TK: Visual and Performing Arts

Lessons and pupil materials

• Make an artwork with an idea
• Make music, movement, and drama

Learning sequence

Explore materials, sounds, movement, and roles. Notice features of an artwork or performance, make expressive choices, and discuss their effects. Include artists and traditions represented in the community alongside unfamiliar examples, using accurate context and lawful resources. California's PTKLF Visual and Performing Arts domain includes visual art, music, dance, and drama.

Make an image with a purpose

Offer paper and drawing or collage materials. Model how line, shape, texture, and placement can communicate an idea. Children choose something they want a viewer to notice, make it, explain a choice, and revise if they wish. Do not supply a single product for everyone to copy. The pupil artist page holds a plan, work, and a dictated artist statement.

Hear and make patterns

Clap or tap a short pattern and let children echo, vary, and create one. Compare a steady beat with a pattern played over it. Use voices, body percussion, or safe classroom instruments. Invite children to draw symbols that help a partner perform their pattern. Change volume and tempo while preserving a pattern; ask what changed.

Move an idea and tell a story

Explore levels, pathways, and contrasting movement qualities using accessible movements. Invite a beginning, change, and ending. Then use the original pupil story for drama: choose roles, plan actions, and retell or change the ending. A narrator, sound-maker, seated movement, or communication device can be an equally meaningful role.

Evidence

Save a plan, a work or teacher description, and the child's account of a choice. Look for increasingly intentional expression, perception, and revision. Do not score artistic quality by realism, obedience to a template, or confidence performing publicly.