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Making Connections Across Emotions, the Arts, and Oneself

Adapted By: Jonathan Pratt

In this unit, students will be introduced to emotions and emotional connections in a variety of
ways. The unit has been designed and set up to gradually delve deeper into the arts curriculum,
while simultaneously building on building emotional and social skills. It remains focused on all of
these elements while working to improve the Learning Skills and Work Habits from the standard
Ontario Report Card, as described in Growing Success.
The unit itself, has been adapted from a unit previously written by Aaron Jibb, Brian Li, Brittini
Ogden, Jonathan Pratt, Cody Rennick, and Jodie Simms. The unit was adapted by Jonathan
Pratt to focus on the social skills aspects. I thank my colleagues for this Unit and the work they
did to help inspire me to build upon their strong foundation.

Unit Plan Title: Making Connections Across the Arts


Grade: 6
Subject: Language and The Arts
Time Needed: 4 week period
Goal:
-

To familiarize the students with components that connect the arts and languages.
To introduce students to variety of written work such as fairy tales or stories.
To introduce students to artistic work in musical and illustrative forms.
To understand the importance of arts in language and vice versa.
To understand the importance of arts and language application in everyday life.
To make emotional connections between the arts and oneself
To relate those connections to the different connections that others may have

Learning Objectives/Outcomes:
By the end of this unit students will demonstrate:
- Ability to use the arts to understand and respond in a variety of situations, for a
variety of purposes.
- Ability to use speaking skills and artistic strategies to communicate with different
audiences for a variety of purposes.
- Read and demonstrate an understanding of a variety of informational texts using a
variety of strategies to construct meaning.
- Generate, gather and organize ideas and information.
- Draft and revise their writing, using a variety of informational, literary and graphic
forms and stylistic elements appropriate for the purpose and audience.
- Use editing and proofreading skills and strategies, and knowledge of language
conventions, to correct errors, refine expression and present their work effectively.
- Create and use a variety of artistic elements for different purposes and audiences.
- Positively express emotions and identify those in others
Curriculum Expectations:
2.1 analyze a variety of text forms and explain how their particular characteristics help
communicate meaning, with a focus on literary texts
B1.1 engage actively in drama exploration and role play, with a focus on identifying and
examining a range of issues, themes, and ideas from a variety of fiction and non-fiction
sources and diverse communities, times, and places
C2.1 express detailed personal responses to musical performances in a variety of ways
C2.2 identify the elements of music in the repertoire they perform, listen to, and create, and
describe how they are used
D2.1 Interpret a variety of art works and identify the feelings, issues, themes, and social
concerns that they convey.

D2.2 Explain how the elements and principles of design are used in their own and others
work to communicate meaning or understanding.
D2.3 Demonstrate an understanding of how to read and interpret signs, symbols, and style
in art works.
D3.2 Demonstrate an understanding of key contributions and functions of visual and media
arts in various contexts.
Oral Communication:
- Demonstrate appropriate listening behaviour by adapting active listening strategies
in a wide variety of situations.
- Demonstrate an understanding of the ideas and information presented in complex
visuals, and oral and written texts.
Reading:
- Read a wide variety of texts.
- Demonstrate an understanding of texts by summarizing important ideas and details.
- Extend their understanding by connecting ideas in them to their own knowledge,
experience and insights, and to the world around them.
Writing:
- Generate ideas and identify those most appropriate for written purposes.
- Convey ideas and clearly and succinctly in a concisely written manner.
The student will also demonstrate and develop proper learning skills and work habits
(Responsibility, Organization, Independent Work, Collaboration, Initiative and Self
Regulation)
Description of Unit Plan: Through the following five lessons students will discover
connections between pieces of art, music, literature and drama, as well as themselves and
others through a creative and collaborative process. The lessons include:
1. Understanding Feeling Through the Arts and Language
2. Popular Culture in Popular Art
3. Music and Expression
4. Emotions in Fairy Tales
5. Connections and Creations (Culminating Task)
Assessment: Focuses on student participation through observation and class discussions.
Students will be assessed through work meeting expectations from criteria.

Assessment for learning: A formal discussion will be used to assess students


prior knowledge on any connections they can make between language and arts
Assessment as learning: Students will be assessed using ongoing assignments.
These will include written assessments like creative and written stories, musical
compositions and/or presentations, drawings and/or paintings. There will also be a
journal component.
Assessment of learning: Students will be assessed on a cumulative assignment
such as a final book report or major arts project.

