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Where's the Action?

Make a paper template of your body to pose in different actions, then trace it for an action scene.

  • Grade 1
    Grade 2
    Grade 3
  • 30 to 60 minutes
  • Directions

    1. Draw your figure on oak tag. Use Crayola® Scissors to cut apart your completed figure at shoulder, elbow, waist, head, leg joint at hip, and knee. Keep pieces (which will be used over time) in an envelope with your name on it.
    2. Use small masking tape pieces to reattach body segments in a position that indicates a beginning action of your activity's sequence. Tape the figure down on white paper with more small masking tape pieces, trace around it with a Crayola Erasable Colored Pencil, then remove it.
    3. Reposition the figure in a more advanced position in the action sequence, and trace it again. Repeat to create 3-7 figures which represent a complete action sequence. Add outlines of clothes and accessories, or create these separately.
    4. Use markers to apply colored patterns to the figures which emphasize their actions. Cut out these figures after patterns have been added.
    5. Apply tempera paint to a large background paper in patterns which indicate the paths of movement your activity requires. Choose colors that will enhance the figures. Paint can be applied with brushes, sponges and other atypical tools. Allow paint to dry.
    6. Use Crayola School Glue to apply the figures to the backgrounds.
  • Standards

    LA: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

    LA: Participate in collaborative conversations with diverse partners about grade level topics and texts with peers and adults in small and larger groups.

    LA: Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

    VA: Use visual structures of art to communicate ideas.

    VA: Use different media, techniques, and processes to communicate ideas, experiences, and stories.

  • Adaptations

    Students collaborate in small groups to generate a list of descriptive words. Post the list of words for students to reference when re-positioning their body templates.

    Students take action digital photographs of classmates in action on the recess playground. Post copies of the photographs in the classroom for easy reference while creating body templates in action.

    Invite students to elevate their Where's the Action artwork by attaching figures to the background on elevated pedestals. This can be accomplished with recycled cardboard cut into small squares and using Crayola School glue to attach them to the background.


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  • Creativity.
  • Capacity.
  • Collaboration.
  • Change.
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