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A Mindful Minute (PK - 4)

Last changed: 08/16/2021 1:55pm
PK , K , 1 , 2 , 3 , 4 Phy. Education Visual Art
Visual Art Math
Both Grade Level and Arts/PE Program Alignment
1 60 min
1 45 min
Can be booked more than once. Each year offers new techniques. Each booking introduces new artists, poses, and strategies for mindfulness.
In-School Workshop
Available all year. Spring preferred. In-School,
$5 0
$200 0
no Email
Laminated Artist Sheets that contain image of sculpture on the front and contextual information on the back including: photo of the artist, name, date, title, size, location, fun facts, etc. I will also supply rulers and graph paper.
Pencils and photocopies when possible.
A classroom with space to hold 'yoga' poses, and measure as well as write mathematic equations.
I can use my body to interpret the lines, shapes, forms of a work of art. I can listen and share my interrelation to increase my understanding for a given subject. I can be curious about what I see visually and ask questions to start an investigation/learn more. I can work collaboratively to solve real world math problems involving geometry and measuring.
Students will become living sculptures as they challenge their bodies to interpret the geometry, angles, and balance of a dozen famous sculptures. They will be challenged to maintain stillness and stability in their interpretive poses for 60 seconds at a time. They will shape their bodies to mimic characteristics of the artwork’s lines, forms and structure. They will hold their interpretive poses for an entire minute bringing awareness into their breath, their body, and the passing of time. They will be challenged to continue to hold the pose while learning contextual information about the artist/sculpture including the time and place it was created and the media used. Then students will discuss the work of art by describing how their bodies felt being in the interpretive pose and use visual art vocabulary as they begin to read into the sculpture’s possible mood, meaning, and ideas. After this reflection, students will re-construct an interpretive pose that encompasses an insight or fluent read of the artwork. These poses can be named and used as classroom directional for stretch breaks, transition times, line ups, etc. During the second half of the visit, students will collaboratively analyze, investigate, compute scale and then measure and represent with their bodies to visualize real world size, perimeters, angles, and area as applicable to grade appropriate learning standards. This program encourages students to slow down, to interpret/process their visual world, and to look/learn with their whole body as they connect mathematics to real world applications.

Students will understand that artwork conveys a story that can be read be interpreting the form, structure, media, and contextual information; reading a work of art becomes more accessible when looking with their whole whole body. Students will have exposure to several different sculptures from different cultures from differnt time periods inclusive of female and African American artists. Students will solve word problems based on new and interesting visual data(sculptures); data collection, measuring and problem solving, calculate actual size, area, perimeter, angles of the work of art will bring work to life. Students will work independently and collaboratively to interpret and analyze the works of art.

Younger students focus on PE stability/nonlocomotor standard while being exposed to visual vocabulary in their full body interpretation of famous sculptures. They will use basic measuring and grade appropriate mathematic standards to bring the scaled down sculpture
images to life. Higher grades will enjoy the Mindful Minute breaks to look art art, learn about famous artists, stretch, and breath before collaborating on mathematic measuring standards as they make connections to real world applications of math.
More Focus on Balance and Stretching than math, although the math of our bodies are still incorporated.
Students will become living sculptures as they challenge their bodies to interpret the geometry, angles, and balance of a dozen famous sculptures. They will be challenged to maintain stillness and stability in their interpretive poses for 60 seconds at a time. They will shape their bodies to mimic characteristics of the artwork’s lines, forms and structure. They will hold their interpretive poses for an entire minute bringing awareness into their breath, their body, and the passing of time. They will be challenged to continue to hold the pose while learning contextual information about the artist/sculpture including the time and place it was created and the media used. Then students will discuss the work ofart by describing how their bodies felt being in the interpretive pose and use visual art vocabulary as they begin to read into the sculpture’s possible mood, meaning, and ideas. After this reflection, students will re-construct an interpretive pose that encompasses an insight or fluent read of the artwork. These poses can be named and used as classroom directional for stretch breaks, transition times, line ups, etc. During the second half of the visit, students will collaboratively analyze, investigate, compute scale and then measure and represent with their bodies to visualize real world size, perimeters, angles, and area as applicable to grade appropriate learning standards. This program encourages students to slow down, to interpret/process their visual world, and to look/learn with their whole body as they connect mathematics to real world applications.

