Music-Inspired Painting Unit

Department of Arts Administration, Education and Policy
UNIT PLAN OVERVIEW

(Revised 2021)
Teacher Candidate Justin Scherer

School Dublin Scioto High School
UNIT TITLE Music-Inspired Painting

Length of Class Period 49 min
Approximate Number of Students in Each class 20
Grade Level or Course Title Painting 1 (9th – 12th Grade)
Beginning Date for this Unit 3/8
Ending Date for this Unit
ENDURING UNDERSTANDINGS (FROM ODE STANDARDS)

Personal Choice and Vision: Students construct and solve problems of personal relevance
and interest when expressing themselves through visual art.
Critical and Creative Thinking: Students combine and apply artistic and reasoning skills to
imagine, create, realize, and refine artworks in conventional and innovative ways.
PROGRESS POINTS (FROM ODE STANDARDS)

A. Understand and articulate the intrinsic worth and public value of arts and cultural
participation.
B. Draw on a variety of sources to generate, select and evaluate ideas to create personally
meaningful products.
C. Address and communicate complex visual and conceptual ideas using a range of technical
skill and art media including new technologies.
E. Apply reasoning skills to communicate key ideas expressed in their artworks and the works of
others and use appropriate criteria and language to critique the works.
G. Demonstrate flexibility and reflective habits when creating visual art forms in a variety of
artistic contexts and environments.
CRITICAL ISSUE / BIG IDEA

A).Anticipatory Set (what do the students already know)
B). Rationale (why is this lesson relevant?)
A). I anticipate that students will have some familiarity with acrylic paints, brushes, and basic
color mixing practices. I also anticipate that they will be able to recognize and recall basic clean
up procedures from past lessons. I also anticipate that students will have the ability to choose
and use songs from outside of class as inspiration for their paintings.
B). The ability to look to something and garner creative inspiration is an invaluable skill. Why is
this skill important? This skill allows an individual to connect something they already care about
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to some sort of new task. When this kind of connection exists, new tasks become familiar. In
other words, this kind of connection can work to bring about motivation and excitement. Music is
a super familiar and vast artform that many people can relate to – this popularity makes it a
perfect source of inspiration. If students have the ability to find some sort of through-line
between music and painting, they will be far more likely to make future interdisciplinary
connections. This unit is also important from an emotional standpoint. Mixing music with
artmaking can work to create a meditative and therapeutic experience. If nothing else, this
lesson will teach students a fun way to unwind, relax, and create.
Central Focus (creating, presenting, interpreting, responding, and/or relating art to context)
The central focus for this unit revolves around the idea of inspiration. In other words, this unit is
concerned with where and how we gather our inspiration. The “where” for this unit is already
determined ahead of time (being that we will be using music to inform our artistic decisions).
The main focus of this unit will be concerned with the “how”. More specifically, how we can use
music to guide our artmaking practice. The connection between these different artforms will be
the main relationship we will be exploring throughout this unit.
Essential Questions (provocative, engaging, critical)

• Where does inspiration come from?
• When does experimentation turn into art? Why?
• How can we ensure we are accurately depicting an abstract idea? (E.g. feelings,
thoughts, energy, etc.)
DESCRIPTION OF THE ESSENTIAL EDUCATIONAL CONTENT OF THIS UNIT

Lesson One
Title Sound & Color
Lesson Description Students will get acclimated to using music to guide their painting practice.
In this lesson, we will listen to 3 different versions of a given song (a piano
version, an acoustic guitar version, & then the full song with vocals). With
each new rendition, students will be required to make new paint strokes on
their sheets in order to visually depict the song and all of its sounds.
Students will have to think about color, movement, and rhythm as they
carefully construct the song.
Lesson duration? 2 Days
Lesson Two
Title Music Portraits
Lesson Description In this project, students will have an opportunity to pick out a song that
they particularly enjoy (one that hopefully shows their overall personality
and energy). They will then need to paint over black and white
photographs of themselves in order to show how they feel during certain
portions of their chosen song. They will end with 3 images that show how
their moods evolve throughout duration of the song.
Lesson Three
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Title Album Cover Paintings
Lesson Description In this lesson, students will have an opportunity to pick a new song.
Whatever song they pick, they will need to design a new album cover for
it. They will paint this new cover on old cardboard LP sleeves. Because
they are painting LP cardboard sleeves, the main focus will be on the front
cover… but if they would like to, they can paint the inside and/or the back
surface if they would like to take the project a step further.
Explain how technology has been used in this unit
LESSON PLAN

LESSON NUMBER 1
Lesson Title Sound & Color
Grade Level or Couse title Painting 1 (9th – 12th Grade)
Beginning Date for this Lesson 3/8
Ending Date for this Lesson 3/9
CONTENT STATEMENT – PERCEIVING/KNOWING (FROM ODE STANDARDS)

2PE Identify and describe the sources artists use for visual reference and to
generate ideas for artworks.
4PE Identify the factors that influence the work of individual artists.
CONTENT STATEMENT – PRODUCING/PERFORMING (FROM ODE STANDARDS)

