Houston Independent School District



HISD-TV ScheduleAT&T U-verse Ch. 99 ? Comcast Ch. 18MondayTuesdayWednesdayThursdayFriday9:00am-10:00am9:00am-10:00am9:00am-10:00am9:00am-10:00am9:00am-10:00amK-G2 Reading / Writing (English)MS Reading / WritingG3-5 Reading / Writing (English)MS Reading / WritingK-2 Science (English)10:00am-11:00am10:00am-11:00am10:00am-11:00am10:00am-11:00am10:00am-11:00amK-G2 Reading / Writing (Spanish)MS MathG3-5 Math(English)MS MathG3-5 Science (English)11:00am-12:00pm11:00am-12:00pm11:00am-12:00pm11:00am-12:00pm11:00am-12:00pmK-G2 Math(English)MS ScienceG3-5 Reading / Writing (Spanish)MS ScienceK-G2 Science (Spanish)12:00pm-1:00pm12:00pm-1:00pm12:00pm-1:00pm12:00pm-1:00pm12:00pm-1:00pmK-G2 Math (Spanish)MS Social StudiesG3-5 Math(Spanish)MS Social StudiesG3-5 Science (English)Information for Cycle 2Dear parents, guardians and caregivers:Houston ISD’s Elementary Curriculum and Development Department is committed to providing students with learning opportunities at home. We appreciate you for supporting your child's academic growth and development during this school closure period and hope that you find the following Fine Arts activities engaging and meaningful to your child’s distance learning experience.Additional Information:Consider providing a structured learning environment by creating a daily schedule that includes free timeThe student should spend approximately 30 minutes on the activities listed below.Theatre - For the project in which a student will create a puppet, the student should use what is available (and what the person caring for them is willing to allow them to use).Visual Arts – Elements of ArtsDance - Dancing at Home Safety TipsPrior to dancing at home make sure you are wearing dance attire that will allow you to move properly. This will also put you in the right frame of mind. Clear a space designated to be your “dancing space”. Each time you enter that space you will be in the right mindset. If you are on carpet, have bare feet, but wear leggings or tights to avoid carpet burn. If you are on a hard surface, wear your dance shoes or (non-slippery) socks. Students must warm up before and cool down after any movement exercising, dancing and practicing.Provide daily at least 30min time allocated for dance, movements and games. Play any music and ask your child to dance, to move. Let them read any book and ask your child to interpret the storyline through dance movements. At this age, students are growing fast, and they need to physically move, dance and play games in order to learn well, embody the knowledge and to develop social / emotional intelligence.MusicInstrumental MusicMonday – April 13 – 30 minutesActivity / TaskMagazine Portraits – Find magazines or newspapers around the house. Find pictured of people or animals. Using your scissors, cut out different parts of the people and animals, (i.e. nose, eyes, ears, arms legs, etc.) and create a new picture. When creating your new portrait be sure and place pieces on the paper to be glued and organize them in their places before gluing. This technique is called dry -fit. Artist place items in order all together before gluing to surfaces. Once Magazine portraits have been created, draw them on a piece of paper using crayons, pencil, marker, or even paintTuesday – April 14 – 45 minutesActivity / TaskExploring Dance Elements through Creative Movement: Butterfly Life Cycle Warm up (before dancing): you can do your own warm up, use any kids dance along song or do the warm-up you learned with your teacher at school. If the song provides instructions – follow the directions. Activity - Butterfly Life Cycle Review:The artistic process to create a danceCreate new movements: explore and experimentOrganize these new movements into a dance: select and structure (every dance has a beginning, middle and end).Refine the dance: evaluate and editStep 1 Explore:Activate the prior knowledge by reviewing some of the qualities of each stages of the butterfly life cycle. Student will create, practice and perform a dance to interpret the Butterfly Life Cycle. All living things, beings have a life cycle. A butterfly begins in an egg, hatches to a caterpillar in the feeding - larval stage, forms a chrysalis in the transition - pupal stage, and becomes a butterfly in the reproductive - adult stage. This transformation is called metamorphosis. Step 2 Experiment:Student will describe and on a separate piece of paper write the qualities that embody each stage. i.e. student will find several characteristics of the egg, caterpillar, pupa or butterfly and select the most important types of the stage characteristics and action words that describe the stage. Student will use the adjectives to describe dance elements (body, space, time, energy, relationship), students will also use action words to create movements, to create and perform dance interpreting the stages. The quality of the movement and the adjectives of each type of the stages, will inspire student to create a Butterfly Life Cycle Dance. Student will start improvising, creating movements based on the descriptions and action words. Step 3 Create:Student will create at least 2–eight counts of dance phrase to interpret four different butterfly life cycle stages. Guiding questions: If you will perform this dance about butterfly to an audience that didn’t know it was about butterfly, how would you interpret it using your body movements? What qualities, levels, and dynamic should be presented in your dance about butterfly? Step 4 Organize: Student will create links to connect these movements into one dance and perform to music of their choice. Step 5 Refine and Perform:Student will rehearse and refine their dance for several times. Student will perform a dance to a family member. Record the dance if possible.Cool down (daily after dancing): Students may cool down utilizing static stretching, touch your knees, touch your toes, touch your shoulders, wiggle and giggle; repeat their dance slowly, do breathing exercises and/or discussing to a parent about the dance. Wednesday – April 15 – 30 minutesActivity / TaskCreate - Create a percussion instrument from materials found around your house. (I.e. Can, plastic bottle, box etc.) Remember percussion instruments are played by being hit, shaken or scraped so you may need a stick or something to hit it with. Play the rhythm below. II I IThursday – April 16 – ## minutesActivity / TaskCreate a PuppetPart 1: Using whatever is available at home (t-shirts, paper, yarn, glue, socks, scarves, etc), the student creates a puppet to use in telling a story of the student’s choosing (this can be made up by the student and/or the Parent/Guardian/Caregiver or this can be the student’s version of a story from a storybook they have at home). The student should save their puppet. They are going to use it next week.Friday – April 17 – ## minutesActivity / TaskInstrumental Music (Grades 3-5). Conducting a musical score is not simply moving to the music. A conductor understands how the parts fit together into a whole, which is used to communicate the intentions of the composer. A musical piece is supposed to reflect thoughts, moods and feelings.430085555245"Symphonic Band Performance 3"?by?pennstatenews?is licensed under?CC BY-NC 2.0?00"Symphonic Band Performance 3"?by?pennstatenews?is licensed under?CC BY-NC 2.0?124333052070"Jorge Luis Uzcátegui, assistant conductor of the Spokane Symphony, performing in Pavillion Park in Liberty Lake, WA."?by?LibertyLakeAnne? is licensed under?CC0 1.0?00"Jorge Luis Uzcátegui, assistant conductor of the Spokane Symphony, performing in Pavillion Park in Liberty Lake, WA."?by?LibertyLakeAnne? is licensed under?CC0 1.0?307205438328779117429 This week reflect on musical selections that you have either played or heard. Conduct the music yourself, write a short paragraph, draw at least 5 pictures, or create a dance that reflect the type of gestures or movements a conductor would make to communicate the different thoughts, moods, or feelings in the music.Monday – April 20 – ## minutesActivity / TaskMagazine Portraits – Find magazines or newspapers around the house. Find pictured of people or animals. Using your scissors, cut out different parts of the people and animals, (i.e. nose, eyes, ears, arms legs, etc.) and create a new picture. When creating your new portrait be sure and place pieces on the paper to be glued and organize them in their places before gluing. This technique is called dry -fit. Artist place items in order all together before gluing to surfaces. Once Magazine portraits have been created, draw them on a piece of paper using crayons, pencil, marker, or even paintTuesday – April 21 – ## minutesActivity / TaskThe student will need the puppet they made last week.Think about this: What does it look like when your puppet breathes? Now work with your puppet to make it breathe. How can someone other than you tell that the puppet is breathing. When your puppet is scared or sad or happy, does its breathing change? Make your puppet breathe like it is happy, scared, sad, and angry.What makes your puppet feel scared, sad, happy, and angry? Think about this: What does it look like when your puppet looks at something or someone? Work with your puppet to make it breathe. Now, make your puppet look at someone they like. Then have them look at someone they don’t like. What is different? How does their breathing change?Think about this: when your puppet moves something else (like a