UNIT PLAN TEMPLATE Art ED 3601 1

Art Education Unit

Title of Unit Visualizing Music Through Art Grade Level 9

Teacher Jordan Kosowan Number of Lessons 4 lessons, 6

and Classes classes
Overview of Unit & Rationale
500 words Give a clear and concise description of the Unit. State the learning objectives – what you intend students to
learn/experience. Provide a rationale that connects your unit with your developing art education philosophy. What is the value of
this learning experience for students? How does it support and challenge their knowledge, skills and attitudes? How does it
support your developing philosophy of art education?

This unit is designed to engage students with abstract artists that were influenced by sound and music in their art production. The
first lesson will focus on the art history aspect of the unit and engage students with artists such as Wassily Kandinsky and Bertram
Brooker. This will be done through a short presentation and class discussion which will support students in their understanding of
how the visualization of sound and music can be incorporated into an artwork. Students will also be tasked with defining one of
our many artistic vocabulary words which will then be added to our pre-existing word wall. Students will use what they have
learned in the following lesson during an activity where they will be making several small pieces influenced by different genres of
music we listen to as a class. These pieces will then be cut out and displayed together with other pieces influenced by the same
genre. This activity will prepare students to create their own piece influenced by a song of their choosing, where they have more
creative freedom. The unit will conclude with a critique that analyzes students’ final artworks. This will be a verbal critique and
students will be encouraged to use words that are displayed on our word wall.

Throughout the unit, students will learn about abstract art and artists who are influenced by music and sound. Students will learn
how music can influence art production and then apply this within their own artmaking. The activity, along with the critique will
also teach students how different individuals' perceptions differ, which leads to unique art production and individual styles in art-
making.

Students will experience how art can be influenced by many factors and experience how music can guide self-expression. Students
will experience how different colours, shapes, forms, lines, and mark-making can represent or evoke different moods, emotions,
and feelings.

This unit focuses on self-expression and visualization and encourages students to view things from multiple perspectives. The
project and activity within the unit will help students develop a sense of creativity and imagination, while also allowing them to try
something new and step outside their comfort zone. Often at this age, students are very focused on perfecting drawing and realism.
This unit will teach students that art comes in all shapes and sizes and teaches students to focus on process over product. The
process of artmaking is an experience within itself and students will experience this during the activity and final project.

Overall, this unit is focused largely on abstract expressionism, self-expression, and how music can inspire art production.

Statement of Inquiry/Unit Question

A question that students take up throughout the unit, through the various activities. At the end of the unit students have explored
and considered this inquiry, and can respond to this question.

How can sound and different genres of music influence our art production? How can abstract artists influence our own art
production? How can our own preferences of music influence our own art production?
 UNIT PLAN TEMPLATE Art ED 3601 2

Alberta Program of Study

For this unit assignment you are expected to draw on all three GLE’s (Drawing, Composition & Encounters) over the unit. What
SLE’s are you selecting to work with? Don’t over do it, choose carefully. You might fill out this section after you do your Unit
Mapping.

GLE Drawing:
SLE: Record

- Concept C: The illusion of depth is created partly by the kinds of lines and marks used in creating an image.

SLE: Communicate: Students will use expressiveness in their use of elements in the making of images

- Concept B: Mood and feeling as perceived by the individual student can be expressed in colour drawings

SLE: Articulate and Evaluate: Students will use the techniques of art criticism for analysis and comparison of art works

- Concept A: Making comparisons about mood and feeling between one’s own works and works by other students is part of
learning to talk about art.
- Concept B: Knowing the terms of design, media and techniques used in one’s own drawings helps in description and
analysis of one’s own and others’ works.

GLE: Composition
SLE: Relationships 1

- Concept A: Cluster and concentration of design elements in compositions tend to suggest compression and/or movement.
- Concept B: Differences in size or value of design elements in compositions suggest dominance and emphasis of larger,
stronger elements.

GLE: Encounters
SLE: Transformations Through Time: Students will identify thematic and stylistic variation of works as characteristics of
certain artistic periods.
 UNIT PLAN TEMPLATE Art ED 3601 3

Summary of Lessons
Approximately 75-100 words each summary. Clear and Concise; a synopsis of the lesson, connection with POS, the lesson's
purpose in and of itself, and the lessons purpose within the unit. Make clear the scaffolding - meaning how each lesson supports
the next...Indicate what DBAE areas are being covered in the lessons in one or two brief sentences.

Lesson 1: This lesson will focus on the art history aspect of the unit along with the idea of visualizing sound within art,
specifically music. The abstract movement will be discussed along with expressionism. Different approaches to abstract art will be
discussed such as abstract expressionism, automatism, and geometric abstraction. Students will be introduced to two artists who
visualized music through art: Bertram Brooker and Wassily Kandinsky. A presentation and video will be shared teaching students
about the two artists. A class discussion will take place around the presentation and video. Afterwards, there will be a short activity
based on artistic vocabulary. The words introduced will be: abstract, texture, mark-making, colour, form, line, value,
expressionism, visualization, automatism, variety, intensity, rhythm, and balance. Students will be placed in groups of 2-3 or work
individually based on class size and be assigned one of the vocabulary words. Each group will define and design an index card
with their word on it, which will then be added to the pre-existing vocabulary wall. The lesson will end with the completion of the
vocabulary cards.

