Communication

through Art Introduction Lesson topic: Students will use descriptive words to explain the differences between various songs and create visual representations of these differences. Students will also become aware of the purposes of maps and globes, and explore the purpose of languages. Length of lesson: 30 minutes English SOL K.2 The student will expand understanding and use of word meanings. a) Increase listening and speaking vocabularies d) Use words to describe/name location, size, color, and shape. e) Use words to describe/name actions History SOL K.4 The student will use simple maps and globes to a) develop an awareness that a map is a drawing of a place to show where things are located and that a globe is a round model of the Earth; b) describe places referenced in stories and real-life situations;

Cognitive Objectives Students will: Distinguish between 3 different types of music Describe these differences in words Represent these differences visually

Materials and Advanced Preparation Music for No more monkeys jumping on the bed, My Nutty Car, and La Vai Alguem Videos for No more monkeys jumping on the bed and My Nutty Car World map and globe 3 Large sheets of paper Markers, crayons, pencils, pastels

Teaching and Learning Sequence Introduction/Anticipatory Set Tell students that we are to listen to some music today and draw what we hear.

Explain that the three songs we will hear are all different. They each have different instruments, vocals, and rhythms. Explain the meaning of these words. Use a drum to explain the meaning of rhythms. Explain that it is a pattern with sounds. Ask them to listen and think if the song is fast or slow. Model for them the different materials they may use, as well as the different types of lines and marks they may draw to represent beats or sounds. Lesson Development

Start the audio piece No more monkeys will be played first. Ask students to get a drawing utensil and start. Throughout the song, remind them to use other colors that remind them of the song. They may also draw images that they believe the song is about. My Nutty Car will start playing. Tell student to put down their drawing utensils and pick up new ones that look like this new song. While they are drawing, encourage them to listen for different sounds to draw. Tell them that they may draw images too. If students comment that they cant understand the words, commend them for that great observation. Ask if it is harder to draw pictures when you cant understand the words. La Vai Alguem will start to play. Ask them to listen to the tempo of the song, and how it is different. Have them pick a different drawing utensil. Ask them what this song is about. They will tell you they cant understand it. Ask Why not? Closure

Meet back on the rug in front of the projection screen. (Have the map and globe nearby) Ask students what the first song was about? Most of them will tell you its about monkeys jumping on the bed. Pull up the music video for the song, and ask if they were right. How do you know? There are images of monkeys. Ask what the second song was about. Why dont we know? Tell students that its in a different language called Portuguese, from the country of Brazil. Pull out the map and globe and discuss each and what the purpose of having a map and/or globe is. Have a student show where we live. Then show students where Brazil is located. Show them the music video, and ask them what they think the song is about, after watching part of the video. How do you know its about cars? Explain that images can help us to tell stories too. Explain that the last song if from Brazil too, and spoken in Portuguese. Ask the class what they think it would be like if we didnt have a language? Why do we have a language? How else can we communicate

Explain that it is a way to communicate or tell a story. Remind students that we can also tell stories through visuals (such as videos and paintings).

Assessment Formative The teacher will observe students during the desk drawing time, and look to see which students are using different tools and types of marks (to show they notice a difference in the songs). Listen to their responses to hear their explanations for their choices and the differences they observe. Summative The teacher will meet with students in small groups at the teacher/student worktable. The teacher will place a bunch of cards on the table with pictures of forms of communication, and others that are not. Students must identify the correct ones and explain why they are forms of communication. After a few weeks studying maps and the globes, students will put together a notebook on our world, country, state, and city.

References Commonwealth of Virginia Department of Education. (2009). English Standards of Learning for Virginia Public Schools. Richmond, VA: Virginia Department of Education. Commonwealth of Virginia Department of Education. (2009). History Standards of Learning for Virginia Public Schools. Richmond, VA: Virginia Department of Education. Appended Materials Curriculum Framework English SOL K.2 The student will expand understanding and use of word meanings. a) Increase listening and speaking vocabularies d) Use words to describe/name location, size, color, and shape. e) Use words to describe/name actions History SOL K.4 The student will use simple maps and globes to a) develop an awareness that a map is a drawing of a place to show where things are located and that a globe is a round model of the Earth; b) describe places referenced in stories and real-life situations;