THE ARTS

THE ARISTOTLEIAN ELEMENTS OF TRAGEDY--A COMPARISON/CONTRAST TO MODERN FILM

GRADES: 8-12

MATERIALS:

  • examples of plays/movies listed below and from discussion

METHOD:

  1. Give an overview of Aristotle's required elements for Tragedy: catharsis, hero, tragic mistake, reversal, poetry, the three unities , etc.
  2. Students are challenged to find/think of a film for each element of tragedy. For example: does the film Passenger 57 fit into Aristotle's view of a hero? They must reach consensus for all of them, but catharsis seemed the most challenging as people are moved by different things.
  3. Students break into groups of 4-5 to accomplish this. I gave them 30 minutes.
  4. The TRIPLE challenge was to name a film that had all three unities of Time, action, and place. TOUGH ONE! We found Deep Blue Sea as an example.
  5. Groups stand and present. Class determines whether or not the film meets the criteria.
submitted by
 
MINDY KELLER
WESTWOOD HIGH SCHOOL
FT. PIERCE, FL
gskeller@bellsouth.net

SILHOUETTES

GRADES: 4-12

Celebrate the uniqueness of the students by tracing their profiles and surrounding them with colorful words and phrases that describe their gifts & talents.

MATERIALS:

  • black and white construction paper
  • scissors
  • glue
  • overhead projector
  • colorful paper etc. for decorating

METHOD:

  1. Using an overhead projector, trace the shoulder and up profile of the student onto black construction paper - not too big!
  2. Have the student cut out their profile and glue onto the center of a white piece of construction paper. **My kids wanted to alternate the profiles...one white, one black. Kids are so creative!
  3. Students then use colorful paper to cut out designs - lots of nice symbols and bubble clouds and fancy letters - and in each, they write or a word or phrase that describes one of their gifts or talents. e.g. "gentle toward others" or "loves sports"
  4. Display them along or above the bulletin boards of the classroom. They can display their name at the bottom of the profile in fancy letters.
Submitted by,

LORI TAIT
HOLY ROSARY SCHOOL
WATERLOO, ONTARIO, CANADA
taiter@golden.net

THE STAR-SPANGLED BANNER

GRADES: 5-12

Here is an example using three verses of "The Star-spangled Banner." Learning these words can increase understanding of the song, and it can even introduce words which might be on tests such as high school achievement tests and the SAT! Imagine coming to a difficult word on the test. You smile because you sang that word in the national anthem that morning and you knew the meaning.
Encourage children to visualize the scene in this song. Encourage them to think of people who have given their lives trying to come to the USA to find freedom. Encourage them to think of people who have fought in wars so that the USA can keep its freedom and its flag.

MATERIALS:

  • copies of the lyrics and vocabulary below

METHOD:

  1. Read the following historical commentary for the song: Frances Scott Key wrote "The Star-spangled Banner" soon after he was released from the British. They had kept him prisoner on their ship which he had boarded to negotiate the release of an American in The War of 1812. Helplessly, he watched the British bomb Fort McHenry which protected Baltimore. As the war raged and evening came, he hailed his country's flag which waved over the fort. He paced the deck during the night trying to see if the flag still waved. He hoped and prayed that it would not be replaced with the British flag meaning Fort McHenry was taken over by the British. They gave him no news about who was winning. Sometimes, the light made by the rockets and bombs gave him a quick glimpse of his beloved flag. Early the next morning, the fog lifted and there was enough sunlight for him to see the flag. He was thrilled to learn that the battle was won by his countrymen. He was released that morning. This experience inspired him to begin writing about the experience on the very day he was released.
  2. The students can sing the song or listen to an adult read these verses. Have the children stand up and look at the flag while the song is sung or read. This song has so many difficult words, you might want to teach only the first verse. You might want to teach additional verses to older children.
  3. After hearing the song, ask about some of the words. Use the words which are listed below for these three verses. Help children guess the meanings. Young children have guessed the meaning of the word "perilous" because of the reader's body language and tone of voice. If that doesn't work, it helps to ask, "What kind of fight was this?" You can even give this hint: if they had bombs, what kind of fight was it?
  4. From verse one, do they know these words: dawn, hail'd, twilight, gleaming, thro', perilous, watch'd, ramparts, gallantly, streaming, glare, bursting, yet, spangled, banner, o'er? Even though they know the words "through," "watched," and "over," do they recognize them when they are written this way? Do they know why the words "Star-spangled" and "Banner" are capitalized in the verses? Do they know that these words are not capitalized unless they refer to the flag of the USA or the national anthem?
  5. From verse two, do they know these words: dimly, mists, deep, foe, haughty, host, dread, reposes, steep, fitfully, conceals, discloses, beam, reflected? Even though they know one meaning of the words "deep" and "steep" do they understand how they are used in this song? Are these words used here as adjectives or nouns?
  6. From verse three, do they know these words: thus, lov'd, desolation, vict'ry, heav'n, rescued, praise, Pow'r, hath, preserved, nation, conquer, just, motto, triumph? Do they know that "Power" is capitalized because it refers to God? Do they know that our motto on our money comes from this verse of "The Star-spangled Banner?"

