Dancing Murals Lesson Plan

Teacher Education Department CSUDH

CANDIDATE: SUBJECT(S): GRADE LEVELS: DATE:

Melissa Beleche Dance Kindergarten April 24, 2018
Art

STANDARD(S): Single/Multi-day
Lesson:
Communication and Expression Through Original Works of Art: Single
2.5 Use lines in drawings and paintings to express feelings.

Analyze Art Elements and Principles of Design:

1.3 Identify the elements of art (line, color, shape/form, texture, value,
space) in the environment and in works of art, emphasizing line, color, and
shape/form.

Creation/Invention of Dance Movements:

2.1 Create movements that reflect a variety of personal experiences (e.g.,
recall feeling happy, sad, angry, excited).

Comprehension and Analysis of Dance Elements:

1.3 Understand and respond to a wide range of opposites (e.g., high/low,
forward/backward, wiggle/freeze).

I. DESCRIPTION OF CONTENT AND CONTENT TYPE (Fact, Procedure, Concept, or Principle):

Students will be introduced to murals. Students will learn that murals, colors, and dance
movements can be used to express ideas and/or emotions.

II. LEARNING OUTCOME (Objective):

Students will be able to understand, identify, explain, and demonstrate the importance
of murals as a form of artistic expression.

III. CURRICULUM CONNECTION (How this lesson fits into unit plan):

Kindergarten students are expected to successfully understand the meaning and

significance of murals through a dance activity.
IV. INSTRUCTION

A) ENGAGEMENT (Motivational Activity):

● Teacher will ask students: “What color do you think of when you feel happy?”
● Teacher will follow with a few interactive questions: What does __________ make you feel? (i.e blue=
sad, red=love)

B) INSTRUCTIONAL SEQUENCE (Teaching Methodology with Student Activities):

Activity 1:
● Teacher will explain to the students how different colors can make us feel different emotions.
● Teacher will explain that there are various ways of expressing feelings and emotions (ie. through
dance, music, art, etc.).
● Teacher will show students pictures of a few different murals and explain that these murals were
made by artists that are trying to express their feelings to their audience.
● Teacher will ask students to point out the different colors and shapes they see in the murals.

Activity 2:
● Teacher will restate that art, music, and dance are ways of expression.
● Teacher will play the song I Got a Feeling by Justin Timberlake.
● Teacher will show students that through dance they can express feelings.
● Teacher will model freestyle dancing to the music.
● Teacher will ask students to freestyle dance with her to the music.
● Teacher will ask students to freestyle dance on their own to the music.
● Teacher will walk around and assess students’ movements and academic language (ie. feelings,
emotion, pose).

C) APPLICATION ACTIVITY (Practice and/or Reflection):

● Students will be put into groups of three, and they will reflect on the dance movements that they did
while dancing.
● Students will be asked to freestyle dance in their groups.
● Students will be asked to choose a pose that they did while dancing in their group.
● Students will explain in their group why they choose that pose and how it makes them feel.
● Students will then be asked to create their own murals within their group, by using the butcher
paper and tracing the silhouette of their body in the pose and color that they chose.
● Students will cut their silhouettes.
● Students will bring their silhouettes to the front of the class.
● Teacher will put all the silhouettes together with tape and create a mural that can be put up on a
classroom wall.

Discussions of Learning:
 ● Teacher will have a class discussion and ask the following questions:
○ “What made you pick the color______?”
○ “What emotion does that color make you feel?”
○ “What feeling do you want your audience to feel?”

D) MATERIALS AND RESOURCES:

● Butcher Paper (different colors)

● Markers
● Scissors
● Tape
● Speaker
● Music: I Got a Feeling - Justin Timberlake (Available for free on Youtube)
● Internet connection
● PowerPoint to show pictures of murals
● Computer
● Television with connections for computer
V. ASSESSMENT STRATEGIES (Methods for obtaining evidence of learning):
Informal testing will be use to obtain evidence of learning. While students are participating in the dancing
mural activity, the teacher will listen to the students and make mental notes about the students’
understanding of the vocabulary in the lesson (e.i. pose, feelings, mural, audience).

VI. ACCOMODATIONS FOR INDIVIDUAL LEARNERS (Content, Instruction, Practice):

● Through modeling, the teacher will use physical gestures to accompany oral directives.
● Teacher will also use modeling to model the academic language required by the lesson
(orally/written).
● Images and video will be provided to help students visualize new concepts or topics being
presented.

VII. HOMEWORK:
Students will be given the task to create a family mural or observe & take a picture of a mural in their
community. Students will then present their art or photos with the class.