Integration of Art, Music, and Movement
Daily Lesson Plan: Integration Of Art, Music, And Movement
Your project must be submitted as a Word document (.docx, .doc)*. Your project will be individually graded by your instructor and therefore will take up to a few weeks to grade.
Be sure that each of your files contains the following information:
Your name
Your student ID number
The exam number
Your email address
To submit your graded project, follow these steps:
Log in to your student portal.
Click on Take Exam next to the lesson you’re working on.
Find the exam number for your project at the top of the Project Upload page.
Follow the instructions provided to complete your exam.
Be sure to keep a backup copy of any files you submit to the school!
Instructions
Using your textbook as a reference, you’ll be creating a lesson plan for a single day in a preschool classroom. Your classroom population is as follows:
20 students total
1 student has a hearing impairment
1 student has a visual impairment
Your task is to create an interesting, engaging lesson plan for an average Tuesday during the spring semester. Your lesson plan must meet the following requirements:
There must be a cohesive theme for the day that’s present in every activity and lesson throughout the day.
Every lesson must incorporate an art project, music, or movement activity. It doesn’t have to be the main focus of the lesson, but it should follow the criteria outlined in the text. Remember, a coloring page where each student will end with a similar final product doesn’t count as art. Double-check your text for the definitions of art, music, and movement if you feel unsure.
You must include your accommodations for the child with a hearing impairment and the child with a visual impairment. Reference the end of each chapter for specific ideas.
Each lesson should account for students’ level of development. The independent activity shouldn’t require a sustained focus greater than 20 minutes.
Your plan must include a lesson for each of the following subjects:
Science
Mathematics
Reading
Learning to Recognize/Write Letters of the Alphabet
Social Studies
Art
Physical Education
Cultural Appreciation
Conflict Resolution
Technology
As with all ECE exams, begin with your Title Page formatted in APA style. (Refer to the assignment’s open office hour for a sample image of the Title Page in APA format.) Format your paper using a standard font such as Times New Roman or Arial, 12-point type. Set the margins at a standard 1 inch on all sides. Set your line spacing for double-spacing. Because you’ve already provided your information (your first and last name, your student ID number, the examination name and number, the course name and number and the date of submission) on your Title Page, no running header is necessary. Be sure to give your plan a title based on the theme you’ve chosen. The standard style format for citations, if required, is American Psychological Association (APA).
For assistance with proper APA in-text citations and references, please see the Research and Writing page in the Virtual Library.
Each subject must follow this formatting:
Subject:
Topic:
Materials Required:
Introduction:
Guided Practice:
Instructions to Students:
Art/Music/Movement Element and Explanation:
Accommodations:
Approximate Duration of Independent Activity:
Example:
This lesson belongs in a unit with a “Diversity is Wonderful” theme.
Subject: Reading
Topic: Everyone is Special
Materials Required: The Rainbow Fish by Marcus Pfister, white paper, colored tissue paper, shiny foil cut into small shapes, crayons, glue sticks, teacher’s example
Introduction: Reading the story, The Rainbow Fish, and have a discussion about why the Rainbow Fish is still special, even though he’s not the most beautiful fish in the ocean anymore. Key Question: What makes someone special? Is it their appearance or what’s inside? Or a mixture of both? What makes you special?
Guided Practice: If I were a creature that lives in the ocean, I would be an octopus. Because I feel like I’m always doing so many things at once. I feel like this fish is the best example of myself. It will be colorful and contain a single, shiny foil piece to represent my shiny scale.
Instructions to Students: You’ll be creating your own fish! This fish should be what you think you’d be if you lived in the ocean. Know that it doesn’t have to be a fish; it can be any creature that lives in or around the ocean, like an otter or a penguin. It should be just like you, though! You’ll use your hands to rip the tissue paper into smaller pieces, and you’ll glue them onto your page to create the shape of your fish. You’ll be allowed one shiny scale, and you can use your crayons to draw a face or other features you’d like.
Art/Music/Movement Element: Students will be creating their idea for what they’d look like as a fish. This qualifies as art because no two fish will look similar, and this isn’t busywork. Students are working on their self-reflection skills to find representations of who they are as individuals.
Accommodations: The student with the visual impairment can touch the book as it’s read to feel the shiny scales on the page. This student will also be given assistance to help glue and attach his or her fish scales. The student with the auditory impairment can sit more closely as the story is being read to hear better. Also for the hearing impaired student, a second reading of the story can occur if necessary.
