![Steel pans (also known as steel drums or pans, and sometimes, collectively with
musicians, as a steel band) is a musical instrument and a form of music
originating from Trinidad and Tobago. Steel pan musicians are called pannists.
The pan is a pitched percussion instrument chromatically (although some toy or
novelty steelpans are tuned diatonically), made from 55 gallon drums that
usually store oil. In fact, drum refers to the steel drum containers from which
the pans are made; the steeldrum is correctly called a steel pan or pan as it
falls into the idiophone family of instruments, and is not technically regarded
as a drum or membranophone. The pan is struck by a pair of straight sticks
tipped with rubber; the size and type of rubber tip is unique to the class of pan
being played. Some musicians use four pansticks, holding two in each hand. [1]
This skill and performance has been conclusively shown to have grown out of
Trinidad and Tobago's early 20th century Carnival percussion groups known as
Tamboo Bamboo. Pan is the National Instrument of Trinidad and Tobago.
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Make the most of may final version
- 1. Making the Most ofMaking the Most of May with MultipleMay with Multiple IntelligencesIntelligences Oh what fun it is to play!Oh what fun it is to play!
- 2. Why are we doing this? • 1) To help you reach out to the multiple intelligences in your lesson plans: • Linguistic intelligence ("word smart"): • Logical-mathematical intelligence ("number/reasoning smart") • Spatial intelligence ("picture smart") • Bodily-Kinesthetic intelligence ("body smart") • Musical intelligence ("music smart") • Interpersonal intelligence ("people smart") • Intrapersonal intelligence ("self smart") • Naturalist intelligence ("nature smart") • 2) To get you to brainstorm on other ways that you might utilize ideas like this in your class room • 3) To open up the lines of communication between you and your specials teachers on your campus, and let you know we want to work with you and help foster the education of the whole child.
- 3. KindergartenKindergarten Working as an IllustratorWorking as an Illustrator
- 4. Illustration is an excellent way to help children learn to form pictures in their mind while they are reading, something that can be used for better comprehension and helps in encouraging them to become life-long readers. When reading a poem or story to the students, don’t show them the pictures. Give them the opportunity to create the characters in the book and have them be sure to listen carefully to the descriptions. Have them share what they created with the class and explain why they drew what they did. Make sure to tell them to add enough details so that the picture could tell the story by itself!
- 5. Tar Beach by Faith Ringgold Story Quilts are an excellent way to have students put pictures and words together. They can be created with construction paper and fabric squares. Did you know Tar Beach was a piece of artwork hanging in the Metropolitan Museum of Art before it was ever a book?
- 6. Kindergarten:Kindergarten: There Was a LovelyThere Was a Lovely PrincessPrincess A Mini-OperaA Mini-Opera
- 7. A Songtale from Ireland based on the story of Sleeping Beauty Activity: 1)Teach song 2) Have the children act out the song using props, found or made by children. Children absolutely love acting out this story especially if allowed to let the roles be reversed and have a boy as the princess and the girl a prince. • This story can be used to discuss: – elements of a story, characters, setting, key events, identify action words, directions, positions, sequences and location, recurring phrases and characters from fairytales, retell main event, to help describe characters and actions • Take it a step further by: – adding other verses or dialogue to continue the story or completely change the setting, characters, and main events, etc…
- 18. KindergartenKindergarten What Word Is It?What Word Is It? && Which Is Heavier?Which Is Heavier?
- 19. What word is it?What word is it? • Purpose: • Students will become more familiar with their spelling words by creating the words with their bodies. • Activity: • Divide class into small groups. • Give each group a word and have them “spell” that word with their body (set a time limit). • Each group comes up one at a time to “spell” their word with their bodies. • The rest of the class tries to guess what word they are attempting to spell.
- 20. Which Is Heavier?Which Is Heavier? • Purpose: • To understand how a scale works and to reinforce the concept that the heavier items on the scale is the side that goes down. • Activity: • Students stand facing the teacher with their arms stretched out to their side. • Teacher will provide two pictures (or objects). • Students must determine which item is heavier by lowering their hand on the side with the heavier item and raising up their opposite hand with the lighter item. • Option: Test some of the items by placing them in an actual scale so students can see if they are right. • Put the same object on both sides to see if students understand they need to keep their arms even.
