Updates and Reminders for the week ending on 11.3.23 |
Visual Arts 5th grade These students are studying the work of Mexican printmaker Jose Guadalupe Posada. We are creating images of calaveras for a printmaking project later this month. 3rd-4th grade These students are creating a fall landscape that focuses on creating a sense of space by using size contrast, overlap, horizon lines, and atmospheric perspective. 2nd grade: These students are creating proportional paintings of scarecrows. The method we are using can be applied to drawing any figures. 1st grade: These students are using oil pastels and contour lines to create pumpkin drawings that appear 3-D. . Kindergarten These students are completing guided drawings of owls and scarecrows and pumpkins . We are then adding color by using watercolor paints and oil pastels. Art room needs: Unscented baby wipes Black sharpies Tissues Clean 32 oz food tubs with lids (yogurt, sour cream, cottage cheese) we use these to hold water for watercolor and the lids as small pallets for mixing colors. Questions? Email Clintonjackson@icimagine.org |
PE K-2 This week students continued practicing their throwing and catching. Classes were split into three groups. Each group had a different task. The first group was given a ball and had the task of successfully throwing their ball to a member of the second group. The second group was confined to a circle and had the task of successfully catching a ball thrown from group one. The last group had the task of running around and guarding the second group to make it harder for them to catch the ball. Each group rotated and had a chance to complete each task. 3-5 These students continued playing handball this week. This week's focus was team engagement. Teams were encouraged to talk about strategy and work together to help their teams be successful and get all team members involved in the game. Our throwing and catching skills are improving and I really encourage students to keep practicing on their own time. Reminder: Please wear the proper shoes on PE days. Questions? Email: blainewhite@icimagine.org |
Music K We read the book “In The Tall, Tall Grass”. Students sang each page on So-Mi-La pitches then played a refrain on resonator bells. Students explored moving like creatures from the story. We played a singing game “Black Snake, Where Are You Hiding?” and students explored loud/soft. We also played a singing game “Beetle, You Must Wander”. 1 We reviewed the Portuguese folk dance, Indo Eu. Then, we explored beat/rhythm with the rhyme “Naughty Kitty Cat”. Students were introduced to a quarter rest. We sang the rhyme on La-So-Fa-Mi-Re-Do pitches and played a singing game where a cat chased a mouse. We added a broken drone harmonic accompaniment to the song on xylophones. Last week we played a singing game, “Snail, Snail” where students sang while winding into a spiral. Students explored different ways to create a snail shell shape with their bodies and we had a “slowest race” where students danced slowly across the classroom. 2 We explored the creative movement concepts shadowing and flocking. We explored musical form with a poem, “Birds of a Feather”. Students chanted the phrases in different orders, then created rhythmic accompaniment using bird names. We performed two rhythms with body percussion to accompany the spoken poem. 3 We learned a song and folk dance, Alabama Gal. Students sang the four verses and performed the dance in longway sets. We added an interlude that used the rhythms of states. Students performed the interlude with speech and body percussion. Next we began to learn three harmonic accompaniment parts on xylophones (broken drone, melodic ostinato, and color part). 4 We worked on four-layer rhythmic texture and part independence. We used only our voices and bodies but this work is foundational for performing instrumental pieces with multiple accompaniment parts. We began by saying a modern take on the nursery rhyme, “Deedle, Deedle, Dumpling”.. Then, with the class divided into four groups, students said three repeated rhythmic phrases (speech ostinatiI) to accompany the poem. Next, in small groups, students created body percussion for their speech ostinati or movement for the poem. We put all four parts together in a final performance. We also played several drum circle games that challenged students to play in unison with visual and auditory cues, internalize a pulse while playing on different beats, and respond rhythmically to cues. Then we learned a chant, “Thump, Thump” that uses sixteenth note rhythms as well as an accompaniment rhythm. We performed the piece on drums. 5 We played a singing game from Latin America, “La Culebra”. Students sang the call and response song while in lines (like snakes), trying to catch the tail of another snake. We added a harmonic accompaniment that included sixteenth notes, in a minor mode. Questions? Email nicolecummings@icimagine.org |
Theatre Kindergarten-Working with an Ensemble/ “The Gruffalo” acting out with stick puppets 1st- Storyboarding/ Acting Out with props Story- “The Gigantic Turnip” 2nd- Week 1 Special Powers/ Retelling the Story Story- “The Rough-Face Girl” 3rd- Sock Puppet Rehearsal 4th- Week 1 Script Analysis ‘The Rough Face Girl” 5th- Week 5 Playwriting rehearsal (Performative Phase) Questions? Email rebecccanilo@icimagine.org |
Spanish Kinder/Grade 1 Vocabulario-Los números 1-20, caliente o frío Lectura-Salsa-Too many Cooks Canción-Cho-Co-La-Te por Jose Luis Orozco and Domingo El Flamingo por Jose Luis Orozco Grade 2/Grade 3 Vocabulario-Tiene=He/she has, Quiere=He/she wants, Quiere tener=He/she wants to have Lectura-Edi El Elefante Grade 4/Grade 5 Vocabulario-Tiene= S/he has, Quiere= S/he wants, Habla= S/he speaks, Dice= S/he says, Comprende= S/he understands Lectura-Bart quiere un gato Questions email bethanycroese@icimagine.org |
