LauraSpazianilessonplanforgrouppresentation

AIMS/GOALS/OBJECTIVES[ACEI3.1]

Whatisyouraim?
Studentswillexplorecontrastintermsofbothsoundandcolorandthinkaboutthe
relationshipbetweensoundandcolor.

Whatisyourgoal?
Studentswillmixasetofcontrastingpaintcolorsanddevelopavocabularyto
describethemincludinganyemotionsthecolorsevoke.Studentswillthenlistento
aseriesofsoundsandchooseacolorthatbestmatcheseachsound.Theywillalso
makeaconnectionbetweenthesoundsandthecolorsinthepainting.

Whatisyourobjective?
Creative/FineMotorStudentswillpaintwithabrushonsmallandlargepaper.
Language/CommunicationStudentswillverballydescribethetwocolorsandhow
eachcolormakesthemfeel.Theywillrepeatthisexercisewithcontrastingsounds.
CognitiveStudentswillmixtwocontrastingpaintcolorsintwoseparatejars.
Eg.Darkgreenandlightgreen.Studentswillmakeaconnectionbetweenspecific
soundsandcolors.

WhatArtsStandarddoesyourLessonPlanaddress?
Studentswillunderstandandusesensoryelements,organizationalprinciples,
andexpressiveimagestocommunicatetheirownideasinworksofart.
Studentswilluseavarietyofartmaterials,processes,mediums,and
techniques,anduseappropriatetechnologiesforcreatingandexhibitingvisual
artworks.
Studentswillengageinindividualandgroupmusicalandmusicrelatedtasks.
Studentswillexplorewhatmusicalelementsare.
Studentswilllearntonamevisualelements(suchasshapes,texturesand
colors)throughmultisensoryexperiences.
Studentswillmakeworksofartwhichincorporateselectedvisualelements.

 Studentswillbeguidedtoreflectuponwhattheirartworklookslike,how
theyusedthemedium(suchaspaintorcrayon).

INQUIRY/REFLECTIONANDCONTEXT[ACEI3.3]

ArtisticLineofInquiry:
HowdoesBentonusecontrastwithline,color,scaleandsymbolstovisuallycreate
sound?Thislessonwillfocusoncolor.

EducationPracticeLineofInquiry:
How does this painting make you feel?
Are the people in the painting happy, sad, excited, scared?
Do you notice any dark colors in this painting? Any light colors?
Bright colors? Dull colors? (Here I will insert words they came up
with to describe the colors they mix).
Do you hear any sounds when you look at this painting?
Are they loud sounds? Soft sounds?
Can colors be loud and soft?
Can you point to a color you think is loud?
Can you point to a color you think is soft?
Just by looking at the painting what kind of song do you imagine
they are playing and singing?
CREATIVITY/SKILLSACTIVITY/FOLLOWUPACTIVITIES[ACEI3.4]

CreateaSkillActivity:
Eachchildwillbepresentedwithtwojars,amixingstick,andtwocupsofpaint
oneprimarycolorandonewhite.Theywillbeaskedtomixtwocolorsthatare
differentfromoneanother.Iwillthenaskthemtodescribeeachcolorandwrite
downsomeofthesedescriptivewords.Iftheyarehavingtroublecomingupwith
words,Iwillguidethembyaskingwhichjarisdarker?orwhichjarmakesyou
feelexcited?
Iwillthensummarizetheexercisebypointingoutthatdifferentcolorsmakeyou
feeldifferentemotionsandaskthechildren,Candifferentsoundsmakeyoufeel

differentemotions?Wewilllistentoaseriesofcontrastingsounds(atrain
whistle,asofthummingvoice,adrumbanging),describethesoundsandtalkabout
howeachsoundmakesusfeel.

DesignaCreativeActivity:
Thechildrenwillsitaroundalargetablethatissetupwithsmallsquaresofwhite
paper,thejarsofmixedpaint(allofthecolorstogether)andpaintbrushes.Iwill
playasound(fromthesameseries)andthenaskthechildrentopickthecolor/sthat
thesoundmakesthemwanttopaintwith.Iwillthenencouragethemtopaintone
squarewiththesechosencolors.Wewillrepeatthisthreetimeswiththree
contrastingsounds;onequietandgentle,oneloudandharsh,andonesomewherein
between.

CreateaFollowUpActivity:
Iwillgivethechildrenalargesheetofwhitepaperandplayanentiresongwhile
theypaint.Iwillguidethembyfirstaskingwhatcolorsthesongmakesthemwant
touse,thenallowthemtofreelypaintwhilethesongplays.Wewillrepeatthis
exercisewiththreecontrastingsongs.

REFLECTIONANDCONTEXTUALINFORMATION

Reflection:
Canyourememberwhatkindofsound/songwasplayingwhenyoumadethis
painting?
Whydidyouchoosethosecolors?
Howdoesthispaintingmakeyoufeel?
Nowthatwehavemanywordstodescribedifferentcolorsandsounds,letstakea
lookatBentonspainting.
Canyoupointtoa______color?(Iwilluseadjectivesfromtheirlist)
Didyouchangeyourmindaboutwhatkindofsongyouthinktheyareplayingand
singing?

HandsonActivity:
Amatchinggamewithcardsdepictingspecificsounds(againfromthesameseries

usedearlier)andcardswithspecificcolors(willusetheirsmallsquarepaintings)
Twochildrenwillworktogetherandmatcheachsoundwithacolor.

ContextualInformation:
Thislessonwillopenupthepossibilitythatmusicaffectsvisualartandviceversa.
Thechildrenwillalsodeveloptheirvocabularyastheydescribesoundandcolor
andthinkabouthoweachsoundandcolormakesthemfeel.Theexperienceof
paintingwhilelisteningtomusicwillfurtheremphasizethisconnection.

Afterthislesson,IwillusethebookCharlieParkerplayedbebopbyChris
Raschka.Itisawonderfulbookthatfocusesonsoundandvisualizingsound.With
eachpagethereisadifferentjazzinstrumentandanopportunitytosaybebopin
thestyleofthatinstrument.Thecolorsinthisbookalsoreflectthesoundsbeing
explored.Thisprovidescontextforquestionslikewhydidtheauthorchoosebright
redandyellowforthispagewiththetrumpet?

ASSESSMENT[ACEI4]
Rubric

ExceedExpectations

MeetExpectations

Below
Expectations

FineMotor

Maturepaintbrushgrip
andabletopaintwith
easeonbothsmalland
largepaper.

Developingpaint
brushgrip.Ableto
paintfreelyonthe
largepaperbut
somedifficulty
paintingonsmall
paper.

Languageand
Communication

Offersawidevarietyof
descriptivewordsand
abletoverbalize
emotionalresponses.

Canoffersome
descriptivewords
andverbalize
emotionalresponses
withsometeacher
support.

Cannotofferany
descriptivewordsor
verbalizeemotional
responsesevenwith
teachersupport.

Cognitive

Canmixtwocontrasting
paintcolors
independently,and
makeconnections
betweenspecificsounds
andcolors.

Canmixtwo
contrastingpaint
colors,andmake
connections
betweenspecific
soundsandcolors
withsometeacher
support.

Needsoneonone
supporttomix
contrastingpaint
colors.Doesnot
makeconnections
betweenspecific
soundsandcolors.

Difficultyholding
paintbrushand
keepingpainton
paper.