Lesson Plan Title: Creative Harmony Length:8 class periods (4 periods of work time)

Note: Before you plan and write art experiences; pre-assess your students based on the proposed concepts, enduring understandings, and objectives
of the unit/lesson(s). You may also gather this information from (previous) teachers, by reviewing already completed art work, consulting curriculum
materials, etc., to get a better understanding of what content students already know and what they will need to know to be successful.

Pre-Assessment:
This will need to be done prior to teaching your lesson. Outline the method you will use to determine the skill/knowledge level of your students based on the concepts/enduring understandings/objectives of the lesson.
(Hint: turn these into questions.) Be specific in describing what you would recognize as proficient skill/knowledge.
Looking at artwork, can the student identify Paul Klee, Pablo Picasso, and Kandinsky and how music has influenced their art work?

Can the student define abstract expressionism?

Can the student explain and demonstrate watercolor painting techniques?

Can the student imagine how their choice of color, line, movement, rhythm, and pattern can influence mood?

Performance:
What will students accomplish as a result of this lesson? This can be presented to students in the form of a story. In this narrative the students take on a role and create a learning product about a specific topic for a
certain audience. (RAFT – Role / Audience / Format / Topic)
A famous musician (of your choice) has chosen you to be the artist to create the promotional material for their upcoming album release. They have
asked you to create a visual representation, of one of the tracks or the album as a whole, using paint (and no words) and various mediums. Your job
is to show the world how the music will make them feel before they even hear it.

Concepts:
List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless and transferrable. Examples of concepts used in art might include: Composition, Patterns, Technique, Rhythm, Paradox,
Influence, Style, Force, Culture, Space/Time/Energy, Line, Law/Rules, Value, Expressions, Emotions, Tradition, Symbol, Movement, Shape, Improvisation, and Observation Look for concepts in the standards, content
specific curriculum, etc.
Expression
Intent/Purpose
Culture
Subject Matter
Expressive Features and Characteristics of Art
Ideas/Emotions

Enduring Understanding (s):

Enduring Understandings show a relationship between two or more concepts; connected with an active verb. The best enduring understandings not only link two or more concepts; but demonstrate why this relationship
is important. Like concepts, they are timeless, transferrable and universal. Align Standards, Prepared Graduate Competencies (PGCs) and Grade Level Expectations (GLEs) to Enduring Understandings.
Subject Matter can examine Culture
Intent/Purpose determines Expression
Expressive Features and Characteristics of Art convey Ideas/Emotions

Standards: (All lessons should address all standards.)

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1. Observe and Learn to Comprehend
2. Envision and Critique to Reflect
3. Invent and Discover to Create
4. Relate and Connect to Transfer

Objectives/Outcomes/Learning Targets:
Objectives describe a learning experience with a condition → behavior (measurable) → criterion. Aligned to: Bloom’s – Standards – GLEs - Art learning and, when appropriate, Numeracy, Literacy and Technology.
Should be written as: Objective. (Bloom’s: _____ - Standard: _____ - GLE: _____ -Art learning: _____ -Numeracy, Literacy, and/or Technology)
Looking at artwork, TSWBAT identify Paul Klee, Pablo Picasso, and Kandinsky and how music has influenced their art work. (Blooms: Analysing / Standard: Comprehend /
GLE: 2. Historical and cultural context are found in visual art / Art Learning: Historical/ Multicultural)

Listening to music, TSWBAT illustrate the music visually with watercolor paints in their sketchbook (Blooms: Apply / Standard: Transfer / GLE: 2.Communication through
advanced visual methods is a necessary skill in everyday life / Art Learning: Conceptual/Ideation)

Using watercolors, TSWBAT create a painting to demonstrate their knowledge of color mixing and use of acrylic mediums and paint techniques (Blooms: Create / Standard:
Create / GLE: 2. Assess and produce art with various materials and methods / Art Learning: Materials/Techniques)

Utilizing artist reflection worksheet, TSWBAT imagine how choice of color, line, movement, rhythm and pattern captures the mood of the song they are depicting. (Blooms:
Create / Standard: Reflect 1. Reflective strategies are used to understand the creative process / Art Learning: Expressive Features)

Looking at completed artwork, TSWBAT determine which song inspired the artist’s creation and communicate why they came to that conclusion (Blooms: Evaluate /
Standard: Reflect / GLE: 3. Interpretation is a means for understanding and evaluating works of art / Art Learning: Reflect/Assess/ Evaluate /Literacy)

Differentiation:
Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive scale. Describe the strategies you will use for students who are already proficient and need growth
beyond what you have planned for the rest of the class, as well as modifications for students with physical and/or cognitive challenges. Students must still meet the objectives.
Differentiation: Access (Resources and/or Process) Expression (Products and/or Performance)
(Multiple means for students to access content and
multiple modes for student to express understanding.) Individual, Partner, and Group Work Smaller Canvas
Using Graphic Organizers Varying Brushes to paint and other materials
Write, See, Do

Extensions for depth and complexity:
Access (Resources and/or Process) Expression (Products and/or Performance)
Songs without lyrics- challenge emotional process Create a series
Abstract Expressionism
Research Musical Theory to influence rhythm and
pattern
Layer paint with collage, mix paints with other
materials, etc

Literacy:
List terms (vocabulary) specific to the topic that students will be introduced to in the lesson and describe how literacy is integrated into the lesson.