Lesson 2: This lesson will focus on putting what students have learned about visualizing sound and music into action. Materials
need for this lesson are: a large piece of paste; paper, oil pastels, baby oil and q-tips for blending and a spray fixative for the end of
the lesson. Students will fold their paper into 4 sections, with each section being designated to a different music genre/musical
style. Students will be given 10-15 minutes per square, and the teacher will play a song from a different genre for each square and
students are to draw what the music inspires. At the end of the activity, students will cut out each square and the squares of the
same genre will be displayed together to show the similarities and differences in their perceptions. If time allows, these similarities
and differences can be discussed as a class. This lesson will prepare students to create a larger piece in the following lesson based
on a song of their choosing.

Lesson 3: This lesson will focus more on the individual art-making/ studio aspect of the unit, giving students more creative
freedom. Students will be creating a larger piece based on a song of their choice. Students will choose their song, and plan their
piece first, both of which will be approved by the teacher before they begin their final piece. This lesson will span 3 classes, one
class on planning, and 2 classes on art production. Students' artworks will be done in acrylic paint on canvas boards, but students
are also able to propose alternate mediums they choose. Before the final lesson, students will prepare their final work for critique
by placing it on the wall to be viewed and telling the teacher the title of their piece, along with the song they have based their piece
off of.

Lesson 4: This lesson will focus on the art appreciation aspect of the unit and involve a critique. Each student will take turns
presenting. As a class, we will briefly listen to a few seconds of the song before comments are made. This will be a verbal critique,
and the 2 students after the one presenting (based on the order that artworks are hung up) must make a comment on the piece using
a word from our word wall. This way, all students will speak with equal opportunity while also using the artistic vocabulary that
we have learned throughout the year. Students will also be reminded about constructive criticism and only making comments that
are helpful to the artist. After the commentary from 3 other students is when the artist of the artwork will share about their piece,
speaking about how their chosen song has influenced their artwork and how the visual aspects within the piece correspond to the
music.
 UNIT PLAN TEMPLATE Art ED 3601 4

Unit Mapping
You are welcome to design your own Unit mapping template as long as all content is in there:
See exemplar of how this look when completed.

