Abigail Hallett

Journal Entry #7
March 1st, 2016
Music and Art in the Elementary School Section 3
Final Project
The Wild Things In Our Classroom

The arts help children learn to say what cannot be said. - Elliot Eisner
Date: March 2nd, 2016
Time: Ongoing Unit 1-2 Weeks
Subject & Grade: Art, Grade One.
NB Art Curriculum Standards
GCO:
Students will be expected to create, independently or collaboratively, a variety of artworks.
Students will be expected to explore skills, processes and materials.
Students will be expected to develop critical awareness of and value for the role of the arts in
creating and reflecting culture. Students will begin to understand that visual art is a record of
human experiences and expressions.
Students will be expected to reflect on and respond to their own and others art works.
SCO:
1.1 create art for a variety of reasons and recognize that there are many kinds of visual arts

1.2 create art works based on memory, mood, feelings, imagination, and fantasy including
responses to music and literature
2.1 explore the elements (colour, shape, line, value, space, form, and texture) and the
principles of design with emphasis on pattern and repetition in the visual environment
2.2 explore basic art skills, techniques, and vocabulary through a wide range of materials and
available technologies
2.3 using a variety of materials, visually communicate stories, ideas, and experiences
3.1 identify visual communication in daily life and its effects on people
3.2 explore artworks from a variety of historical and cultural contexts
3.3 describe how visual arts are used in school and at home
4.1 look at and respond to art in a variety of ways
4.2 provide reasons for preferences in art works
4.3 choose and present work from their portfolio
4.4 use descriptive language to talk about their own work and that of their peers
Other Standards:
Language Arts Reading and Writing Achievement Standards
Reading:
Text Complexity characteristics of fiction/nonfiction (information) texts
Reading Strategies and Behaviours learning behaviours students should exhibit when
reading texts independently
Comprehension Responses literal, inferential/interpretive, and personal/critical/evaluative
responses to texts
Writing:
Content/Ideas overall topic, degree of focus, and related details.
Organization structure and form, dependent on purpose and audience
Word Choice vocabulary, language, and phrasing
Voice evidence of authors style, personality, and experience
Sentence Structure variety and complexity of sentences
Conventions spelling, punctuation, capitalization, and usage (grammar)
Music
GCO 1: Students will explore, challenge, develop, and express ideas, using the skills,
language, techniques and processes of the arts.
1.1.2 explore and use rhythm, dynamics, and pitch to communicate thoughts,
experiences, and feelings
1.1.3 explore a range of ways of expressing thoughts, experiences, and feelings
through music, with emphasis on materials
1.1.4 contribute to activities that explore creative use of sound sources
GCO 2: Students will be expected to create and/or present, collaboratively and independently,
expressive products in the arts for a range of audiences and purposes.
1.2.3 combine music and movement in their music making
1.2.4 explore songs about friends and play

Lesson Objectives: The Wild Things In Our Classroom A unit based around Maurice
Sendaks, Where The Wild Things Are. My objectives for this unit are to get students engaged
artistically, musically, and with literacy. I want the students to have the chance to express
themselves in new ways, and work with their imagination to learn, and grow. I want students
to learn to express themselves in new ways, and refine ways that they have tried out before.
Students will work with literacy skills, art skills and music skills, intertwined around their
imagination and monsters. The learning outcomes I would like to target would be to
understand what types of learning can be promoted through the arts (story telling), to develop
comfort with activities of spontaneous artistic expression, to understand basics of art and
music applied in the elementary classroom, as well as exploring some of the assessment
strategies used in the fine arts education. My main goal would be to really focus on
understanding childrens creative process and learn strategies to support it in everyday
teaching.
Strategies for Differentiation:
Enrichment: Students who are ready to move forward with the curriculum can work on adding
more detail to their monster descriptions and stories. Students who are musically inclined are
welcome to sing or play any instruments they are comfortable with.
Support: Students who are struggling with the music, art, and literacy outcomes, can work at
their own pace and build on their confidence and comfort levels within these subjects.
Students are welcome to have teachers aid at any time during our practice.
Materials Needed:
-Where The Wild Things Are Maurice Sendak
-Other Monster Stories
-Other Maurice Sendak Stories
-Digital Monster Books
-Audio Monster Books
-Household Noisemakers
-Household Costume Props
-Art Supplies Texture
-Paper
-Pencils
-Construction Paper
-Crayons
-Pastels
-Paints
-Cardstock
-Where The Wild Things Are Movie
-Evaluation Checklist/Forms
Engagement
Reflection
Teacher:
Students:
-Read Where The Wild Things Are -Students will sit on the mat in the
-Discuss the book
story centre