Approximate Duration of Solo Activity: 15 minutes
Please use a single page for each subject. Therefore, you should have 10 pages, plus the title page, when you’re done.
Summary
The concepts for integrating art, music, or movement into your lesson plans and curriculum are outlined thoroughly within your text. There are even sections dedicated solely to conflict resolution, technology, and other various subjects. Use the index of your book to help you find those specific readings.
Be sure to make the lessons engaging. Remember that preschoolers are only 3–5 years old. They enjoy fun, novel activities that require hands-on experiences. The more you can get them on their feet or with hands on materials, the more likely they’ll enjoy the activity and remain on-task.
Your final project should be at least 11 pages, depending on the amount of description you use in each section. Use APA formatting to create your document.
Grading Criteria
The following rubric will be used to grade your project:
Per Subject Formatting required items: APA Style, Mechanics, Appearance, Lesson elements present and in order
5 = All required items present and correct
4 = one required item missing or incorrect
3 = two required items missing or incorrect
2 = three required items missing or incorrect
0 = NP (not present)
Per Subject Content required items: Incorporated Theme, Art/Music/Movement Activity, Accommodations, Developmentally appropriate
5 = All required items present and correct
4 = one required item missing or incorrect
3 = two required items missing or incorrect
2 = three required items missing or incorrect
0 = NP (not present)
Scoring Table
Item Excellent
(5) Proficient
(4) Satisfactory
(3) Insufficient
(2) NP
(0)
Science Formatting
Science Content
Mathematics Formatting
Mathematics Content
Reading Formatting
Reading Content
Letters of the Alphabet Formatting
Letters of the Alphabet Content
Social Studies Formatting
Social Studies Content
Art Formatting
Art Content
Physical Education Formatting
Physical Education Content
Cultural Appreciation Formatting
Cultural Appreciation Content
Conflict Resolution Formatting
Conflict Resolution Content
Technology Formatting
Technology Content
Total: ________
Grade = %
Lesson Plan: All About Me
Your Name:
Subject and Section:
Professor’s Name:
Date Submitted:
Subject: Science
Topic: My Self-Portrait
Materials Required: Bond paper, glue, pencil, eraser, marker, crayons, mirror (Small/Handheld), cut out pictures of different face features
Introduction: Show the class different photos of people of all ages, gender, size, and race. Discuss the differences in eye shape, skin color, etc., and talk about how these are related to senses like seeing, hearing, speaking, and smelling. Get their opinions and observations about the topic.
Guided Practice: This is an example of my self-portrait. I have two eyes for seeing, one nose for smelling, one mouth for talking, and two ears for listening. I also colored the hair black and drew glasses since I wear one. What else do you see that makes this portrait look like me?
Instructions to Students: You will be creating a self-portrait, showing your unique and beautiful facial features. You will be coloring and gathering pictures of the body parts that you think best resemble you. Be creative. Add different styles/accessories that will make the portrait more you!
Art/Music/Movement Element and Explanation: The students will be creating a customized version of their faces through art materials. This is art because the students will produce visual representations with the freedom to add style that best showcases their uniqueness.
Accommodations: A Kraft paper and a bigger set of pictures may be used for the visually impaired student. Extra assistance, especially when using scissors, should be given. For the auditory-impaired student, the instructions may be repeated with emphasis on gestures and visual aids.
Approximate Duration of Independent Activity: 15 minutes
Subject: Mathematics
Topic: Math About Me Collage
Materials Required: ¼ Cartolina paper, colored pens, markers, questions template
Introduction: Ask questions like “how old are you?” and “how many presents did you receive last Christmas?” Discuss the importance of numbers in our daily lives.
Guided Practice: I made my collage with five facts about me. I am 25 years old. My birthday is on March 18, 1996. I have three siblings and two pet dogs. And I love to eat one whole box of pizza during my birthday. I used numbers, and it helps you get to know me better. It can also be used in telling the date, time, price, age, and a lot more.
Instructions to Students: You will be creating a collage of five facts that describes you. Choose five questions that you would like to answer and write down the answers on your Cartolina paper. Design it with your colored papers, and make sure to include your numbers in the answers.
Art/Music/Movement Element and Explanation: The collage is considered a combination of mathematics and art. Each student will produce different creative outputs, and this also encourages them to reflect on what they want to share about themselves.
Accommodations: The student with visual impairment will need assistance with writing. A bigger cut of Cartolina paper may also be used if preferred by the student. The questions on the template will be read to the student. The student with an auditory impairment will be positioned close to the teacher during the giving of instructions. The instructions will be repeated with visual cues as necessary to promote understanding.