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Line
Pattern
Movement
Rhythm
Color
Watercolors

Integrated through:
Students will read Painting Music: Rhythm and Movement in Art (http://www.sheldonartmuseum.org/photos/graphics/statewide06catalogue.pdf)
Students will research an artist
In process and final critiques (discussion and writing)
Write an Artist Statement

Materials:
Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools. (These are the materials students will use.) List all materials in a bulleted format.
Watercolors
Paint Brush Sets
Cups for Water
Large Paper
Miscellaneous Paint Materials
Watercolor Paper cut into various sizes

Resources:
List all visual aids and reference material (books, slides, posters, etc. Be specific; include title, artist, etc. Make reference to where the material can be found. (These are the resources used by the teacher to
support/develop the lesson.) List all resources in a bulleted format.
Powerpoint
http://nonsensesociety.com/2013/01/creative-harmony/
Painting Music: Rhythm and Movement in Art (http://www.sheldonartmuseum.org/photos/graphics/statewide06catalogue.pdf)
Dictionary.com defined terms on PowerPoint

Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.
Prepare Powerpoint
Write Project Expectations
Gather Materials
Print out reading

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Safety:
Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.
Paint Brushes need to be washed out completely
Do not disrupt your classmates while they are working
Use headphones when listening to music to prevent disruptions

Action to motivate/Inquiry Questions:

Describe how you will begin the lesson to stimulate student’s interest. How will you pique their curiosity and make them interested and excited about the lesson? What inquiry questions will you pose? Be specific
about what you will say and do to motivate students and get them thinking and ready to participate. Be aware of the varying range of learning styles/intelligences of your students. Some ideas might include: telling a
story, posing a series of questions, role-playing, etc.
Open up website to: http://nonsensesociety.com/2013/01/creative-harmony/
Allow students, individually or with a partner, to spend time exploring this website, listening to music and looking at the artwork that goes with it.
With a partner or writing the response in their sketchbook they will discuss which piece of art they found most effective in capturing the song and
why? Then have a group discussion of:
How are art and music similar?
How are they different?
How do they influence one another?
Could I have music without art?
Could I have art without music?

Ideation/Inquiry:
Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood as a basic element of thought that can be visual, concrete or abstract. List and describe inquiry
questions and processes you will engage students in to help them develop ideas and plans for their artwork.
Give students large paper and have them fold paper into eighths.
Playing different Music (Explosions in the Sky- Your hand in mine, Bach- The Art of Fugue, Jazz Music, Deafhaven- Dream House, La Dispute-
King Park, Michael Buble- Feeling Good, Deftones- Change, Tigers Jaw- Hum)
Students will paint to represent the song visually. This will pay special attention to how color, line, rhythm, and movement create a mood in a
painting.
Students will then pick their most effective piece and write a short response on why they think it was so effective.
How did the use of color, line, movement, rhythm and pattern create a visual “noise”?
What did I pay more attention to in the music, the words or the beat?
What effect did not adding words have on how I created my art?
Looking at it now what is something I could have done differently to capture the mood of the song better?

Procedures:
Give a detailed account (in bulleted form) of how you will present the lesson logically and sequentially Be sure to include approximate time for each activity and instructional methodology: skills, lecture, inquiry,
etc. Include motivation and ideation/inquiry where appropriate.
Day Instruction - The teacher will... (Be specific about what concepts, information, Learning - Students will... i.e.: brainstorm to generate ideas; Time
1 understandings, etc. will be taught.) Identify instructional methodology. describe detail to develop observation skills, etc. (Be specific
about what will be the intended result of the instruction as it
relates to learning.)

