Mini-Lessons 12,13,14: Stretching, Abstract Expressionism & AIliteration


STRETCHING
Lesson by Valerie Izquierdo

     LESSON PLAN

Objective:
Introduce different muscle groups & corresponding stretching exercises.

Activity:
Everyone will be asked to stand up and find a clear area where they can move freely for stretching routine to be done. Diagram below for reference of stretch position & muscle.
Stretching routine:
·         Upper body muscles:
o   Biceps & forearm
§  Palms outward pressing down
o   Back & lats
§  90-degree position bending forward, extending arms by the ears
o   Shoulders & chest
§  Roll
§  Hands crossed behind chest pull back
§  Fingers interlaced extending arms in front
o   Obliques
§  Legs wide bending to one side then the other arms extended by ears
o   Neck
§  Twist side to side
·         Lower body muscles:
o   Quadriceps
§  Pulling ankle behind, bending at the knee
o   Hamstrings & lower back
§  Straight bend over
o   Calves
o   Glutes & abductors
§  Figure four sitting on chair
·         Full body stretch
o   Reach for the sky
Name the muscle group being stretched during each exercise. Hold the stretch for 15-30 seconds each. Stretch slowly & advise anyone to stop if they feel pain or are unable to perform.

Assessment:
After the activity, question the class by asking how to stretch different muscle groups. Ask to name the muscle for specific stretch. Class discussion. 


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ABSTRACT EXPRESSIONISM
Lesson by Ella Wayne

       LESSON PLAN

Age Group: 4th - 6th Grade

Objective: Students will learn to follow their intuition, think creatively, and make something they feel proud of.

Materials: Paper and Crayons

Activity:

1. Review concept: Abstract Expressionism is a form of abstract art based on spontaneous movement, creativity and expression. The purpose is to paint a feeling , rather than a subject.

2. Give examples of Expressionist Art: Jackson Pollock, Willem de Kooning, Arshile Gorky.

 Jackson Pollock


 
Willem de Kooning

 Arshile Gorky


3. Students observe the images for a few minutes.

4. Students take notes about how these paintings make them feel.

5. Students find partners and discuss with them one thing in each painting that stood out to them.

6. Distribute the crayons and the paper to explain, on the white board, before they start working, the process.

7. After the demonstration, students make a scribble on the piece of paper following their intuition

8. Students note how how lines overlap and create shapes.

9. Students color the patterns and shaped filling in the empty spaces.


 Untitled

The curious girl was crawling down the street;
when she saw a white van; 
the white van was handing out candy; 
she started going up to the car until it began to rain


 DJ Dallas

 Untitled

10. Once they finish the look around to see other students' work, students give their piece a tittle, summarize what the piece represents and what it makes them feel; they end by writing  about how they felt when they were creating the piece.

11. Students share their work with the student next to them.



12. Students line their pieces on the floor, as an exhibit, and look at them one more time


Students Exhibit their Work

13. To end, students share with the rest of the class title, summary and how they felt.



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ALLITERATION: COMBINING THEATER ARTS WITH LANGUAGE ARTS

Lesson by Megan Rittemberg

LESSON PLAN

 Age Group: 3rd Grade

Materials: Pencil and Paper

Objective 1: Theater Arts; students will learn how to articulate their words so their classmates can understand what was said in order to not repeat words that have been said (TH.A.1.2.1)

Objective 2: Language Arts; Students will learn how to apply the concept of alliteration that htey have been learning about to various parts of speech that start with the first letter of their preferred name ( L.A.A.1.2.2) (L.A. D. 1.2.1) ( L.A.B. 1.2.3)

Activity: 

Students will stand in a circle.

Each student will say his/her name followed by an adjective that starts with the first letter od one's preferred name.

Then, students will say a noun that starts with the first letter of their preferred name.

Finally, students will say a verb that starts with the letter of their preferred name.

To close, students will write a half-page story using the adjective, noun, and verb that they said aloud to the class.

Assessment: 20 points

Students will be graded based on their written half-page.


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