There is nothing ELEMENTARY about Learning in Art, Music, Science, Spanish and Technology in kindergarten – fourth Grades
ART ~ Kathleen Kupper & Selene Kupper
Transportation designs evolved from sketches to final models as students explored the career of industrial design. Printmaking studies invite students to create linear etchings and images that overlay a colored painting. Vocabulary and printmaking processes provide the working techniques to make multiple images. The framed prints are ready for student portfolios. The classroom theme of Growing Things unfolds in the studio with a series of projects. Our first project begins with the story of a student’s science experiment that rains oversized vegetables across the world! We discuss Cezanne’s still life paintings. Students develop drawing skills by realistically depicting a still life of fruits and vegetables. Observational skills are sharpened.
First Grade art students researched, sketched, and illustrated depictions of animals and habitats. Realistic drawing, wettodry glazes, and wetonwet watercolor techniques were learned as students produced works for the culminating event. Props for stages sets were constructed to add texture and depth. In addition to producing a glass bowl for the Summit Auction, students learned the working techniques and vocabulary for fused glass art. Using skill and imagination, each first grade student has created their own glass art to take home.
Second Grade constructed handmade pamphlet bound books with waxed linen and beaded spines. The books become part of a classroom writing project. Using fusible millefiori, glass flowers, students created an enchanting vase for the Summit Auction. In addition, the students used millefiori to make their own fused glass surprises! We are studying the artworks of Georgia O’Keeffe and exploring watercolor glaze techniques and compositional devices. As students become immersed in the new classroom theme, we will begin looking at industrial and graphic design through a series of new design projects.
Third Grade was introduced to batik designs from African, Indian, and Indonesian cultures as we celebrate Summit’s Global Awareness Day. Research and sketches evolved into final resist drawings on fabric. Textile paint glazes activate the symbolic drawings with vibrant color stories. Removing the resist added another dimension to our excitement and discovery. Crisp white line drawings emerged and activated the fabric surface. Hand stitches of colored floss complete the works. We completed a collaborative glass platter for the upcoming Summit Auction. In addition, we are exploring new directions in fused glass art. Each student is creating multiple glass components that will form their own complex glass art.
Fourth grade studied batik designs from African, Indian, and Indonesian cultures as we celebrate Summit’s Global Awareness Day. Research and sketches evolved into final resist drawings on fabric. Textile paint glazes activate the symbolic drawings with vibrant color stories. Removing the resist added another dimension to our excitement and discovery. Crisp white line drawings emerged and activated the fabric surface. In preparation for the Taliesin West fieldtrip, we are learning about Wright’s architecture and contributions to twentieth century culture. Imagining we are apprentices in the Fellowship, students design and model their own desert shelters. We are looking forward to the tour of Taliesin West.
MUSIC ~ Jennifer Horne
We created music that was inspired by various photos of nature. We enjoyed listening to our creations and having our classmates try and figure out which photo the music was based on. We are also being introduced to how the steady beat in music can be shown with green magnets placed on the board. These magnets can also be arranged to show a song’s melody, how it goes up and down in pitch.
We have been creating music to represent the animal and/or habitat we are studying in the home classroom. We are also developing our singing skills through the Habitat Song.
Our focus has been tempo—or the perceived speed of the music. Using a song from American musical heroine Ella Fitzgerald (“ATisket ATasket”), we first passed a ball around the circle on the steady beat at various speeds—slow, fast, medium, getting faster, getting slower, etc. We showed the tempos we used with pictures that look like sine waves – big waves spaced out for slower music and waves closer together for faster music. We have also created our own music and identified the tempo of our music or how it changes tempo.
Coinciding with their study of sound in Science class, we are exploring how to make a variety of sounds with just one object. We recorded these sounds and then listened to them not knowing which object we were hearing. We were challenged to identify the object and more importantly describe the sound’s tone color with apt adjectives, such as “crackling,” “squeaky,” etc. We also started to explore various ways of categorizing these objects and their sounds – based on material, the quality of the tone color, etc. Finally, we are in the stage of inventing and making our own instruments using recycled materials. We will also learn about the HornbostelSachs system of classifying musical instruments.