Lesson 1 POS Connection Lesson 2 POS Lesson 3 POS Lesson 4 POS

Abstract artists Connection 3 class periods Connection Connection
who are GLE: Drawing Letting Critique
inspired by different GLE: Final Projects GLE: GLE:
sound and SLE’s: genres of music Drawing Drawing (Art Criticism) Drawing
music. Articulate and inspire our (Art Production)
(Art History) Evaluate own art SLE’s : SLE’s: Lesson SLE’s:
production. Record Class 1: Record Procedures: Articulate
Artists of Concept B: The only thing and
focus: Knowing the (Art Concept C: Lesson Concept C: needed for this Evaluate:
terms of design, Production, The illusion Procedures: The illusion lesson will be a
Wassily media and Aesthetics) of depth is Materials will of depth is speaker that the Students will
Kandinsky techniques used created need to be ready created teacher can use the
(1866 – 1944) in one’s own Lesson partly by the for students partly by the bring in. Prior to techniques
drawings helps Procedures: kinds of before they enter kinds of the lesson the of art
One of the in description Prior to the lines and class. Canvas lines and teacher will also criticism for
pioneers of and analysis of lesson, the paper marks used boards, acrylic marks used have asked all analysis and
abstract art. one’s own and will need to be in creating paints, gesso, in creating students which comparison
Wrote that others’ works. ready for an image. paintbrushes, an image. song they have of art works
“music is the students, along paint palettes, chosen for their
ultimate GLE: with oil pastels, SLE: water cups, and artwork and Concept A:
teacher.” Encounters small containers Communicat paper towels will SLE’s: created a Making
of baby oil, q- e need to be Communicat playlist with comparisons
Bertram SLE’s: tips (for provided. An iPad e: these songs to about mood
Brooker (1888 – Transformatio blending Concept B: cart can also be use in the and feeling
1955) ns Through pastels), and Mood and brought in if Students will lesson. Bulldog between
Time: Students scissors. These feeling as students do not use clips and push one’s own
One of will identify can be set perceived by have a device to expressivene pins will also be works and
Canada’s first thematic and before students the look for songs to ss in their used in the works by
abstract stylistic arrive. A individual influence their use of lesson and other
painters. Many variation of playlist of songs student can piece. elements in should be ready. students is
of his painters works as and a speaker be expressed the making part of
fed off music characteristics will also need to in colour Direct of images learning to
and were of certain be ready before drawings. Instruction: Direct talk about
expressions of artistic periods. the lesson Students will have Concept B: Instruction: art.
musical feeling. begins. SLE: this class period Mood and When students
Articulate to plan out their feeling as arrive, they will Concept B:
Lesson Direct and Evaluate final piece in their perceived by be directed to Knowing the
Procedures: Instruction: art journals. This the use the bulldog terms of
Prior to the When students Concept A: will be a painting individual clips and design,
lesson, a few arrive and are Making that will be based student can pushpins to media and
things need to settled, the plan comparisons on a song of their be expressed carefully put techniques
be set up. and instructions about mood choosing, where in colour their work up on used in one’s
Firstly, the for the lesson and feeling they have creative drawings the wall, evenly own
PowerPoint will be between freedom. This will spaced apart. drawings
presentation explained. We one’s own be similar to the GLE: Students will be helps in
with the focused will be building works and small pieces we Composition given a quick description
artists must be off of our works by created in the s demonstration and analysis
ready. Secondly, previous lesson other previous class and of how to do of one’s own
writing and putting students is students should be SLE’s: this. Once this is and others’
materials, index what we learned part of able to explain Relationship done, works.
cards, and tape into action. learning to aspects of their s1 instructions will
must be ready Students will talk about painting and how be given for the
for the artistic fold their paper art. they relate to their Concept A: activity.
 UNIT PLAN TEMPLATE Art ED 3601 5
literacy activity. into 4 sections chosen song. This Cluster and Students will
The iPad cart for the activity. GLE: will be explained concentratio also be
will also be Composition to students. n of design reminded about
brought in for Activity 1: elements in how to be
this activity. Students will SLE: Students will be composition respectful
Strategic groups start by folding Relationship encouraged to s tend to during a critique
will also be pre- their paper into s1 bring headphones suggest and how
assigned for the 4 equal sections. for this class if compression constructive
activity prior to Once this is Concept A: they have them and/or criticism aims to
the beginning of complete, we Cluster and (students will be movement. help students
the lesson. will begin the concentratio reminded prior to and be kind to
Students should activity. We will n of design this class). Concept B: students, not
also have their be listening to 4 elements in Differences unhelpful
art journals with different genres composition Demo: there will in size or criticism.
them when they of music which s tend to be a quick demo value of
come into class. will correspond suggest on how to apply design Reminder of
to the 4 squares. compression gesso before elements in Inquiry
Direct We will begin and/or beginning composition Question:
Instruction: with the first movement. painting. Students s suggest During the
When students genre: classical will do this at the dominance direct
arrive to class, music. The Concept B: start of class so and instruction,
they will be teacher will play Differences that their canvas emphasis of students will
directed to get a singular in size or board is dry for larger, also be asked
settled in their classical song value of when they begin stronger some guided
seats and get out on repeat for 10 design their artwork. The elements. questions
their art journals minutes, and elements in teacher will also related to the
to take notes students will composition go over how to inquiry question
during the have this time to s suggest properly clean of the unit to
presentation. draw a piece in dominance paintbrushes and guide their
oil pastels in and other materials. thinking when
Activity 1: their first emphasis of we are
Activity 1 will square. Students larger, Activity 1: participating in
consist of a will be stronger Students will the critique.
short encouraged to elements. gesso their canvas These questions
presentation draw how they and set it out to will be: How do
(around 15 – 20 visualize the dry. you think this
minutes), that music or how song has
will focus on the music makes Activity 2: influenced this
abstraction, them feel. Once Students will artwork? How is
specifically the 10 minutes begin planning that visualized?
Wassily have passed, we their final piece. Do the colour
Kandinsky and will move on to They will first DBAE choices and DBAE
Bertram DBAE the next genre DBAE choose a song, Connections shape/line/form Connections
Brooker. The Connections and the next Connections that will be choices bring up
presentation will square. The approved by the Art anything for Art
center around Art History other genres we Art teacher, and then Production you? Does it Criticism
how both these will cover will Production they will begin feel like there is
artists were *Students will be: Rhythm and their planning *Students movement in *Students
influenced by learn about Blues, Country *Students process in their art will be the piece? What will look at
sound and abstract art, and Folk. will be journals. The creating moods, the artworks
music within along with two creating prepping of their own emotions and of their peers
their work, and abstract artists. Transition: artworks that canvases, artworks that feelings are and
visualized music Once we have are choosing of are brought up by experience
through their Art Criticism completed all influenced songs, and expressive this piece? and analyze
paintings. A our squares, by music, planning stages of a chosen the qualities
brief part of the *Students will instructions will conveying will most likely song. Activity 1: We and meaning
presentation will look at artworks be given for the emotions take up this entire will then move behind the
focus on by Wassily next part of our and feelings class period. Once Aesthetics on to our work. They
abstraction and lesson. Scissors students are done critique process.
 UNIT PLAN TEMPLATE Art ED 3601 6
a few different Kandinsky and will be handed that the with their This will be will discuss
types of Bertram out after the music planning, they *Students something what they
