ALEX Classroom Resource

  

My Many Colored Days

  Classroom Resource Information  

Title:

My Many Colored Days

URL:

https://www.clevelandorchestra.com/globalassets/1920/lesson-plan-db/pdfs/p-mymanycoloreddays.pdf

Content Source:

Other
Cleveland Orchestra
Type: Learning Activity

Overview:

Students will listen to My Many Colored Days by Dr. Seuss, choose their favorite color, and express how it makes them feel.  They will listen to Gymnopedie No. 1 by Erik Satie and draw how the music makes them feel.  They will share their drawings and explain what musical characteristics influenced their drawing.  

Content Standard(s):
Arts Education
ARTS (2017)
Grade: K
Music: General
1) Explore and experience music concepts.

Example: Explore musical sources freely, using found sounds, electronic sounds, or sounds from voice or instruments found in classroom, remembering to use both sound and silence.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Imagine
Essential Questions:
EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.
EQ: How do musicians generate creative ideas?
Concepts & Vocabulary:
Rhythm
  • Steady beat
  • Long/ Short
  • One and two sounds per beat
  • Silent beat
Melody
  • High and low
  • Pitch set: So, Mi
  • Musical alphabet
Harmony
  • Accompaniment/ no accompaniment
Form
  • Like and unlike phrases
  • Echo
Expression
  • Speak, sing, shout, whisper
  • Solo/ Group
  • Unpitched percussion
  • Flute, trumpet, violin, piano
  • Loud/ Soft
  • Fast/ Slow
Other
  • Age-appropriate audience and performer etiquette
Skill Examples:
Performing
  • Chant, move, play, and sing grade level skills.
  • Echo simple rhythmic patterns.
  • Echo a three-pitch melodic pattern using the correct syllables and hand signs.
Creating
  • Perform an improvised rhythmic pattern within a framework of four beats.
  • Perform an improvised melodic pattern on a pitched percussion instrument set to the pentatonic scale within a framework of four beats.
  • Improvise short songs and instrumental pieces using a variety of sound sources, including traditional or classroom sounds, body percussion, and sounds produced by electronic means.
  • Explore musical sources freely using found sounds, electronic sounds, or sounds from voice or instruments found in classroom, remembering to use sound and silence.
Reading/ Writing
  • Create a visual representation of sound.
Responding/ Evaluating
  • Respond to a musical call or question with an age- appropriate musical answer.
  • Evaluate peer performance to determine steady beat/no steady beat.
Arts Education
ARTS (2017)
Grade: K
Music: General
17) Apply personal and expressive preferences in the evaluation of music.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 9: Apply criteria to evaluate artistic work.
Process Components: Evaluate
Essential Questions:
EU: The personal evaluation of musical works and performances is informed by analysis, interpretation, and established criteria.
EQ: How do we judge the quality of musical work(s) and performance(s)?
Concepts & Vocabulary:
Rhythm
  • Steady beat
  • Long/ Short
  • One and two sounds per beat
  • Silent beat
Melody
  • High and low
  • Pitch set: So, Mi
  • Musical alphabet
Harmony
  • Accompaniment/ no accompaniment
Form
  • Like and unlike phrases
  • Echo
Expression
  • Speak, sing, shout, whisper
  • Solo/ Group
  • Unpitched percussion
  • Flute, trumpet, violin, piano
  • Loud/ Soft
  • Fast/ Slow
Other
  • Age-appropriate audience and performer etiquette
Skill Examples:
Performing
  • Perform songs of various genres while reflecting appropriate stylistic characteristics.
Creating
  • Purposefully move to music and articulate why they made the movement choices they made based on the music they heard.
Reading/ Writing
  • Discuss, using musical language, the characteristics of the music they hear and/or perform.
  • Discuss, using age/developmentally appropriate musical language, what sort of music they like personally and why.
Responding/ Evaluating
  • Share ideas about musical selections of various and contrasting styles, composers and musical periods.
  • Describe how sounds and music are used in our daily lives.
  • Describe the difference between steady beat and rhythm.
  • Identify and connect a concept shared between music and another curricular area.
  • Identify and discuss various uses of music in the United States and the various meanings of the term "musician."
  • Respond to sound with a drawing of how the sound makes them feel.
  • Offer opinions about their own musical experiences and responses to music.
  • Aurally identify flute, trumpet, violin, and piano.
Arts Education
ARTS (2017)
Grade: K
Visual Arts
6) Share and talk about the art they are creating.

a. Use art vocabulary: line, shape, color, and pattern.

Example: Use the book Lines that Wiggle by Candace Whitman.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Reflect, Refine, Continue
Essential Questions:
EU: Artists and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time.
EQ: What role does persistence play in revising, refining, and developing work? How do artists grow and become accomplished in art forms? How does collaboratively reflecting on a work help us experience it more completely?
Concepts & Vocabulary:
  • Art
  • Artwork
  • Collaboratively
  • Collage
  • Cool colors
  • Warm colors
  • Elements of Art
    • Color
    • Line
    • Shape
  • Imaginative play
  • Play
  • Portfolio
  • Primary colors
  • Principles of design
    • Pattern
  • Printmaking
Skill Examples:
  • Create two-dimensional artworks using finger painting, watercolors, paper collage, and rubbings.
  • Create three-dimensional artworks using techniques such as rolling, folding, cutting, molding, pinching, and pulling clay.
  • Work with a partner to create works of art.
  • Working in small groups, use recycled materials to create artworks.
  • Explore the books Why is Blue Dog Blue? by G. Rodrigue and My Many Colored Days by Dr. Seuss to understand color meanings and moods.
  • Read the book Lines that Wiggle by Candace Whitman to explore different styles of line.
  • Safely use and share scissors, pencils, crayons, markers, glue, paints, paintbrushes, and clay.
  • Use symbols to help tell a personal or make-believe story.
  • Manipulate art media to create textures and patterns.
  • Identify and use organic and geometric shapes to create works of art.
  • Show respect for self and others while making and viewing art.
  • Use the primary colors (red, yellow, and blue) to create a free-style painting while singing the names of the colors.
  • Use patterns in designing colored stripes on the shirt of a person you know.
  • Collect found objects such as paper tubes, forks, and pieces of cardboard. Press them in shallow tempera paint, and stamp them on paper to show printmaking.
  • Create a T-chart that separates cool (blue, green, and purple) and warm (red, yellow, and orange) colors in different columns. Use the symbols of water waves for the cool column header and the sun for the warm column header.
  • Work with a partner to find colors, lines, and shapes in art and tell each other what you see.
Tags: colors, Dr Seuss, draw, emotion, Erik Satie, mood
License Type: Custom Permission Type
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Partnered Event: ALEX Resource Development Summit
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  This resource provided by:  
Author: Tiffani Stricklin
The event this resource created for:ALEX Resource Development Summit