Our focus has been texture in music. We are learning how songs can be put together with various parts—such as a bass line, an ostinato (a repeated pattern), a melody, chords, a rhythmic part, and perhaps another melody. Using the song “I Love the Mountains,” we learn the various parts and decide which part should begin the song, which should come in next, third, etc. We make a texture chart to show when each part plays—kind of like a musical score. Eventually, we will examine a score that uses traditional musical notation. We are also or will be creating our own music in small music and making a texture chart that shows each part and when it plays.
SCIENCE ~ Lori Phillips
The kindergartners are strengthening their observation skills while learning about trees. So far the students have learned the functions of the main parts of a tree (roots, trunk, branches, and leaves), participated in several activities (discussions, puzzles, games, and observations of real trees) to identify properties of conifer and broadleaf trees, and compared and contrasted a variety of leaves. Their favorite activity by far, however, has been the tree scavenger hunt! In teams of two, the kindergartners ventured outside using their observation skills to locate a tree based on the properties they were given in a picture of just a small part of a tree.
The first graders have begun to study the moon. The unit began with a discussion of what objects are in the “sky”. The brainstorming list contained everything from an insect to a satellite. As the students shared their thoughts, the list was separated into two categories. After some more discussion and thinking, the students were able to figure out that the list had been sorted into a category of objects that are always in the “sky” (celestial) and others that come and go (transient). We then discussed the night sky vs. the day sky and received confirmation that the moon can sometimes be seen during the day. The first graders were also introduced to model making as they made scale models to represent the size of Earth and our moon. First grade students will also be discovering what causes the moon to appear to change shape (phases).
The second graders have finished up their Science / Technology unit. After gaining an understanding that technology is not just electronics and computers, students researched one technology that used science to solve a problem, including clothing, eyeglasses, and baskets. We have also focused on a few scientists that have made contributions to society through their discoveries and inventions. Students have been exposed to Isaac Newton and his Three Laws of Motion, Alexander G. Bell and his telephone, Thomas Edison and his kinetoscope, and Dorothy Hodgkins and her study of crystals. While learning about these scientists, the second graders have also seen inertia in action as they tried to get a hex nut into a bottle, learned how sound travels as they made cup phones, reviewed how the eye sees as they made thaumatropes, and observed properties of salt crystals.
The third graders learned a variety of properties of light and sound. They discovered that there are different types of sources (luminescent, and non luminescent), the path light takes, what causes different reflections (regular, diffused), why a pencil appears to bend in water (refraction), and that visible light is actually a spectrum of colors. While exploring sound, it was confirmed that sound is caused by vibrations and that sound can be used to send messages such as a fire alarm. Third graders worked with a variety of instruments (tongue depressor, sound generator, kalimba, xylophone, waterphone, and string beam) in which they discovered that the strength of a vibration changes the volume of sound and that pitch is affected by both the speed (frequency) of a vibration as well as the length of the object that is vibrating.
Fourth graders have been exploring electricity and circuits this quarter. Working together they were able to figure out how to get a light bulb to light up with a Dcell and two wires, and then with one wire. They were then given additional components to make a circuit that they did not have to hold together. While exploring their completed circuits, the fourth graders came to understand concepts such a series and parallel circuits, short circuits, open and closed circuits, and conductors and insulators.
SPANISH ~ Elsa Conti
Kindergarten amigos began to practice terminology from “los sentimientos” (feelings) unit. The kindergarteners practiced the expressions: “me siento feliz” (I feel happy) “me siento triste” (I feel sad), “me siento sorprendido” (I feel surprised), “me siento enojado” (I feel angry.) Also, students began to study “ Transportes” (Transportation) unit. Students practiced the words: “el carro” (car), “el taxi” (taxi), “el carro de policía” (police car), “el avión” (plane), “el tren” (train), “el bote” (boat), “el autobús” (bus), and “la bicicleta” (bicycle).