abstraction such Brooker, while instructions. brought up, will show it to the will reflect students are see, think
as abstract also learning and teacher for upon the familiar with as and feel.
expressionism, several artistic Activity 2: visualizing approval before experience it would have
geometric literacy Students will how the moving on. of art been used in Aesthetics
abstraction, and vocabulary then cut out music may production. prior units. The
automatism. The words. each square, and look. Class 2 & 3 teacher will *Students
new artistic write their choose a piece will reflect
literacy words Aesthetics names on the Aesthetics Activity 3 (in this to begin at. upon the
will also be back along with lesson): Students Firstly, the experience
covered in the *Students will the genre. Then *Students will then have the teacher will play of artworks,
presentation. reflect on the the squares will will reflect next 2 class a few seconds of along with
inspiration and be sorted into upon the periods to work the song that the their impact
Class influence behind piles based on experience on their final artwork was and
Discussion: the pieces we the genre. We of the piece. Students influenced by. meaning.
After the view in class. will display the activity and will be Afterwards, the They will
presentation, I Students will squares of each their art encouraged to 2 students who use artistic
will take any also form their genre together production. sketch out their will be next in vocabulary
questions and own judgements so that students idea in pencil first the critique will to analyze
we will briefly around the can analyze the based on what make comments and question
discuss what we artists and similarities and they have planned on the artwork artwork.
went over in the pieces we view. differences. in their art using one of the
presentation, Students will journals. They can words on our
asking the help put up the then go in with word wall.
students' squares for the paint when they After, the artist
opinions on display process. are ready. of the artwork
different pieces We will then Students should will speak
and the different have a class have their briefly on their
artists. Students discussion, artworks process and
will also be centering completed by the thoughts
asked how this around our end of the third regarding their
could inspire reminders of class to work on artwork, which
their own the inquiry this lesson, or will follow by
artmaking. The question, before beginning applause. We
reminder of the students will the 4th lesson. will then move
inquiry question discuss what on to the next
will be included they noticed Reminder of students and
in the class during the Inquiry continue this
discussion. activity, how the Question: What process until we
squares differ emotions and go full circle.
Reminder of from one feelings are
Inquiry another, why brought up when Direct
Question: How they chose you listen to the Instruction:
have Wassily certain colours song you have After we are
Kandinsky and and shapes for chosen to do your finished with
Bertram their artworks, artwork on? our critique
Brooker and how the students will be
visualized music music Formative directed to take
and sound influenced them. Assessment: down their
through their This discussion There will be artworks and
artwork? What will conclude several steps of place them in a
elements do you the lesson and formative pile, while also
notice within set us up for the assessment in collecting pins
their artworks? next lesson. these lessons. and bulldog
How could Students must clips and putting
these artworks have their plan for them away. This
influence your Formative their final artwork will conclude
own artmaking? Assessment: assessed before our lesson and
 UNIT PLAN TEMPLATE Art ED 3601 7
Does music ever The formative moving on to the our unit.
inspire you? assessment of actual art
the lesson will production Formative
Transition: We occur during the process. This Assessment:
will then class way, the teacher The formative
transition into conversation. can formally assessment that
our artistic Students’ assess if the will take place
literacy activity. responses and student is ready to will be based on
Students will be participation in move on or needs students’
placed in the discussion additional help. participation in
strategic groups will help This will also be the critique.
of 2 (based on analyze their done when Students’
class size this understanding students choose comments in the
could also work of the their song – the critique will
in groups of 3 or assignment. teacher will ask help assess their
individually). why they chose understanding
Students will be Summative this song and how of both artistic
given a Assessment: they think they literacy and
vocabulary The summative will show it their
word and they assessment of visually, to ensure understanding
will define and this lesson will students are on of the unit and
design their be the the right track. concepts behind
index card to go completion of it.
on our word the activity. Since the majority
wall. Groups Students' of these classes Summative
will be listed completion of will be work Assessment:
off. Once each their 4 squares periods, this The summative
group is listed will serve as allows the teacher assessment
off, they will evidence of the to have individual aspect will
come up to the learning meetings with consist of
front, grab objectives. students and walk students' final
writing around and check pieces that they
materials, an Differentiation: in on students. All hand in.
index card, a these class Students'
vocabulary If students periods can be completion of
word, and would prefer to used to help the piece will be
writing use a different students, and see summatively
materials and medium, this where they are at assessed.
then find a will be available in their art
space to work. to them. production Differentiation:
Each group will Students who process. Since this
get a different are more Throughout these activity will
vocabulary comfortable classes, the require all
word. The may choose to teacher will use students to
words that will use paint since the “reminder of participate,
be added to the we do have inquiry questions” which may
word wall will several budding to guide student cause some
be: abstract, artists in the learning and have anxiousness, I
texture, mark- class. them think more would provide a
making, colour, critically about print-off with all
form, line, If the oil pastels the unit we are our word wall
value, present sensory completing. words and
expressionism, issues, gloves definitions that
visualization, will also be Differentiation: students can
automatism, provided for grab during the
variety, students who Students will be critique. Not
intensity, are encouraged to only will this
rhythm, and uncomfortable sketch out their familiarize
balance. with the feeling pieces in pencil students with
 UNIT PLAN TEMPLATE Art ED 3601 8
of pastels. The before going in the words, but
Activity 2: baby oil and q- with paint or other ensure they are
Students will tips are also mediums to ease confident when
now be working provided as an pressure and using our
on our artistic alternative ensure students artistic
vocabulary blending option can draft out their vocabulary
activity. This if students do piece the way words.
will be an not want to use they want. This
activity that their fingers. will ease anxiety
students have and allow
done before in A countdown students to get
other units. for each square their draft right
Instructions will will also be used before beginning
be given during to let students with paint.
the transition. know how much
Students will be time they have Students can also
given a left on each propose other
vocabulary square they are mediums if they
word, and they on. This will be choose for the
will have to done verbally, final project, this
define and and on the can be brought to
design their smartboard with the teacher and
index card to go a countdown. discussed with
on the word These reminders any students that
wall. The iPad will help the choose to do so.
cart will be students in the There are several
brought in if class with budding artists in
students do not ADHD. the class so they
have phones for may choose to
research. When During the propose other
they are classical genre mediums.
finished, they of the activity,
will post their the teacher will With this lesson
index card on also be playing primarily working
the wall with music by periods, this
our other word Jeremy Dutcher allows for the
wall words. who is an teacher to work
Indigenous more closely with
Formative Canadian students who need
Assessment: musician. This additional help
The class shows and guide them
discussion will representation through the art
serve as a for the students production
formative in our class that process.
assessment to are Indigenous.
assess students'
understanding
of the
presentation.
Students’
responses and
contributions to
the discussion
will serve as
evidence of
assessment.

