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Visual and performing arts

Visual and performing arts

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Visual and performing arts

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  1. Visual and performing arts ELD unit 2

  2. Lesson Objective • Students will use adjectives to discuss how instruments represent characters and actions in Peter and the Wolf

  3. Peter and the wolf • Did you know that Peter and the Wolf was written with music?! • This week we will start learning about the music and instruments that go with the story • The instruments help the story come to life! • Today we get to listen to the CD! • First, let’s review vocabulary 

  4. Peter and the wolf • How many instruments can you name? • In the story, each instrument is always the same character. It stands for that character • Each instrument stands for a character. (echo).

  5. Vocabulary Nouns Verbs Stand(s) for Sound(s) • Violins • Flutes • Clarinets • Bassoons • Oboes • French Horns • Bass Drums • Kettledrums • Instruments

  6. Vocabulary Adjectives Conjunctions When And • Light • Deep • High • Low • Slow • Fast • Loud • Soft • Happy • Upset • Scary • Strong • Friendly • Sneaky

  7. Character & instrument matching • Materials: Character cards 1-7, Instrument cards 1-8, and worksheets • As the narrator introduces each character’s instrument, hold up the character and instrument cards for that character. • We will pause after each instrument is introduced to tell which instrument stands for which character. • Example: The violinsstand for Peter. (Echo)

  8. Describing instrument sounds • Description cards 7, 10-11, and 14-20 • We will use the description cards to tell how the instruments sound at different parts of the story. • Let’s review the adjectives we use to describe instrument sounds • When the bird greets Peter and the duck, the flutessoundlight and friendly (Echo).

  9. Describing instrument sounds • Look back at your language logs describing the character’s actions. We will use the same sentences, but this time in the PRESENT TENSE. • Example: Change snuck to sneak. • You try it! Pick an action from your language log and change it from past to present tense. • We will use and to connect two adjectives that describe the sound • Listen to the flutes when Bird greets Peter and the duck. • The flutes soundlight and friendly (echo) • Light is the opposite of low. A light sound is soft and cheerful. (echo) • What does the flute sound make you think about the bird?

  10. Describing instrument sounds • Now let’s combine the 2 sentences • The flutestandsfor the bird. When he says hello to Peter, it soundslightandfriendly. (Echo).

  11. Describing instrument sounds • When the hunters start shooting, the kettledrums and bassdrumssounddeep, low, andheavy. (Echo) • Deep is the opposite of high. High sounds are light and sunny. • Let’s make a high sound • Now, let’s make a deep sound • What does the deep sound make you think is going to happen? • Example: The kettledrumsstandfor the hunters. When they shoot into the air, they sounddeepandloud. (echo)

  12. Matching Game! • I will play a part of the story. • Take turns matching the instrument card with the character in the clip. • Explain to your group why you chose to match the instrument with the character. • Use the talking stick so that everyone gets a chance to play! • Example: The oboestands for the duck. When the duck waddles into the meadow, the oboesoundsslowandhappy. (echo)

  13. Ticket out the door • Now you’ll write what you’ve been saying! • First choose a character to write about • Then use the instrument and description cards you’ve matched to your character to write a sentence • For example, if I wanted to write about the duck, I would ask myself, which instrument stands for the duck? How does the instrument sound? The oboestands for the duck. When the duck waddles into the meadow, the oboesoundsslowandhappy. (echo).

  14. Ticket out the door • The ________stands for __________. instrument character • When _____________ the ____sounds_____&_____ (Present tense action) (instrument) (adjective) (adjective)

  15. Ticket out the door • Now let’s share! • Lines of Communication • Tables 1, 2, & 3 line up facing the center of the room • Tables 4, 5, 6, & 7 line up facing the wall. Find a partner. We’ll read our sentences and then rotate!

  16. Visual and performing arts Lesson 2

  17. Lesson Objective • Students will use comparative adjectives to describe changes in characters’ actions and instrument sounds.

  18. Vocabulary Nouns Comparative Adjectives Lighter Deeper Higher Lower Slower Faster Louder • Violins • Flutes • Clarinets • Bassoons • Oboes • French Horns • Bass Drums • Kettledrums • Instruments • Softer • Happier • Sneakier • Friendlier • Stronger • Scarier

  19. Peter and the wolf CD • Materials managers collect description cards 7, 10-11, and 14-20 • Spread the cards out on the table so everyone can see them • As the music plays, SILENTLY work with your group to hold up the words that describe the sounds you hear. • For example, as the bass and kettledrums play, you might hold up cards to show that the sounds are DEEP and DANGEROUS!