First grade amigos reviewed vocabulary and songs from last quarter’s curriculum and began to practice terminology from “criaturas del mar” (ocean creatures) unit. The first graders practiced the words: “el delfín” (dolphin) “el pez” (fish), “el pulpo” (octopus), “la tortuga del mar” (seaturtle), “el tiburón” (shark), “la estrella del mar” (starfish), “la medusa” (jellyfish), and “la ballena” (whale.) Also, students reviewed animal’s vocabulary from The Polar region, The African savannah and The rainforest as they played an interactive game on the smartboard.
Second grade amigos reviewed vocabulary and songs from last quarter’s curriculum and began to practice terminology from: “El alfabeto en español” (Spanish alphabet.) The second graders compared and contrasted the English and Spanish alphabets and reviewed the letters “ch” “ll” “ñ” and “rr”. Also, students researched words that start with letters “a” (agua, azul, amigo, arriba) and “e” (elefante, estrella, excelente, escuela) and played “lotería del alfabeto en español” (Spanish alphabet bingo.) Also, students took turns presenting their “Ocupaciones” (Occupations) power point presentations.
Third grade amigos reviewed vocabulary and songs from last quarter’s curriculum and began to study “Los Países de Latinomérica” (Latin American Countries.) Students brainstormed different countries where Spanish is the official language. They began a powerpoint; which included countries, capitals and flags of Latin American countries. They learned different facts about Argentina. Also, the third graders wrapped up last quarter’s unit by finishing “Mis favoritos” (My favorites) and “Los Animales” (Animals) powerpoint presentations.
Fourth grade amigos
Fourth grade amigos learned how to describe their favorites by using the expression: “Me gusta” (I like). “Me gusta jugar el fútbol Americano” (I like to play football,) “Me gusta leer el libro Sobrevivi” (I like to read the book Survival) “Me gusta comer la pizza” (I like to eat pizza,) “Me gusta cantar Blank Space” (I like to sing Blank Space,) etc. Students reviewed basic Spanish dialogues and began to practice terminology from “El Sistema Solar” (The Solar System) unit. Also, the Fourth graders continued to present their weather projects. I am very impressed with the students’ ability to read their scripts in Spanish and their unique and creative ways to display their movie. Parents, thank you so much for your support!
TECHNOLOGY ~ Gail Soderquist
Students continue to practice their keyboarding skills in Dance Mat. We have a poster in the lab where they can record their name when they finish a level during class. Students also practiced typing a document recently about the Statue of Liberty and a spring poem. We also reviewed some computer vocabulary and talked about how we get the Internet in the lab. Satellites and how they help us with communication on earth was also a topic of discussion during class.
Students have been creating some items for the upcoming culminating event about animals and habitats. One class session they edited headings for their posters by changing fonts and colors. These were then saved to their folder on the network. They also imported a photo of their animal and typed captions underneath, which was a several step process. They did a wonderful job doing these tasks in class!
Students have been practicing their keyboarding skills and also doing some activities that tie in with their theme of business and economy. One of those activities was a virtual lemonade stand where they had to choose different options in order to end up with a profit for their business. Another activity was called Coffee Shop where they had similar choices and one where they had to keep track of their spending and debt. Last week students created flyers for their class snack business.
The environment and endangered animals has been the theme that we have been tying lab activities into lately during class. There are a number of interesting web resources where students have learned about these issues. Currently they are working on a PowerPoint presentation about a particular endangered animal, which includes descriptions and reasons why they are threatened. Next week we will be working on a word processing activity about recycling.
Students have been doing keyboarding practice in Typing.com during class, and also learning about Mythology on various web resources. Recently they began working on a presentation on this topic, and will learn how to add music to it. The next presentation program we will learn about is Prezi, which is a web based tool with so many exciting options.