- 21. 11stst GradeGrade Miro’s “Twittering Birds”Miro’s “Twittering Birds” Simple Machines in ArtSimple Machines in Art
- 22. Brunelleschi
- 24. Simple Machines Pulley Lever Wheel and Axle Wedge Screw Inclined Plane
- 25. Paul Klee, Twittering Machines, 1922 Paul Klee, Tale a la Hoffman, 1921
- 26. Student Work
- 27. Kinder and 1st Grade:Kinder and 1st Grade: One Plus One Is So MuchOne Plus One Is So Much Fun!Fun! Mathematics on the PlaygroundMathematics on the Playground
- 28. Johnny has One Friend • Johnny has One Friend • Johnny had one friend, one friend, one friend. Johnny had one friend, now he has two… • Johnny has one friend, two friend, one friend. Johnny has two friends, now he has three… • Johnny has one friend, three friend, one friend. Johnny has three friends, now he has four… • Johnny has one friend, four friend, one friend. Johnny has four friends, now he has five… • Johnny has one friend, five friend, one friend. Johnny has five friends, now we are done… • Action: • 1) Have students sit in a circle and sing the song while keeping the beat in their lap showing with their fingers how many friends Johnny has • 2) Have students act our song by having one child play Johnny and add or take away friends as they desire, have someone else be “it” to try and solve the problem of how many friends Johnny has now. • 3) Have small groups of students work together to solve prearranged problems by the teacher. http://blabberize.com/view/id/223743
- 29. One Bald Eagle • One Bald Eagle • One bald eagle sails around, daylight is gone. One bald eagle sails around, daylight is gone. • Two bald eagles sails around, daylight is gone. Two bald eagles sails around, daylight is gone. • Three bald eagles sails around, daylight is gone. Three bald eagles sails around, daylight is gone. • Four bald eagles sails around, daylight is gone. Four bald eagles sails around, daylight is gone. • Five bald eagles sails around, daylight is gone. Five bald eagles sails around, daylight is gone. • Action: • 1) have students stand in a circle and sing the song. • 2) Have students act our song by having one child play the eagle and add or take away friends as they desire, have someone else be “it” to try and solve the puzzle. • 3) have small groups of students work together to solve prearranged puzzles using the song. • http://blabberize.com/view/id/223765
- 30. First GradeFirst Grade What Is My Place Value?What Is My Place Value? && Rhyming WordsRhyming Words
- 31. What Is My Place Value?What Is My Place Value? • Purpose: • Students will physically place themselves in a place value to reinforce the concept of number value. • Activity: • Divide class into groups of 4 and have them sit side by side. • Say a number and write it on the board. Allow students the option of writing the number in front of them. • Give students a moment to think which place value they represent. • Ask students various questions about number value. • Example: 4,592: “Please stand up if you are sitting in the thousands place value.” • “Stand up if you are number 9. What place value is number 9?”
- 32. Rhyming WordsRhyming Words • Purpose: • To become more familiar with recognizing and creating rhyming words. • Activity: • Give each student one note card with a word written on it (option of picture and a word). • Students must find a partner who has a word that rhymes with their word (set a time limit). • Once students are matched, they come up in partners (or groups) and share their words. • Ask students to give you examples of other words that rhyme with the word given.
- 33. 22ndnd GradeGrade Building A Better ToothBuilding A Better Tooth CleanerCleaner Designing Our Everyday LifeDesigning Our Everyday Life
- 34. So you want to be an artist? Industrial Design
- 35. If you were going to design a toothbrush what questions would you ask first? Who is going to use it? An astronaut? A firefighter? A dog?... How will it be used? Must be able to clean tops, sides and in between teeth. Should be able to hold some type of cleaner. What kind of materials should be used? Soft or hard? Pliable or rigid? Bright colors or pretty pastels? Where will the product be used? Will the astronaut use it in outer space? Can the dog use it alone? Must it be fireproof? Why do we need it? We need some way to keep our teeth clean.
- 37. Student Work
- 38. 22ndnd and 3and 3rdrd GradeGrade A World Full of MusicA World Full of Music A look at the geography and theA look at the geography and the resources of our planet through theresources of our planet through the worlds’ instrumentsworlds’ instruments
- 39. Our World Through The Music of Our World What materials are used to make this instrument? What other instruments are found in this area? What are those instruments made of? How was this instrument used in this culture? What are the natural resources of this area of the world including plants, animals, and minerals. Do other cultures uses this instrument? Did special events cause the resources used to make the instruments become available? Explore the world’s geography and resources through the instruments played by the cultures in a region, and how the physical environment and resources affect the creation of musical instruments in that region.
