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 Project Description (Describe in a brief paragraph what the project entails. Think of this as an elevator pitch for teachers to read and get excited about the instruction. Include the art forms, science content and writing skills.)Learning Targets (Consider Bloom’s Taxonomy higher order thinking skills when creating these “I Can” statements)In this project, students will explore force and motion and the correlation with visual arts and the beat and tempo (sound dynamics?) of music.I can explain how visual arts correlate with the different beats and tempos of music.I can create a digital reflection based on the understanding of forces and motion.ESSENTIAL QUESTIONS (These are the open-ended deepening questions that guide instruction in this particular project. Consider 21st Century Skills and higher order thinking skills in Bloom’s Taxonomy.)How would the force vary with different music tempos (sound dynamics)?STANDARDSCurriculum Standards (Spell out the complete standard, not just the code. Include science standard and at least one focused writing standard and math standard that is addressed in this project).Arts Standards (Spell out the complete standard, not just the code. Refer to GA DOE Fine Arts Standards)S2P2. Obtain, evaluate, and communicate information to explain the effect of a force (a push or a pull) in the movement of an object (changes in speed and direction). a. Plan and carry out an investigation to demonstrate how pushing and pulling on an object affects the motion of the object. b. Design a device to change the speed or direction of an object. c. Record and analyze data to decide if a design solution works as intended to change the speed or direction of an object with a force (a push or a pull). ELAGSE2W2: Write informative/explanatory in which they introduce a topic, use facts and definitions to develop points and provide a concluding statement or section.?VA2PR.2 Understands and applies media, techniques, and processes of two-dimensional art processes (drawing, painting, printmaking, mixed-media) using tools and materials in a safe and appropriate manner to develop skills. c. Creates paintings with a variety of media (e.g., tempera, watercolor). ?VA2PR.4 Participates in appropriate exhibition(s) of artworks. a. Writes a title that describes his or her finished work of art. b. Writes an artist’s statement by reflecting on finished artwork. VA2AR.1 Discusses his or her artwork and the artwork of others. MGGM.6 Listening to, analyzing, and describing musicKEY VOCABULARYContent Vocabulary (bulleted list of science, writing or math content specific vocabulary words)Arts Vocabulary (bulleted list of words with definitions for words, refer to ArtsNow Vocab sheets)ForceMotionPush PullBeat-Pulse underlying musicTempo-Speed of the beatDynamics-loud/soft volumeColor-An element of art with three properties, hue, intensity, and value.Visual Rhythm-Indicates a type of movement by repeated shapes, lines, or colors. Musical Rhythm-Pattern of long and short soundsMedia- Tools and materials an artist uses.TECHNOLOGY INTEGRATION (Include technology that is integrated directly into the project. Ex: apps, websites for research, virtual fieldtrips, mystery skype calls, etc..) (Kandinsky Music Video) (video explanation of water balloon painting).Web CamsASSESSMENTSFormative (bulleted list of strategies for formatively assessing students throughout project)Summative (bulleted list of finished products from the project, include rubric and specific writing task/ assignment)Teacher will observe the students as they use forces and motion to create a visual art piece using Kandinsky’s music.Teacher will observe the students during the reflection process.Teacher will observe the students as they create their video reflection. Teacher will use the rubric provided to assess student on science content, art process, and final product.MATERIALS (include bulleted list of all materials needed including websites, vendors, quantities)Book: Action Jackson (1 per classroom) Paints (1 set of 5 per class) Sheets (5 per classroom) Water Balloons (Red, Yellow, Blue, Green, Orange, Purple) 1 pack of 500 per grade class- Lisa Keasler ... Bags (2 sets per class) White Construction Paper Strategy (5- 10 min)The teacher will read Action Jackson by Jan Greenberg and Sandra Jordan to introduce Jackson Pollack and his art techniques.The teacher will show the Kandinsky music video to show how different beats and tempos can effect artwork.Main Activity (Bulleted list of one step directions for each part of project, think about the parts as if they are “day 1” “day 2”. This should include a balanced process of whole group modeling and small group project-based learning.)PROCESS: After reading Action Jackson, the students will create a visual art piece representing different beats and tempos in music using balloons filled with slightly water down paint. Communication Assessment: Students will reflect/ explain how the force of their throw determined the speed and direction of the splattered paint. The teacher may choose the appropriate technology for the video reflection according to school availability (Chatter-pix, Office-Mix, Sway, etc). PART I (Day 1)The teacher will go over relevant music vocabulary with the students. The teacher will replay Kandinsky’s video to review beats and tempos in correlation to the color spectrum. In groups of 4-5, the students will assign a value to each color (red, yellow, green, blue, orange, and purple) based on the beat (soft, loud, fast, medium, slow) of the music piece they are creating. Each group will include at least three of the beat choices (soft, loud, fast, medium, slow). The students will transfer the music creation onto the construction paper using crayons corresponding to the colors of the beat they chose. Then using the colored beanbags, the students will perform their own music piece they created using forces and motion. PART 2 (Day 2)The teacher will revisit Kandinsky’s music video to review music and art vocabulary. Then the students will create their own masterpiece on a white fabric sheet using the paint filled water balloons following the music piece on construction paper they created and practiced on day 1. Digital Performance- Students will reflect/ explain how the force of their throw determined the speed and direction of the splattered paint. The teacher may choose the appropriate technology according to school availability (Chatter-pix, Office-Mix, Sway, etc).Classroom Tips: (Include classroom management directions or how to prepare the classroom space for the project.)The teacher will put the students in heterogeneous groups of 4 to 5 before Day 1. Students will perform paint balloon activity outdoors.Instruct students to wear clothing they can get messy. (Have Smocks or old t-shirts available)Students can take their shoes off if needed for this activity.REFLECTIONReflection Questions (Include a bulleted list of open-ended reflection questions that you will ask students to respond to either thru class discussion or written activity. This reflection should help students synthesize their understanding of how the arts helped them understand the concept being taught.) How did you choose colors to represent differing music dynamics (loud and soft, tempo)?How does the speed of your throw relate to music dynamics?How does force of the throw change the look of the splattered paint?DIFFERENTIATION (Describe how the main activity could be differentiated for the different sub-groups, include bulleted lists of modified steps.)BELOW GRADE LEVEL: The teacher will provide a graphic organizer for color coordination regarding beat and tempo. The teacher will provide a sentence frame for students that are below grade level or ELL students.ABOVE GRADE LEVEL: Create a musical composition using Quaver or other musical website. Students may also research Jackson Pollack and Kandinsky using materials from the library and various websites.EL STUDENTS: Provide a word bank for written reflection Small Group for the written reflectionADDITIONAL RESOURCES (Includes items that would further extend/ enrich instruction on this project, it could include suggested book lists, youtube videos, virtual fieldtrips, etc..)IPadsComputersQuaverChatterpixOffice 365APPENDIX (Include the list of attachments, below are the items that are required to be attached for every project.)Rubric for this projectWritten Reflection Sheet (sheet will be created based on a few key Reflection Questions)CREDITS (List the authoring teachers names here.)Lisa KeaslerTammy Owen ................
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