Fine Arts Themes Sample 2: Grade 4

Topic:

Prescribed Learning Outcomes:

Dance

• interpret and move in response to a variety of sounds, images, feelings, and music
• create movement sequences based on a given choreographic form
• identify performance skills and audience etiquette appropriate to a given performance situation

Drama

• demonstrate co-operative effort to develop dramatic work
• select language and movement appropriate to different roles
• demonstrate the ability to sustain a role

Music

• apply elements of rhythm, melody, and expression to demonstrate thoughts, images, and feelings in classroom repertoire
• apply skills and attitudes appropriate to a variety of roles, demonstrating:
  • audience and performance etiquette
  • performance skills
  • respect for the contributions of others

Visual Arts

• make 2-D and 3-D images:
  • using a variety of design strategies, including reproduction
  • using a variety of media
  • to communicate ideas, experiences, and stories
  • to illustrate and decorate
  • that engage more than one of the senses
• create images:
  • using the elements and principles in various combinations
  • using the elements and principles to produce a variety of effects

Overview

Planning for Assessment and Evaluation

• To begin the theme, the teacher read Bill Peet's Farewell to Sleepy Hollow. The teacher also collected and presented a variety of visual and aural representations of machines, including:
  • Rube Goldberg contraptions
  • photographs of machines from different points of view
  • art reproductions featuring machines
  • videotapes of machines at work
  • audiotapes of machine sounds
• The class viewed, listened to, and discussed the machine images, and responded to various prompts such as: Choose a visual image or sound that is interesting to you. Describe the machine. What does it look like? Sound like? What does it do? What does the image make you think of? Feel? Remember? What elements of movement do you see when the machine is working?
• Students worked in pairs to explore sounds associated with machines. They described the sounds they thought of when they looked at the machines, as well as the sounds they heard on the audiotapes. Students worked in pairs to experiment with ways of creating or reproducing the sounds. They shared their sounds with the class and created a collaborative list of strategies and techniques they used to create the sounds.
• Students reviewed what they had learned about soundscapes. Then they worked in small groups to each create a soundscape that portrayed one or a group of machines, using vocal sounds and body percussion. As they worked, they had frequent opportunities to share their ideas with the teacher and other groups and to receive feedback. Students performed their soundscapes for the class.
• During the next fine arts session, the teacher formed small groups and asked each group to brainstorm machines that they would like to have (e.g., a homework machine; a machine to make your bed, eat your spinach, look after a younger brother or sister; a pizza machine). The groups came together to share their ideas. They considered the parts some of the machines would need, what the machines might look like, and how they might work.
• The teacher asked each group to create and work a machine using mime and movement, and to make a poster advertising the machine. The groups then explored different possibilities, including ways of using soundscapes to add interest to their machines. The teacher spent some time with each group, discussing ideas and supporting students as they solved design problems.
• The posters were displayed around the room. Students then invited another class to observe their machine performances. After each performance, students answered questions from the audience.
• Students individually recorded images of their machines in their journals.

Defining the Criteria

Class and Small-Group Participation

appeals to the senses through colour, texture, and shape

Assessing and Evaluating Student Performance

The teacher used a rating scale to evaluate individual work. The teacher also constructed a scale for group self-evaluation and teacher evaluation using the criteria developed with students.

Class and Small-Group Participation

Rating	Criteria
Good	Collaborative, open, supportive, responsible. A valuable team member. Consistently tries to improve own skills and group performance.
Satisfactory	Participates appropriately in discussions and group activities.
Inconsistent	Participates appropriately at times; offers some contributions to the group. May seem uninterested or insensitive to others' ideas and performances.
Not Demonstrated	Little or no evidence of appropriate participation and contributions.

Group Work on Machine

Criteria For Machine	Group Self-Assessment	Teacher Assessment	Comments
movements and gestures are appropriate and controlled
performers sustain their roles or parts throughout the performance
unusual or innovative details or changes add interest to the machine
effective teamwork keeps the machine working smoothly during performance
soundscape adds interest and drama to the working of the machine
Criteria for Adverstisement	Group Self-Assessment	Teacher Assessment	Comments
bold, eye-catching appearance
clear message that identifies the product
appeals to the senses through colour, texture, and shape

Key: 3­Good
     2­Satisfactory
     1­Some Evidence (Partial)
     0­No Evidence

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Maintained by: Fine Arts Coordinator

Revised: July 8, 1998

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