1PR Demonstrate basic technical skill and craftsmanship with various art media when creating
images from observation, memory, and imagination.
3PR Explore multiple solutions to visual art problems through preparatory work.
6PR Identify and apply visual literacy as a means to create images that are personally
expressive.
CONTENT STATEMENT – RESPONDING/REFLECTING (FROM ODE STANDARDS)

1RE Explore various methods of art criticism in responding to artworks.
3RE Use appropriate vocabulary to define and describe techniques and materials used to
create works of art.
7RE Recognize and articulate the importance of lifelong involvement and advocacy in the
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arts.
Performance-based Assessment Objectives

Students will demonstrate basic technical skill and craftsmanship with acrylic paints when
creating their visual song depictions.
In an artist statement, students will use appropriate vocabulary to describe their multiple
approaches towards visually depicting their song (thinking about line, rhythm, movement, etc.)
Performance-based Assessment Strategies

(attach assessment documents if applicable)
Students will be required to write a short an artist statement after completing the visual depiction
of their song. In this artist statement, students will need to describe the artistic choices and
techniques they employed in visually depicting their song.
Students will be assessed by a “Sound & Color” rubric. This rubric will focus on the technical
skill and overall craftsmanship of their final projects.
Academic Language
Vocabulary (define each)
Rhythm: The visual flow of a piece; Closely associated with movement.
Movement: How the viewers eye moves throughout a work of art.
Value: How light or dark a color is.
Mood: How a work of art makes the viewer feel.
Line: A point moving in space.
Additional Language Demands (specific communication task)

Students will be required to take part in informal class discussions throughout the lesson. In
these discussions, students will work together to brainstorm the ways in which we can visually
depict certain sounds. Students will also write a short artist statement after completing the visual
depiction of their song. In this artist statement, students will need to describe the artistic choices
and techniques they employed to visually depict their song.
Accommodations for Special Populations

Material:
• Allowing students to substitute acrylic paints for materials that be easier to grip / manage
(paint markers, adaptive grips, digital paints, etc.).
Demo:
• Compact the demo into a short list of steps for students that may need it to scaffold their
work processes.
Assessment:
• Oral assessments option to check for understanding.
Pacing:
• Provide extra time if needed.
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• Allow for more relaxed schedule with chances for breaks.
Art/Visual Culture Examples (list all artists, artwork or media used)

Georgia O'Keeffe (Artist) – https://whitney.org/collection/works/7759
Wassily Kandinsky (Artist) – https://mymodernmet.com/wassily-kandinsky/
Baby Driver Opening Scene – https://www.youtube.com/watch?v=7ARFyrM6gVs
Monsters Inc. Intro – https://www.youtube.com/watch?v=BVaoNxG8Ahg
Preparations
Materials/Resources for Teacher
• Overhead projector
• Computer (with access to internet)
• “Music-Inspired Painting” PowerPoint
• Classroom speakers
• 1 Paint brush
• 1 Cup of water
• 1 Plastic palette
• 1 Set of assorted acrylic paints (ROYGBV + BW)
• 1 Sheet of blank paper (8.5” x 11”)
• 1 Pencil
Materials for Students

• 20 Paint brushes
• 20 Cups of water
• 20 Plastic palettes
• 20 Sets of assorted acrylic paints (ROYGBV + BW)
• 20 Sheets of blank paper (8.5” x 11”)
• 20 Pencils
• 20 “Sound & Color” rubrics
Safety Procedures
We won’t be using particularly dangerous materials, but I will remind them how to safely use
paints with regard to ingestion. I will also take a moment to remind the how to be respectful of
one another’s work processes (paying attention to volume level, supportive dialogue, etc.).
LEARNING ACTIVITY
Getting the Classroom Environment Ready
The classroom will be arranged in the way it is traditionally setup. I may have all of the chairs
angled toward the projector so each student can view the PowerPoint. I will make sure the
projector and demo space are ready and pulled up before the students arrive. I will also make
sure the painting materials are ready to pass out after the demo.
Procedures for the Teaching/Learning Structure (indicate approximate time for each step)
Day Duration Application
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1 3 min Students will file into the classroom, find their seats, and get settled
in (while I take attendance).
1 2 min Get students’ attention and tell them what we are going to be doing
today (starting music-inspired painting unit).
1 15 min Lesson Intro: Utilizing the “Music-Inspired Painting” PowerPoint,

