ALEX Classroom Resource

  

Exploring the Sky with Van Gogh and Mozart

  Classroom Resource Information  

Title:

Exploring the Sky with Van Gogh and Mozart

URL:

http://www.keepingscore.org/sites/default/files/lessonplans/KSEd_Exploring_the_Sky_with_Van_Gogh_and_Mozart_Davis.pdf

Content Source:

Other
San Francisco Symphony
Type: Lesson/Unit Plan

Overview:

Students will identify tempo and dynamics in Mozart's “Ah vous dirai-je, maman.” They will analyze van Gogh's Starry Night and identify lines and colors.  They will discuss the night sky, stars, and constellations. Students will respond to music through scarves. They will create their own Starry Night interpretation.  

Content Standard(s):
Arts Education
ARTS (2017)
Grade: K
Music: General
1) Explore and experience music concepts.

Example: Explore musical sources freely, using found sounds, electronic sounds, or sounds from voice or instruments found in classroom, remembering to use both sound and silence.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Imagine
Essential Questions:
EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.
EQ: How do musicians generate creative ideas?
Concepts & Vocabulary:
Rhythm
  • Steady beat
  • Long/ Short
  • One and two sounds per beat
  • Silent beat
Melody
  • High and low
  • Pitch set: So, Mi
  • Musical alphabet
Harmony
  • Accompaniment/ no accompaniment
Form
  • Like and unlike phrases
  • Echo
Expression
  • Speak, sing, shout, whisper
  • Solo/ Group
  • Unpitched percussion
  • Flute, trumpet, violin, piano
  • Loud/ Soft
  • Fast/ Slow
Other
  • Age-appropriate audience and performer etiquette
Skill Examples:
Performing
  • Chant, move, play, and sing grade level skills.
  • Echo simple rhythmic patterns.
  • Echo a three-pitch melodic pattern using the correct syllables and hand signs.
Creating
  • Perform an improvised rhythmic pattern within a framework of four beats.
  • Perform an improvised melodic pattern on a pitched percussion instrument set to the pentatonic scale within a framework of four beats.
  • Improvise short songs and instrumental pieces using a variety of sound sources, including traditional or classroom sounds, body percussion, and sounds produced by electronic means.
  • Explore musical sources freely using found sounds, electronic sounds, or sounds from voice or instruments found in classroom, remembering to use sound and silence.
Reading/ Writing
  • Create a visual representation of sound.
Responding/ Evaluating
  • Respond to a musical call or question with an age- appropriate musical answer.
  • Evaluate peer performance to determine steady beat/no steady beat.
Arts Education
ARTS (2017)
Grade: K
Music: General
16) Demonstrate awareness of expressive qualities that reflect creators'/performers' expressive intent.

Example: Use body percussion to reflect dynamics in a piece of music.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 9: Apply criteria to evaluate artistic work.
Process Components: Interpret
Essential Questions:
EU: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.
EQ: How do we discern musical creators' and performers' expressive intent?
Concepts & Vocabulary:
Rhythm
  • Steady beat
  • Long/ Short
  • One and two sounds per beat
  • Silent beat
Melody
  • High and low
  • Pitch set: So, Mi
  • Musical alphabet
Harmony
  • Accompaniment/ no accompaniment
Form
  • Like and unlike phrases
  • Echo
Expression
  • Speak, sing, shout, whisper
  • Solo/ Group
  • Unpitched percussion
  • Flute, trumpet, violin, piano
  • Loud/ Soft
  • Fast/ Slow
Other
  • Age-appropriate audience and performer etiquette
Skill Examples:
Performing
  • Perform songs of various genres while reflecting appropriate stylistic characteristics.
Creating
  • Purposefully move to music and articulate why they made the movement choices they made based on the music they heard.
Reading/ Writing
  • Discuss, using musical language, the characteristics of the music they hear and/or perform.
  • Discuss, using age/developmentally appropriate musical language, what sort of music they like personally and why.
Responding/ Evaluating
  • Share ideas about musical selections of various and contrasting styles, composers and musical periods.
  • Describe how sounds and music are used in our daily lives.
  • Describe the difference between steady beat and rhythm.
  • Identify and connect a concept shared between music and another curricular area.
  • Identify and discuss various uses of music in the United States and the various meanings of the term "musician."
  • Respond to sound with a drawing of how the sound makes them feel.
  • Offer opinions about their own musical experiences and responses to music.
  • Aurally identify flute, trumpet, violin, and piano.
Arts Education
ARTS (2017)
Grade: 1
Music: General
17) Demonstrate and identify expressive qualities that reflect creators'/performers' expressive intent.