The Star-Spangled Banner, by Francis Scott Key

Verse 1
O say! Can you see by the dawn's early light,
What so proudly we hail'd at the twilight's last gleaming?
Whose broad stripes and bright stars, thro' the perilous fight,
O'er the ramparts we watch'd were so gallantly streaming?
 
And the rocket's red glare, the bombs bursting in air,
Gave proof thro' the night that our flag was still there.
O say, does that Star-spangled Banner yet wave
O'er the land of the free and the home of the brave?
 
Verse 2
On the shore dimly seen thro' the mists of the deep,
Where the foe's haughty host in dread silence reposes,
What is that which the breeze, o'er the towering steep,
As it fitfully blows half conceals half discloses?
 
Now it catches the gleam of the morning's first beam,
In full glory reflected now shines on the stream,
'Tis The Star-spangled Banner. O long may it wave
O'er the land of the free and the home of the brave!
 
Verse 3
O thus be it ever when freemen shall stand
Between their lov'd homes and the war's desolation!
Blest with vict'ry and peace, may the heav'n rescued land
Praise the Pow'r that hath made and preserved us a nation!
 
Then conquer we must, when our cause it is just,
And this be our motto; "In God is our trust!"
And the Star-spangled Banner in triumph shall wave
O'er the land of the free and the home of the brave!
Definitions
These definitions show how these words are used in "The Star-spangled Banner." Some of the words have other definitions.
 
Verse 1
dawn - n. Daybreak.
hail'd - v. Welcomed or greeted with a salute, a military greeting.
twilight - n. The small amount of sunlight just before sunrise and just after sunset.
gleaming - v. Shining or glowing.
thro' - prep. Through, from the beginning to the end. This spelling is sometimes used in poetry and music.
perilous - adj. Very dangerous.
watch'd - v. Watched, looked at. This spelling is sometimes used in music and poetry.
ramparts - n. Walls around a fort to protect it.
gallantly - adv. Done in a grand manner or way.
streaming - v. Flowing like a river.
glare - n. A strong, bright light.
bursting - v. Breaking open quickly. The slang use of this word is busting.
yet - adv. At the present time, now.
spangled - adj. Decorated with small bright bits of something such as stars on the flag.
banner - n. Flag.
o'er - adv. Over. This spelling is sometimes used in poetry and music.
 
Verse 2
dimly - adv. Not clearly, not brightly.
mists - n. The tiny drops of water in fog.
deep - n. A deep place such as an ocean.
foe - n. An enemy. Someone who fights against you.
haughty - adj. Too proud of yourself.
host - n. A large amount or a large number of something.
dread - adj. Fearful of what might happen.
reposes - v. To lie down in order to rest.
steep - n. A steep or high place.
fitfully - adv. Nervously, moving quickly, not stopping to rest.
conceals - v. Hides.
discloses - v. Shows something which was hidden.
beam - n. A narrow ray of light such as the light of a flashlight.
reflected - v. Showing the image or likeness of something. An image can be reflected in a stream like it can be reflected in a mirror.
 
