OBJECTIVES
Visual Art - Artistic Perception Component - Secondary Colors: (orange, green, violet). The students will expand the visual arts vocabulary through teacher modeling, class discussion and exploration . They will use the secondary colors (markers, crayons or pencil) to color the trick-or-treat haunted house bag.

Music Discipline - Artistic Perception Component The students will demonstrate their understanding of crescendo; to achieve dramatic effect in singing the Halloween Song (basic technique used to provide mood in Music).

RATIONALE: Children learn to acquire music elements: mood, tone, melody, rhythm, harmony, long before they can give these elements a definition name or characteristics. Children from birth respond naturally to a rhythm of music or tone of music by repetition of what the child hear and sees. A good way to engage children and begin music instruction is through MOOD. This immediately provides a context which they understand even if they have not been exposed to formal music instruction. The use of Crescendo provides an extension to mood nicely. Halloween does the trick. (eerie, spooky) (soft to loud)

STRATEGY: Direct Instruction and Guided Discovery

VISUAL ARTS VOCABULARY
Primary colors (Red, Yellow,Blue)
Secondary Colors (Green, Orange,Violet)

MUSIC VOCABULARY
Crescendo - a gradual increase in force, volume or loudness

INTRODUCTION The teacher will tell the students that they will learning to sing a Halloween Song after the coloring activity. And while the students are coloring their trick-or-treat haunted house, they will be listening to a tape or record with Halloween music/sound selections. (The children will enjoy the accompaniment and this sets up the music segment in the lesson.) Continue to explain that while they are listening to the Halloween music, they should be specifically listening for crescendo effect. The teacher will define what crescendo means and will give an example of crescendo either through voice or taped music selection before the activities begin.

SPECIAL NOTE: Teacher may have the students design their own haunted house or use a prepared chosen design depending upon lesson time constrictions and ability of students.

PROCEDURES
1. The student helpers will pass put the Halloween Haunted House handouts for the coloring activity.

2. The teacher will review primary colors and introduce secondary colors as new information/vocabulary. What makes them different from primary colors? How are secondary colors made? Do we see these colors in a rainbow? Do we see these colors in Halloween celebration?

3. The teacher will model the art expectations. (Coloring, cutting, pasting, naming).

4. Student helpers will distribute the bags and art materials needed for the project.

5. The students will color and assemble their visual art project with the added secondary color knowledge.

6. Halloween music is turned off. Clean-up and pick up of materials are returned to original class placement.

7. Rearrangement of classroom desks may be necessary. The children should be comfortable seated on the floor in close proximity to front board and teacher. Music handouts are distributed.

8. The teacher will sing and model the song with an increasing crescendo. The words will be placed on the front board. She will go over the words several times so that the children are familiar with them. (Some of the children will need added visual/auditory input for success to take place.)

9. Ask the students if they have any questions? Can they read the words? Can they remember the song?

10. Ask if there are any student volunteers who would like to sing the crescendo effect in the song.

11. As a class, the students sing the written music keeping in mind the crescendo effect. SPECIAL NOTE: Halloween song can be found at the end of lesson. This music exercise can have several variations in class production. The inclusion of special effects instruments can be added for interest and production of sound. Musical Learning - To achieve a dramatic effect, the children may sing this song with a gradual crescendo from beginning to end. For an opportunity to hear individual voices, the teacher may ask for volunteers to sing Hal - low - een! This can be extended to include sounds from instruments such as sand blocks, rhythm sticks, or any other instruments that the students think will enhance an eerie, weerie effect.

CLOSURE: Ask the students if they would like to do this song on another day with added instrumentation. Question the children to see if they would like to break up into smaller groups to perform at a later date. Can the students think up other sounds that could be made by using home made instruments or objects? Open a discussion on how feelings and mood contribute to music selections. What songs are they familiar with that show a distinctive mood: lively.joyous; quite, somber? How are the primary colors and secondary colors associated with mood in art? What are the children' reflections when transferring mood from art to music?

CLEAN UP: Replace all the desks to original position. Put the song sheet away in their desks for possible use.

EVALUATION: The teacher will informally assess the secondary color information given to the students earlier by viewing the finished art projects. Did the student use the secondary colors? The teacher will ask students in the following days about the colorful haunted houses to see if they understand the concept of secondary colors and to give them a positive reaction to their creative work. The teacher will observe and listen for active engagement by the students as they demonstrate their knowledge of crescendo element during the singingsegment of the lesson.

MATERIALS:
Visual Arts - Bags, haunted house handouts, markers or crayons, scissors, paste/glue, newspapers

Music - Song handout, records/tapes

SONG EXAMPLE Words by Joan Haines, GROWING WITH MUSIC, 1966

OUT IN THE NIGHT THERE'S AN EERIE, WEERIE SOUND,
DOWN FROM THE DARKNESS, AND RISING FROM THE GROUND,
WITCHES AND GOBLINS ARE GATHERING AROUND, FOR IT'S
H A L L O W E E N. ( Any number of songs can be used)

REFERENCES
Visual and Performing Arts Framework. California State Department of Education, Sacramento (1996)

Growing with Music, Prentice-Hall, Inc., Englewood Cliffs, N.J. (1966)