Example: Play instruments to reflect dynamics in a piece of music.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 9: Apply criteria to evaluate artistic work.
Process Components: Interpret
Essential Questions:
EU: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.
EQ: How do we discern musical creators' and performers' expressive intent?
Concepts & Vocabulary:
Rhythm
  • Quarter note, quarter rest, paired eighth notes
  • Strong/ weak beat
  • Steady beat/ rhythm
  • Allegro/ adagio
Melody
  • Pitch set: Mi, So, La
  • Steps/ skips/ repeated notes
  • Melodic direction
  • Modified staff
  • Line notes and space notes
Harmony/texture
  • Rhythmic ostinati
  • Simple bordun
Form
  • AB, ABA
Expression
  • Legato, staccato
  • Piano (p), forte (f)
  • Classroom instrument classifications
  • Clarinet, trombone, cello, drum
  • Orchestral music: ballet
  • Non-Western music celebrations
Other
  • Proper singing posture
  • Age-appropriate pitch matching (C4 - C5)1
  • Mallet/ drumming technique — hands together
Skill Examples:
Performing
  • Select appropriate music for specific events such as school festivals, community events, and class or grade level performances.
Creating
  • Create a rhythmic ostinato that reflects the style of the music performed (ex: finger cymbals/lullaby).
Reading/ Writing
  • Identify repeated rhythmic passages in music and notate using iconic notation (ex: rhythm of repeated melodic phrase in "In the Hall of the Mountain King").
Responding/ Evaluating
  • Aurally identify clarinet, trombone, and cello in the context of an ensemble performance.
Arts Education
ARTS (2017)
Grade: 2
Music: General
17) Demonstrate knowledge of music concepts and how they support creators'/performers' expressive intent.

Example: Without prompting, play instruments to reflect dynamics in a piece of music.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 9: Apply criteria to evaluate artistic work.
Process Components: Interpret
Essential Questions:
EU: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.
EQ: How do we discern musical creators' and performers' expressive intent?
Concepts & Vocabulary:
Rhythm
  • Eighth note, eighth rest, half note, half rest, whole note, whole rest
  • Strong/ weak beat — 2/4; 3/4 meter
  • Accelerando/ ritardando
Melody
  • Pitch Set: Do, Re, Mi, So, La
  • Five-line staff
  • Treble clef
  • Names of lines/ spaces (treble staff)
Harmony
  • Melodic ostinati
  • Partner songs
Form
  • AAB, AABA, Rondo
  • Verse/ Refrain
Expression
  • Orchestral instrument families
  • Piano (p), forte (f)
  • Crescendo/ decrescendo
  • Orchestral Music: programmatic
  • Indigenous music: Native American
  • American music: slave songs, colonial folk songs
Other
  • Age-appropriate pitch matching (B3-D5)1
  • Mallet/ drumming technique: alternating hands
Skill Examples:
Performing
  • Demonstrate understanding of musical intent when performing, through attention to expressive markings.
Creating
  • Demonstrate understanding of cultural authenticity by performing music with appropriate stylistic expression
Reading/ Writing
  • Identify repeat signs and multiple verses in a verse/refrain song
Responding/ Evaluating
  • Explain musical decisions that contribute to the expressive intent of the music.
  • Describe the context of lyrics in a verse/refrain song.
Arts Education
ARTS (2017)
Grade: K
Visual Arts
1) Engage in self-directed exploration and imaginative play with art materials.

a. Use motor skills to create two-dimensional art.

Examples: Finger painting, watercolors, paper collage, and rubbings.

b. Use motor skills to create three-dimensional art.

Examples: Rolling, folding, cutting, molding, pinching and pulling clay.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Creativity and innovative thinking are essential life skills that can be developed.
EQ: What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process?
Concepts & Vocabulary:
  • Art
  • Artwork
  • Collaboratively
  • Collage
  • Cool colors
  • Warm colors
  • Elements of Art
    • Color
    • Line
    • Shape
  • Imaginative play
  • Play
  • Portfolio
  • Primary colors
  • Principles of design
    • Pattern
  • Printmaking
Skill Examples:
  • Create two-dimensional artworks using finger painting, watercolors, paper collage, and rubbings.
  • Create three-dimensional artworks using techniques such as rolling, folding, cutting, molding, pinching, and pulling clay.
  • Work with a partner to create works of art.
  • Working in small groups, use recycled materials to create artworks.
  • Explore the books Why is Blue Dog Blue? by G. Rodrigue and My Many Colored Days by Dr. Seuss to understand color meanings and moods.
  • Read the book Lines that Wiggle by Candace Whitman to explore different styles of line.
  • Safely use and share scissors, pencils, crayons, markers, glue, paints, paintbrushes, and clay.
  • Use symbols to help tell a personal or make-believe story.
  • Manipulate art media to create textures and patterns.
  • Identify and use organic and geometric shapes to create works of art.
  • Show respect for self and others while making and viewing art.
  • Use the primary colors (red, yellow, and blue) to create a free-style painting while singing the names of the colors.
  • Use patterns in designing colored stripes on the shirt of a person you know.
  • Collect found objects such as paper tubes, forks, and pieces of cardboard. Press them in shallow tempera paint, and stamp them on paper to show printmaking.
  • Create a T-chart that separates cool (blue, green, and purple) and warm (red, yellow, and orange) colors in different columns. Use the symbols of water waves for the cool column header and the sun for the warm column header.
  • Work with a partner to find colors, lines, and shapes in art and tell each other what you see.
Arts Education
ARTS (2017)
Grade: 1
Visual Arts
2) Explore and experiment with a range of art materials.

a. Create two-dimensional art.