Verse 3
thus - adv. This way, or like this.
lov'd - v. Loved, cared very much for someone or something. This spelling is sometimes used in poetry and music.
desolation - n. Complete ruin. Nothing useful or good.
vict'ry - n. The winning of a war or contest. This spelling is sometimes used in poetry and music.
heav'n - n. The home of God and the angels. This spelling is sometimes used in poetry and music.
rescued - v. Saved from something bad happening or from a bad place.
praise - v. To speak highly of someone or something. To worship.
Pow'r - n. Power. This spelling is sometimes used in poetry and music. In this song, "Power" is used as another name for God. This is why it starts with a capital letter.
hath - v. Has. This is a very old use of the word. It is not used today except for special uses such some religious writing which is meant to sound old.
preserved - v. Saved for a long time.
nation - n. A group of people under one government.
conquer - v. To win a war or a fight.
just - adj. Correct.
motto - n. A sentence or phrase that shows what is important to a group. Scouts, ball teams, churches, countries, and other groups have mottos.
triumph - n. Victory.

submitted by
 
BETSY B. LEE
no school listed
no city listed
labooks@gate.net

PENNSYLVANIA DUTCH HEX

GRADES: 5-9

MATERIALS:

  • class set of printed Hex signs with descriptions
  • class set of sketch books and pencils
  • class set of pre cut circular wooden disks (9x9) * covered in white gesso and have holes drilled before hand (cardboard may be used for a low budget classroom)
  • acrylic paint for wooden disks (outdoors), Tempera paint in primary colors (will need black for shades)
  • class set of palettes
  • class set of paint brushes
  • class set of bowls of water
  • compass, large circles, rulers

METHOD:

  1. The Pennsylvania Dutch heritage is introduced and discussed with students. Students learn that these settlers brought their Old World (Dutch) customs and traditions to Pennsylvania. They learn that the Hex signs are based on nature and meaning for the family.
  2. Students are given a Hex sign with a description. They get in groups of two, discuss, compare, and contrast their Hex sign given to them by the teacher.
  3. Students identify the focal point and unity found in Hex signs, which will be incorporated into their own.
  4. Students take their sketch book and draw their own Hex symbols that incorporates nature, meaning for their own family or themselves, a focal point, and unity. (It is important to stress individuality of their Hex signs.)
  5. Students lightly draw their hex design on a pre cut wooden disk.
  6. The teacher pours some acrylic paint onto paint palettes. Mix and smooth the paint with a palette knife.
  7. Students hand paint their original Hex design on the pre cut wooden disk.
These designs should incorporate many different shades and tints of the three primary colors.
 
submitted by
 
DAWN SABOL
INDIANA UNIVERSITY OF PENNSYLVANIA
INDIANA. PA
jeffanddawn60@hotmail.com

3D ART

GRADES: 3-9

Fun activity in which any student can experience success; pictures can be simple or complicated and still be effective.

MATERIALS:

  • scrap or rough paper on which to plan
  • white photocopy paper
  • cheap thin sponges cut into strips approximately 1 cm (1/4 inch) wide; approximately 1 or 2 strips per student
  • variety of books with different pictures in them that could be used: I.e. nature books
  • example of Paper Tolle if you have it

METHOD:

  1. Ask the students if they have ever heard of "Paper Tolle" art.
  2. Describe that this is where you get several copies of the same picture. Various parts of the picture are cut out and stuck on top of the original to give a 3D effect. The following activity is similar.
  3. There are 2 ways to do the next step on rough paper:
    • Students can choose a picture that would lend itself to being cut into various pieces, each piece to be glued onto a background, on top of tiny pieces of sponge, giving, again, a 3D effect. The picture can be freehand or traced from a book. Examples include: a parrot in a jungle tree; a fish tank with fish, weeds etc. in it; cartoon characters (See # 11 for more ideas). Sometimes photocopying pictures can help the students trace or copy photographs or illustrations, and they can be enlarged if necessary. These pictures can also help plan which piece will be cut.
    • Students can pick a classroom object such as a pair of scissors or a pencil. The student then draws around the object. In the case of scissors, they are rotated once and drawn around again. In the case of a pencil, the pencil is moved around the page so that the pencil drawings overlap each other at various angles.
  4. Once the picture is decided upon and planned for eventual cutting, it is then drawn again on a good piece of paper and brightly colored. Coloring would depend on the picture. Markers work well for this and are brighter than colored pencils.
  5. When the actual picture has been colored, 3 or 4 colors are chosen for the background. Again, these would depend on the original picture; they could be the same colors as the picture, or complimentary, whatever works best.
  6. Students then take the 1st colored marker and draw a neat border around the picture. This is followed in succession by the other colored markers. The successive borders must touch all the way around, with no white paper being left showing. The pattern of colors is then repeated over and over until the edge of the page is reached and no white paper is left at all. If there are "holes" in the picture (i.e. scissor handles, gaps between branches and the tree etc.), these must also be colored in the "rainbow" style. Fill the entire page. The effect is like dropping a pebble in the water and seeing the rings, but in the shape of the picture.
  7. The original picture is then carefully cut from the page without damaging the background. The teacher will probably have to start the cutting using an exacto knife, then the student can carefully use scissors. Small holes may have to be cut by the teacher with the knife. Save ALL pieces, including of course the rainbow background.
  8. Choose an appropriate colored piece of 9 x 12 construction paper and glue the background on, making sure it is completely stuck down.
  9. Students should decide which pieces of the picture should be at which level. The picture may have to be cut into several pieces and it might be possible to stick the pieces onto the background at 2 or 3 different levels, using tiny pieces of sponge cut to different heights. I.e. one pair of scissors at a lower level, the 2nd pair a bit higher; a tree at 2 levels (trunk + branch & greenery) with the bird higher than the branch, but at the same height as the greenery, thus giving a 3D effect. Make sure that the pieces of sponge are small enough so as not to be seen from the front, as they lift the pieces of the picture.
  10. Other ideas: Plant in flower pot; cactus in pot with flower; vases of flowers; old fashioned fish bowl with fish inside (lower level); names of students with various objects that represent them; team logos; cougar lying on a fallen tree, it's various limbs at different levels; geometry set; video game characters.
submitted by
 
