VAPA activities

Grade : Dance
(integrated with language arts): My Many Colored day By: Dr. Seuss

http://arts.jordandistrict.org/files/2014/11/MyManyColoredDays.pdf

Warm up:

Page 1 Yellow:
Verb: skip.
Feeling: Content, happy, glad, joyful Music: Gongs and Drums

Explore:

Page 2 Blue:
Verb: walk backwards
Feeling: sad, unhappy, depressed, miserable, wretched, desolate Music: Castle on a Cloud

Page 3 Red:
Verb: Kick, stump, punch
Feeling: mad, angry, furious, outraged Music: He Is A Pirate

Page 4 Busy Bees

Verb: buzz, shake, run Feeling: busy, hectic, frantic Music: Flight of the Bumble

Page 5 Gray
Verb: hold
Feeling: calm, tranquil, serene, peace Music: All Tucked In

Page 6 Orange
Verb: Perform
Feeling: confident, buoyant, assertive Music: Circus on Parade

Perform:

Pick two of your favorite pages. Perform them when it is your turn.

Analyze:

Ask students to find a partner. Look at your partner’s eyes and tell them what makes you
happy, sad, still, etc. Talk about the importance of sharing our feelings and what to do when
you are very mad.
Grade 1: Drama

(integrated with science) acting out animal life cycles

http://arts.jordandistrict.org/files/Life-Cycle-lesson-plan.pdf

1. Warm-up: Partner Search

Pass out the pictures of the animals. Tell the children to keep theirs a secret. Explain
to the students that they are going to try to find the other people in the class with
pictures that match theirs. The way they will do this is by acting like their animal
and looking for other people who are acting the same way. When you say go, they
will all search for their partners.

Puppet Activity

Give each group of animals the copies of the script that goes with their animal. Have
them sit in a circle and practice reading through their script. I have found it best to
have everyone in the group read every part in the script. If you would prefer to give
them individual parts, you will need to spend more time practicing the script before
they perform.

When the students are ready, hand them a puppet and let them perform their script.
After each performance, hold up the puppets and have the class repeat the name of
that stage in the animal’s life.

Evaluation:

Do all living things have life cycles? What about people? Do we go through a life
cycle? What is the life cycle for people?
Grade 1: Visual Art
https://www.teacher.org/lesson-plan/upside-down-art/
This lesson will allow students to practice creating art from a unique perspective while learning about
Michelangelo.

Length of Time: 20 Minutes to 2 Hours Depending on Grade Level

Objectives & Outcomes

Students should be able to create a unique drawing from a different perspective, just as when Michelangelo painted
the Sistine Chapel ceiling.

Materials Needed
Paper, paints (for older students), crayons/markers (for younger students), tape, floor covering where needed

Procedure
Opening to Lesson

 Begin by asking students if they have ever heard of Michelangelo or the Sistine Chapel.
 Offer younger students a simple explanation with a picture of the Sistine Chapel.
 Michelangelo painted the ceiling of the Sistine Chapel while on his back.
 This made the painting difficult, but he created a beautiful and famous piece of art.
 Explain that today they will try to create something beautiful while painting like Michelangelo.

Body of Lesson

 Have students tape a piece of paper under their desks or tables.

 Have all art supplies at arm’s reach.
 Allow students to create a unique piece of art, but explain that the whole paper should be covered.

Closing

 Have students display art pieces and explain how it was different to paint upside down
Grade 1: Music
http://lessonplanspage.com/using-rhythm-instruments-with-a-story/
Using Rhythm Instruments to Tell a Story
Subject:Music

Grades:K, 1, 2, 3

This lesson plan is designed to teach students the concept of rhythm in a song, by listening to music and playing instruments to
represent actions.

OBJECTIVES Students will learn how to keep a beat with the music.

MATERIALS

-Rhythm instruments (shakers, maracas, rain stick, wood block, finger cymbals)

-Copy of the “What Would I Do” song available for free at: http://www.reverbnation.com/play_now/song_3329056

Anticipatory Set:

-Have the students watch “Peter and the Wolf” and talk about how each character was represented by a certain instrument.

-Tell students they will do a song where they select an instrument that will represent an action that happens in the story.

Activity:

1. Play the song “What Would I Do?” for the students so they can hear where their action in the story happens in the song.
2. Select 6 students at a time and have each student choose an instrument to represent their sound in the
song/story. (1st student: action of rain, 2ndstudent: action of jumping in a puddle, 3rd student: action of walking in the mud,
4th student: action of hopping in grass, 5th student: action of skipping in the driveway, 6th student: action of running in the
backyard)
3. While these 6 students are using their instruments during the song, have the rest of the class do the actions in place (i.e.
jumping, walking, hopping, skipping, and running).
4. In the last part of the song, have all the students play their instruments all at once.
Plan for Independent Practice:

-Assessment based on objectives: encourage the students to be creative in coming up with their instruments and rhythms but also
ask them why they chose the instrument they did.

-Adaptations (for students with learning disabilities): many instruments are available for students with disabilities to play.