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1. Students visit http://nonsensesociety.com/2013/01/creative-harmony/ on 1. Find parallels between art and music 5 min
their ipads
For students who have difficulty reading the site the link is also on the
class blog site where they can click the link 2. Reflect on others’ art 5 min
Allow students to spend time exploring this website either individually or
with a partner. They will spend this time listening to the music and
looking at the artwork that goes with it. 3. Discuss and defend how art and music relate and 5 min
2. They will discuss (with a partner or write responses in their sketchbook) influence the other
which piece of art they found most effective in capturing the song and
why?
3. Then have a group discussion of:
How are art and music similar?
How are they different? 4. Attain general information on how music has 10 min
How do they influence one another? influenced art
Could I have music without art?
Could I have art without music?
4. Students will read Painting Music: Rhythm and Movement in Art
(http://www.sheldonartmuseum.org/photos/graphics/statewide06catalogue 5. Learn terms color, line, rhythm, and movement and 10 min
.pdf) As students read (independently) have them write down artist names, see how artists use these
how artists were influenced by music, how they depicted that visually, and
anything else they found particularly interesting? Pair Share
5. Start PowerPoint on Art and Music:
Slide One: Artists have been inspired by music since they began making
art. There has been a sort of harmony between the two that is sometimes
very obvious (as seen above) and
Slide Two: Sometimes not so obvious. This painting was inspired by the
band the Beach Boys. You wouldn’t see it at first glance though would
you?
Slide Three: Like the artists we are going to research- lots of artists use
music to inspire their art. If it isn’t a realistic depiction of someone
playing an instrument many artists choose to challenge themselves to
represent that song visually. How do you think they do that?
Slide Four: A line is an identifiable path created by a point moving in
space. It is one-dimensional and can vary in width, direction, and
length. Lines often define the edges of a form. Lines can be horizontal,
vertical, or diagonal, straight or curved, thick or thin. Paul Klee uses line
to show a progression in his painting. What would the long line sound
like? What would the four short lines sound like?
Slide Five: Color also conveys emotions and can help illustrate a song.
How does the song make you feel? What color could you make a painting
to convey that same emotion?
Slide Six: Rhythm is a visual tempo or beat. The principle of design that
refers to a regular repetition of elements of art to produce the look and feel
of movement. What rhythm is this painting depicting? Make the beat on

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 your desk
• Slide Seven: Movement is caused by using elements under the rules of the
principles in picture to give the feeling of motion and to guide the viewer's 6. Research an artist influenced by music
eyes throughout the artwork. In movement an art should flow, because
theartist has the ability to control the viewer's eye. How is movement
depicted in Starry Night? Would it be the same without that movement? 15 min
6. So the question remains… how have other artists depicted a sound
visually? Hand out Scholastics article on Kandisky. Students will read and
complete a pic collage including 7 images and 7 facts from article.
Day 1. What are different ways we can depict music visually? Students grab 1. Gathering and organizing materials is an important 7 min
2 sketchbooks, paint, paint brushes, and water for today’s lesson artist practice
2. Playing different Music-8 songs 2. Illustrate music visually
(Explosions in the sky- Your hand in mine, Bach- The Art of Fugue, Jazz 20 min
Music, Deafhaven- Dream House, La Dispute- King Park, Michael Buble-
Feeling Good, Deftones- Change, Tigers Jaw- Hum)
Students will create a small abstract painting in their sketchbook using
ideation worksheet to represent the song visually. Paint while the song is
playing and then have a minute to refine when song is over. This will pay
special attention to how color, line, rhythm, and movement create a mood 3. Reflect on artistic choices 5 min
in a painting. Make sure to write song title in box.
3. Students will then pick their most effective piece and write a short
response on why they think it was so effective.
How did the use of color, line, movement, rhythm and pattern create a
visual “noise”?
What did I pay more attention to in the music, the words or the beat?
What effect did not adding words have on how I created my art?
Looking at it now what is something I could have done differently to 4. Understand project requirement 3 min
capture the mood of the song better?
4. Introduce New Project with handout and follow through with PowerPoint
with examples. A famous musician/composer/ band (of your choice) has
chosen you to be the artist to create the promotional material for their
upcoming album release. They have asked you to create a visual
representation, of one of the tracks or the album as a whole, using paint
(and no words) and various mediums. Your job is to show the world how
the music will make them feel before they even hear it. Your challenge is
to pay close attention to color, line, movement, rhythm and pattern. 5 min
Your song must be school appropriate, you can be realistic or abstract 5. Develop an understanding of how paint mediums
(abstract seems to work best for this project though) challenge yourself! work, paint techniques and color theory
5. Now that we know what we are going to do we need to figure out how to
do it. Water colors are a paint that allow for a lot of freedom and
exploration. You can pre wet your paper for a different affect. You can
also get your brush very wet or a little wet- these all can provide different
moods. Experiment until you find what is best for your painting.
6. Return to desk. Have students begin thinking of possible songs to inspire
their painting. What are some initial ideas you have for it? Are you going