PINKY GRIFFITHS
ST. JOHN BOSCO SCHOOL
BRAMPTON, ONTARIO, CANADA
putnydog@rogers.com

MUSIC AND MOVEMENT FOR THEATRE ARTS CLASSES

GRADES: 6-12

Music & Movement is an activity for drama students (or others!) to be able to use music to heighten a dramatic pantomime. They relate the changes in tempo, feeling and mood in music, and instruments used in the interlude to action and activity.

MATERIALS:

  • tape recordings of classical music pieces from two to four minutes in length
  • tape recorders - one for each group for the follow-up activity -- just one needed for the initial activity
  • pencil and paper for each group to record their storylines to hand in
  • optional props and costume pieces

METHOD:

  1. Students listen to a short piece of classical music (one of the easiest to start with is "Dance of the Sugar Plum Fairy" from "The Nutcracker Suite") and try to pick out musical instruments used.
  2. Once they have heard the music once, they listen a second time to get an overall feeling and mood of the music, and try to think of a "plot" for a pantomime which will go with the music.
  3. After the second listening, students get into groups of 4-5 and share ideas of what "storyline" the music brought to their minds as they listened to it.
  4. Each group picks it's favorite "storyline" out of those presented by others in the group and begin to outline a pantomime and assign parts to each group member.
  5. I continue to play the music, time after time, as they brainstorm then write down their sequence of actions for their pantomime.
  6. Once their actions are written down, each group practices their pantomime to the music for approximately 15-20 minutes (I play the music about 10 times). Their goal is to have their pantomime not only enhanced by the music being played, but to END the pantomime story when the music ends.
  7. Each group then presents it's pantomime, and other groups critique the performances.

This activity is good for either Beginning, Intermediate, or Advanced Drama classes. The difference in each class would be the piece of music and the length of the pantomime.

I usually follow this initial activity up with each group receiving a DIFFERENT piece of music and a tape recorder so each group will be planning a pantomime scene to a different piece of music. While this creates quite a cacophony in the classroom for awhile, it does increase concentration on the part of each actor as they work on their own group presentation.

If you wish, you may add things like costumes and props to be chosen from, to help with the presentations.

submitted by
 
DEBBIE WHITLOCK
TEHACHAPI HIGH SCHOOL
TEHACHAPI, CA
th8r_educ8r_at_ths@usa.net

ALL ABOUT ME

GRADES: 1-5

MATERIALS:

  • butcher block paper
  • crayons
  • t-shirt
  • yarn
  • mirror

METHOD:

  1. Each child lays on the butcher block paper and teacher traces the body. Cut out the shape. Draw facial features.
  2. Child looks in the mirror to notice color of eyes, hair and skin. Child colors these body parts on the paper cut out.
  3. Each child is able to paint a design on the t-shirt. When dry place on the paper cut out.
  4. These cutouts can be placed in the child's seat on open house night for parents to see.
Submitted by,

C. ACEVEDO
ROSEMARIE ANN SIRAGUSA SCHOOL
YONKERS, NY
no e-mail listed

MODERN PICTURE ABOUT ME

GRADES: 6-12

This is always one of my students' favorite projects. I have used it in 6th-12th grade Art and it works well in each level.