The completion
of the index
 UNIT PLAN TEMPLATE Art ED 3601 9
cards with the
artistic
vocabulary
words on them
will also serve
as a formative
assessment,
showing
students'
understanding
of the new
vocabulary
words. The
teacher will also
be walking
around during
this activity
checking in on
students.

Differentiation:

Strategic pairing
of students in
groups if
needed. This
will ensure that
students who
work well
together are
paired together
to minimize
distractions and
ensure students
are on task and
productive. A
few students in
the class have
ADHD so
strategic
pairings will
help those
students. The
strategic
pairings will
also help those
students that
have anxiety in
the class and
can be paired
with other
students whom
they work well
with and are
comfortable
with. Students
who need extra
help could also
 UNIT PLAN TEMPLATE Art ED 3601 10
be paired with
students who
will assist them
in the activity.

The teacher will

also be walking
around during
the activity to
assist any
students who
may need some
extra help.
UNIT PLAN TEMPLATE Art ED 3601 11

Class Profile

- Class of 20 students
- 85% European Canadians (17 students)
- 15% Indigenous (3 students)
- 4 students have ADHD (diagnosed)
- 1 student has sensory needs (diagnosed)
- A few students struggle with minimal anxiety (undiagnosed)
- 8 students are budding artists
- 2 students are below grade at reading and writing level
 UNIT PLAN TEMPLATE Art ED 3601 12

LESSON PLAN
Grade: 9 Lesson Title: Visualizing Different Genres of Music Through Art (Lesson 2) Lesson Duration: 1.5 hours

Overview of lesson. Write a clear and concise overview that indicates the following: What the lesson is, the purpose/goal of the lesson what
students will do/learn and how the lesson will conclude. *Instructional video in January 14th class give an example of a strong overview and in contrast
an overview that is incomplete.

This lesson will begin with a brief description of the day’s activities, along with some direct instruction, instructing students
on the materials they will need and to be ready to go in their seats with the required materials prior to our activity. During
the direct instruction time, there will also be a brief discussion regarding the previous lesson, which will formatively assess
and gauge students’ key takeaways. We will then begin with our activity. Due to the scaffolding of the previous lesson,
students will be prepared with background knowledge of abstract artists that focused on visualization of music. The activity
today will show students how this process may look, and how music can influence art. The activity will begin by instructing
students to fold their large sheet of paper into four equal sections. We will begin on the first square, drawing in oil pastels.
As a class, we will listen to four different genres of music (classical (featuring an Indigenous artist, R&B, Country, Folk),
with students drawing what they visualize, hear, and feel in each of the four squares. There will be approximately 15
minutes given for each square. Once this activity is complete, students will move on to the second activity. Students will cut
out their four squares, writing their names on the backs along with the genre of music that each square was influenced by.
Students will then help display the squares together of the same genres. Afterwards, we will have a class discussion around
the similarities and differences that students notice among the squares, along with how they found the process of the activity,
what they noticed, and how different genres may have evoked different emotions. The class discussion will work to give
reminders of the unit inquiry question and help students think critically and reflect on the process of art-making, students
will also be encouraged to draw artistic vocabulary words from our word wall during this discussion. This unit is scaffolded
to lead into the following lesson and prepares students before they begin working on a piece influenced by a song of their
choosing in the next lesson. This lesson will conclude with the class discussion.

Alberta Program of Study: Goals and Objectives. Carefully select GLE and SLE that pertain to your lesson. Choose selectively and think
carefully about what is achievable for students to learn by the end of the lesson. Importantly this is connected clearly with the information in your Unit
Map.

GLO /GLE SLO/SLE

Drawing Record

- Concept C: The illusion of depth is created partly by the

kinds of lines and marks used in creating an image.

SLO/SLE
Communicate

- Concept B: Mood and feeling as perceived by the

individual student can be expressed in colour drawings.

SLO/SLE
Articulate and Evaluate

- Concept A: Making comparisons about mood and feeling

between one’s own works and works by other students is
part of learning to talk about art.
 UNIT PLAN TEMPLATE Art ED 3601 13

SLO/SLE
GLO/GLE Relationships 1
Compositions
- Concept A: Cluster and concentration of design elements in
compositions tend to suggest compression and/or
movement.

- Concept B: Differences in size or value of design elements

in compositions suggest dominance and emphasis of larger,
stronger elements.