-Discuss themes/characters
-Discuss Beginning/Middle/End
-Discuss the voice in the story
-Discuss the sounds in the story
-Discuss the colors we see
throughout the story

-Students will listen to the story of

Where The Wild Things Are
-Students will raise hands to give
ideas of themes and characters
-Students will raise hands to give
ideas of the beginning, middle and
end of the story
-Students will discuss the sounds
they think may be happening
within the story
-Students will discuss the colors
we see throughout the story and
what they may represent or mean

Exploration
Teacher:
-Create our own monsters using
word descriptions
-Write a monster story, including a
particular voice, and a beginning,
middle and end.
-Discuss with our peers
-While students are creating their
word descriptions and working
with their voice, have
checklists/anecdotal note lists
prepared and ready to track
students progress.

Reflection
Students:
-Students will sit around the
smartboard on the mat
-Students will raise hands to give
examples of words that are
descriptive of monsters
-Students will write their story of
a monster, students will be
reminded to use a beginning,
middle and end, use voice,
descriptive words and correct
grammar.

Explanation
Teacher:
-Read other monster stories.
-Discuss different voices
-Discuss different beginning,
middle, ends
-Discuss colours throughout the
monster stories we have explored.
-Reread our own monster stories
-Discuss colour we have used to
describe our monsters
-Discuss the way colour can
represent different feelings and
emotions throughout text and
images

Reflection
Students:
-Students will volunteer to read a
monster story they have created to
the class
-Students will pair up in groups of
2 or 3 and share their monster
stories with their peers
-Students will join together on the
mat again to share what we liked
about our friends stories
-Students will take time to talk
about colour and the use of colour
to express ourselves in our writing
and artwork

-Create our monsters using art

-Ensure our monsters are unique to
our stories
-Use texture, color, shape, space,
line, form.
-While students are reading their
stories, and creating their
monsters, have
checklists/anecdotal note lists
prepared and ready to track
students progress.

Elaboration
Teacher:
-Give our monster stories some
sound
-Practice reading them using
voices
-Practice reading them adding
sounds with tools found from the
home/classroom
-While students are reading their
stories, incorporating noises, have
checklists/anecdotal note lists
prepared and ready to track
students progress.

Evaluation
Teacher:
-Reread our monster stories
-Practice the noise heard in our
stories
-Practice any musical sounds
-Add actions to our stories
-Act out our monster stories to the
classroom
-While students are reading their
stories, acting and incorporating
noises, have checklists/anecdotal
note lists prepared and ready to

-Students will create their own

monsters, students should have a
strong description in their writing
about what their monster will look
like.
-Students will have access to glue,
scissors, texture materials,
markers, pencils, crayons, pastels,
construction paper, paint and clay!
-Students will have time to create
their monsters, while Where The
Wild Things Are the movie
plays in the background!
Reflection
Students:
-Students will silently reread their
monster stories at their desks
-Students will join on the mat and
raise hands to give examples of
sounds they imagine hearing in
their monster stories
-Students will go back to their
desks and quietly make the noises
they hear in their story while
reading
-Students will explore classroom
and home found noisemakers and
incorporate them into their stories
Reflection
Students:
-Students will reread their monster
stories at their desks quietly
-Students will practice with a
partner reading their monster story
and making the noises they want
to incorporate
-Students will prepare actions to
add to their stories, in order to
really bring them to life
-Students will practice actions
with a partner, or 2

track students progress.

-Students will act out their plays,

including any acting friends they
may need, including their music
-Students will watch their peers
represent their stories using
sounds and actions

Evaluation Checklist
Students
Names
Madden
Presley
Abigail
Cole
Nicholas
Louie
Jake
Moe
Belle

Story Reading
&
Comprehensio
n

Our Own Monster

Monster Stories
Creations

Monster
Sounds

Monster
Skits

Strengths Support
Needed