GROUP 6: VISUAL AND PERFORMING ARTS

Key Content Standard(s): List the complete text of only the relevant parts of each standard. TPE: 1 & 9 Common Core State Standards: http://www.cde.ca.gov/be/st/ss/ Second Grade - 3.0 Historical and Cultural Context. History and Function of Dance 3.4: Describe dances seen in celebrations and community events. Second Grade, 3.0 Historical and Cultural Context. Diversity of Music 3.3: Describe music from various cultures. Second Grade, 3.0 Historical and Cultural Context. Diversity of the Visual Arts 3.3: Identify and discuss how art is used in events and celebrations in various cultures, past and present, including the use in their own lives. Lesson Objective: What do you want students to know and be able to do? TPE: 1, 6 & 9 Students are to gain an understanding of one specific style of dance (Ballet Folklorico) that is displayed during celebrations and in the community. Students should gain an understanding of the different forms of Mariachi music. Students should be able to identify and discuss with one another how the visual arts are used and are currently displayed in Dia de los Muertos. Assessment: Formal and Informal Assessment. TPE: 2 & 3 What evidence will the students produce to show they have met the learning objective? Students will be given the opportunity to learn and practice two basis steps used in Ballet Folklorico. They will also be exposed to the different ways that Ballet Folklorico has been used in the community specifically at Plaza de la Raza. In learning about Mariachi music, the students will listen to two different types of Mariachi music and be asked to verbally to identify the two forms. Lastly, the students will be presented with items representative of Dia de los Muertos and will be asked to identify at least one and explain its function within the celebration. What modifications of the above assessment would you use for language learners and/or students with special needs? Students in need of more support will be able to work with a partner in observing and participating in different centers. In addition, ELL students will have the option of answering and asking questions in Spanish which they will translate to English with either teacher or peer support. Prerequisite Skills, Knowledge and Experiential Backgrounds. TPE: 4 & 8 Prerequisite skills from prior school experiences The students have already been learning about the various forms of visual and performing arts. They have an understanding of the three categories expanded throughout the lesson: music, dance and visual arts. They also understand that within each domain there are variation. Strategy to connect school learning with prior experiential knowledge and/or cultural background The teacher will start by asking students to share with their neighbor their own background knowledge/ level of experience in one of the subject domains. Pre-assessment strategy As students go from one station to the next, the teacher will pre-assess their level of exposure in the particular subject (thumbs up/down).

Academic Language. TPE: 7 & 9 What content specific vocabulary, text structures, stylistic, or grammatical features will be explicitly taught? Dance: One type of dance- Ballet Folklorico Music: Stylistic repertoire associated with Mariachi music Visual Arts: Stylistic features of a traditional Dia de los Muertos celebration (marigolds, alters, La Catrina, ofrendas/offerings) Equity. TPE: 4, 5, 6, 7 & 8 How will ALL learners engage? (varying academic abilities, cultural backgrounds, and language levels) Describe your differentiated instructional strategy. Students (ELL) will be allowed to answer questions in Spanish. The teacher will model academic language and require the students to repeat the words, paying close attention to meaning and pronunciation. Students will also be allowed to touch objects and participate in various activities for a more kinesthetic experience. Instructional Learning Strategies to Support Student Learning. TPE: 1, 4, 5, 6, 9 & 10 What will the teacher do to 1) stimulate/motivate students by connecting the lesson to experiential backgrounds, interests and prior learning, 2) identify learning outcomes 3) present material, guide practice, and build independent learning, 4) monitor student learning during instruction, and 5) build metacognitive understanding. List what the teacher will be doing and what the students will be doing. Time Teacher Students 08min Presenters will be discussing power-point presentation. Teacher will check for prior knowledge by having students pair-share with their elbow partner. Students will take three seconds to choose who will be partner A and who will be partner B. Partner A please raise your hand. Partner B raise your hand. Partner A will go first. Q: Please turn to your elbow neighbor and share your background knowledge in your most experienced art domain. Teacher will turn to power-point slide with designated groups. The teacher will explain the next steps. Directions: We will now be moving on to our centers. We will have three rotations so everyone will visit each center once. Please find your name in the slide, once Students will be actively listening to presenters. Students will decide who is partner A and partner B in three seconds. Partners will respectfully share answers.

Resources/ Materials Power-point presentation

01min

10 sec

Students will pick up their belongings and find their name on the slide. They will point to their first center and wait for the music to start.

Power Point

you know where you are going stand up and point to your center. Wait for the music to start playing and everyone should be in their center once it stops. The music will also let you know when to move on to your next center. You have 10 seconds.(music, dance, visual arts). 10 sec Teacher will be playing transitional music for 10 seconds. The teachers in each center will lead a mini lesson. The visual arts center will focus on informing the students about the wide array of art forms associated with Dia de los Muertos. Pictures from Plaza de la Raza will be displayed and explanations concerning the main objects used in celebrating Dia de los Muertos will be presented. Once the students have been informed about the objects that are generally made during this celebration, the teacher will ask the students as a group to identify and explain the purpose of at least one item. Teacher will be playing transitional music for 10 seconds. Students are asked to move from station to station clockwise. The music center will focus on introducing an assortment of genres in which Mariachi music can be played. The students will be given the opportunity look at the different visuals while also listening to different styles of Mariachi music. Once the teacher has explained each genre of Mariachi music, the students will be given the opportunity to listen to different audio clips and be asked to identify the styles of Mariachi music being played. Students will move to their first center. Transitional music Poster and Photos

03 min

Upon arriving at the station, students will view the different art forms associated with Dia de los Muertos. Then the students will listen to a lesson and verbally respond to the question concerning the different art forms present during Dia de los Muertos.

10 sec

Students will move to their next center.

Transitional music

03 min

The students are to view the different visuals present at the station. Then the students will listen to a lesson about the different genres within Mariachi music. Once this is done, the students will listen to different audio clips and respond in identifying the style of Mariachi music being played.

laptop, songs, poster board, and photos.

10 sec

Teacher will be playing transitional music for 10 seconds. Students are asked to move to their final station. The dance center will focus on Ballet Folklorico dance. At this station the students will be given the opportunity to look at the different visuals (pictures and videos). Then the students will be informed about the importance of Ballet Folklorico in the Mexican culture during celebrations within the community specifically at Plaza de la Raza. Finally, the students will be able to participate in a dance lesson where they will learn two steps that are commonly done in Ballet Folklorico.

Students will move to their final station

Transitional music.

03 min

Students will view the different visuals and isten to the lesson concerning the significance of Ballet Folklorico in the community and particularly at Plaza de la Raza. Then the students will engage in kinesthetic movements in order to learn certain steps that are executed in Ballet Folklorico.

laptop, videos, poster board, pictures, and one pair of ballet folklorico shoes.