Lesson 1
Lesson Plan Title: Understanding Feeling in the Arts and Lanuage
Grade: 6
Time Needed: 2 classes (60 minutes each)
Subject: Language; The Arts (Drama, Visual Arts, Music)
Curriculum Expectation:
Language: 2.1 analyze a variety of text forms and explain how their particular characteristics
help communicate meaning, with a focus on literary texts
The Arts: B1.1 engage actively in drama exploration and role play, with a focus on identifying
and examining a range of issues, themes, and ideas from a variety of fiction and non-fiction
sources and diverse communities, times, and places
C2.2 identify the elements of music in the repertoire they perform, listen to, and create, and
describe how they are used
D2.3 demonstrate an understanding of how to read and interpret signs, symbols, and style in
art works
Materials required:
- 2 simple images one bright, one dark
- 2 short sound clips, ex. bird chirping, drums thumping (and something to play them)
- 2 Short written pieces ex. a poem or quote from a book
- Copy of the Emotions Color Wheel
- Worksheet
- chart paper
- markers
- PowerPoint
Description of Activity:
sequence of steps w/ Time:
Intro (15mins)
Discuss what feelings are emotions are, and how we feel them, what causes
those feeling
Students are shown the Emotions Color Wheel as a projection connected to the
do2learn.com website
Warm-up Activity (25mins)
Students rotate around the room to various stations where pieces are set up for
them to explore in groups of 3
Students write down how the piece makes them feel, and the emotions created.
Students will reflect on HOW the emotions or feelings were created
Consolidation (10mins)
Do a quick round robin for how the pieces made the students feel and why
Have students explain why someone might feel differently
Journals (5mins)
Place a copy of the emotions color wheel into each journal
Name a song, art work, or written piece that makes you feel overly positive.
Name a song, art work or written piece that makes you feel overly negative.
Explain the feelings and how they are Positive/Negative.

Intro (10mins)
Reflect on previous class and introduce the topic of HOW the feelings were the
reflected in the pieces
Main activity (25mins)
6 groups (one for each piece from previous day)
each group will get a chart paper and some markers, on which they will write
the feeling or emotions it created, what causes that emotion, and how they
could recreate the emotion using the other types of pieces, ex. if the group is
looking at a written piece they would think how to create the emotion through
music/sounds or visual arts
Consolidation (20mins)
the groups will then present what they came up with followed by class
discussion
Journals (5mins)
What is your favorite song? Picture? Written piece? And emotions do they
create for you.
Vocabulary:
Emotions, Feelings
- Written piece (descriptive words, themes)
- Visual Art (Convey, Composition, Complementary)
- Music/Sounds (tones, pitches, instruments)
Assessment:
The assessment is Assessment for Learning and will be observed through class participation,
discussions while in groups, worksheet and Journals
This two-day lesson is meant to introduce the concept of emotion as an aspect of art, as well as
the relationship between art and life. This can allow the synergy that exists in this area to help
understand how emotions are normal and different for each person. The use of the color wheel
is meant to make the emotions more tangible and easier to understand for students who may
have difficulty with emotional social skills.
Responsibility is shown by the student as they fulfill the responsibilities and commitments of the
activities, specifically the worksheets and the journal.
Organization is shown as the student makes plans in their group to present information on their
chart paper, and how fully and timely tasks are completes
Independent Work is also shown through the worksheet and journal and how well these are
completed within the expected time.
Collaboration is shown in group work with how well they accept roles within their group and how
well they work and accept other group members and their different opinions.
Initiative is shown through the kinds of roles the student takes on during the group work. It is
also shown through the general attitude towards the group and the work that is being done.
Self Regulation is shown through anecdotal evidence taken by the teacher as the student works
throughout the activities, as well as the journal entries. The students attitude towards adversity
is also taken into account.

