Sharon Cole

December 13, 2020

ARH6930 FINAL PROJECT

Global Diversity Art Lesson Grade Level: PreKindergarten Estimated Time: 5-6 class periods
Lesson Title: Sensory Sound Sticks- Shhhh, Can You Hear it?
Enduring Idea or Theme: Communication

Overview
This art lesson is written without the appropriation of cultural objects, names or traditions. The
inclusion of voice and agency of native cultures is paramount and achievable through creative
means such as primary documents, works of art, first-person speakers and story. In addition,
adaptive art planning is essential to creating an inclusive classroom. This teaching and learning
experience will also empower students with special needs in creating art through adaptive
technology, sensory integration and process-oriented instruction. Through art and sound,
students will gain the knowledge and skills needed to express personal needs in positive and
meaningful ways. This program is relevant for all Prekindergarten learners to gain an
understanding of the art, experiences and identity of other cultures.

Students will explore how sculptural forms (rain sticks) are created and implemented by the
South American cultures along the Andes Mountains, to express and communicate the basic
need of water for farming and their survival. They will create mixed-media sculptures through
the investigation of a variety of materials, textures and tools. Students will investigate an
authentic Andean rain stick example, rain stick sculpture, and a musical performance of an
Andean music group playing rain sticks. Students will participate in group discussion, use
assistive technology, engage in process-oriented design, and presentation of artworks. They will
be evaluated through formative and summative assessments which include class discussion,
independent practice, student artwork and presentation. This lesson is based on the “Virginia’s
Foundation Blocks for Early Learning: Comprehensive Standards for Four-Year-Olds” (January
2013).

Enduring Ideas
Big Idea: Communication
• Rain sticks are unique and belong to the Chilean people.
• An artist’s artwork is special and unique in their culture.
• Texture is how something feels when you touch it.
• We can use art and sound to express our wants and needs.

Key Vocabulary
Rain stick, texture, color, sculpture, cylinder

State Learning Standards

Virginia’s Foundation Blocks for Early Learning: Comprehensive Standards for Four-Year-Olds.
(Virginia Department of Education, January 2013).
Virginia Standards for the Visual Arts:
Foundation Block 1 Visual Communication and Production: The child will develop an awareness
of the mechanics of the visual arts and produce various forms on a regular basis.
a) Understand that artists create visual arts using many different tools.
b) Understand that the visual arts take many forms.
c) Use a variety of materials, textures, and tools for producing visual art.
d) Develop and use fine motor skills necessary to produce two- and three-dimensional works of
art.
Foundation Block 2 Art History and Cultural Context: The child will develop an understanding of
the cultural importance of the visual arts.
a) Understand that all cultures have art that reflects their experiences and identity.
b) Understand that works of art can be a historical record of a certain time period in history.
c) Develop an appreciation for the various forms of visual arts.
Foundation Block 3 Analysis, Evaluation, and Critique: The child will respond to the visual arts in
a variety of ways using the body and multiple materials.
a) Use the body to express a response to a work of art.
b) Understand that each person responds to and creates works of art in unique ways.
c) Use available art supplies to express an individual response to an art form.
d) Use words to describe a response or reaction to a visual arts selection.
Foundation Block 4 Aesthetics: The child will examine and express different views and
experiences through the visual arts.
a) Understand that the visual arts express feelings, experiences, and cultures.
c) Create specific works of art based on a common theme, concept, or emotion.
d) Collect, compare, and use natural objects and objects made by people.

Correlation to Virginia Standards for Music:

Foundation Block 3 Music History and Cultural Context: The child will develop an appreciation
of different styles of music.
a) Understand that music comes from many different places in the world.
b) Understand that music sounds differently depending on who created it and when it was
written.
c) Develop an appreciation for different types of music.
Foundation Block 5 Aesthetics: The child will listen and respond to recorded and live music
performances.
b) Express a response to a musical selection by using available visual arts supplies.