Examples: Family portrait or gadget printing.

b. Create three-dimensional art.

Examples: Pinch pots or found-object sculptures.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals.
EQ: How does knowing the contexts, histories, and traditions of art forms help create works of art and design? Why do artists follow or break from established traditions? How do artists determine what resources and criteria are needed to formulate artistic investigations?
Concepts & Vocabulary:
  • Complementary colors
  • Contrast
  • Curator
  • Elements of Art
    • Texture
  • Landscapes
  • Portrait
  • Positive/ negative space and shape
  • Principles of design
    • Repetition
    • Variety
  • Secondary colors
  • Still life
  • Technique
  • Venue
Skill Examples:
  • Work with a partner or small group to create an artwork.
  • Use the book Perfect Square by Michael Hall to help "thinking outside the box" skills.
  • Create two-dimensional artworks using a variety of gadgets for printmaking.
  • Use paint media to create paintings of family portraits or a favorite memory.
  • Create three-dimensional artworks such as clay pinch pots or found-object sculptures.
  • View a step-by-step demonstration of an artistic technique.
  • Properly clean and store art materials.
  • Use Mouse Paint book by Helen Walsh to teach color mixing of primary to achieve secondary colors.
  • Create a painting inspired by Piet Mondrian's Broadway Boogie Woogie.
  • Create a "Pop Art" inspired artwork of positive and negative spaces and shapes by using colored paper cut-outs and gluing to different background squares.
  • Make a color wheel and identify the complimentary colors (red and green, blue and orange, yellow and purple).
  • Draw different forms in the school environment: cones in the gym, cubes in math center, and sphere used for a globe.
  • Create texture rubbings by placing paper over different surfaces and rubbing with a crayon or oil pastel. Use a rough brick wall, a smooth table, bumpy bubble wrap, or soft felt shapes.
  • Use repetition in art by looking at the designs on a shell or the stripes of a zebra for inspiration.
Arts Education
ARTS (2017)
Grade: 2
Visual Arts
2) Explore personal interests and curiosities with a range of art materials.

a. Create two-dimensional art.

Examples: Paper-weaving, drawing, and resist painting.

Use book about weaving, The Goat in the Rug by Charles L. Blood & Martin Link.

b. Create three-dimensional art.

Examples: Clay animals and pipe cleaner sculptures.

Use a book about clay, When Clay Sings by Byrd Baylor.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals.
EQ: How does knowing the contexts, histories, and traditions of art forms help create works of art and design? Why do artists follow or break from established traditions? How do artists determine what resources and criteria are needed to formulate artistic investigations?
Concepts & Vocabulary:
  • Principles of design
    • Balance
  • Brainstorming
  • Composition
  • Concepts
  • Characteristic
  • Elements of art
    • Space
    • Value
  • Expressive properties
  • Foreground
  • Middle ground
  • Neutral colors
  • Resist
Skill Examples:
  • Create two-dimensional artworks such as drawing or painting by using a variety of media.
  • Use the book, The Goat in the Rug by Charles L.
  • Blood & Martin Link to learn about weaving.
  • Use clay or pipe cleaners to create small animal sculptures.
  • Work in groups to brainstorm ideas for a collaborative art project.
  • Use a book about clay, When Clay Sings by Byrd Baylor to study Native Americans and their traditions.
  • Use the book A House for Hermit Crab by Eric Carle to explore collage techniques.
  • Create a real or imagined home using two-and-three-dimensional media.
  • Learn how to properly use and store brushes, close glue bottles and marker tops.
  • Use found objects such as leaves, rocks, paper tubes, egg cartons, etc.
  • to create artworks.
  • Use the book A Day with No Crayons by Elizabeth Rusch to explore different colors and values.
  • Create a landscape showing depth by placing the foreground, middle ground and background in their correct positions.
Tags: color, dynamics, line, Mozart, Starry Night, tempo, theme and variations, Vincent van Gogh
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Comments

This chart is referenced in the lesson plan.  It explains how teachers have integrated music into the classroom.

Connection to Pathways to Integration chart

  This resource provided by:  
Author: Tiffani Stricklin