Lesson 2
Lesson Plan Title: Popular Culture in Popular Art
Grade: 6
Time Needed: 3 classes (60 minutes each)
Subject: The Arts (Visual Arts)
Curriculum Expectation(s):
D2.1 Interpret a variety of art works and identify the feelings, issues, themes, and social
concerns that they convey.
D2.2 Explain how the elements and principles of design are used in their own and others
work to communicate meaning or understanding.
D2.3 Demonstrate an understanding of how to read and interpret signs, symbols, and style in
art works.
D3.2 Demonstrate an understanding of key contributions and functions of visual and media
arts in various contexts.
Materials required:
- chart paper/projector/chalkboard
- access to internet/ art books
- drawing paper
- painting paper/canvas
- pastels/ paint/ markers/ coloring pencils/ clay/ old magazines/ glue/ scissors/ etc.
- journals
- Emotions Color Wheel
Overview of Activity: Students will look at and discuss famous works of art that have been
used in popular culture. Students will create their own ad, or message, using a famous work
and an issue or product that is common in society today (Show an image and product
together).
*Make sure devices are not in use during the Minds on and Warm-up activity.

Minds on: Ask the class the questions: Can you name some famous paintings or
artist?, How do you know these? Where did you see them?
Have some pictures prepared to show the students.
As students are talking write their answers down on chart paper/black
board/white board.
Reflect on feelings among the students using the Emotions Color Wheel as a
reference. (15mins)

Main activity: How well do you think you know these paintings?
Ask students to draw a work of art they might remember. No devices may be
used. The art will be done from memory
Students will be given drawing paper and can use any dry drawing material
(pencil, markers, chalk pastels, oil pastels, colored pencils). Ensure students
picture doesn't have to be perfect, its just a record of their memory. Suggest to
some students to write out their ideas first to help with their drawing or to talk

about the drawing with a friend to help concentrate their thoughts.


As an extension, the teacher may have the students choose a set of colors
based on their emotions and the color wheel itself
Drawings should only be completed in class. (20mins)
When drawings are complete place them all on the wall and have students
discuss emotional connections and feelings that may be stirred by their own
work or others. (15mins)
Students write in their journals about their experiences and emotional
connections with their art and other students art (10mins)

Warm-up Activity: Show students slideshow/PowerPoint of famous works of art used


in advertising and popular culture.
Before slideshow, bring up the question: What is popular culture?
Have students discuss in groups and write their answers down on chart paper
and post the papers at the front of the class. (15mins)
During slideshow, create discussion with the umbrella question: why do you
think this work of art was used this way?
Use guided questions to connect emotions to the art pieces and how that
would affect other people (10mins)
Main activity:
After slideshow have students, as table groups, choose one of the paintings
they want to recreate/alter with a pop cultural influence.
Students should sketch out and plan how they will recreate the piece.
Acceptable mediums are painting, drawing, sculpture, collage, digital art, and
staged photography. The students should review their plan with the teacher
and the proper materials will be supplied. (15mins)
Students will be given 45 minutes to work (including clean-up time), spanning
two classes (20+25mins)
When the project is complete each student will present their piece to the class.
They have to talk about what painting they used and pop culture theme and
why.
The other students should be encouraged to ask questions or share emotional
connections. (25mins)
Students reflect on their art and any difficulties they may have had, plus
strategies for overcoming them in their journals. (10mins)

Key Vocabulary: Convey, Composition, Complementary.


Assessment: Presentation and class critique of both warm-up activity and final piece. Final
piece must meet the criteria expectations that the class generates themselves in warm-up
discussion. Assessment AS Learning.
This three-day lesson is meant to apply the concept of emotion to art, as well as build upon the
relationship between art and life. This deepens the understanding of how each person has
different feelings towards each different situation and the acceptance that accompanies this.
The continued use of the color wheel is helps to make a more constant awareness with the idea
of emotions and their relationships among different people for students who may have difficulty
with emotional social skills.

Responsibility is shown by the student as they fulfill the responsibilities and commitments of the
activities, specifically the art and the journal.
Organization is shown as the student makes plans in their group to present information on their
chart paper, and how fully and timely tasks are completes. Clean up time is also noted.
Independent Work is also shown through the journal and how well this is completed within the
expected time.
Collaboration is shown in group work with how well they accept roles within their group and how
well they work and accept other group members and their different opinions. Being able to share
their own ideas is also noted.
Initiative is shown through the kinds of roles the student takes on during the group work. It is
also shown through the general attitude towards the group and the work that is being done. The
more positively active they are in the activity, the better
Self Regulation is shown through anecdotal evidence taken by the teacher as the student works
throughout the activities, as well as the journal entries. The students attitude towards adversity
is also taken into account. Student should be able to pick their battles and know when to make
concessions for the group.

