2025 STUDY GUIDE
SCHOOL DAY - FRIDAY, MAY 2, 2025
9:30 AM – 1:00 PM THE MUSIC CENTER
TABLE OF CONTENTS
Lesson 1 – Metamorphosis – Life Cycle of the Butterfly 4
Lesson 2 – Weather In Our Atmosphere 8
Lesson 3 – Water: 3 Types of Molecules - Solid, Liquid, Gas 12
The Music Center’s
46 th ANNUAL VERY SPECIAL ARTS FESTIVAL
WHEN Friday, May 2, 2025
9:30 a.m. – 1:00 p.m.
OUR SUPPORTERS
The Music Center’s Very Special Arts Festival, a TMC Arts program, is made possible by support from:
LEAD SUPPORTER
Mimi Song
Margaret Sheehy Collins
Special thanks to our generous supporters: Moss Foundation
The Robert Nelson Foundation
Ring-Miscikowski Foundation/The Ring Foundation
Lois Rosen
Los Angeles County Board of Supervisors City of Los Angeles
FESTIVAL PRODUCERS
ABOUT THE VERY SPECIAL ARTS FESTIVAL
Th e Music Center's Very Special Arts Festival is an annual inclusive event celebrating the artistic achievements of students of all abilities. The festival features student and professional performances, visual and performing arts workshops, and a student art exhibit created around the theme. Presented in partnership with the Los Angeles Unified School District (LAUSD) and the Los Angeles County Office of Education (LACOE), the Very Special Arts Festival is free and open to all grade levels. The festival wi ll offer students and teachers the opportunity to experience performances and participate in multiple art workshops and well as a virtual art gallery.
Included in this study guide are three (3) lesson plans that were crafted to help teachers explore various ideas related to this year’s theme “Arts & Science Unite”. The lessons have been prepared by Susan Cambigue-Tracey, Director of Special Projects for The Music Center Education department The lessons were developed with a focus on empowerment and are thoughtful and dynamic ways to bring arts to the classroom. Teachers may wish to incorporate some of these ideas into their existing curriculum in preparation for the festival.
We can’t wait to see you there!
Photo from the 2023 Very Special Arts Festival at The Music Center.
Arts & Science Unite
Metamorphosis - Life Cycle of the Butterfly Dance and Visual Arts
Grades - Elementary - adaptable for Secondary
CONCEPT and ESSENTIAL QUESTION
How does the life cycle of butterflies compare and contrast to the human life cycle? How do colors, patterns and body constructions give us inspiration for artistic expression?
ELEMENTS, VOCABULARY AND SKILLS OF ART FORM
Butterfly Caterpillar Egg Larva Lines
Pupa Metamorphosis
Stages of Butterfly: 1. Egg 2. Caterpillar (larva) 3. Chrysalis (pupa) 4. Butterfly
STUDENT OUTCOMES - Students will:
Life Cycle
Shapes
• Use movement and self expression to explore and experience the 4 stages of a butterfly
• Observe pictures of the life cycle of a butterfly and discuss what they saw
• Create a visual arts piece showing the four stages of a butterfly
PROGRESSION OF CONTENT, SKILLS AND TASKS
Anticipatory Set: Participate in a physical warm-up based on the movements/shapes of the egg, caterpillar, and butterfly. Movements can include: making the shape of an egg in 3 - 5 different ways; wiggle or circle different body parts for 8 counts - freeze and hold for 2 counts.Wiggle entire body for 8 counts - freeze 4 counts. Repeat with crawling and flying movements. Inhale breath - 4 counts - exhale - 4 cts. Do opening gestures with the inhale and contracting gestures with the exhale. Freeze in both the open and closed shapes (expand/contract).
Assessing Prior Knowledge:
• Have you seen a caterpillar? Describe how it moves.
• Have you seen a butterfly? Describe a butterfly? Using action words, describe its movement.
• Have you seen a pupa (also called chrysalis or cocoon)? What is its function?
• What is a life cycle? Do humans & animals have a life cycle? Name the sections of the cycle.
Getting Smarter:
• See visuals showing the four stages of the life cycle of the butterfly. Discuss these stages.