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 to be painting abstract or realistically? Come prepared next time with song
and something to listen to the song with (If you do not have an ipod or
mp3 or anything to listen to it with let me know after class and I will make 6. Begin formulating possible ideas 10 min
sure I bring it for you next time so email the song to yourself or bring it on
a USB. Clean Up Materials- Students responsible for own materials.
Sponge down desk when all cleaned up
Day 1. Students come in to class and gather materials (paint brushes, paint, water, 1. Gathering and organizing materials is an important 5 min
3 mediums, anything else they need) artist practice
2. Spend time to hone in on ideas for painting- use normal paper to practice 2. Formulate ideas for final painting
painting to the music of their choice- consider line color and shape. Small 15 min
Group Share 3. Create a painting representing a song visually
3. Work Time utilizing color, line, rhythm, and movement 30 min
4. Clean Up Materials- Students responsible for own materials. Sponge
down desk when all cleaned up 4. Cleaning up is an artistic practice
Day Work Time Create a painting representing a song visually 50 min
4-7 (in process critiques one or one or in small groups as needed) utilizing color, line, rhythm, and movement. Learn:
Students need to bring in their song on a USB or email so I have it for the engage and persist, stretch and explore, express,
final critique. Students who don’t share their song with me will lose develop craft, envision, and observe
critique points.
Clean Up Materials- Students responsible for own materials. Sponge
down desk when all cleaned up
Day 1. Students place art work on desk and complete the artist worksheet 1. Reflect their own artistic choices 20 min
8 Name
Title
Song Title
What was the most difficult part of this project?
What part was most successful?
How did the music inspire my artistic choices?
Describe use of color, line, movement, rhythm and pattern?
AT THIS TIME: transfer any songs from students onto laptop who
haven’t yet done so.
2. Students set up artwork in front of the room so all is visible at once. Play 2. Interpret others’ artistic choices
a song and have students figure out which painting depicted that song. 30 min
Defend choices. Go through all songs. (Do not play whole song) Stop
song when students have identified the painting. When painting is
identified discuss (Not all on every painting):
Which artist choices led you to believe that was the song?
What is most successful?
What needs some work?
If you were painting that song what would you have done?
How did the artist use color, line, movement, rhythm and pattern?
Have artist discuss: process, struggles, and anything they still want to
work on

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Student reflective/inquiry activity:
Sample questions and activities (i.e. games, gallery walk, artist statement, interview) intended to promote deeper thinking, reflection and refined understandings precisely related to the grade level expectations. How will
students reflect on their learning? A participatory activity that includes students in finding meaning, inquiring about materials and techniques and reflecting about their experience as it relates to objectives, standards and
grade level expectations of the lesson.)
1. Students place art work on desk and complete the artist worksheet
Name
Title
Song Title
What was the most difficult part of this project?
What part was most successful?
How did the music inspire my artistic choices?
Describe use of color, line, movement, rhythm and pattern?
AT THIS TIME: transfer any songs from students onto laptop who haven’t yet done so.
2. Students set up artwork in front of the room so all is visible at once. Play a song and have students figure out which painting depicted that song. Defend choices. Go
through all songs. (Do not play whole song) Stop song when students have identified the painting. When painting is identified discuss (Not all on every painting):
Which artist choices led you to believe that was the song?
What is most successful?
What needs some work?
If you were painting that song what would you have done?
How did the artist use color, line, movement, rhythm and pattern?
Have artist discuss: process, struggles, and anything they still want to work on.

Post-Assessment (teacher-centered/objectives as questions): Post-Assessment Instrument:

Have students achieved the objectives and grade level expectations specified in your lesson plan? How well have students achieved the objectives and grade level expectations specified in your lesson plan?
Include your rubric, checklist, rating scale, etc.
Looking at artwork, did the student identify Paul Klee, Pablo Picasso, and See Attached Rubric
Kandinsky and how music has influenced their art work? (Pic Collage)

Listening to music, can the student illustrate the music visually with paint in their
sketchbook? (Ideation Activity)

Using watercolors, can the student create a painting to demonstrate their knowledge
of color mixing and use of acrylic mediums and paint techniques? (Final Painting)

Utilizing artist reflection worksheet, can the student imagine how their choice of
color, line, movement, rhythm, and pattern captures the mood of the song they are
depicting? (Artist Worksheet)

Looking at completed artwork, can the student determine which song inspired the
artist’s creation and communicate why they came to that conclusion?(final critique

Self-Reflection:
After the lesson is concluded write a brief reflection of what went well, what surprised you, and what you would do differently. Specifically address: (1) To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement.) (2) What changes, omissions, or additions to the lesson would you make if you were to teach again? (3)What do you envision for the next lesson? (Continued practice,
reteach content, etc.)

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Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to students.

8/9/14 Fahey