Lesson 3
Lesson Plan Title: Music and Expression
Grade: 6
Time Needed: 2 classes (60 minutes each)
Subject: The Arts (music)
Curriculum Expectation:
C2.1 express detailed personal responses to musical performances in a variety of ways
C2.2 identify the elements of music in the repertoire they perform, listen to, and create, and
describe how they are used
Materials required: -speakers/music player
- paper to draw on
- music from https://www.youtube.com/watch?v=kFnlkyfT0g&list=PLEA81A6B4CBE02D71&index=3
- Emotions Color Wheel
Description of Activity:
Intro (15mins):
Play sounds for the students with their eyes closed as they identify the first
emotion they think of each time according to the color wheel
Students share their own responses as well as their guesses of what the sound
was.
Reveal the sound sources and ask if the knowledge changes the emotion.
Main Activity (30mins):
Students sit in table groups and listen to different music and write about the
groups reaction on personal handouts.
Students shuffle around to different groups so that no student is in a group with
a student they were with before.
Each student describes the music in emotion, feeling and colour alone, without
naming it and the other students guess which music clip each is.
Closure (15mins):
Students briefly discuss differences and similarities as a class
Journal entry on experiences
Intro (Bellwork-activating prior knowledge) (10mins):
Have Debussys Claire de Lune playing as students enter the class
Ask students how they feel and have informal discussion over what the piece
of music invokes in them.
Refer to the Color Wheel
Main Activity (30mins)
The teacher will play a piece of music (youtube link Proposal/Down the Hole)
twice, first time just to listen, then a second time to draw. (10mins)
students will draw a picture that represents what the piece of music meant to
them during the listening
Groups of 3-5 will be formed depending on class size. In each group students
will need to order their pictures into a coherent story. (10mins)
Students will then present their respective groups stories to the whole class.

(10mins)
Closure (20mins):
Discussion about similar and contrasting themes that occurs throughout the
groups stories and what about the piece of music would make one think of
such themes.
Journal entries on discoveries

Vocabulary:
Music, Pitch, Dynamics, Moods, Sound Quality, Beats, Timbre, Texture/Harmony, Form,
Duration, Fortissimo, Pianissimo.
Assessment: Will be done through observation on participation and on how students express
their responses and identify elements in the piece of music in groups, worksheets and journal
entries. Assessment AS learning
This two-day lesson is meant to apply the concept of emotion to music, furthering the
relationship between art and life. Students should, by now, have several ways of approaching
the arts and connecting emotions, as well as sharing the experience with a variety of
classmates.
Responsibility is shown by the student as they fulfill the responsibilities and commitments of the
activities, specifically the worksheets and the journal.
Organization is shown as the student makes plans in their group to present information on their
chart paper, and how fully and timely tasks are completes. How they write down their thoughts
and communicate them to group members is also noted.
Independent Work is also shown through the worksheets journal and how well this is completed
within the expected time. They are also given the responsibility of reporting a group sentiment to
a different group of people. How they approach doing this will show their independence.
Collaboration is shown in group work with how well they accept roles within their group and how
well they work and accept other group members and their different opinions. Being able to share
their own ideas is also noted. Reporting information from one group to another helps show
collaborative ability.
Initiative is shown through the kinds of roles the student takes on during the group work. It is
also shown through the general attitude towards the group and the work that is being done. The
more positively active they are in the activity, the better. More initiative should be apparent at
this point.
Self Regulation is shown through anecdotal evidence taken by the teacher as the student works
throughout the activities, as well as the journal entries. The students attitude towards adversity
is also taken into account. Dealing with new groupings will test these abilities.