MATERIALS:

  • 12X18 sheet of white drawing paper
  • pencil
  • marker (any color, but each student only needs one color)
  • ruler
  • stencils or cutouts of symbols for various things (optional-you can make them draw everything themselves, but I find it easier to provide them some cut outs to use)

METHOD:

  1. Think of 10 symbols that could be used to represent YOU (baseball, music, telephone, reading, car, etc.)
  2. Draw the ten symbols on your paper covering as much of the paper as possible.
  3. Use a ruler to draw horizontal and vertical lines every two inches on top of your drawing to make a checker board.
  4. With the marker, fill in every other space alternating shape, background, shape, background and so on. Switch at the beginning of each row. i.e. checkerboard-like
  5. Remember, you need to plan and think ahead. Mistakes in coloring are very difficult to fix.

submitted by

LESLEY BATTLES
DOGAN MIDDLE SCHOOL
TYLER, TX
kbat@gower.net

INTRODUCTION TO THEATER ARTS

GRADES: 4-12

MATERIALS:

  • none

METHOD:

  1. Choose one, or the combination of both of the following ideas, and together with a partner (Duet) create a way to introduce yourselves to the audience. Your skit must be based off of the show(s) and bring out several items about yourselves. AMERICA'S MOST WANTED &/or LIFE STYLES OF THE RICH AND FAMOUS
  2. You must bring out your real name so everyone knows who you are. Other areas you may choose information from to bring out within the skit are:
    • Place of Birth
    • Family Members ( Sisters/ Brothers/Pets etc.)
    • Hobbies
    • Talents
    • Favorite Things
    • Things you dislike
    • Places you've been
    • Places you'd like to go
    • Most embarrassing moment, etc.
  3. Example: One Student stands off to the side with his head in a frame. The other student sits on a set and pretends to be the host of the show America's Most Wanted In School. He begins to talk about this student who is wanted for various crimes. He's a happy and friendly chap that loves to help teachers. He enjoys participating in the Science Club, Student Council and he also is a member of the Wolverine Band. (Give a physical description), and tell other things about him etc. Finish by saying:"If you should see him, stop him and introduce yourself. He's a great person to know. This has been your host ( and give your real name) of America's Most Wanted In School. Tune in next time for another wanted student.
  4. Example: Life Styles of the Rich and Famous. Two students pretend to be rich and famous. One is going to be interviewed by Barbara Walters and is very nervous as this is the first time she has been interviewed on live TV. She goes over to the other student (famous person's) house to get support. They do a practice run of questions that might be asked, actually bringing the information out about each other.
  5. Information should be true, not made up. Time element: 3-5 minutes Props: optional Costumes: optional

submitted by

DONNA LAMPMAN
H.B. ZACHRY MIDDLE SCHOOL
SAN ANTONIO, TX
dlampman@tenet.edu

MUSICAL INTRODUCTIONS

GRADES: K-3

Use a familiar tune to introduce yourself to students, and learn about introductions, (shaking hands)

MATERIALS:

  • words to song
  • classroom rhythm instruments (opt)

METHOD:

  1. Teach song: What is Your Name? to the tune of Frere' Jacques: Teacher/Class: What is your name? What is your Name? Tell us please. Tell us please. We would like to meet you. We would like to meet you. What's your name? What's your name?
  2. Have students listen and repeat lines. Bring up children one by one or in groups. Introduce yourself, shake hands, and then have student say "My name is ______." They can then sit down.
  3. After the children are comfortable with the words, begin adding variations like clapping, snapping, singing entire song, singing without clapping/clapping no singing.
  4. You can also incorporate number patterns into the way you bring students up. 1 - 2 - 3 - 2 -1, adding groups, asking questions for classification (girls/boys), etc.
I have used this successfully in both English and Spanish-language classrooms.
 
submitted by
 
MICHELE SOUTHERLAND
HAYCOX ELEMENTARY SCHOOL
OXNARD, CA
mrsouth@juno.com

BEGINNING OF SCHOOL SILHOUETTE

GRADES: 4-12

MATERIALS:

  • 9 x 14 drawing paper
  • color pencils
  • pencils
  • scissors
  • overhead projector

METHOD:

  1. Tape the drawing paper to the chalkboard and slide a desk almost up to the board under the paper.
  2. Have each student sit on the desk so that when the overhead shines on him/her, it creates a shadow on the paper behind the student. (The student is creating a silhouette.)
  3. Trace, or have another student trace, the outline of the silhouette onto the drawing paper.
  4. The owner of the silhouette takes it to his/her desk and divides the silhouette into sections.
  5. Instruct the students to illustrate each section in a different way that represents him or her. (Encourage students to make large sections.) Include things like hobbies, favorite food, friends, home, etc. Students who run out of ideas can also fill in some of the sections with patterns like stripes or dots.
  6. When the silhouette is completed, cut it out and paste onto a different color of 9 x 14 paper.