Correlation to Virginia Standards for History and Social Science:

Foundation Block 1 History/Similarities and Differences: The child will identify ways in which
people are alike and different.
a) Recognize ways in which people are alike and different.
c) Make the connection that he/she is both a member of a family and a member of a classroom
community.
e) Participate in activities and traditions associated with different cultural heritages.

Correlation to Virginia Standards for Personal and Social Development:

Foundation Block 1 Self-Concept: The child will demonstrate self-confidence and self-reflection.
c) Recognize self as a unique individual and respect differences of others.
d) Develop personal preferences regarding activities and materials.
e) Demonstrate self-direction in use of materials.
f) Develop increasing independence in school activities throughout the day.

Lesson Objectives
In this lesson, the students will individually and cooperatively (groups of 3-4) in five class
periods: (1) explore how sculptural forms (rain sticks) are created and implemented by the
South American cultures along the Andes Mountains (Chile and Ecuador); (2) identify examples
of contemporary South American artists and artworks; (3) discuss the similarities and
differences between the South American and student artwork; (4) create a three-dimensional
work of art that incorporates color, shape, texture, movement and found objects; (5)
experiment with various tools and the application of mixed-media materials in their own
artwork; (6) engage in design and presentation of artworks.

Tools and Materials

The teacher will need to:
1. Show rain stick artworks on overhead projector to introduce the lesson; have Andes Manta
music video Andes Manta The vibrant music of the South American Andes ready to play.
https://www.kennedy-center.org/education/resources-for-educators/classroom-
resources/media-and-interactives/media/international/andes-manta/
2. Have an authentic rain stick example from Chile, bought from amazon.com or
https://www.africaheartwoodproject.org/product/chilean-cactus-rainsticks/. Watch their
demo video on how to properly use a rain stick.
3. Have textures video Twinkle Trails Episode 20- The Texture Desert (Musical Version) ready to
play: https://youtu.be/_oQIJscP7bE
4. Provide teacher/student example artwork (Figure 1) to show students when introducing
studio activity.
5. Have construction paper and crayon ready to quickly demonstrate a cylindrical shape.
6. Set up a tube filling station with deep trays of popcorn kernals and rice with small scoops.
7. If using recycled paper rolls, pre-cut 2” diameter paperboard circles for endcaps.

Art supplies to include the following: 2”x18”cardboard mailing tubes with caps, aluminum foil,
smaller diameter recycled plastic wrap/wax paper tubes to wrap foil around, cupcake liners,
popcorn kernels, uncooked rice, glue sponge containers (pour white glue over a sponge in a
plastic sandwich container and cover with lid), glue sticks, tempera paints, paint brushes,
cotton swabs, scissors, small/thick rubber bands, brown school paper towels, tissue paper,
textured paper, white textured paper towels, paper doilies, craft fur, beads, feathers, bubble
wrap, string/yarn, ribbon, felt, pom poms.

Introduction
First Class Period: Show the rain stick artwork on the overhead projector, introducing Chilean
rain sticks. A condensed version is provided: The Chilean people live in the South American
rainforests. Sometimes it stops raining and the ground becomes hard and dry. They create rain
sticks to call the rain, so the rain will water their plants again. They need the rain to grow food
and for water to drink. Point to the slide with the rain sticks. Ask students, “What shape does
the rain stick have?” (A student will likely say a rectangle). Point out that when you draw it flat
on paper, it is a rectangle, but when you make it round, it is called a cylinder. Demonstrate by
drawing a rectangle on a piece of construction paper and then making it roll it up like a tube.
Can everybody say “cylinder”? Let’s clap it CYL—IN—DER, let’s tap it CYL—IN—DER, let’s stomp
it CYL—IN—DER!

Introduce the real rain stick. Walk around to the students and let them touch it. What do you
think the rain stick is made of? Ask them to think quietly in their brains and share what they
think with their friend next to them. Explain that it is made of cactus and the ones on the
screen are made of bamboo and wood. They come from nature. What do you think the Chilean
people do with the rain stick to make the rain come? Demonstrate how to turn the rain stick
and how it sounds.