DBAE
Give an overview (50 words) of the learning taking place in the select DBAE areas. (The unit as a whole must cover all 4 areas of DBAE framework).
For your individual lessons, choose the DBAE area(s) that your lesson will address and explain how it will address it. Often you will find overlaps of
several areas...but focus on the more predominate areas(s)

Creative Production (Studio):

The first activity in this lesson focuses primarily on art production, and the studio aspect of the DBAE. Students will be
creating four small pieces done in oil pastels on paper that are influenced by different genres of music. Students will be
conveying emotions and feelings that the music has brought up for them, and then visualizing how that may look.

Aesthetics:

During both activities, students will be reflecting upon the experience of art-making and their art production. Students will
recognize the different influences and impacts that music and different genres can have on art production. Students will also
reflect on the similarities, and differences between their own artworks and peers’ artworks, using artistic vocabulary in a
class discussion.

Learning Objectives. Translate the SLE's into learning objectives. Using Stem, directing verb and what is to be learned language. Use Blooms
Taxonomy directing words. *Instructional video in January 14th Class folder reviews this clearly

Students will create depth within artworks by using a variety of lines and marks.

Students will identify various emotions and moods brought up by music and illustrate this with various colours in their
artworks.

Students will distinguish between mood and feeling shown in one’s own works and mood and feeling shown in other
students' work as a part of learning to speak about art.

Students will compose different arrangements of design elements in their artwork to demonstrate movement.

Students will construct design elements of varying sizes and values to suggest emphasis on stronger elements within their
artwork.

Students will evaluate the differences and similarities between their own artworks and among peers’ artworks.

Students will describe how different genres of music influenced their art production.

Lesson Guiding Questions: Use Bloom's Taxonomy, directing verbs in the areas of: knowledge, skills and attitudes. Be clear on what type of
 UNIT PLAN TEMPLATE Art ED 3601 14
knowledge/skill/attitudes students are developing and expected to do. This informs the types of questions you develop. Guiding questions must support
this and provoke student thinking and help them understand what they are learning, why they are learning, what they have already learned, what they
still need to learn etc.

Lesson Inquiry Question

- How can sound and different genres of music influence our art production?

Guiding Questions
- What emotions, moods, and feelings did the different genres of music bring up for you?
- How did you visualize the different genres we listened to? Did mood, emotion, and feelings influence this
visualization?
- How do your four different squares differ from one another? How are they similar?
- How do squares among peers of the same genre differ? How are they similar?
- How did you use line, mark-making, colour, shape, and form to illustrate your visualization of the genre?
- Do any of the elements in your artwork demonstrate movement?
- How have you chosen to size the different elements in your artwork? How does this relate and illustrate parts of the
song?
- Can you describe how the elements within your piece were inspired by the music?

Annotated Learning Resources List These must be relevant and age appropriate and from a reliable source. If it is on online resource provide
an active link. If it a book, cite the book and author. Provide 1-2 sentences (annotated) to indicate what the resource is and how it support your lesson/
student learning? *you may have more or less than three resources. It depends on your lesson. If you are providing material on First Nations, Métis or
Inuit, it must be an authorized source, from an Indigenous author or Indigenous community. Beth Cormier in the Curriculum Lab has many resources to
help you. If you are not sure connect with her.
Resource #1: https://www.teacher.org/lesson-plan/musical-masterpiece/
Resource #2:
Resource #3:

Material and Equipment: List: Art supplies, manipulatives, smartboard, online white board etc…What you will use AND, therefore what you
will organize ahead of time prior to your lesson

Materials and Equipment:

- Large sheets of pastel paper (textured paper).
- Oil pastels
- Pencils
- Playlist of songs (songs could also just be predetermined and looked up on the smartboard).
- Speaker to play the songs on (or the smartboard could be used).
- Small containers of baby oil (blending pastels).
- Q-tips (blending pastels).
- Gloves (for students with sensory needs).
- Scissors
- Tape

Set up prior to class:

- All materials must be gathered and ready to go before students come in. They can also be distributed among desks
or tables prior to students coming in.
- The songs of each genre must be predetermined prior to the lesson to allow for a lesson that flows smoothly.
- Either a speaker with a playlist will need to be set up for the music, or the smartboard must be set up with the songs
ready to go.
- On the board, what students will be writing on the back of their sheets will also be displayed prior to students
coming in, with a grid drawn demonstrating exactly where students should be writing what on their papers.

Lesson Procedures
 UNIT PLAN TEMPLATE Art ED 3601 15

Introduction (5 min.): Description of Hook/Attention Grabber; Expectations for Learning and Behavior; Transition to
Body. Indicate the timing for each section. This can be written in point form

- This lesson will allow students to put what they learned in the previous lesson about abstract artists who were
influenced by music, into action. This lesson will also prepare students for the following lesson where they will be
choosing their own song to base an artwork off of.
- When students come in, their attention will be brought to the front with an attention grabber. This will be a clapping
routine that the class is familiar with.
- Before the lesson begins, students will be given a reminder of the behaviour that is expected during the lesson.
Students must be listening when there is instruction, while also being mindful of others during work time. The
teacher will also briefly outline what we will be doing today.
- Students will then be asked to get their materials ready and be prepared in their seats to begin the lesson.
- The outline of the day, behaviour expectations, and asking students to prepare to begin the lesson will take
approximately 5 minutes.

