Title: Music Integration Project

Description: Seeing as how both music and art are relatable in terms of self-expression, this
lesson would focus on getting to know your students better as well as allowing you (the
educator) to see what your students connect or relate to. The students will be asked to pick their
favorite song or a song that they can relate to. With this, they will draw the moment of the lyrics
and explain how that moment of line of the song relates to their life. Some questions asked to
the students would be how does the music make you feel? / what do you visualize when you
hear the song? / what does this line remind you of?
Subject: Art
Grade: 8th
Standard(s) to be addressed:
(Used West Des Moines Community School District Benchmarks + Standards)

#1 Aesthetic Perception:
To inquire into the nature, beauty, and experiences of art through sensory perception.

* The student will communicate his/her ideas about art and the surrounding world.

#4 Art Production:
To create and express ideas through a variety of media, techniques, and processes.

* The student will use a variety of media, techniques and processes to express meaning through
art.

Enduring Understandings/Essential Questions targeted in this lesson:
- Students will be able to express an idea using personal experiences and interests to
convey their message effectively.
- Students will be able to let music be the inspiration of their work by expressing their
emotions onto a drawing effectively

Learning Objectives for this lesson

- SWBAT make decisions about their art process and compositions by thinking critically.
- SWBAT reflect upon their past experiences to create art that is meaningful to them.
- SWBAT create an effective work a by choosing medium that is appropriate for their meaning.

Identified student needs and plans for differentiation:

Because this lesson calls for personal experiences, students are given a lot of freedom in terms
of creating this work. This lesson is differentiated because it allows students to choose a
medium that they are comfortable with as well as use something that is meaningful to their
personal lives.

To differentiate this lesson for lower level students, such as students in special education, this
lesson could easily be an exercise for students to express how theyre feeling. An example of
this would be to play a song with a very specific emotion (e.g., the first movement of Moonlight
Sonata by Beethoven to express sadness or the 3
rd
movement to express a sense of hurry and
apprehension) and have the students draw what they feel. Not only does this lesson gives the
student freedom to draw what they please, the educator would get to see what makes the
students sad, happy, etc. based off their reaction to the music.

To differentiate this lesson for upper level students, such as the gifted/talented, this lesson could
be altered to allow students to think more critically about their work. If simply drawing a scene
from the lyrics is too easy, the students could use the physical lyrics of the song to create an
image. That is to say the students will use the words of the song to create a figurative, or
abstracted, representation of the meaning of the lyrics used

** All instructions will be given verbally and written on the board so all students will know what to
do, even if they had heard verbal instructions or not.

Instructional method(s) used in this lesson:
- Give a lecture on Barbara Kruger and how she incorporates text and meaning into her
works.
- Explain to students what the project is and that they will have to use music as a focal
point of their work.
- Show examples of what was done in the past.
- Give short demonstrations of different mediums in the beginning of class so students
know what their options are
- There will a group critique at the end of the project to allow students to show off their
work and talk about it.

** This is a self-directed project. This project calls for mostly workdays.