2. 
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Visual Arts
Drama
Music
Dance
Technology
Reggio Emilia
Literacy
Books
Websites
Action Plan
References

3. Visual Arts

4. Visual Arts Standards
Standard 1: Understanding and applying media, techniques,
and processes.
•Students know the difference between materials, techniques
and processes.
•Students describe how different materials, techniques and
processes cause different responses.
•Students use different media, techniques and processes to
communicate ideas, experiences and stories.
•Students use art materials and tools in safe and responsible
manner.
Standard 2: Using knowledge of structures and functions.
•Students know the differences among visual characteristics
and purposes of art in order to convey ideas.
•Students describe how different expressive features and
organizational principles cause different responses.
•Students use visual structures and functions. of art to
communicate ideas.

5. Visual Arts Standards Cont.
Standard 3: Choosing and evaluating a range of subject matter,
symbols and ideas.
•Students explore and understand prospective content for works of
art.
•Students select and use subject matter, symbols and ideas to
communicate meaning.
Standard 4: Understanding the visual arts in relation to history and
cultures.
•Students know that the visual arts have both a history and specific
relationships to various cultures .
•Students identify specific works of art as belonging to particular
cultures, times and places.
•Students demonstrate how history, culture and the visual arts can
influence each other in making and studying works of art..

6. Visual Arts Standards Cont.
Standard 5: Reflecting upon and assessing the
characteristics and merits of their [a student's own] work
and the work of others.
•Students understand that there are various purposes for
creating works of visual art.
•Students describe how people's experiences influence the
development of specific artworks.
•Students understand there are different responses to
specific artworks.
Standard 6: Making connections between visual arts and
other disciplines.
•Students understand and use similarities and differences
between characteristics of the visual arts and other arts
disciplines.
•Students identify connections between the visual arts and
other disciplines in the curriculum.

7. Visual Arts Activities
Shadow Art
Name tags

8. I sh
Elem
r
of A
s
ent
r
oste
tP
Finger Dancing

9. Bo
culpt
dy S
hunt
re
Textu
Matis
se
Wirin
g

10. Drama

11. Drama Standards
Content Standard #1: Script writing by planning and recording improvisations based on
personal experience and heritage, imagination, literature, and history.
Achievement Standard:
a) Students collaborate to select interrelated characters, environments, and situations
for classroom dramatizations.
b) Students improvise dialogue to tell stories, and formalize improvisations by writing or
recording the dialogue.
Content Standard #2: Acting by assuming roles and interacting in improvisations.
Achievement Standard:
a) Students imagine and clearly describe characters, their relationships, and their
environments.
b) Students use variations of locomotor and nonlocomotor movement and vocal pitch,
tempo, and tone for different characters.
c) Students assume roles that exhibit concentration and contribute to the action of
classroom dramatizations based on personal experience and heritage, imagination,
literature, and history.

12. Drama Standards Cont.
Content Standard #3: Designing by visualizing and arranging environments for
classroom dramatizations.
Achievement Standard:
a) Students visualize environments and construct designs to communicate
locale and mood using visual elements (such as space, color, line, shape,
texture) and aural aspects using a variety of sound sources.
b) Students collaborate to establish playing spaces for classroom
dramatizations and to select and safely organize available materials that
suggest scenery, properties, lighting, sound, costumes, and makeup.
Content Standard #4: Directing by planning classroom dramatizations.
Achievement Standard:
a) Students collaboratively plan and prepare improvisations and demonstrate
various ways of staging classroom dramatizations.

13. Drama Standards Cont.
Content Standard #5: Researching by finding information to support
classroom dramatizations.
Achievement Standard:
a) Students communicate information to peers about people, events,
time, and place related to classroom dramatizations.
Content Standard #6: Comparing and connecting art forms by describing
theatre, dramatic media (such as film, television, and electronic media),
and other art forms.
Achievement Standard:
a) Students describe visual, aural, oral, and kinetic elements in theatre,
dramatic media, dance, music, and visual arts.
b) Students compare how ideas and emotions are expressed in theatre,
dramatic media, dance, music, and visual arts.
c) Students select movement, music, or visual
elements to enhance the mood of a classroom
dramatization.