• Explore these 4 stages through movement: 3 different egg shapes; caterpillar movements - 16 counts. wrapping and creating a pupa -8 cts; holding hanging pupa shape - 8 cts; eating itself out and changing into a butterfly shape; drying wings -8 cts; flying from flower to flower using high/low and curved paths; freezing ending shape - 4 cts. Encourage variations in the movements - change tempo, levels, rhythm, directions
• With pencils/crayons sketch out the four stages of the butterfly (egg/caterpillar/pupa/butterfly). Use different types of lines (straight, bent, curves, circular, zig zag, dots) and shapes (geometric and organic) to show your ideas and impressions. Connect the lines, create patterns, and fill in some of the shapes.
Becoming an Expert:
TASK: Students will create a visual representation of the Life Cycle of the Butterfly. Take a large sheet of paper and fold it into four sections.Number each section #1-4 and write the word for each. Using a variety of lines and shapes, show, in sequence the four stages of the butterfly.
CRITERIA: Students will:
• fold paper into four equal parts
• number each quarter with numbers 1 - 2 - 3 - 4
• show the four stages of the butterfly, one per space in correct sequence using a variety of lines and shapes. Use markers, crayons or paint, add color to your images.
• add leaves and flowers. (Optional)
• write the word that describes each stage in one corner.
Verbal Assessment:
• Share the artwork and discuss the criteria and choices made by each student artist.
• Have each student use words or gestures to respond to their own artwork.
* What did you most enjoy about this experience? What would you add or change? Making Connections:
• How is the life cycle the same and different from the human or animal life cycle?
* What other creatures do you know that have a life cycle? Name the parts. TEACHER FOLLOW-UP:
• Make a bulletin board displaying the student’s artwork.
• Create a class mural showing the four states of the butterfly - label “Metamorphosis”
• CALIFORNIAARTS STANDARDS -
Cr - Create Pr - Perform/Presenting/Producing Re - Respond Cn - Connect
1.DA:Cn10
a.Find an experience expressed or portrayed in a dance that relates to a familiar experience. Identify the movements that communicate this experience.
2.VA:CR3
a.Discuss, reflect, and add details to enhance an artwork’s emerging meaning.
SOCIALAND EMOTIONAL LEARNING: • Self Management • Social Awareness 21st CENTURY LEARNING SKILLS
• Creativity
• Hands-on-Learning
• Effective Written and Oral Communication
Materials: Large sheets of paper for each student; colored pens/markers; crayons; visuals
Arts & Science Unite
Weather in our Atmosphere
Grades - Elementary - adaptable for Secondary
CONCEPT and ESSENTIAL QUESTION
• Weather is the day-to-day conditions of the atmosphere at a specific place with respect to conditions like humidity, temperature, wind speed, fog, rainfall, snow, lightning, etc.
• How can weather affect the way we feel?
ELEMENTS, VOCABULARY AND SKILLS OF ART FORM
STUDENT OUTCOMES - Students will:
•. Identify a wide variety of weather conditions and be able to distinguish between them.
• Use movements, shapes, pathways & energy to express a variety of different weather conditions.
• Observe & discuss pictures of different types of weather; brainstorm words that describe them.
• Express the emotions of a variety of weather patterns.
• Select a specific type of weather; write words that capture its movements, shapes and pathways.
• Create a simple story featuring weather - have a beginning, middle and ending.
PROGRESSION OF CONTENT, SKILLS AND TASKS
Anticipatory Set: Show pictures of different types of weather conditions and have students discuss each one, comparing and contrasting. Make a list of words on the board. Provide photos, if available.
Explain that the person who tells about the weather is a meteorologist; this a person who scientifically studies the weather. Give a few example of a person giving a weather report.
Next, have each student think of how they are feeling; then turn those emotions and feelings into a personal weather report. Here is an example: The sky is gray and a little cloudy. But, a gentle wind is blowing the clouds away and the sun is breaking through. It is forecast that the day will be sunny in the afternoon. Read a few weather reports from a newspaper or give a couple of examples of a person on the news giving a weather report. Then, ask each person to create a “Weather Report” using their own emotions and frame of mind.
FACTS:
• The temperature of a place is measured using a Thermometer.
• A Rain Gauge is used to measure the amount of rainfall.
•. The average weather pattern taken over a long time is called “The Climate.”
Assessing Prior Knowledge:
• What do you know about weather? What would you like to know?
• Brainstorm all the words you can think of that relate to, or describe weather. Make a WEATHER word web.