Approximate Duration of Independent Activity: 15 minutes
Subject: Reading
Topic: My Emotions
Material Required: “The Color Monster: A Story About Emotions” By Anna Llenas, small jar, colored marbles, a small strip of paper, marker, scotch tape
Introduction: Read the story and discuss the different emotions. Discuss the emotions mentioned in the book, explaining that all of these are normal and also changes.
Guided Practice: If I were to make my own color jar that would describe my emotions now, I would put yellow marbles on my jar, symbolizing happiness because I feel happy here with you.
Instructions to Students: You will be making your own emotion jars. Choose two colors that best describe how you feel right now. Then, fall in line and wait for your turn. Before your jars are filled with the marbles, you have to act out the assigned word for each marble color. Then label the two jars with your name and design them as you please.
Art/Music/Movement Element and Explanation: The activity is a combination of art and movement through the actions they have to perform before getting their jars filled and the design they will put on the labels of their jars.
Accommodations: The students with visual impairment will need close supervision during this activity to be able to identify the colors and the corresponding emotions and actions that are part of the activity. The student with hearing impairment should be positioned close to the speaker for better hearing. The story and instructions will also be repeated if necessary.
Approximate Duration of Independent Activity: 20 minutes
Subject: Learning to Recognize/Write Letters of the Alphabet
Topic: The ABCs in my Name
Materials Required: Cartolina paper, flashcards of the alphabet, glue, marker, crayons
Introduction: This will be a good practice of the student’s familiarity with the alphabet, and one of the best ways is to start playing with words using the letters used in their names. This activity will boost retention, critical thinking, and creativity.
Guided Practice: I will spell “teacher” T-E-A-C-H-E-R, and then I will put my favorites that start with the same letters like a tutu for the letter T, elephant for the letter E, apple for the letter A, cat for the letter C, and so on.
Instructions to Students: You will be spelling your name! And other things that you love as well. Using the Cartolina paper, you will spell your name and make art by using pictures and words that you like that start with the same letters. Be creative. This can be a place, an animal, a specific color, or any object you like or always use.
Art/Music/Movement Element and Explanation: The students can incorporate creativity and learning in this activity. They will be able to show the things that they like through the pictures while also practicing their alphabet and vocabulary. Their output will be done according to their preferred style, and there is no specific format to be followed. This activity is a good way to make art while bridging the lessons to real-life objects that the children have knowledge of.
Accommodations: Both students should be placed near the teacher during the explanation and giving of instructions prior to the start of the activity. The student with visual impairment will use a larger font size of letters and words, including the pictures that will be used. For the student with hearing impairment, the instructions will be repeated. During the activity, the sound of the alphabet and the words will also be vocalized to help the student grasp the connection between the letters, words, and pictures.
Approximate Duration of Independent Activity: 20 minutes
Subject: Social Studies
Topic: The World that I Live In
Materials Required: Visual aids for the lyrics of “Seven Continents” and “It’s a Small World,” the audio of the songs, crayons, colored pencils, pencil, eraser, paper
Introduction: Teach and sing “Seven Continents” and “It’s a Small World” as a class. Have a discussion about the world, the seven continents, and some countries that the students are familiar with. Ask about the different countries that they have already visited.
Guided Practice: Hearing the song makes me think about how big the world really is, but just like how the song “It’s a Small World” goes, it really becomes a fun and cozy place because of the beauty of the sun, mountains, and most especially the friendship all around me.
Instructions to Students: Draw a poster of the things that comes to your mind after learning and singing the songs. Use your colored pencils and crayons to enhance your drawing. After, write a short explanation and description of your artwork at the bottom part of the paper.
Art/Music/Movement Element and Explanation: This activity is a combination of art and music. Music is found to help in studying social studies because it increases the students’ retention and engagement, especially given their age. The two songs add the music element, while the artwork that each student will produce will depend on their understanding and reflection of the songs, adding the element of art in the activity.
Accommodations: The lyrics will be posted in front of the class in large and readable fonts, which will benefit both students. They will also be positioned in front near the lyrics and the teacher. The student with visual impairment will be assisted with the drawing portion and will be utilizing a bigger paper so bigger drawings can be placed. The student with auditory impairment can listen to the song repeatedly, if necessary. Still, the lyrics will be available the whole time to better understand the song’s content aside from the melody. The teacher will also explain the instructions again if there is some difficulty encountered.
Approximate Duration of Independent Activity: 15 minut...