  20. Comparative adjectives Adjective Comparative Adjective Slower Stronger Lighter Scarier Faster Lower Higher Louder Deeper Happier Softer Jollier Sadder • Slow • Strong • Light • Scary • Fast • Low • High • Loud • Deep • Happy • Soft • Jolly • Sad Now let’s make a list of different comparative adjectives using a T-Chart

  21. Comparing sounds for different actions • When ______ ______, the ______ssound_____erand_____er. (Character) (Action) (instruments) (adjective) (adjective) • When Peter captures the wolf, the violinssoundhigherandlouder. (Character) + (Action) (instruments) (adjective) (adjective) • When the wolf creeps out of the meadow, the French hornssoundscarierandsofter. • Now you try it! As we listen to the music, pay attention to how it helps you see and feel what is happening in the story. • Give one, get one! • Share Responses

  22. Practice using Pronouns • When the cat is creeping in the grass, the clarinets sound soft and slow. (Echo) • When she sees the wolf, they sound higher and faster. (Echo). • When the Bird teases the duck, the flutes sound soft and slow. (Echo) • When he distracts the wolf, they sound faster and stronger. (Echo) • Now you try! Think about how the instrument sounds change in the story for different characters. Use pronouns to replace the instrument and character names 

  23. Matching Card Game • Materials managers collect description cards 7, 10-11, and 14-20. Character Cards 1-7 and Instrument Cards 1-8 • Teachers choice collect whiteboards, markers, 1 eraser per table • Character Cards face down in the middle of the group • All other cards face up so everyone can see them

  24. ECHO card game! • Table leaders draw a character card and choose the matching instrument. Choose two actions that the character does. Use the description cards to tell how the sound changes at different points in the story. • If the sentence makes sense, the group echoes. If it doesn’t make sense, the group offers suggestions to correct them. Once the sentence is correct, the group says it together. • Continue until everyone gets a turn. If you finish early, take another turn! *Use your language log to help 

  25. ECHO card game! #1 When ______ ______, the _____sounds_____ and _____. character action 1 instrumentadjectiveadjective #2 When ______ ______, the _____sounds____erand ____er. pronoun action 2 instrumentcomparative adjectives • Example: #1 When the bird says hello to Peter, the flute sounds high and slow. #2 When he distracts the wolf, the flute sounds higher and faster.

  26. Ticket out the door • Write your sentences! • Use the character card you drew to describe and compare the two actions! #1 When ______ ______, the _____sounds_____ and _____. character action 1 instrumentadjectiveadjective #2 When ______ ______, the _____sounds____erand ____er. pronoun action 2 instrumentcomparative adjectives

  27. Visual and performing arts Lesson 3

  28. Lesson Objective • Students will classify the brass and woodwind families, then compare and contrast instruments.

  29. Vocabulary Nouns Verb phrases Made of Play by + blowing into pressing • Family of instruments • Brass • Reed • Woodwind • Holes • Keys • Valves • Mouthpiece • Tube • Trumpet • Tuba • Trombone

  30. Match the instrument to its sound! • Instrument Cards 1-8 • Try to recognize the instrument sounds as you hear them! • I will play a few tracks. Hold up the instrument card for the sounds you hear

  31. Instrument Appointments! • Listen to the sound of the instruments. • You will make appointments with other students

  32. Vocabulary Adjectives Conjunctions Both Because • Lighter • Deeper • Higher • Lower • Slower • Faster • Louder • Softer • Happier • Sneakier • Friendlier • Stronger • Scarier • Stronger • Scarier • Narrow • Bigger • Smaller • Wider • Lower • + than

  33. Visual and performing arts Lesson 4

  34. Lesson Objective • Students will classify the string and percussion families, then compare and contrast the instruments.

  35. Vocabulary Nouns Nouns Pick Cello Guitar Harp Cymbals Snare drum Family of instruments • Strings • Percussion • Sticks • Bow • Wood • Metal • Leather

  36. Vocabulary Verbs Conjunctions Both Because • Strike • Play by + • Strumming • Running • Striking • Clashing • Made of