Lesson 4
Lesson Plan Title: Emotions in Fairytales
Grade: 6
Time Needed: 2 classes (60 minutes each)
Subject: Language Arts
Curriculum Expectation:
2.1 analyse a variety of text forms and explain how their particular characteristics help
communicate meaning, with a focus on literary texts
Materials required:
- Several fairy tales
- chart paper and markers
- smart board/ projector
- Emotions Color Wheel
Description of Activity:
Intro (15mins):
Students are asked to brainstorm their favorite stories
Asked how the stories make them feel using the Wheel
Then asked about fairytales and use those feelings and brainstorm
Ask if and why the feeling is different
Main Activity (35mins):
The teacher will do a read aloud with the class using a short fairy tale.
The teacher will model some of the characters emotions using the previous
class input. This modeling will help the students understand what is expected
of them throughout the activity.
Students will be given several different fairy tales. In small groups they will read
the stories and describe the emotions that they believe individual characters
are experiencing.
The students will write their findings on the chart paper based on the fairy tales.
The students will identify the character and then the established emotions and
their evidence for why the characters felt that way.
Closing (10mins):
Students reflect in their journals.
Intro (10mins):
Some reactions are read from what students wrote on their charts
Groups and Fairy Tales are kept secret and students are left to think about
what the stories are and who said what based on the reactions.
Main Activity (35mins):
The students will then present their findings to the class, giving the feelings and
rationales behind feelings for each character.
Presentations will be done in a guessing game format; first they will tell a part
of the story that they noted, then the class guesses what the emotions they
guessed were, then the group reveals.
Each group will choose 3-5 key point to present
Closing (15mins):

Students have a brief discussion on the why people may have guessed
correctly or incorrectly during presentations
Students briefly write in their journals to report on their feelings and potential
discoveries

Vocabulary: Feeling, Emotions, Reflect, Descriptive words, Theme.


Assessment: The students will be evaluated while they are completing the activity and when
they are presenting. The teacher will monitor the students while in their groups to ensure they
are on track. Once they are presenting the teacher will prompt students into deeper meaning
and understanding of the activity. Anecdotal evidence will be kept as well as the charts.
Assessment AS learning.
This two-day lesson is meant to apply the concept of emotion to literature, furthering the
relationship between art and life. Students should, by now, be making multiple connections.
Having them relate to fictional characters, then having the class try to connect their own feelings
to the characters through other classmates will help develop a sense of empathy.
Responsibility is shown by the student as they fulfill the responsibilities and commitments of the
activities, specifically the chart and the journal. Each students work should be apparent in each
collaboration, but it is the responsibility of each student to make their own voice heard.
Organization is shown as the student makes plans in their group to present information on their
chart paper, and how fully and timely tasks are completes. How they write down their thoughts
and communicate them to group members is also noted. The way in which they present
information to the class will also show this.
Independent Work is also shown through the journal and how well this is completed within the
expected time. They will be responsible for making their voice heard in presentation. How they
approach doing this will show their independence.
Collaboration is shown in group work with how well they accept roles within their group and how
well they work and accept other group members and their different opinions. Being able to share
their own ideas is also noted. Reporting information from the group to the class.
Initiative is shown through the kinds of roles the student takes on during the group work. It is
also shown through the general attitude towards the group and the work that is being done. The
more positively active they are in the activity, the better. Initiative may still need encouragement,
but significantly less at this point.
Self Regulation is shown through anecdotal evidence taken by the teacher as the student works
throughout the activities, as well as the journal entries. The students attitude towards adversity
is also taken into account. A new level with this will be presenting in front of the class and how
they deal with that situation.

Lesson 5
Lesson Plan Title: Connections and Creations
Grade: 6
Time Needed: 2 classes (60 minutes each)
Subject: Language; The Arts (Drama, Art, Music)
Curriculum Expectation:
Language: 2.1 analyze a variety of text forms and explain how their particular characteristics
help communicate meaning, with a focus on literary texts
The Arts: B1.1 engage actively in drama exploration and role play, with a focus on identifying
and examining a range of issues, themes, and ideas from a variety of fiction and non-fiction
sources and diverse communities, times, and places
C2.2 identify the elements of music in the repertoire they perform, listen to, and create, and
describe how they are used
D2.3 demonstrate an understanding of how to read and interpret signs, symbols, and style in
art works
Materials required:
- Art Pieces
- Fairy Tales
- Music pieces
- Ideas worksheet
- Emotions Color Wheel
Description of Activity:
Intro (10mins):
Students are reminded of all of the concepts they have learned over the unit.
Brainstorm main ideas.
Main activity (50 minutes preparation+30minutes presentation):
Arrange students in groups of 5-6
Hand out worksheets and group packages
each package will contain 1 story, 1 art piece and 1 music piece
Groups react to pieces individually and record reactions on worksheet (to be
placed in journal at the end of class)
Groups work together to find connections between pieces
Groups create a role play based on the three pieces
Role play can contain elements but do not necessarily need to use content of
all three in the actual presentation (eg: music must be a source, but song does
not need to be played during the presentation)
All elements must be explicably present in role plays.
DAY2 - Groups present role plays
Reveal all the contents of the original package to the class
Closing (20mins)
Students discuss the different presentations and the emotions and connections
noticed
Final Journal entry based on self-evaluation and unit reflection
Assessment: Assessment will be done through observation on participation and on how