Students will understand that artwork conveys a story that can be read be interpreting the form, structure, media, and contextual information; reading a work of art becomes more accessible when looking with their whole whole body. Students will have exposure to several different sculptures from different cultures from differnt time periods inclusive of female and African American artists. Students will solve word problems based on new and interesting visual data(sculptures); data collection, measuring and problem solving, calculate actual size, area, perimeter, angles of the work of art will bring work to life. Students will work independently and collaboratively to interpret and analyze the works of art.

Younger students focus on PE stability/nonlocomotor standard while being exposed to visual vocabulary in their full body interpretation of famous sculptures. They will use basic measuring and grade appropriate mathematic standards to bring the scaled down sculpture
images to life. Higher grades will enjoy the Mindful Minute breaks to look art art, learn about famous artists, stretch, and breath before collaborating on mathematic measuring standards as they make connections to real world applications of math. Younger students focus on PE stability/nonlocomotor standard while being exposed to visual vocabulary in their full body interpretation of famous sculptures. They will use basic measuring and grade appropriate mathematic standards to bring the scaled down sculpture
images to life. Higher grades will enjoy the Mindful Minute breaks to look art art, learn about famous artists, stretch, and breath before collaborating on mathematic measuring standards as they make connections to real world applications of math.
Love the program? -Book more than once! This program can be booked as a repeat in Hartford Performs allowing each booking to offer new material and strategies! Double or Triple book Mindful Minute for a 45-60 minute session.
Volunteers are always welcome especially for PE .

Grade PK

Grade PK: Mathematics: Geometry: Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). Cluster 1.Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
Grade Pre-K: Visual Arts: Responding: Anchor Standard 8: Interpret intent and meaning in artistic work. 1. Interpret art by identifying and describing subject matter.
Grade Pre-K: Visual Arts: Responding: Anchor Standard 9: Apply criteria to evaluate artistic work 1. Select a preferred artwork.

Grade K

Grade K: Mathematics: Geometry: Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). Cluster 1.Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
Grade K: Visual Arts: Responding: Anchor Standard 8: Interpret intent and meaning in artistic work. 1. Interpret art by identifying subject matter and describing relevant details.

Grade 1

Grade 1: Mathematics: Measurement and Data: Measure lengths indirectly and by iterating length units. Cluster 2.Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number
of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.
Grade 1: Visual Arts: Responding: Anchor Standard 8: Interpret intent and meaning in artistic work. 1. Interpret art by categorizing subject matter and identifying the characteristics of form.

Grade 2

Grade 2: Mathematics: Measurement and Data: Measure and estimate lengths in standard units. Cluster 1. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
Grade 2: Mathematics: Measurement and Data: Measure and estimate lengths in standard units. Cluster 2.Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.
Grade 2: Visual Arts: Responding: Anchor Standard 8: Interpret intent and meaning in artistic work. 1. Interpret art by identifying the mood suggested by a work of art and describing relevant subject matter and characteristics of form.
Grade 2: Visual Arts: Responding: Anchor Standard 9: Apply criteria to evaluate artistic work 1. Use learned art vocabulary to express preferences about artwork.

Grade 3

Grade 3: Mathematics: Represent and interpret data: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.
Grade 3: Visual Art: Interpret art by analyzing use of media to create subject matter, characteristics of form, and mood.

Grade 4

Grade 4: Mathematics: Geometry: Draw and identify lines and angles, and classify shapes by properties of their lines and angles. Cluster 1.Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.
Grade 4: Mathematics: Measurement and Data: Geometric measurement: understand concepts of angle and measure angles. Cluster 6:Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.
Grade 4: Visual Arts: Responding: Anchor Standard 8: Interpret intent and meaning in artistic work. 1. Interpret art by referring to contextual information and analyzing relevant subject matter, characteristics of form, and use of media.
Get to Know Our Arts Provider:

Reagen Holt