Teaching Critical Thinking Strategies in the Classroom through Aesthetic Experiences	by Anna Schuld<br />
Teaching Weather Through the Arts<br />By Anna Schuld, First Grade Teacher<br />
Learning ObjectivesThe students will:<br />discuss and describe different types of weather.<br />compare and contrast artw...
Day 1<br />Introduce the weather unit with Gail Gibbons' book, Weather Words.<br />Discussion will build on previous knowl...
Weather Video<br />from http://www.youtube.com/watch?v=wOsICmp4eFo <br />
Day 2<br />Review vocabulary from the previous day.<br />View art collection (linked on the following page) and discuss ty...
http://www.artsconnected.org/resource/122214/weather-in-art<br />Weather in Art Collection<br />
Weather in Music Selections<br />Vivaldi’s Concerto in f minor from The Four Seasons sounds like fast blowing snow and ice...
Day 3<br />Review small parts of the music again.<br />Students will split up into small groups that I have assigned.  I w...
Day 4<br />Students will perform their poems with movement for the class.<br />I will videotape their performances with my...
Day 5<br />Students will observe the art slideshow once more and discuss artistic aspects of the paintings and photographs...
Assessment Rubric<br />
Resources Used<br />Arts connected: tools for teaching the arts.  Retrieved August 1, 2010, from 	http://www.artsconnected...
Additional Resources<br />Grofe, F. (n.d.). Grand canyon suite: cloudburst. [Recorded by Cincinnati pops 	orchestra]. On G...
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Weathershowcase

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Weathershowcase

  1. 1. Teaching Critical Thinking Strategies in the Classroom through Aesthetic Experiences by Anna Schuld<br />
  2. 2. Teaching Weather Through the Arts<br />By Anna Schuld, First Grade Teacher<br />
  3. 3. Learning ObjectivesThe students will:<br />discuss and describe different types of weather.<br />compare and contrast artwork depicting different kinds of weather from my art collection on www.artsconnected.org.<br /> create a piece of art showing a specific type of weather.<br />listen to and distinguish music about weather.<br />work cooperatively in a small group.<br />write poetry with movement about a specific type of weather.<br />self-assess their own work using a rubric.<br />
  4. 4. Day 1<br />Introduce the weather unit with Gail Gibbons' book, Weather Words.<br />Discussion will build on previous knowledge, as the students will already have a daily routine of observing and recording weather.<br />Review weather vocabulary and introduce new vocabulary.<br />View YouTube video of weather pictures from National Geographic and discuss.<br />
  5. 5. Weather Video<br />from http://www.youtube.com/watch?v=wOsICmp4eFo <br />
  6. 6. Day 2<br />Review vocabulary from the previous day.<br />View art collection (linked on the following page) and discuss types of weather being shown.<br />Listen to four pieces of music and determine what kind of weather the composer was trying to make it sound like. The four pieces are listed on the next page.<br />
  7. 7. http://www.artsconnected.org/resource/122214/weather-in-art<br />Weather in Art Collection<br />
  8. 8. Weather in Music Selections<br />Vivaldi’s Concerto in f minor from The Four Seasons sounds like fast blowing snow and ice. <br />Grofe’s Grand Canyon Suite: Cloudburst sounds like a thunderstorm. <br />Grieg’s Peer Gynt Suite no. 1, op. 46, Morning Mood sounds like a peaceful sunrise.<br />Debussy’s piece, La Mer, sounds like wind. <br />
  9. 9. Day 3<br />Review small parts of the music again.<br />Students will split up into small groups that I have assigned. I will make sure to have heterogeneous groups with a range of abilities and sure to have one or more members who are extroverted performers.<br />Students will collectively choose one "weather song" to be inspired by. They will work together to write one acrostic poem about that kind of weather. <br />Students will also add some type of bodily movement to match their poems and type of weather.<br />
  10. 10. Day 4<br />Students will perform their poems with movement for the class.<br />I will videotape their performances with my Flip video for this showcase.<br />Written poems will be scanned for this showcase <br />
  11. 11. Day 5<br />Students will observe the art slideshow once more and discuss artistic aspects of the paintings and photographs.<br />Students will create their own artwork of any kind of weather.<br />Students may choose their medium: tempura paint, watercolor, or crayon.<br />I will photograph the artwork for this showcase. <br />
  12. 12. Assessment Rubric<br />
  13. 13. Resources Used<br />Arts connected: tools for teaching the arts. Retrieved August 1, 2010, from http://www.artsconnected.org.<br />Debussy, C. (n.d.). La mer: I. [Recorded by London symphony orchestra]. On Debussy: la mer, nocturnes, & prelude. [itunes]. (Recorded Jan. 2005). London: London symphony orchestra ltd.<br />Gibbons, G. (1992). Weather words and what they mean. USA: Holiday House.<br />Grieg, E. (n.d.) Peer gynt suite no. 1, op. 46, morning mood. [Recorded by Berliner philharmoniker & Karajan, H.]. On Grieg: peer gynt suites & sibelius: pelleas et melisande [itunes]. (Recorded 1983). Hamburg, Germany: Deutsche Grammophon<br />
  14. 14. Additional Resources<br />Grofe, F. (n.d.). Grand canyon suite: cloudburst. [Recorded by Cincinnati pops orchestra]. On Grofe: grand canyon suite [itunes]. (Recorded 1987). Cincinnati, Ohio: Telarc.<br />Heidorn, K. C. Feb 1, 2003 revised Dec 20, 2006. The Weather Doctor's Weather Almanac Singing in the Rain...And Snow and Wind.Retrieved August 3, 2010 fromhttp://www.islandnet.com/~see/weather/almanac/arc2003/alm03feb.htm<br />National Geographic. (n.d.). Stormy weather. Retrieved August 4, 2010, from http://www.youtube.com/watch?v=wOsICmp4eFo<br />Vivaldi, A. (n.d.). Concerto in f minor. [Recorded by Bell, J. & Academy of st. martin in the fields]. On Vivaldi: the four seasons [itunes]. (Recorded Sept. 2008). Sony bmg music entertainment.<br />

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