I always hang on the wall near the ceiling and students don't get them back until the end of the year. They are a great referral when trying to find that thing that "clicks" with students.

submitted by

LEANNA ROSEKRANS
DEWITT PUBLIC SCHOOLS
DEWITT, MI
lrosekrans@voyager.net

PERSONAL HISTORY

GRADES: 1-6

I use this activity for my Personal History at the beginning of the year. It is really interesting to read all the responses.

MATERIALS:

When Jo Louis Won the Title by Belinda Rochelle
  • lined paper
  • white paper with a large oval drawn in the middle
  • art supplies (pencils, markers, crayons, etc.)
  • construction paper (approx. 18" x 12")

METHOD:

  1. Read the story When Jo Louis Won the Title (This is a story of a young girl who learns why her name is so special to her family.)
  2. Ask the students to then go home and research how they got their names and what they mean. Have them write a short report on the lined paper. You could even have them include their personal opinions on their names.
  3. In class, have the students draw a self portrait. Use the paper with oval. It is interesting to see the students' artistic development. Some will use the oval as a frame and others will use the oval as the shape of their heads. This is also a good time to teach some basic drawing techniques.
  4. When both assignments are finished, have the students glue each, side by side, on the construction paper. Post in your room or in the hallway.
submitted by
 
AMY BROOKS
EMERSON SCHOOL
ANN ARBOR, MI
Hbrooks@rc.net

POSTCARDS FROM MY SUMMER VACATION

GRADES: K-6

MATERIALS:

  • index cards (small or large)
  • crayons and pencils

METHOD:

  1. Give each student an index card, crayons and pencils (just crayons for the k).
  2. Then ask students to think back to a particular part of their summer that they would like to capture on a post card. A part of summer that they really enjoyed and then draw it on the blank side of the index card.
  3. On the lined side of the card, I ask them to write a little something about their picture and then address the card to me. They can even draw a stamp if they like!
  4. I collect the post cards and put them in our showcase end to end, covering the whole showcase. It makes for a very colorful display.
submitted by
JUDITH WALSH
MT. ZION ELEMENTARY SCHOOL
SUFFOLK, VA
JWalsh4000@aol.com

STUDENT GALLERY

GRADES: 3-12

MATERIALS:

  • 9" X 12" white paper
  • crayons or colored pencils (for older students)
  • small hand held mirrors

METHOD:

  1. At the beginning of the year, after I tell my students about the rules and explain contests that I promote during the year, I pass out small hand held mirrors and ask my art students to draw a picture of themselves.
  2. When they are finished, I hang them up across my room and call it the "Student Gallery".
  3. At the end of the year, they draw another picture of themselves and compare it to the one they drew at the beginning of the year! They are pleasantly surprised at the progress they made during the year
  4. I pass the pictures out and they get to take both of them home at year's end.

    submitted by

    JUDITH WALSH
    MT. ZION ELEMENTARY SCHOOL
    SUFFOLK, VA
    JWALSH4000@aol.com

GETTING ACQUAINTED

GRADE LEVEL: 1-7

MATERIALS:

  • red construction paper
  • apple template
  • scissors
  • crayons
  • magazine/newspapers
  • white ink (optional)
  • current photo of each student (take photos first week(s) of school)

METHOD:

  1. Trace/cut apple template onto red paper
  2. Write name at top of apple
  3. Glue/tape photo to center of apple
  4. Choose words that describe student from newspapers/magazines (caring, kind, creative, sports, reader, and so on)
  5. Cut out words and glue around photo
  6. Place on BB or outside wall

EXTENSION:

  • Use yellow, green paper to depict various colors of apples
  • Teacher creates a getting acquainted apple
  • Make a flip-up apple;place photo on outside flap; glue words on inside flap
  • Students can stick fuzzy/glittery apple stickers around the inside/outside of the apple

    submitted by

    VALERIE CALLUCCI
     no school listed
    DAVENPORT, NY
    vcallucci@juno.com

 
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