Introduce the studio activity by saying that we are going to create our own artwork similar to
the rain sticks. Tell them that their artwork will have its own name “sound sticks” because rain
sticks belong to the Chilean people. Show student example sound stick (Figure 2). Our
sculptures will have lots of texture. Texture is how something feels when you touch it. Can
everybody say “texture”? Let’s clap it TEX-TURE, let’s tap it TEX-TURE, let’s stomp it TEX-TURE!
Show the texture video Twinkle Trails Episode 20- The Texture Desert (Musical Version). Then
begin guided practice.

Second Class Period: Ask the students what do you think is inside rain sticks that makes the rain
sound? Seeds or rocks. Tell them that the Chilean people also use rain sticks as musical
instruments. Spanish is their native/home language and they call rain sticks Palo de Lluvia
(pronounced PA-low day YEW-vee-ah). Can everybody say Palo de Lluvia? Let’s clap it PA-LOW
DAY YEW-VEE-AH, let’s tap it PA-LOW DAY YEW-VEE-AH, let’s stomp it PA-LOW DAY YEW-VEE-
AH! Show the first 5 minutes of the Andes Manta The vibrant music of the South American
Andes video where the Andes Manta music group explains what their country looks like. Then
skip the video to 8:25 and play the rainforest song in which they play the rain sticks
(approximately 9 minutes long). Point out the rain sticks to the students and how slowly the
musicians move them. Stop the video and resume guided practice.

Third Class Period: Tell students that they will add color texture to their sound sticks to make
them uniquely their own. Remind them- our sculptures are called sound sticks because rain
sticks belong to the Chilean people. Show them textural materials. What kinds of textures do
you think these are? Soft, rough, smooth or bumpy? Maybe feathers, paper, bubble wrap,
beads, felt, ribbon and yarn. Does your sound stick have to look like your friend’s sound stick?
(No!) Will it look like the Chilean people’s rainsticks? (No!) Everyone’s sound stick will be
different and that’s what makes them special.
Fourth Class Period: Tell students they will be painting their sound sticks. What colors will they
use? Resume playing songs from the Andes Manta The vibrant music of the South American
Andes video while they paint.

Procedure
Guided Practice modeling/demo- Demonstrate the project step by step using inquiry-based
instruction prior to independent practice.

First Class Period, the students will:

1. Press a tube endcap on a glue sponge and press it in the end of the tube. Emphasize pressing
down really hard on the glue sponge and then the tube.
2. Flatten a cupcake liner and press it down on the glue sponge. Put it over the end cap and
close down the side onto the tube. Add a rubber band. Students can help each other by
using both hands to stretch the rubber band on their peer’s tube. Set aside.
6. Slide a sticky note with the student’s name under the rubber band. Set aside to dry.

Second Class Period, the students will:

1. Scrunch a piece of aluminum foil into a long fat wiggle worm. Coil the wiggle worm gently
around a smaller diameter tube. Don’t squish the wiggle worm. Slide it off. Don’t squish the
wiggle worm!
2. Pick up the big tube with the glued endcap and slide in the foil wiggle worm into her house
(tube).
3. Hold the tube with opening up so the wiggle worm doesn’t fall out. Which way is up? Go to
the filling station.
4. Add two scoops of rice or popcorn kernels. Return to table holding the tube opening up.
Which way is up?
5. Press a tube endcap on a glue sponge and press it in the end of the tube. Emphasize pressing
down really hard on the glue sponge and then the tube.
6. Flatten a cupcake liner and press it down on the glue sponge. Put it over the end cap and
close down the side onto the tube. Add a rubber band. Students can help each other by
using both hands to stretch the rubber band on their peer’s tube. Set aside to dry.

Third Class Period, the students will:

1. Glue various papers, bubble wrap, craft fur, beads, etc. of their choice onto the tube using a
glue sponge.
2. Self-assess their artwork when teacher prompts them, “Did you cover all of the paper on
your sculpture?”
3. Ask their friend next to them, “Am I done?” Set aside to dry.

