UWM Lesson Plan Template (adapted from PSOA Art Education Area)

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1 ArtsECO Fellows UWM Lesson Plan Template (adapted from PSOA Art Education Area) Name: Allison Smith Lesson Title: Traveling with Kandinsky # of Sessions 2 Level/Grade/Age: 5-12 BIG IDEA (Describe how the big idea is important to this age group in relation to student assets and the content area): The students will be learning how to intuitively create art from listening to music. At this age level they can understand the concept of synesthesia and how to apply it to drawing by using mark making, color, and different mediums. OBJECTIVES AND NATIONAL STANDARDS: Art Other Subjects Creating There will be a sketching time for the students to organize their thoughts about the music and the visuals they associate with certain sounds. Producing A presentation will be shown about Kandinsky and his process of producing work. During this time students will learn about color theory, line meaning, and the choice of medium. Students will have to think about the intentions they want to convey in their work. Responding After completing their final art piece, students will reflect as a class responding to sounds, they associated with color, line, or medium. Connecting A wide range of music was played, for example, certain classical pieces were accurate to what Kandinsky listened to. Historical context is shown through the inspirations he had such as Wagner and Monet. 1

2 UWM Lesson Plan Template (adapted from PSOA Art Education Area) ACADEMIC LANGUAGE TO BE INTRODUCED THROUGHOUT LESSON: Academic language to be used: Line weight, color theory, art medium, movement, motif, and automatic drawing. Where academic language will be practiced (i.e. through writing, speaking, art making): Art making and group critique (speaking). LANGUAGE FUNCTION USED THROUGHOUT LESSON: Type of language function: Asking questions, summarizing, comparing and contrasting, and expressing likes and dislikes. efunctions.html Emphasis of language function (describe the main purpose of using this language function for your lesson): Where language function will be practiced (i.e., through writing, speaking, art making): This type of language will be used because it reinforces the key concepts and gives the students a new perspective to the subject. Art making and group critique (speaking). UNIT or LESSON OVERVIEW: Students will be tasked by creating a piece of work inspired by Kandinsky s process and musical interpretation. They will have one session to listen to a variety of music and do several automatic drawings of what they hear. After completing this, they will fill in a chart of certain sounds they will associate with color, line weight, or medium. This activity will give the students to summarize and organize their thoughts from the music activity. From their sketches they will compile them into one final piece. The medium will be decided by them: watercolor, colored pencil, oil/chalk pastel, or marker. When they complete the project, the students will speak as a group about their experiences and how their peers translated similar ideas. UNIT or LESSON DETAIL (provide for each lesson session): Motivation/introduction: Day 1: Preparing and planning for the final project. Art Making: Supplies: Sketchbook or loose paper, pencils, and markers. Teacher instruction: Present the history of Kandinsky s process, color theory, and intentions in art work. Provide a variety of music for the student to listen to and automatically draw from. Objective: How can students apply Kandinsky s process into their own artistic process? Students at work: 2

3 Students will be sketching and automatically drawing for most of the class period. Motivation/introduction: Art Making: Closure: As a class, students can talk about patterns from the music and how it affected their sketches. Day 2: Completing the final project. Supplies: Large paper, colored pencils, watercolor, markers, pencils, and oil/chalk pastel. Teacher instruction: Review from the last session about automatic drawing and Kandinsky s process. Have the students think about motifs in their work and how they can apply it to their final piece. Play the music in rotation as the students work on their final project. Objective: How can students apply their automatic drawings into a final piece using a variety of mediums? Students at work: Students will have the session to work on their final piece. Closure: The class will explain their intensions to each other in small groups, reflect on the positives and what could be improved in each other s works. ADAPTATIONS: Teachers can provide the students with unconventional art materials and give them a chance to work with mixed media. RELEVANT THEORIES: Automatic drawing, color theory, and synthesia in art. ASSESSMENTS: Initial (formal/informal): Reflecting as a class about synthesia. Progressive/Formative (formal/informal): Listening to peers about what they heard and how it will translate in their work. Final/Summative (formal/informal): Small groups will share their final piece, comparing and contrasting what they created from the same music. 3

4 UWM Lesson Plan Template (adapted from PSOA Art Education Area) EVIDENCE If you have implemented this lesson, please include reflections on how it went and/or samples of student work (artifacts). TEACHER REFLECTIONS ON IMPLEMENTATION Include student reactions, what worked/what didn t work, how you would revise the lesson, etc. When I implemented this in a high school, some were excited to work intuitively, while others were nervous to reflect in the moment. As some students got really into the music and sketching, it encouraged the others. At the end of the project I had the students fill out a reflection sheet and many of them enjoyed that they learned the process of Kandinsky. They felt as if they were working alongside him. While the most common constructive comment was, that the class could not choose their own music to listen to. For practical reasons, this could not have been arranged but I in the future I would ask the class what they wanted to listen to. I also felt the students were limited to one medium and did not have the chance to experiment with mixed media. Overall, I felt many of the students were affected by this history and project, enough that they will include it in their personal artwork. It gave the class a chance to historically recreate art while making it modern and reflective of themselves. 4

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10 Time Traveling With Kandinsky A. Smith

11 Wassily Kandinsky ( ) Born in Moscow Studied painting in his 30s Inspirations: Monet and Wagner Married Gabriele Münter Formed the Der Blau Reiter ( )

12 The Process Inspired by the music - Schoenberg Around 20 sketches for each final piece Similar motifs, colors, and lines

13 Sketches

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