- 40. Steel pans (also known as steel drums or pans, and sometimes, collectively with musicians, as a steel band) is a musical instrument and a form of music originating from Trinidad and Tobago. Steel pan musicians are called pannists. The pan is a pitched percussion instrument chromatically (although some toy or novelty steelpans are tuned diatonically), made from 55 gallon drums that usually store oil. In fact, drum refers to the steel drum containers from which the pans are made; the steeldrum is correctly called a steel pan or pan as it falls into the idiophone family of instruments, and is not technically regarded as a drum or membranophone. The pan is struck by a pair of straight sticks tipped with rubber; the size and type of rubber tip is unique to the class of pan being played. Some musicians use four pansticks, holding two in each hand. [1] This skill and performance has been conclusively shown to have grown out of Trinidad and Tobago's early 20th century Carnival percussion groups known as Tamboo Bamboo. Pan is the National Instrument of Trinidad and Tobago. http://bbs.keyhole.com/ubb/ubbthreads.php? ubb=download&Number=903960&filename=20100511110919- 4be99d4f9e04a4.03513123.kmz
- 41. Second GradeSecond Grade Predator Prey TagPredator Prey Tag && Bake Sale!Bake Sale!
- 42. Predator Prey TagPredator Prey Tag • Purpose: • To understand the concept and vocabulary of predator and prey by playing a game where students must act out being a predator or a prey. • Activity: • Predators will be “taggers” and everyone else will be the prey. • Each round pick a predator and ask students what kind of animals could be the prey. • During each round, you can ask questions about food chains and different ways that animals protect themselves. • You can do this activity as a class outside or talk to your PE teacher and do it in the gym.
- 43. Bake Sale!Bake Sale! • Purpose: • To become familiar with economics by participating in a class bake sale. • Activity: • Set a date to have a bake sale. Tell students that they must earn money to buy treats at the bake sale based on their behavior at school. • Help students decide what price they should sell their treats before the bake sale begins. • Review the various terms in economics and discuss who are the producers and consumers, and what are the goods being sold? • Vocabulary: Producers, Consumers, Goods, Services, Earning, Spending, Saving
- 44. 33rdrd GradeGrade Math Matters to Mummys!Math Matters to Mummys! Symmetry in Egyptian ArtSymmetry in Egyptian Art
- 46. Symmetry was extremely important to the ancient Egyptians. They wanted to depict their world as orderly and perfectly balanced. Everything including mummy cases, furniture, jewelry and symbols was created using symmetrical balance.
- 48. Student Work
- 49. Third GradeThird Grade Alphabetical OrderAlphabetical Order && What Time Is It?What Time Is It?
- 50. Alphabetical OrderAlphabetical Order • Purpose: • To reinforce the concept of alphabetical order by placing themselves in alphabetical order. • Activity: • Divide the class into small groups and give each student one note card with a word written on it. • On your signal, the groups must place themselves in alphabetical order according the word on their note card. • Have each group come up to the class and read their words out loud to see if they placed themselves in the correct order. • Option: Look words up in the dictionary and read the meaning of certain words. Use this time to ask questions about prefixes, suffixes, syllables, and root words.
- 51. What Time Is It?What Time Is It? • Purpose: • To become more familiar with reading and using analog clocks. • Activity: • Divide the class into two teams and place one clock in front of each team. • The teacher will say a time and one student from each team must run to the clock and set the clock at the exact time that the teacher asked. • Option: • 1:30 or half past 1:00 • 15 minutes before 3:00 • Read a word problem and have students solve the problem before they set the clock.
- 52. Third or FourthThird or Fourth GradeGrade Let’s make our own BrassLet’s make our own Brass InstrumentsInstruments
- 53. Instructional Objectives: Students will: 1)Design investigations that determine what factors affect the pitch of brass instruments based on the length of the tubes or crooks. 2) Explore the factors that determine pitch fluctuation of brass instruments. 3) Create and record a meaningful hypothesis as well as accurate data sets reflecting knowledge gained through their investigation. Supplies: Garden Hoses, Ruler, Funnel, Brass instrument mouthpiece, Musical excerpts like “Trumpet Concerto in E-flat" by Haydn, Books like: Lithgow, John. The Remarkable Farkle McBride. New York: Simon and Schuster Books for Young Readers, 2000. Helpful websites like: http://www.dsokids.com
- 54. 44thth GradeGrade Oxidation in ArtOxidation in Art Using Metals in SculptureUsing Metals in Sculpture
- 55. Richard Serra. Band. (2006) ArtBabble.url
- 56. The final colors in a metal sculpture will be determined by the type of metal used and the way it reacts. It is necessary for the artist to understand how the sculpture will age.
- 57. Student Work
- 58. Student Work
- 59. Fourth GradeFourth Grade Geometry Galore!Geometry Galore! && Fact Or Opinion?Fact Or Opinion?