14. Drama Standards Cont.
Content Standard #7: Analyzing and explaining personal preferences and constructing meanings
from classroom dramatizations and from theatre, film, television, and electronic media
productions.
Achievement Standard:
a) Students identify and describe the visual, aural, oral, and kinetic elements of classroom
dramatizations and dramatic performances.
b) Students explain how the wants and needs of characters are similar to and different from their
own.
c) Students articulate emotional responses to and explain personal preferences about the whole
as well as the parts of dramatic performances.
d) Students analyze classroom dramatizations and, using appropriate terminology, constructively
suggest alternative ideas for dramatizing roles, arranging environments, and developing situations
along with means of improving the collaborative processes of planning, playing, responding, and
evaluating.
Content Standard #8: Understanding context by recognizing the role of theatre, film, television,
and electronic media in daily life.
Achievement Standard:
a) Students identify and compare similar characters and situations in stories and dramas from
and about various cultures, illustrate with classroom dramatizations, and discuss how theatre
reflects life.
b) Students identify and compare the various settings and reasons for creating dramas and
attending theatre, film, television, and electronic media production.

15. Yes Lets!
Human Play Dough
Train Wreck
Drama Activities

16. Story
Drama
Character Museum
Story Production

17. Story Box Theater
Bear Hunt Strategy

18. Tableau
Magic Box
Shadow Play
Fairy Tale Talk Show

19. Circle Drama Video

20. Music

21. Music Standards
NATIONAL STANDARDS FOR MUSIC EDUCATION
Standard 1: Singing, alone and with others, a varied repertoire
of music.
Standard 2:Performing on instruments, alone and with others, a
varied repertoire of music.
Standard 3: Improvising melodies, variations, and
accompaniments.
Standard 4:Composing and arranging music within specified
guidelines.
Standard 5: Reading and notating music.
Standard 6: Listening to, analyzing, and describing music.
Standard 7: Evaluating music and music performances.
Standard 8: Understanding relationships between music, the
other arts, and disciplines outside the arts.
Standard 9: Understanding music in relation to history and
culture.

22. Music Activities
Story Music Effects
Body Part Steady Beat
Scales

23. Line Composition
Music StylesFunga Alafia
Sound Scape

24. Musically
Inspired
Characters
Song Writing
Symbol Rhythm
Story Drama
With Sounds

25. Dance/Movement

26. Dance Standards
National Dance Standard K-4
Standard 1: Identifying and demonstrating movement elements and skills in
performing dance.
Standard 2: Understanding choreographic principals, processes, and
structures.
Standard 3: Understanding dance as a way to create and communicate
meaning.
Standard 4: Applying and demonstrating critical and creative thinking skills
in
dance.
Standard 5: Demonstrating and understanding dance in various cultures
and
historical periods.
Standard 6: Making connections between dance and healthful living.
Standard 7: Making connections between dance and other disciplines.

27. Dance Activities
Shadow Dance
Stretchy Bands
Dragon Dance

28. Autumn Leaves
Are Falling
Round of
Applause
Machine Dancing

29. Funky Chicken
Human Paint
Brush
Texture
Dance
Four
Corners

30. Human Machine
Letter Locomotion
Water Dance
Body Letters

31. Technology

32. Technology Standards

33. Technology Standards Cont.

34. My Digital Story (Click to Play)
Digital Story Telling

35. Reggio Emilia
Respect the children
Reggio Emilia
Communication, Collaboration,
They are capable Community

36. Literacy

37. Connect the Arts to Literacy

38. Books
1. It Looked Like Spilt Milk by Charles Shaw
2. The Napping House by Audrey Wood
3.Pete the Cat: Rocking in My School Shoes by James
Dean
4. We’re Going on a Lion Hunt by Margery Cuyler
5. The Black Rabbit by Philippa Leathers
6. I Ain’t Going to Paint No More by Karen Beaumont
7. How Will I Get to School This Year? By Jerry Pallotta
8. The Pout Pout Fish by Deborah Diesen
9. Ish by Peter Reynolds
10. Giraffes Can’t Dance by Giles Andreae
11. The Little Yellow Leaf by Carin Berger
12. Caps for Sale by Esphyr Slobodkina
13. Where the Wild Things Are by Maurice Sendak
14. Perfect Square by Michael Hall
15. Seven Blind Mice by Ed Young