Fourth Class Period, the students will:

1. Paint the tube using paint brushes and cotton swabs.
2. Self-assess their artwork when teacher prompts them, “Can you add more details to your
sculpture?”
3. Watch the Andes Manta music video while they paint.
4. Wrap string over the rubber bands. Assist them with tying knots.
5. Ask their friend next to them, “Am I done?” Set aside to dry.

Fifth Class Period, the students will:

1. Present their sound stick sculptures together during class critique, and will respond to
prompts like, “Show us a texture.” or “Show us your favorite color.” and “Show us what
sound it makes.”
2. Play their sound sticks as an accompaniment to the Andes Manta rainforest song video or
optional collaborative activity with music teacher.
3. Use sound sticks as a sound/sensory transition tool to aid in start/stopping future project
activities in the art classroom.

Recommended accommodations & adaptive instruction:

• Provide lightbox for sight impaired, hand-over/under- hand assistance, adaptive tools
(scissors, paint brushes), non-slip surfaces for physically impaired, slantboards, modified
mediums.
• Be the student’s assistant if they are physically unable to complete task.
• Increase time to complete activities and/or break down instructions into smaller steps.
• Sign language or visual poster cues of art vocabulary terms for speech and hearing
impaired.
• Provide a quiet area or “quiet box” away from activity for students who need a safe place to
calm down.

Differentiated instruction:
• Provide independent project options or storybooks for early finishers.
• Have them mentor struggling peers.
• Challenge them to design the project further.

Figure 1: Student Examples of Sound Sticks Sculpture

Distribution and Clean-Up

Prep tables before class begins with materials. At the end of class, quiet helpers will put away
supplies and sponge off the tables.

Closure
Students will share their artwork during class critique, and will respond to prompts like, “Show
us a texture.” or “Show us your favorite color.” and “Show us what sound it makes.” Then they
will play their sound sticks as an accompaniment to the Andes Manta rainforest song video or
as an optional collaborative activity with the music teacher. The sound sticks will serve as
individual and group sound/sensory transition tools to aid in start/stopping future project
activities in the art classroom.

Assessment
Formative assessments to include teacher engaging students in anticipatory set at beginning of
lesson, group discussion, and observing student independent practice at onset of project.
Summative assessments to include student artwork, sharing with artwork with peers, and
student musical performance.

Artists or Works of Art Studied

Works of art studied in the lesson are shown below:

Andes Manta music group, n.d., Palo de Lluvia, bamboo. (PA-low day YEW-vee-ah) Teacher
emphasis should be on materials, color, dots, texture, cultural significance.

Latin Percussion, 20th century, Rain Stick, Wood, cork, sand, 37 11/16 × 2 in. The Metropolitan
Museum of Art permanent collection. Teacher emphasis should be on materials, size, texture,
cultural significance.
References
Andes Manta, n.d. Palo de Lluvia [Sculpture]. https://www.kennedy-
center.org/education/resources-for-educators/classroom-resources/media-and-
interactives/media/international/andes-manta/

Coleman, M. B., & Cramer, E. S. (2015). Creating meaningful art experiences with assistive
technology for students with physical, visual, severe, and multiple disabilities. Art
Education, 68(2), 6-13.

Latin Percussion, 20th century. Rain Stick [Sculpture].

https://www.metmuseum.org/art/collection/search/503300

Little Lives Incorporated (2012). Twinkle Trails Episode 20- The Texture Desert (Musical Version).
https://youtu.be/_oQIJscP7bE

Moseley, C., & Fies, C. (2007). Rainsticks: Integrating Culture, Folklore, and the Physics of
Sound. Science Activities, 44(1), 2–5. https://doi.org/10.3200/SATS.44.1.2-5

The Kennedy Center (date). Andes Manta The vibrant music of the South American Andes
https://www.kennedy-center.org/education/resources-for-educators/classroom-
resources/media-and-interactives/media/international/andes-manta/

Virginia Department of Education. (January 2013). Virginia’s Foundation Blocks for Early
Learning: Comprehensive Standards for Four-Year-Olds.
https://www.doe.virginia.gov/early-childhood/curriculum/index.shtml