- 60. Geometry Galore!Geometry Galore! • Purpose: • To become more familiar with geometric vocabulary and its meaning. • Activity: • Students find a partner and with their bodies create various geometric commands that the teacher gives. • Example: • With your partner, show me what a right angle would look like. • Lines: parallel, intersecting, perpendicular • Angles: right, acute, obtuse • Translation, Rotation and Reflection
- 61. Fact Or Opinion?Fact Or Opinion? • Purpose: • To become more familiar with determining and creating facts and opinions. • Activity: • “I’ve never…” • Students write three sentences. Two facts and one opinion or two opinions and one fact. • One at a time students will read their sentences. Whenever the class thinks a sentence is a fact, they will stand up. If they think it is an opinion, they will sit down. • When the student has finished reading their three sentences, the rest of the class has to determine which sentence was the “odd one out.”
- 62. 55thth GradeGrade A Pictorial HistoryA Pictorial History The Civil War Through theThe Civil War Through the Eyes of an ArtistEyes of an Artist
- 63. The War Between the States created an unprecedented demand for the skills of the special artist. Young men trained in the craft of engraving or drafting were employed in great numbers by the publishers of Harper's, Leslie's, the New York Illustrated News, and the London Illustrated News.
- 64. Alfred Waud, Attack on Confederate forces at Raccoon Ford (1863) In September, 1862, during the Antietam Campaign, War Correspondent Alfred Waud made a sketch of Union troops skirmishing with Confederates across the Potomac River at Shepherdstown Ford. Alfred Waud
- 65. Winslow Homer, A Bivouac Fire on the Potomac, December 21, 1861 Winslow Homer
- 66. Google Earth – create a tour of Civil War sites using engravings or lithographs that show what life was like at the time. If Art Could Talk – have students take a Civil War illustration and add speech bubbles with the figures in the artwork explaining what was happening in the illustration. Civil War Newspaper – students can present research they have done by putting together a Civil War period illustrated newspaper. Living Artwork – create a movie or play with the students playing the characters in the artwork.
- 67. Fifth GradeFifth Grade Stretch It OutStretch It Out && Point Of ViewPoint Of View
- 68. Stretch It OutStretch It Out • Purpose: • To actively stretch muscles in order to “feel” each muscle and understand where it is located on their body. • Activity: • When teaching the various muscles on your body, have your students get actively involved with the lesson by stretching each muscle. • When stretching each muscle, ask students to name you the bone that is attached to that muscle. • “Show me a stretch that would stretch my quadriceps.” • “Show me a stretch that would stretch the muscle that covers the front of my femur.”
- 69. Point Of ViewPoint Of View • Purpose: • To become more familiar with the concept of “point of view” in stories. • Activity: • Choose a story to read to the class and divide class into groups. • Assign each group one character from the story and that group must act out the same story from that character’s point of view. (They may have to be creative and add more to the story!) • After students have finished acting, each student must pick one character to write a story from that character’s point of view. • Option: Use this same idea to focus on different parts of the story: plot, setting, summary… • Have students write a persuasive paper on which play they
- 70. Fifth GradeFifth Grade Pentatonic MusicalPentatonic Musical Fraction TubesFraction Tubes Can Creating a Musical Instrument be a Mathematical Experience?Can Creating a Musical Instrument be a Mathematical Experience?
- 72. Measurement Chart Fraction Inches Centimeters Scale degree A 1 14 13/16 37.7 1 B 8/9 13 3/16 33.5 2 C# 4/5 11 7/8 30.2 3 E 2/3 9 7/8 25.1 5 F# 3/5 8 7/8 22.6 6
- 73. Ask your Music Teacher… • Can you create a full octave Musical Fraction Tube Instrument following the pattern created by the 5 note M.F.T.? • Play known music on the M.F.T • Can you create counter melodies or harmonies that will be complementary based on fractions? Does the whole sound good when played together with 4/5 and 3/5…why is that true/false?( This gets into how sound waves work) • See if your Music Teacher has an octave set of Boomwhackers to experiment and explore with! • Compare your made instrument to the boomwhackers. • Compare the pitch/measurements of each fraction tube to the Boomwhackers.
- 74. A Final Thought… Specials teachers will want to work with you on these projects, and others! Please just keep in mind that when you are making your curriculum maps this would be the best time to brainstorm on what help you might like to have from us during the year. The more advance the notice we get, the better the experience will be for you and your students. We also need time to adjust our plans if we are to help teach these in our classrooms, and still maintain our curriculum and TEKS for the year.
- 75. Questions? • Have one now? • Wait till later… – alang@mckinneyisd.net music – kzeigler@mckinneyisd.net art – swilson@mckinneyisd.net pe
- 76. Thanks for coming!Thanks for coming! We appreciate you!We appreciate you!