Body (60 min.): This is the largest part of your lesson. Write clearly and concisely. Writing must be descriptive and clearly organized. Specify
activities and transitions in lesson. Indicate timing of each section. Identify teaching strategies, include any questions that you will use, organization of class etc.
How and when are you using formative assessment in your lesson? Indicate differentiation within the body of your lesson.

Steps and Procedures: Lessons are divided into portions. In the lesson body there Identify Teaching Strategies/Rational
should be a least two activities and one transition. You may have 3 activities and 2 transitions. An Example: Direct instructions, pair/share, jigsaw,
activity can be reading - transition - partner dialogue (as an example). * Style of writing in the
lesson plan is descriptive and concise (NOT POINT FORM). As well, you are not narrating, whole group discussion etc. When will you use
rather you are describing the activity, the learning, critical information to carry out the lesson. these and why? You will list in your body, but you
Any questions you have developed to use during the learning, to facilitate discussion for instance, will explain your choice here.
are to be written directly into the lesson plan in the area where it occurs.

Activity #1: Influence of Music on Art Production Activity Demonstration

[Demonstration, Direct Instruction, and Individual work time with - A demonstration will be done for students
limited instruction] (65 min) teaching them briefly how to fold their
- Activity 1 will begin as soon as the introduction has finished, paper into the appropriate squares to
and all students are ready to go with the materials they need. prepare us for the lesson. Students will
- The first task that will need to occur before the activity begins also be pre-labelling each square to ensure
is a very quick demonstration, having students fold their paper. the lesson flows smoothly and that there is
- Students will fold their sheet of paper into 4 equal squares. no confusion. The demonstration will set
They will then flip the sheet over, and on the back, in the top students up for the lesson and make sure
left corner, they will write Classical, along with their name. In that everybody is prepared and on the
the top right corner, they will write R&B along with their same page.
name. In the lower-left corner, students will write Country,
with their name. And in the final corner, they will write Folk, Direct Instruction
with their name. Once this is complete, students will flip their - Direct instruction will be used several
sheets back over and we will be ready to start our activity. This times throughout this lesson. It will be
will also have been drawn on the board before students come used at the start of each activity to instruct
in so that instructions are clear, and we can get to our activity students on the plan and how we will
quicker. proceed with the next part of the lesson.
- Once students have their sheets ready to go, we will begin our There will also be limited instruction used
activity. The teacher will play the first genre of music: during the first activity to guide students
Classical and play one song on repeat for 10 – 15 minutes. For while they individually work on their
the classical genre, the teacher will be playing a song by artworks.
Jeremy Dutcher who is an Indigenous Canadian musician.
When introducing each genre, the teacher will tell students the
genre, the chosen artist, and the name of the song before
 UNIT PLAN TEMPLATE
hitting play on the speaker. With the oil pastels, students will
be drawing what they hear, how the music makes them feel,
and how they visualize the song. Time reminders will be given
every few minutes.
- Students will then move on to their next square. The teacher
will play the next genre of music: R&B. The teacher will play
the same R&B song on repeat for 10-15 minutes, and again,
students will draw what they hear, feel, and visualize with their
oil pastels. This process will be repeated for the next 2 genres
as well: country and folk.
- When students have completed all 4 squares, we will move on
to our next activity.
Transition: describe in detail including attention grabbers
- Attention will be called back to the front with our hand-clap
attention grabber when the students have completed their
sheets.
- Students will be instructed to put their pastels back into the
case, and then bring all materials up to the front and sort them
into the appropriate piles. This will be done in an orderly
manner one row at a time. Once they have done that, they will
grab a pair of scissors and go back to their desks.
- Once students are back in their seats, they will be instructed to
cut out their squares. They will then organize their squares as a
class by genre. This will clearly be explained, having rows go
one at a time again. Once this is complete, we can move on to
our next activity.
Activity #2: Name of Activity [Group Discussion] 20 minutes
- We will then move into our next activity which will be a group
discussion. This will be explained to students once they are
back in their seats.
- Some questions will be written up on the board prior to the
discussion which will remind students of the inquiry question
of our unit. The questions on the board will be:
- What did you notice during the activity? How did the music
inspire what you drew? Were your choices in shapes, size, and
colour influenced by different parts of the song?
- How did your squares of different genres differ? How were
they similar?
- How did you visualize the different genres of music and how
was that reflected in what you drew?
- The teacher will read these questions aloud to the class, having
them face the wall with the pieces during the discussion. We
Art ED 3601 16
Individual Work Time
- Individual work time will be used during
the first activity to allow students to
explore creativity while allowing the
genres of different music to inspire them.
Group Discussion
- Group discussion will be used at the end
of the lesson for students to express what
they have learned and what their process
was like during the art production period
of the lesson. This will push students to
think further into their artmaking process
and critically think about how the music
had influenced them. This will also serve
as a formative assessment for the teacher
to better understand how well the activity
worked for the students and what they
took away from it.
Formative Assessments Type/Name:
Where Assessment Occurs/Purpose of assessment
The first formative assessment that will occur
will be during the first activity. Since there will be
limited instruction while students are working, this
allows time for the instructor to walk around and
check in on students. This time can be used to chat
with any students who appear to be stuck and to
help guide them through their artmaking process
by using some guiding questions to get them
thinking more about the songs we are listening to.
The teacher can also walk around and see where
students are at with their work and determine if
they may need an extra few minutes after the
countdown runs out or not.
Formative assessment will also occur during the
class conversation. Students’ responses and
participation in the discussion will help analyze
their understanding of the assignment, and what
they took away from the activity.
The summative assessment of this lesson will be
the completion of the activity. Students'
completion of their 4 squares will serve as
evidence of the learning objectives.
Differentiation: Indicate in brief sentences areas of
differentiation.
During the demonstration, a visual on the board
 UNIT PLAN TEMPLATE
will go around the room and each student will answer one of
the questions on the board. Students may choose to pass if they
do not have an answer yet, but we will come back to them at
the end. The teacher will guide the discussion and if students
are struggling with thinking about their art process, the teacher
will use guiding questions to help them (which colours did you
choose in your classical piece? Do those colours remind you of
a certain mood or feeling? What instruments did you hear
during the song? Were these reflected by different shapes, or
sizes of shapes?).
- Once all students have gotten a chance to answer a question,
the lesson will conclude. The activities of the day and the
discussion are scaffolded to prepare students and lead us into
our next lesson where students will be completing a larger
piece based on a song they have chosen.
- blending as well for students who do not want to
Art ED 3601 17
will be provided for students who may learn better
visually, forget quickly, or become distracted.
This will allow for the demonstration to run
smoothly and quickly, and if students become
confused or lost the visual on the board should be
helpful to them. This will also help those students
in the class with ADHD.
During the first activity, gloves will be provided
along with the oil pastels. Any students may
choose to use these but in particular, they are
provided for the student in our class that has
sensory needs. The feeling of the oil pastels may
be uncomfortable, particularly if trying to blend
using fingers, therefore gloves will be available.
There will also be baby oil and q-tips available for
use their fingers to blend – whether that be due to
sensory needs, not wanting dirty hands etc.
In the first activity, for our classical genre, the
teacher will be playing a classical song by Jeremy
Dutcher who is an Indigenous Canadian musician.
This will provide representation for the
Indigenous students in our class.
Students also are aware that within art classes,
they are always able to propose other mediums if
they want to that will have to be approved by the
teacher. The teacher will have paints and other
mediums in the classroom with easy access if
students propose to work in another medium. Due
to the 8 budding artists in the class, some of them
may want more of a challenge and choose to use
paint. The teacher will have these available if
students ask.
A countdown will also be provided on the
smartboard for each square so that students know
how much time they have left. This will also be
done verbally every few minutes as well to remind
students how much time is remaining. This will be
used to assist students in the class with ADHD, or
students who are easily distracted and have a
difficult time staying on task. These reminders
will assist students in the completion of the
activity.
Since the first activity has limited instruction, it
will allow for the teacher to walk around and
check in on students. This creates a space for the
teacher to help those students who may need some
extra help or a little push to get started. The
 UNIT PLAN TEMPLATE Art ED 3601 18

