ALEX Lesson Plan

     

Illustrate a Song

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  This lesson provided by:  
Author:Beth Bearden
System: Unassigned
School: Unassigned
  General Lesson Information  
Lesson Plan ID: 3785

Title:

Illustrate a Song

Overview/Annotation:

Many times when people think of art, they only think about the visual arts. Music is also an art form. Music has the ability to inspire us, change our mood, comfort us, and teach us. It is hard to imagine a day without any sort of music. Therefore, it is necessary that when teaching the arts, students also learn about the value of music as an art form.

 Associated Standards and Objectives 
Content Standard(s):
Arts Education
ARTS (2017)
Grade: 6
Visual Arts
3) Develop new ideas through open-ended experiments, using various materials, methods and approaches in creating works of art.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Artists and designers experiment with forms, structures, materials, concepts, media, and artmaking approaches.
EQ: How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error?
Concepts & Vocabulary:
  • Artistic ideas and work
  • Formal and conceptual vocabulary
  • Innovation
  • Investigation
  • Two-dimensional
  • Three-dimensional
  • Experimentation
  • Conservation
  • Craftsmanship
  • Linear perspective
  • Environmental responsibility
  • Prior knowledge
  • Museum
  • Gallery
  • Curator
  • Digital
  • Horizon Line
  • Brainstorming
  • Research
Skill Examples:
  • Make, share and revise a list of ideas and preliminary sketches.
  • Use introductory skills, techniques, and elements of art to create a composition
  • Demonstrate drawing techniques, such as hatching, cross-hatching, shading, and stippling.
  • Create a group project about a current or world event.
  • Examine careers and identify and role - play various jobs of artists.
  • Research a subject or idea that has personal meaning to create a work of art.
  • Use the elements of visual arts to create an artwork that depicts emotions.
  • Use a variety of media and techniques in two and three dimensions to create imagery from experience, observation and imagination.
  • Demonstrate proper clean-up and/or disposal of equipment and materials.
  • Demonstrate art room safety and procedures.
  • Design an environmentally area for the school such as a library or other multi-use learning area.
  • Engage for the purpose of personal reflection and ongoing revision, in group critiques.
  • Reflect through journal writing artist intent.
Arts Education
ARTS (2017)
Grade: 7
Visual Arts
5) Apply graphic design strategies to produce a work of art, design, or media that clearly communicates information or ideas.

Example: Students design and create posters or fliers to advertise a school art show or athletic activity.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Reflect, Refine, Continue
Essential Questions:
EU: People create and interact with objects, places, and design that define, shape, enhance, and empower their lives.
EQ: How do objects, places, and design shape lives and communities? How do artists and designers determine goals for designing or redesigning objects, places, or systems? How do artists and designers create works of art or design that effectively communicate?
Concepts & Vocabulary:
  • Artistic processes
  • Various approaches to art making
  • Artist statement
  • Copyright Laws
  • Fair Use Responsibility
  • Plagiarize
  • Reflecting
  • Revising
  • Audience and Purpose
  • Critique
  • Visual Organization
  • Context
  • Technology
  • Mount
Skill Examples:
  • Demonstrate how to create a think -map to assist with creative blocks.
  • Discuss collaboratively various ideas and innovations that can overcome the creative block and develop ideas.
  • Look at examples of work by student and/artists to gain inspiration.
  • Develop and apply critical thinking skills to create a work of art that communicates an identified goal.
  • Work alone or collaboratively to design a travel poster.
  • Demonstrate perseverance in order to create high quality works of art.
  • Plan, sketch and revise in the process of creating a work of art.
  • Demonstrate various techniques in watercolor painting such as wet-on-wet, dry brush, wet-on-dry, and flat wash.
  • Examine and describe the use and misuse of the practice of appropriating copyrighted artworks and designs in their artwork.
  • Demonstrate care of materials, tools, and equipment when creating works of art.
  • Use visual organization skills to design a flyer for a community function.
  • Write an artist statement for a body of one's own original completed artwork.
  • Demonstrate visual arts vocabulary in an artist's journal when reflecting on their own processes and artwork.
Arts Education
ARTS (2017)
Grade: 8
Visual Arts
3) Engage, experiment, innovate, and take risks to pursue ideas, forms, and meaning that emerge in the process of creating art.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Artists and designers experiment with forms, structures, materials, concepts, media, and artmaking approaches.
EQ: How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error?
Concepts & Vocabulary:
  • Creative Processes
  • Organize and develop ideas
  • Traditional Media
  • Contemporary Media
  • Fair Use
  • Open Source
  • Creative Commons
  • Develop artistic ideas
  • Plagiarizing
  • Graffiti
  • Defacing
  • Criteria
  • Refine and complete artistic work
  • Archival
  • Criteria
  • Cultural Context
  • Body of Artwork
  • Collaborate
  • Medium/ Media
  • Genre
Skill Examples:
  • Create a pre-drawing self-portrait at the beginning of a drawing unit and compare it to a finished self-portrait at the end of the unit.
  • Write a survey at the beginning of a course to communicate prior knowledge and apprehensions of creating artwork and skill levels. At the end of the course review the survey to reflect on progress.
  • Collaborate with other students to create a legacy project, communication-based posters or a mural.
  • Collaboratively or individually compare, contrast and investigate self -portraits and social media selfies.
  • Create an artwork that explores new techniques, with the understanding that the artwork is experimental.
  • After exploring Tibetan sand mandalas, write a reflection, that highlights the importance of the process over product.
  • Discuss, examine and describe the use and misuses of appropriating (plagiarizing) copyrighted artworks and designs.
  • Describe the difference between the intent of graffiti vandalism and urban street art and the effects on various communities- compare defacing with creating.
  • Create an artwork implementing ideas, organizational elements, foundations, skills, and techniques of visual art in a traditional and/or digital method.
  • Engage - for the purposes of personal reflection and on-going improvement, group critiques.
  • Create a rubric with teacher input to be used for evaluation purposes.

Local/National Standards:

National Content Standard #1: Understanding and applying media, techniques, and processes.

Primary Learning Objective(s):

Students will illustrate a song or selection of music after examining the mood and feeling generated by various types of music.

Additional Learning Objective(s):

 
 Preparation Information 

Total Duration:

31 to 60 Minutes

Materials and Resources:

CD player and variety of music on CDs - including English-language, non-English language, and classical music.
Paper/Markers/Crayons

Technology Resources Needed:

 

Background/Preparation:

The teacher will need to collect a variety of examples of different music and preview them to select the appropriate music to play for Step 1 and pick an especially good example to play for Step 3.

  Procedures/Activities: 
1.)The class will listen to several musical selections.

2.)The instructor and the students will discuss the possible interpretations of each song. a. What does this song make you think about? b. How does this song make you feel? c. What is the point the song is trying to relay?

3.)The instructor will play a different musical selection.

4.)The students will create a picture using available media in order to illustrate either the feelings, the mood, or the message the music conveys.

5.)If time allows, additional songs will be played.

6.)The class will share and discuss their art.

  Assessment  

Assessment Strategies

Students should not be evaluated based on their product, but on the process of listening to music and illustrating what it means for them.

Acceleration:

 

Intervention:

 

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior
Be sure to check the student's IEP for specific accommodations.