Getting Smarter:
• Teacher gives a short Movement Warm-Up using circles to warm up different body parts. Use music, or a count of 8 beats for each body part head; shoulders; arms, torso, legs, and then the full body. Freeze in a circular shape.
Create a new circular shape at a different level. Or face a new part of the room.Finally, create a circular shape with a few people around you.
• Imagine a paintbrush on different body parts. Use different body parts as the paint brush - 8 counts each. Explore ways to change the size, direction and energy of your movements. Start: imagine you have a paint brush on the top of the head and paint circles on the ceiling, changing their size, direction and tempo; next, imagine the paintbrush on one elbow and then the other, switch the paintbrush to your hips; then draw circles on the floor with your feet. Finally, Pick three body parts and explore moving the paintbrush from one body part to the other; create circles of different sizes, directions, in the air and on the floor, in place, and then traveling. Freeze - stop the motion quickly and focus.
• Explore ways to show the following 5 different forms of weather -
1. Rainstorm with thunder and lightning.
2.A sunny day that gets hotter and hotter.
3.Fog moving across the land slowly and covering everything.
4.Snow falling and piling up - snowflake shapes.
5.A light breeze than gets stronger and stronger becoming a windstorm.
Beginning - Be the weather; Freeze.
Middle: React to the weather; Freeze.
Ending: Form a Tableau to show a Postcard scene - featuring people and the weather.
• Create a tableaux that shows both the weather and the people experiencing the weather. Think of making a Weather Postcard scene. Practice this with your small group as you respond by making body positions in response to the weather.
• Discuss how it felt to be the weather; then describe how it felt to be affected by the weather.
Becoming an Expert:
TASK: Working with a partner, or in a small group, create a theatre study with a beginning, a middle and an end. The beginning is a choice of one type of weather, moving like that type of weather - the middle changes to people responding to the weather (e.g, walking against the wind and rain, trying to open an umbrella and it blows in different directions, pulling you with it; the ending is a group tableau of postcard scenes of the weather and people responding.
CRITERIA: Students will:
• As a group, decide on the form of weather you wish to show as the Beginning. Brainstorm action words, energy qualities, and pathways to use. You have 16 counts.
• Middle: Show how you might react to the weather condition you selected. You have 16 counts.
• Ending: Tableau (Postcard Scene) You have 8 counts to create your scene and 8 counts to hold it still
• Show strong energy throughout, whether you are the weather or are reacting to it.
• Work cooperatively with members of your group.
Making Connections:
• Discuss each group dance and review the criteria.
• Discuss what was learned about the weather and its impact on people.
• What did you most enjoy about this experience? What is something new you learned?
TEACHER FOLLOW-UP:
• Give more scientific information about weather. Perhaps find songs about water, or use ocean or rain sounds in the music. Add water music to the dance studies they created for a richer experience.
• CALIFORNIAARTS STANDARDS -
Cr - Create Pr - Perform/Presenting/Producing Re - Respond Cn - Connect
2.DA:Cr2
Improvise a dance phrase with a beginning, a middle that has a main idea, and a clear end. Choose movements that express a main idea or emotion or follow a musical phrase. Explain reasons for movement choices.
a.Demonstrate a range of locomotor and non-locomotor movements, body patterning, and dance sequences that require moving through space using a variety of pathways.
b.Move safely in a variety of spatial relationships and formations with other dancers, sharing and maintaining personal space.
2.DA.Cn10
a. Describe, create, and/or perform a dance expressing personal meaning and explain how certain movements express this meaning.
• Social and Emotional Learning • Self Management. • Relationship Skills 21st Century Skills
• Creativity • Hands-on-Learning. • Effective Written and Oral • Communication
Arts & Science Unite
Water: 3 Types of Molecules - Solid, Liquid, Gas
Grades - Elementary - adaptable for Secondary
CONCEPT and ESSENTIAL QUESTION
Water molecules exist in 3 different forms: solid (ice), liquid (water) and gas (steam). Water is a transparent, tasteless, and odorless chemical substance. In what ways does water contribute to life on earth? Where is water found?
ELEMENTS, VOCABULARY AND SKILLS OF ART FORM
STUDENT OUTCOMES - Students will:
• Use movements, shapes, pathways & energy to show the 3 forms of water molecules.