ball, a stick, a pencil, or anything lighter than itself) what does that look like? What things are hard for your puppet to move? Can your puppet hold things up? Play with your puppet by having it move things around and hold things up around your home.Wednesday – April 22 – ## minutesActivity / TaskListening Skill - Sit, close your eyes and listen to a piece of music of classical music. Next, draw a picture of what it made you think of. Lastly, write a paragraph on the back of your paper to tell about your picture. Also, tell how about it make you feel? What piece did you listen to? Who is the composer?Thursday – April 23 – ## minutesActivity / TaskExploring Dance Elements through Creative Movement: Plant Life Cycle Warm up (before dancing): you can do your own warm up, use any kids dance along song or do the warm-up you learned with your teacher at school. If the song provides instructions – follow the directions. Activity- Plant Life Cycle Review:The artistic process to create a danceCreate new movements: explore and experimentOrganize these new movements into a dance: select and structure (every dance has a beginning, middle and end).Refine the dance: evaluate and editStep 1 Explore: Activate the prior knowledge by reviewing some of the qualities of each stages of the plant life cycle.Student will create, practice and perform a dance to interpret the Plant Life Cycle. Like all living things, plants also have a life cycle. Plants begin as seeds. A seed germinates and begins to grow with help of sun, water, and minerals from the soil. The plant grows stem upward, to support itself, and roots to feed itself, as well as it grows leaves that collect sunlight in order to make food. This process is called photosynthesis. Plants also grow flowers to attract bumblebees, bees and other insects and birds to assist in pollination. During pollination, a male pollen is transferred to a female flower and the fruit is produced. The fruit contains seeds for a new plant. How do living things changes as they grow? Let’s explore the stages. Step 2 Experiment: Student will describe and on a separate piece of paper write the qualities that embody each stage. i.e. student will find several characteristics of the seed, stem mand roots, leaves, flower and pollination or fruit and select the most important types of the stage characteristics and action words that describe the stage. Student will use the adjectives to describe dance elements (body, space, time, energy, relationship), students will also use action words to create movements, to create and perform dance interpreting the stages. The quality of the movement and the adjectives of each type of the stages, will inspire student to create a Plant Life Cycle Dance. Student will start improvising, creating movements based on their descriptions and action words. Step 3 Create: Student will create at least 4 - eight counts of dance phrase to interpret four different butterfly life cycle stages. Guiding questions: If you will perform this dance about tree to an audience that didn’t know it was about tree, how would you interpret it using your body movements? What qualities, levels, and dynamic should be presented in your dance about tree? Step 4 Organize: Student will create links to connect these movements into one dance and perform to music of their choice. Step 5 Refine and Perform: Student will rehearse and refine their dance for several times. Student will perform a dance to a family member. Record the dance if possible.Cool down (daily after dancing): Students may cool down utilizing static stretching, touch your knees, touch your toes, touch your shoulders, wiggle and giggle; repeat their dance slowly, do breathing exercises and/or discussing to a parent about the dance. Friday – April 24 – ## minutesActivity / TaskInstrumental Music (Grades 3-5). Imagine your favorite movie and write about how a conductor might conduct the music. Write a short paper about how the conductor would use his body to convey the nature of that style of music. Include as many details as possible. 30994065812600440309052070"Disney's THE LION KING"?by?Merlito Pabatao?is licensed under?CC BY-NC-ND 4.0?00"Disney's THE LION KING"?by?Merlito Pabatao?is licensed under?CC BY-NC-ND 4.0? 140064917145"AVENGERS ENDGAME | unofficial artwork"?by?PL Boucher?is licensed under?CC BY-NC-ND 4.0?00"AVENGERS ENDGAME | unofficial artwork"?by?PL Boucher?is licensed under?CC BY-NC-ND 4.0?Answer questions like:Is the music lively or passive? Would the motions be exciting or subdued? Would the motions be big or small? Would the conductor’s arms move smooth or rigid? How would the conductor’s entire body respond to the music? ................
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