teacher can help with guiding questions to get the

student thinking about the music and how they
may visualize it. The students with ADHD may
also become distracted during this time and so the
teacher can check in with them.

During the class discussion, the pass option will

be provided to ease some anxiety among students.
Speaking in front of the class can be stressful, and
if students need some more time to think about
their answers that will be accommodated. We can
come back to these students at the end of the
discussion.

Throughout the whole lesson, instructions and

questions are usually written on the board and
given verbally. The continual verbal instructions
and reminders will help those students that are
below grade and reading level.

Consolidating ( ) mins In this part of your planning you are providing time for ensuring that students learned and understood what was intended in the
lesson. If they haven't you will need to revisit your lesson plan or re-teach (if necessary). Here you could provide an exit slip or walk through a guided whole
group and/or small group discussion. This part of the lesson can act also as a transition from lesson body into cleanup and getting ready for the next class. Don't
forget to time this and to indicate very clearly how you will facilitate consolidation and closure. Provide clear steps and indicate process.

The consolidation process will occur during the group discussion. The discussion will ensure students have learned and
understood what was intended in the lesson.

The activities of the day and the discussion are scaffolded to prepare students and lead us into our next lesson where
students will be completing a larger piece based on a song they have chosen.

Clean up (5 ) mins *Remember, particularly in studio processes, clean up must be well orchestrated. It is not a matter of saying "time for clean-up" and expect that
your students will know what to do. You may assign students to certain tasks to accomplish clean up in a timely and efficient manner. Outline your detailed plans here:
Be very clear of your timing. Typically student move slower than you'd like them during clean up.

Most of the clean-up was done after Activity 1, therefore after the class discussion, the classroom should be clean. The
remaining 5 minutes left in the lesson can be used to clean up anything else that may need and get students ready to move to
their next class.

Reflection (after the lesson respond to these questions in brief. It is important that this reflective process is done after each lesson. These become points of extended reflection and conversation in post
conference with TA and UC)

How the students responded to the lesson as planned and taught:

Specific strengths of the lesson plan and delivery:
Specific weaknesses in the lesson plan and delivery:
What must be addressed to improve this plan?
How I have grown from this teaching experience:

Other Notes