39. 
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www.arts4learning.org
www.aahperd.org/nda
www.songsforteaching.com
www.classicsforkids.com
www.onemorestory.com
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www.nyphilkids.org
www.dsokids.com
www.sfskids.org
www.teachertube.com
http://multikidsmusicvids.co

40. My proposed intervention:
•Collaborate with parent to use the arts in
the home and school setting to promote
communication skills in children with
speech and language delays.
How I will implement the plan:
•Home visits to use the arts in the home with the
parent and child
•Parent workshops on the different art areas
•Family art days
•Invite parents to observe the arts in the
classroom

41. References
Theater
American Alliance for Theatre Education (n.d.). National theatre standards:K-4.
Retrieved from
http://www.aate.com/?page=nationalstandards14
Carroll, A., (2009). Classroom drama for all children: Suggested approaches for
story drama.
Carroll, A. (2010). Responding to Theatre.
Classroom drama for inclusive learning (2004).
Creative dance resources (n.d.).
Fennessey, S. (2006). Using theater games to enhance language arts learning. The
Reading Teacher,59(7), 688-690.
Lyons, K. Using theatre to understand parts of a story, summarizing, retelling,
and problem-solving.
Menu of arts ed strategies (n.d.).
Meyers, N. Story Chant.
Wilson. P. W. (2003). Supporting young children’s thinking through tableau.
Language Arts, 80 (1), 375-383.

42. References Continued
Dance
Agoo ammee (n.d.).
American Alliance for Health, Physical Education, Recreation, and Dance
(n.d.). Retrieved from
http://www.aahperd.org/dance/prodev/standards-grades-k-4.c
Child and Family (2006). Creative dance in early childhood education.
Dragon dance (n.d.).
Gilbert, A. G. (2003). Toward best practices in dance education through the
theory of multiple intelligences. Brain-Compatible Dance Education, 267272.
Gilbert, A. G. (2005). Strategies for creating dances. Brain-Compatible Dance
Education, 186.
Shake and stop (n.d.).
Virginia reel (n.d.).
Wilcox, C. (n.d). The elements of dance for children.

43. References Continued
Music
Benefits of music study (n.d.).
Crocker, D. (n.d.). Me stone.
Music Educators National Conference (1994). The national standards
for music education. National Standards for Arts Education.
Elements of music (n.d.).
Evans, K. (n.d.). Se, se, se.
Jay, C. (n.d.). Funga Alafia
Jenkins, E. & Williams, I. (n.d.). Jambo hello.
Kye kye kule (n.d.).
“La raspa”-Mexico (n.d.).
McRae, S. & Spallina, A.M. (n.d.). Hello song.
Moore, L. (n.d.). Oboo asi me nsa.
Sinclair, M. & Williams, I. (n.d.). Kookaburra.
Spallina, A.M. (n.d.) Counting song.
Spallina, A.M. (n.d.). This is what I can do.
Williams, I. (n.d.). Clap you hands.

44. References Continued
Visual Arts:
American Alliance for Theatre Education (n.d.). Grades K-4 visual art standards.
Retrieved from
http://artsedge.kennedycenter.org/educators/standards/national/arts-standards/k-4/visual-arts/visual-arts1.aspx
Colker, L. J. (n.d.). A place for weaving. Teaching Young Children, 5(3), 16-17.
One looks says it all (n.d.).
Elements of art (n.d.).
Reggio Emilia
Malaguzzi, L. (n.d). 100 ways of children.
Pinnacle Presbyterian Church (2006, April 13). Reggio Emilia Philosophy. Retrieved
from:
http://www.pinnaclepres.org/reggio-emilia-philosophy/
Technology
Daniels, J. (2012). Creating digital stories using windows live movie maker.
Daniels, J. (n.d.). How to add a link.
Maryland’s Preparing Tomorrow’s Teachers to Use Technology. Maryland teacher
technology standards. Retrieved from http://www.mttsonline.org/standards/

45. References Continued
Literacy
Andreae, G., & Parker-Rees, G. ( 1999). Giraffes can’t dance. New York, NY: Orchard
Books.
Beaumont, K. (2005). I ain’t going to paint no more! Orlando, FL: Harcourt.
Berger, C. (2008). The little yellow leaf. New York, NY: Greenwillow Books.
Cuyler, M. (2008). We’re going on a lion hunt. Tarrytown, NY: Marshall Cavendish
Corporation.
Dean, J. & Litwin, E. (2011). Pete the cat: Rocking in my school shoes. New York, NY:
Harper Collins Publishers.
Diesen, D. (2008). The pout pout fish. New York, NY: Macmillan Young Listeners.
Hall, M. (2011). Perfect square. New York, NY: Greenwillow Books.
Leathers, P. (2013). The black rabbit. Somerville, MA: Candlewick Press.
Pallotta, J. (2013). How will I get to school this year? New York, NY: Scholastic.
Reynolds, P. (2004). Ish. Cambridge, MA: Candlewick Press.
Sendak. M. (1963). Where the wild things are. New York, NY: Harper & Row.
Shaw, C. (1947). It looked like spilt milk. New York, NY: Harper Collins Publishers.
Slobodkina, E. (1947). Caps for sale. New York, NY: Harper & Row.
Wood, A. (2009). The napping house. Orlando, FL: Harcourt Children’s Books.
Young, E. (2007). Seven blind mice. Norwalk, CT: Weston Woods Studios.
Books for celebrating the arts with young children (2012).
Music and literacy ideas (2012).

46. References Continued
Websites
American Alliance for Health, Physical Education, Recreation, and Dance (2013). National
dance association. Retrieved from http://www.aahperd.org/nda/
Cincinnati Public Radio Inc (2013). Classics for kids. Retrieved from
http://www.classicsforkids.com/
Dallas Symphony Association (2013). DSO kids. Retrieved from http://www.dsokids.com/
Multi Kids Music Vids (2013). Multicultural kids music vids with Daria. Retrieved from
http://multikidsmusicvids.com/
One More Story Inc. (n.d.). One more story: Authors you know, books you love. Retrieved
from http://onemorestory.com/index.html
San Francisco Symphony (n.d.). SFS kids: Fun with music. Retrieved from
http://www.sfskids.org/templates/home.asp?pageid=1
Songs for Teaching (2012). Songs for teaching: Using music to promote learning.
Retrieved from http://songsforteaching.com/index.html
Symphony Works/Moon Road LLC (n.d.). The New York Philharmonic kid zone!
Retrieved from http://www.nyphilkids.org/main.phtml
Teacher Tube, LLC (n.d.). Teacher tube: Teach the world. Retrieved from
http://www.teachertube.com/
Youth Audience (2010). Arts for learning. Retrieved from http://arts4learning.org/

47. References Continued
Articles
Causton-Theoharis, J. N. (2009). The golden rule of providing support in
inclusive classrooms: Support others as you would wish to be supported.
Teaching Exceptional Children, 36-43.
Elements of a comprehensive assessment system in early childhood (n.d).
Goldhaber, J. & Smith, D. (1997). “You look at think differently:” The role of
documentation in the professional development of a campus childcare center
staff. Early Childhood Education Journal, 25(1), 3-10.
Maryland Coalition for Inclusive Education (2008). Supporting students in
general education classes.
Sharapan, H. ( 2012). From STEM to STEAM: How early childhood educators
can apply Fred Rogers’ approach. Young Children, 67(1), 36-40.
Why Yoga? Why Now? (n.d).
Textbook
Isenberg, J.P. & Jalongo. M. R. (2013). Creative thinking and arts-based
learning (6th ed.). Upper Saddle River, NJ: Merrill.