EDUC222

REHEARSALS
Directions: Provide at least 2 activities in the classroom set up for these types of
learners.

1. Visual Arts

 Found Object Color Wheel: Using the objects found

throughout one’s home, have students collect as many colored objects as
they can to create a color wheel. It will become a fun challenge to see how
many different objects in different hues one can find at their home.

 Paper Mache Zoo. In this visual arts lesson, students will create
zoo animals (or any animals) using paper mache. The ‘zoo’ can be displayed in
the classroom or in a localized area of the school.
2. Music

 Get Rhythmic with Syllables. Introduce young children

to the simple rhythms found in familiar words. There are many ways to teach
this activity. Mark Warner suggests beginning with the words Tea and Coffee.

 Hear it! Clap it! Write it! This is a great game for teaching
young children the fundamentals of writing rhythms. Start by teaching each
child how the 4/4 time signature works and explain what whole notes
(semibreves), half notes (minims), quarter notes (crotchets), and eight notes
(quavers) are.
Give each child a dry erase markers and a plastic covered piece of cardboard
with 16 squares (four rows of for). Then, clap out some basic rhythms and
have the children clap them as well. Ask the children to then write the
rhythm into the squares. Gradually build up to more advanced rhythms.

3. Intellectual Giftedness
  Literature Circles. In a literature circle, a small group of students
have a discussion about a story that they have all read. The activity is student
centered and gives students the opportunity to be leaders and engage in
critical thinking. Each student within the group is given a role or job. For
example, the Summarizer, the Question Writer, the Story Mapper, and/or the
Presenter. When the circle has completed group discussion, the group can
then present their findings to the rest of the class.

 Writing Extension Activities. If your gifted students'

strengths are in writing, provide your students with frequent opportunities to
creatively write about books they have read. For example, have students re-
write the ending of a story, change the characters or setting or even create a
sequel to a story they have just read. These activities can be challenging and
help gifted students be more creative with their writing.

4. Performing Arts
 Freeze frame: children are asked to freeze in the middle of an
improvisation, and the educator provides props, asks questions, or prompts
children what to do next. For example:
 give a new prop or costume to change the scene: the children might be
looking for buried treasure, and you give them each a key to a chest
 provide a word that children have to use in their scene: children might be
pretending to order at a restaurant and they have to use the word slimy in
the next moment
 Soundscape: the educator provides background sounds or music for
children to respond to; the educator models relevant vocabulary and
sentences and asks children to describe what they are imagining. For
example:
 play the sounds of the jungle and ask children to figure out what it sounds
like, and who (or what) might be in the jungle
 Play soft lullaby music and ask children to figure out if it is music for a
sleeping baby, and if they would like to become a parent, sibling, baby, or
teddy bear.