of different sized strips of yellow and red paper, which may only total 10 strips of paper, to create their own paper sculpture by gluing those strips to a base piece of paper. They were encouraged to explore line, shape, space, and design as they created their own paper sculpture.

Students were given about 10 minutes to complete their works of visual art. The students then traded sculptures and the students now how the task of identifying how many yellow and red strips of paper were used to create their peers’ sculpture and create an addition sentence with the information derived from the paper sculpture. Students were also encouraged to express any thoughts they had about the sculpture they were looking at using Visual Thinking Strategy questions including “What do you see?”, “What makes you say that?”, and “What else can you find?”.