• Observe & discuss pictures of the three forms of water; brainstorm words that describe them
• Discuss the differences between different forms (molecules) of water
• Explore each form of water and brainstorm words that dscribe each one
• Create a short dance study that captures the movement qulities, shapes and structure of each form of water. Have a beginning, middle and an ending to the study
PROGRESSION OF CONTENT, SKILLS AND TASKS
Anticipatory Set: Put information about water on small pieces of paper. Fold each piece and place in a box, bag or basket. Make a small sign that says: Facts about Water. Have different students pull a piece of paper out and read it to the group.
FACTS: Water is a simple molecule; Each water molecule has 1 oxygen atom that is bonded to 2 hydrogen atoms. About 75% of the Earth’s surface is water. The human body is over 60% water. There are 3 different forms of water - solid (ice), liquid, and gas (steam). A solid has a fixed shape and volume; a solid can change shape when a force is applied. A liquid can be poured easily and takes the shape of the bottom of the container it is in. Gas is often invisible and the molecules are few and not evenly spaced. Solid molecules are strongly held together and don’t move much; gas molecules can freely move; liquid molecules can move easily over and around each other, taking on the volume and shape of their containers.
Share the information on water, with an emphasis on the three different forms (solid - liquid - gas.) Perhaps have visuals that show water in its three forms. Discuss student’s observations.
Assessing Prior Knowledge:
• What do you know about water? What would you like to know?
•. Brainstorm all the words you can think of that relate to, or describe water. Make a WATER word web.
Getting Smarter:
• Teacher gives prompts to stimulate students to explore how they can move like the three different forms of water. For example, Move your arms, legs, head, shoulders, feet in a way that water moves - smooth and flowing, splashing, rising and falling, pouring; as you move like water, move along a path like a river or rise up and move like ocean waves; pour yourself into an imaginary container and show the shape of the container you are in. Change the energy of the water (strong, soft, splashing turbulent, etc.) Change to prompts for gas, fog or steam. Connect/ create tightly bound shapes for ice.
Becoming an Expert:
TASK: Working with a partner, or in a small group, create a dance that shows the three types of water molecules - put the dance sections into any order you wish. End your dance forming an ice sculpture.
CRITERIA: Students will:
• Identify 3-5 energy, shape and pathway words that you will use for each part of your dance.
• Have a section that portrays each of the three forms of water; decide on your order.
• Use 16 counts for each section and 8 counts to form the ending ice sculpture.
• In the Ice Sculpture, make sure that there is a strong shape in which the ice is both sculpted and connected.
• Work cooperatively with members of your group.
Making Connections:
• Discuss each group dance and review the criteria.
• Discuss what was learned about the three types of water forms (molecules)
• What did you most enjoy about this experience? What is something new you learned?
TEACHER FOLLOW-UP:
• Give more scientific information about water. Perhaps find songs about water, or use ocean or rain sounds in the music. Add water music to the dance studies they created for a richer experience.
• CALIFORNIAARTS STANDARDS -
Cr - Create Pr - Perform/Presenting/Producing Re - Respond Cn - Connect
2.DA:Cr2
a.Improvise a dance phrase with a beginning, a middle that has a main idea, and a clear end. Choose movements that express a main idea or emotion or follow a musical phrase. Explain reasons for movement choices.
b. Move safely in a variety of spatial relationships and formations with other dancers, sharing and maintaining personal space.
2.DA.Cn10
a.Describe, create, and/or perform a dance expressing personal meaning and explain how certain movements express this meaning.
Social and Emotional Learning • Self Management. • Relationship Skills
21st Century Skills • Creativity • Effective Written and Oral Communication
THE MUSIC CENTER
135 N. Grand Avenue
Los Angeles, CA 90012
(213) 972 -7211
musiccenter.org education@musiccenter.org
CONNECT WITH US @musiccenterla
TMC EDUCATION STAFF
Keith Wyffels Associate Vice President, Education
Susan Cambigue-Tracey Director of Special Projects
Patrice Cantarelli Associate Director, School Programs
Iris Gonzalez VSAF Program Manager
Ebony Ruffin Manager, Professional Development
Juan Sanchez School Programs Coordinator
Jill Sowell Manager, School Programs
Monk Turner Director, Performing Arts in Schools and Neighborhoods
Vincent Lopez Coordinator
Sydney Ko Coordinator
The 202 4 Very Special Arts Festival at The Music Center. Photo by John McCoy.