students used the separate elements to enhance their final presentation. Also a rationale and
unit reflection will be written in the journal. The content of the rationale should include reasons
for specific actions, identified contributions, self-discovery (emotional or otherwise) and group
interaction reflection (self). Assessment OF learning.
This two-day culminating activity is meant to apply the concept of emotion to all elements that
were studied. Students should, have made multiple connections. Having them relate all of the
elements is both fun and introspective. The self evaluation and rationale is key to having them
focus on their own growth as they worked with others, exploring emotions and relating them.
Responsibility is shown by the student as they fulfill the responsibilities and commitments of the
activities, specifically the presentation and the journal. Each students work should be apparent
in each collaboration, but it is the responsibility of each student to make their own voice heard.
The final reflection will also be a report of how they feel they have progressed.
Organization is shown as the student makes plans in their group to present information on their
chart paper, and how fully and timely tasks are completed. The way in which they present
information to the class will also show this. The form of their final reflection will also be noted,
along with anecdotal evidence of how they worked in their group.
Independent Work is also shown through the journal and how well this is completed within the
expected time. They will be responsible for making their voice heard in presentation. How they
approach doing this will show their independence. They will also justify their own contribution in
their final reflection.
Collaboration is shown in group work with how well they accept roles within their group and how
well they work and accept other group members and their different opinions. Being able to share
their own ideas is also noted. Reporting information from the group to the class. The final
presentation and reflection will illustrate the collaborative effort that is made.
Initiative is shown through the kinds of roles the student takes on during the group work. It is
also shown through the general attitude towards the group and the work that is being done. The
more positively active they are in the activity, the better. Initiative may still need encouragement,
but very little. Trying is more important than anything, in the end.
Self Regulation is shown through anecdotal evidence taken by the teacher as the student works
throughout the activities, as well as the journal entries. The students attitude towards adversity
is also taken into account. This will be the second time the student will be presenting to the
class and they should be noticeably more comfortable.

Sources
*Adapted From Making Connections Across the Arts as written by Aaron Jibb, Brian Li, Brittini
Ogden, Jonathan Pratt, Cody Rennick, and Jodie Simms and submitted to professor Michael
Wilson, December 12, 2014.
Bennett, B., & Rolheiser, C. (2001). Beyond Monet: The Artful Science of Instructional
Integration. (279-285). Toronto: Bookation Inc.
Cooper, D. (2007). Talk About Assessment: Strategies and Tools to Improve Learning. Toronto,
Ontario, Canada: Nelson Education Ltd
Ontario Ministry of Education. (2010). Growing Success: assessment, evaluation, and reporting
in Ontario Schools.
Ontario Ministry of Education. (2009). The Ontario Curriculum, The Arts, Grades 1-8.
Ontario Ministry of Education. (2013). The Ontario Curriculum, Language, Grades 1-8.
Also, these websites contained helpful resources for inspiration and adaptation:
http://www.do2learn.com/SocialSkills/overview.htm
http://autismteachingstrategies.com/

Sample Worksheet:

Connections in Art
Art Piece
Description:
____________________________________________________________________________
________________________________________________________________________
Reaction:
____________________________________________________________________________
________________________________________________________________________
Music Piece
Description:
____________________________________________________________________________
________________________________________________________________________
Reaction:
____________________________________________________________________________
________________________________________________________________________
Story
Description:
____________________________________________________________________________
________________________________________________________________________
Reaction:
____________________________________________________________________________
________________________________________________________________________
How might they be related?
____________________________________________________________________________
________________________________________________________________________
Presentation description:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
________________________________________________________________

Emotions Color Wheel: