Objectives Continued: By the end of Day Three, the student should be able to...

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1 Lesson Title: Listen to your Art: Part Two Produced by: Katy Potts Grade: 3 rd - 5 th Dates: September 2012 Main Idea: be introduced to the synesthetic relationship between visual art and music. They will listen to various genres of instrumental music and learn how to create abstract works of art that illustrate the emotions inspired by the dynamics of each song played. By the end of Day Two, the student should be able to... recognize the historical use of music as a means to inspire visual art and vice versa demonstrate proper handling and care of painting materials reproduce abstract painting techniques Objectives Continued: By the end of Day Three, the student should be able to... produce at least two abstract paintings inspired from, or representative of, the music played in class Consider... how the emotional impact of music is very similar to the emotional impact of visual art. The main difference is that music often uses the melody of a song to achieve this end and visual art will typically use color and line. DAY TWO: September 24 th - 26 th DAY THREE: September 27 th & 28 th October 1 st Necessary Elements for Day Two: One Chalkboard, Chalk One Bulletin Board Complete with Charts that Indicate the Emotional Connections Shared between Visual Art and Music Charts that Illustrate Abstract Techniques One Digital Projector Two Bottles of Black Tempera Paint ~40 Paint Brushes 15 Paint Cups 1 Sheet of Plexiglass ~200 Sheets of Thick White Paper ~150 Sheets of Small Thick White Paper ~100 Book Covers 1 Book Illustrating Vassily Kandinsky's Work Drying Rack Dirty Pain brush cup Necessary Elements for Day Three:

2 One Chalkboard, Chalk One Bulletin Board Complete with Encouraging Posters and Examples of Abstract Techniques Two Bottles of Tempera Paint for the Following Colors: Red, Blue, Yellow, Green, Orange, Purple, Pink, White, Black Six divided paint-holding trays Drying Rack Accommodations: Students unable to work with paint due to physical or mental handicaps will be given a set of large crayons instead. Teacher Preparation: Day Two The teacher will create a display on and below the main bulletin board to illustrate the emotional connection held between music and visual art. The teacher will duct tape a sheet of plexiglass to a tall stool to demonstrate abstract technique for the students without sacrificing eye contact. The teacher will stack six book covers on each table to be used as painting place mats during practice. The teacher will stack six pieces of white paper on each table to be used for practicing abstract techniques. The teacher will place three cups at each table for holding paint. (The teacher will wait to add paint until students are ready to begin guided practice) The teacher will queue a PPT presentation depicting work by Vassily Kandinsky and Paul Klee Day Three The teacher will stack six book covers on each table to be used as painting place mats during the creation of the students' abstract paintings. The teacher will stack six pieces of white paper on each table to be used for practicing abstract techniques. The teacher will place three divided paint trays for holding different types of paint. The teacher will fill each tray with paint and cover each tray with a paper towel. The teacher will queue all of the music students will listen to before and during their painting session. - Update: I am taking votes to see what genres of music the students want to paint to. I ll include the list in the final draft of this lesson. - So far, the students want to listen to Trival, Tejano, Hip Hop, and Classical. DAY TWO: September 24 th - 26 th Time Warm-Up/ Anticipatory Set: Painting to Music: Teacher Modeling/ Demonstration Activity Procedure The teacher will thank the students for entering quietly and ask that each pupil have a seat on the carpet in front of the chalkboard. A dialogue will begin, which might go something like this: Materials and References Needed - The queued track, Moanin', by Art Blakey - One paint brush - One tray of paint

3 observe the teacher during the modeling process before interpreting or identifying abstract painting techniques used during the demonstration. 7. LESSON 1 st Activity Title: Abstract Techniques and Painterly Etiquette: Whole Class Discussion Reasoning: To familiarize students with commonly used abstract techniques recall the techniques they observed during the demonstration and consider the techniques observed by their peers. _8. Teacher: Good morning, class. It's good to see you all again. Before we practice painting techniques, I'm going to ask you all to be clever critics today. That means you will watch me paint very carefully. As I paint, try to figure out what techniques I am using. For instance, am I making long strokes or short strokes? What kinds of shapes did I use? What colors did I use? Am I painting carefully or am I slapping paint on the paper? How does the music affect my actions? Etc. Teacher: This is important because next class, you will create works of art just as I am about to. Any questions before I begin? observe the painting process and identify any techniques that might stand out to them. The teacher will demonstrate broad strokes, short strokes, varied shapes, varied lines, dots, dry brush, stamping, and the basic wet brush technique. Once the demonstration concludes, the teacher will ask the students what kinds of painting techniques they observed during the example. The techniques the students learn and use will be listed on the board during the guided practice. The purpose of asking the students to identify the teacher s techniques is to Teacher: So, while I was painting, I listened to the music (teacher points to ear). I felt the emotions of the melody (teacher points to heart). I thought about what colors express my emotions (teacher points to head). And then I painted those emotions as colors using different techniques. That s a lot of work, but it looked easy didn t it? Students: Yeah Teacher: Awesome. I can't wait to see what you all create. But first, we need to figure out what techniques I was using. So, what did you all observe during that song? Raise your hands please. Student: You were using a lot of orange. Teacher: Right, I liked how free and easy that jazz tune is. And because orange is a color that makes me feel wild and free, I chose it to represent this feeling. Did any of you notice what shapes I drew? Student: You drew lots of skinny triangles. Teacher: Right. Skinny triangles look like they could easily poke through something, right? Like a pencil point or a needle? Well, the horns during the second half of the song were really powerful almost like they containing the colors purple, yellow, red, orange, and blue. - One piece of thick white paper - One chalkboard - Two magnetic clips to hold the painting in place on the chalkboard - Paper towels for wiping paint - chalk, chalkboard

4 2 nd Activity Title: Guided Practice Reasoning: To introduce students to a set of commonly used techniques that could be easily applied or paraphrased into their own original creations. identify and list the names of abstract painting techniques. observe a demonstration of commonly used abstract techniques were stabbing my chest with their emotion. That's why I used skinny triangles. So, what about my brush strokes? Where they long, short? Student: You were using long and short strokes. You also painted dots. Teacher: Right. To me, the long strokes represented long notes. The short ones were meant to represent the times during the song when the musicians were playing a bunch of short notes. The teacher will write the techniques the students notice on the board for later reference. The teacher will ask the students to be seated, pass out book cover place mats, thick white paper, paint brushes, and paint. The teacher will distribute black paint into each table's paint cups at this time. The teacher will then draw the students' attention to a piece of plexiglass located in front of the teacher. The teacher will demonstrate the most commonly used abstract techniques to the students instructing students to follow by example. The students will imitate the teacher s brush strokes on their own paper immediately after the teacher demonstrates a technique. The teacher will demonstrate broad strokes the students will attempt their own broad strokes. The teacher will demonstrate short strokes the students will attempt their own short strokes. This process will repeat for the following techniques: Shapes (various sizes, geometric, biomorphic) Lines (horizontal, vertical, zig-zag, free-form, etc.) Dots (Varying sizes) Dry Brush Stamps (students can get an interesting effect by simply pressing the length of their brush's bristles onto the page. - Book Covers - Thick White Paper - Paint Brushes - Plexiglass - Black Paint - Paint Cups _20_ 3 rd Activity Title: Silent Book Study OR Free Form Abstract Painting Study After the abstract painting techniques have been demonstrated by the teacher, and if there is additional time left, the teacher will pass out picture books that demonstrate the teacher's expectations for the students' final products. If there is still additional time left, students will be instructed to begin a small free-form study of their - 1 small sheet of thick white paper per student - At least 10 books of abstract work by Paul Klee, Vassily Kandinsky, Jackson

5 Reasoning: To introduce or familiarize students with historical abstract pieces. Or, to allow students time to practice a set of coopted techniques Pedagogical Purpose: Group Work or Independent Practice consider the work by Vassily Kandinsky, or recall and practice previously learned abstract painting techniques. _5?_ CLOSURE: Cleanup and Review Objective: Students will recall emotional connections to colors from the previous class in anticipation of their painting in the following class. 5 newly learned techniques on an additional sheet of smaller thick white paper. Teacher: Alright, in the time remaining, I ll come around and pass out another sheet of paper. Teacher: On this paper, I expect you to demonstrate at least four of the techniques we learned today in class. This is not for a grade, but it is part of your participation grade. I want to see you practice what we learned using your own ideas. Your own lines, your own shapes, your own strokes, your own dots, etc. Teacher: Any questions? OR Teacher: Alright, in the time remaining, I ll pass around two books of abstract work to each table. I expect you all to share these books with your classmates. Just as you noticed the techniques I used in class earlier today, I would like you all to write down at least five techniques you notice these professional abstract artists using. This is part of your participation grade so please follow directions and write down your findings in your sketchbooks. be instructed to place their studies on the drying rack and place their paint brushes in a designated 'dirty paint brush' cup. Before they leave, a brief review will take place... Teacher: So, If I play happy music, what kinds of colors will you guys use next class? Students: (The answers don't really matter because such a thing is subjective. I just want them to think about what they would personally define as a 'happy' color) Teacher: Nice! And if I play sad music, what kinds of colors will you use? Students: (X) Teacher: Makes sense. What about energetic music? Students: (X) Teacher: Scary music? Students: (X) etc. Polluck, Joan Miro, Umberto Boccioni, Hans Hofmann, and the like. - Dirty Paint Brush Cup - Drying Rack

6 DAY THREE Grade: 3 rd 5 th Dates: September 27 th & 28 th October 1 st Time Warm-Up/ Anticipatory Set Painting Techniques and emotional connections to colors: Review recall and recite abstract painting techniques and emotional connections to colors from previous classes. 5 LESSON 1 st Activity Title: 1 st Abstract Painting Listen to Your Art Activity Procedure The teacher will thank the students for entering quietly before asking each student to have a seat on the carpet in front of the chalkboard. The students will be asked to recall the painting techniques from the previous class. ( have their technique studies in a folder on their table to reference during this lesson's painting session I just want the students to bounce these techniques around in their heads before we actually begin. Additionally, their responses will let me know how well they understood/remembered the techniques from last class so I know what I need to re-teach. As the students name each painting technique, the teacher will write the name of each technique and demonstrate each technique on the board. Techniques: - Broad Strokes - Short Strokes - Dots - Shapes - Lines - Dry Brush - Stamps Teacher: So, If I m listening to a song, and I Student: Dots! Teacher: Right, dots. If this were an energetic song, how might I color these dots? Students: (X) Teacher: Those are good suggestions. I agree with (student), I would probably color these dots yellow. <Teacher colors dots yellow> Teacher: Any other techniques? Etc. After the students have listed common techniques, the teacher will instruct the students to quietly rise from the carpet and sit at their tables. Once students are seated, the teacher will instruct the students to pass out book cover place mats, sheets of paper, brushes, and uncover the Materials and References Needed - Chalkboard - Colored Chalk - 12 sheets of paper per table - Paint cups - Paper for wiping paint off brush

7 Pedagogical Purpose: Guided Practice synthesize their ideas and decide how to illustrate their emotions. _15. 2 nd Activity Title: 2 nd Abstract Painting Pedagogical Purpose: Formal Assessment paint trays. Teacher: So, during the techniques lesson that I taught, I saw some students painting on their hands and painting on their place mats. Teacher: Were they respecting the art materials? Students: No. Teacher: Were they respecting themselves and their fellow classmates? Students: No. Teacher: So, if you purposefully paint on the placemat, I ll be forced to give you a check. If you paint on yourself, that s a check too. And students, if you paint on each other, that s two checks. I m very serious about this. You should be focused on your work, not wasting paint. Teacher: In order to create a successful abstract painting and receive an A, you must use at least four of the abstract techniques I taught you. Feel free to experiment and explore your own ideas but be careful not to use too many colors. What happens if you mix too many colors together? Students: You get black. Teacher: Right, your paint looks like mud. The teacher will then inform the students that they will first listen to the teacher's chosen song (in full) before attempting to abstractly paint it. Before the teacher plays each song, the teacher will ask the students to think about the emotions the song inspires, the colors inspired by those emotions, and what techniques they will use to illustrate the feelings communicated in the song. The teacher will play the song. The students will listen. The teacher will then take any final questions the students might have before asking the students to begin painting. Once the students are ready, the teacher will press play,' and play the music for the second time. After the first song ends, the students will be given an additional ute to add details to their abstract drawing before they will be instructed to set their first painting on the drying rack. The teacher will then pass out a new sheet of paper from the additional sheets left on their table while students place their paintings on the drying rack. The listening-painting process from Activity One will be repeated for Activity Two. The teacher will inform the - Paint trays filled with paint - Book covers - 6 brushes per table - Songs for painting

8 synthesize their ideas and decide how to illustrate their emotions. _15_ 3 rd Activity Title: Clean-up Pedagogical Purpose: Guided Practice arrange their workstations in a tidy manner. _5 CLOSURE: Content Review & Guided Student Assessment Pedagogical Purpose: Whole Class Discussion The students will think of improvements for the teacher's lesson and explain their reasoning. 5 students that the criteria for the second painting will remain the same. Teacher: Congratulations! You completed your first abstract painting! For your second painting, I want you to use four of the techniques I taught you. But, because I am playing a different song, your paintings should not look the same. You should pay attention to the melody and your color choices. Think about what you learned painting your first abstract piece. How can you improve your second painting? When the song ends, students will be given an additional ute to add details. be asked to set their first and second paintings on the drying rack. The students will then be asked to clean their workstations and place their dirty brushes in the dirty brush cup. Teacher: What colors did you use for the first song? Raise your hands please. Student: The first song was kind of scary so I used lots of black, purple, green, and yellow. Teacher: Wow, those are the exact colors I would have used. (Addressing the crowd) What colors did you use for the second painting? Again, raise your hands please. Student: I used lots of green because the second song was really energetic. Teacher: Neat, what techniques did you use when you were painting with the green? Student: I painted broad strokes and little dots. Teacher: Can you tell me why? Student: I felt like the dots were like the beat of the song and the long strokes reded me of a fast moving river. Teacher: That was well thought out. I bet your audience will be able to understand those feelings when they look at your painting. Teacher: If you were going to choose a song to paint to, what would you choose? Additionally, what would have made these paintings easier to do? Students: (X) Teacher: Thanks, I appreciate the input. - Dirty Brush Cup

9 Assessment: Formative Class discussions should reveal major cognitive dissonance, circulating the room to check work in progress will also help illuate common problems. Student progress will be documented by comparing the technique studies, the techniques documented during group work, the independent abstract studies against the final two paintings. Any difficulties that need to be addressed or retaught will be covered or caught during the review sessions at the beginning of day two and day three. Students who are deemed incapable of working with paint due to behavioral problems or mental/physical disabilities will be given large crayons to work with instead. If students with mental/physical disabilities are accompanied by an aide, then the aide will decide in his/her professional opinion what will best benefit the child. Summative the technique worksheet from day two, the final abstract paintings from day one, orated criteria and attached rubric TEKS: Creative expression/performance - The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to: combine information from direct observation, experience, and imagination to express ideas Response/evaluation - The student makes informed judgments about personal artworks and the artworks of others. The student is expected to analyze personal artworks to interpret meaning; and analyze original artworks, portfolios, and exhibitions by others to form conclusions about properties. Works and Resources Cited: Songs: 'Moanin' by Art Blakey and the Jazz Messengers (More songs to be detered before Day Three) Attachments: Title: Listen to Your Art Final Paintings Name: Criteria Use of Color Student s use of color is expressive and exemplifies their emotional response to the music played in class. Student s use of color exemplifies their emotional response but appears more decorative than expressive. Student s use of color is decorative at best, seegly random, or inappropriate. (For ex: A student is listening to sad music and decides to use pinks, whites, and bright yellows to demonstrate their Student does not use any colors.

10 Use of Abstract Techniques Use of Art Materials Participation Student uses four or more abstract techniques learned in class. Student demonstrates proper care for art materials during class activities and clean-up. Student actively participates during class wide discussions, painting to music, and clean-up. Student uses three abstract techniques learned in class. Student demonstrates proper care for art materials during class activities or clean-up but not both. Student actively participates during painting to music and clean-up. emotional response.) Student uses two abstract techniques learned in class. Student actively abuses art materials but stops after a warning or check is given. Student participates during painting to music. Student uses one or fewer abstract techniques learned in class. Student actively abuses art materials and refuses to stop. Student does not participate. FINAL SCORE A = 13 to 16 B = 9 to 12 C = 5 to 8 D = 1 to 4