We will look at the lessons vocab and explore the question: How
can we visually depict a sound?
After introducing this question and discussing potential answers, I

will have students brainstorm and write down which colors they
believe best represent certain sounds (guitar, piano, & vocals).
We will then share our answers in an informal class discussion and

explain why we associated certain colors with certain sounds.
Lastly, we look at the instructions and expectations for the first

project (materials, requirements, timetable, etc.)
1 5 min Material Distribution: Students will grab their materials while I set
up the songs for the lesson. Students will grab:
• 1 Paint brush
• 1 Cup of water
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1 15 min Project Start: I will play 3 different versions of the same song (City
and Color’s Lover Come Back). Students will visually depict what
they hear using the acrylic paint color of their choice. Depending
on what version of the song they are hearing, they will be able to
grab a new color. The versions of the song are listed below:
• Acoustic Guitar Cover –

https://www.youtube.com/watch?v=-lHWghtdBog
• Piano Cover –
https://www.youtube.com/watch?v=1_8Zsu7CiZA
• Striped Version (Guitar, Piano, & Vocals) –
https://www.youtube.com/watch?v=dZ65qxvywHw
While they are painting along to what they are hearing, I will be
walking around and checking in on student progress. I will try to let
them experiment for themselves without much guidance.
Additional Note: On this first day we will only have time to get
through the first two versions of this song. We will pick up the last
version the next time we meet up.
1 9 min Wrap up: Students will then make sure their spaces are clean
before they leave the classroom.
This means:
• Storing their projects in their proper spots.
• Properly cleaning their brushes and placing them back
where they belong.
• Storing their paints and palates where they won’t dry out
(making sure lids are on).
• Wiping paint off their tables if needed.
today (continuing to visually depict the song from last class).
2 5 min “Music-Inspired Painting” PowerPoint: Reintroduce the vocab and

question from last class. We will also revisit at the instructions and
expectations for the first project (materials, requirements,
timetable, etc.)
2 5 min Informal class discussion: We will take a moment to talk about how
additional context could change our visual depictions (E.g.
introducing the lyrics of the song). To end off this discussion, I will
let the class know that we will be visually depicting vocals of the
song; They will need to decide how they will account for these
lyrics in their visual depiction.
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2 5 min Material Distribution: Students will grab their materials while I set
up the songs for the lesson. Students will grab:
• 1 Paint brush
• 1 Cup of water
• Plastic palette and paints from last class
• In-progress visual depiction sheet
2 20 min Project Finish: I will play the last version of City and Color’s Lover
Come Back. Students will visually depict what they hear using the
acrylic paint color of their choice. We will listen to this version at
least twice. I will also have the lyrics projected up on the board.
The rest of their work time will be used to refine and complete their
visual depictions.
While they are painting along to what they are hearing, I will be
walking around and checking in on student progress. I will try to let
them experiment for themselves without much guidance.
If they finish early: I will have them start top fill out their “Artist
Statements” through Schoology. In this short discussion post,
students will need to describe the artistic choices and techniques
they employed in visually depicting their song (thinking about line,
rhythm, movement, etc.)
This means:
• Placing their completed projects on top of the middle desk.
where they belong.
HW Student Homework: If they have not already done so, they will
need to complete their artist statements through Schoology. This
will be due by class time the next day.
My Homework: I will look over and grade their completed work

using the “Sound & Color” rubric.
Clean-up Procedures (Room, Materials & Work Storage)

Students are responsible for making sure they are leaving their work area how they found it
(clear of clutter and wiped down). This means that they need to put back any materials that they
have gotten out. They are also responsible for making sure their projects are placed on the
appropriate shelves and that any written assignments are turned in on my desk before they
leave the classroom.
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Closure, Review & Anticipation (what’s next?)
In the next lesson, we will continue to explore the ways in which we can visually depict songs.
Instead of using the same song as our peers, we will have an opportunity to pick our own songs
to visually depict. We will also explore the emotion and duration in this next lesson – painting on
top of 3 black and white photographs to create a durational triptych.
Supplemental Activity
If students finish early, they will have an opportunity to start their artist statements through
Schoology. If they finish this, they can use the remaining class time to research and determine
the song they would want to visually depict in our next lesson.
Teacher reflection focused on the lesson after it has been taught

N/a
Lesson 1 Teaching & Learning materials
All resources, slide shows, teacher samples, and assessments related to this lesson can
be found in the unit PowerPoint.
LESSON PLAN

LESSON NUMBER 2
Lesson Title Music Portraits
CONTENT STATEMENT – PERCEIVING/KNOWING

1PE Examine and articulate the effects of context on visual imagery.
CONTENT STATEMENT – PRODUCING/PERFORMING

2PR Apply the elements and principles of art and design using a variety of media to solve
specific visual art problem.
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CONTENT STATEMENT – RESPONDING/REFLECTING
1RE Explore various methods of art criticism in responding to artworks.

Students will identify and describe the songs they will use as a reference for their music
portraits.
creating their music portraits.

Using a plan sheet, students will have to identify and describe the song they want to use for
their music portraits. In this plan sheet, students will also have to sketch & describe their
potential visual depictions.
Students will be assessed by a “Music Portrait” rubric. This rubric will focus on the technical skill
and overall craftsmanship of their final triptych.
Academic Language
Vocabulary
Triptych: A work of art that is split up into three panels.

Students will be required to take part in informal class discussions throughout the lesson. In
these discussions, we will review vocab and brainstorm ways we can depict certain sounds and
convey certain emotions. Students will also have to fill out a plan sheet, where they will have an
opportunity to provide written descriptions of their chosen song. These descriptions will help
guide their mark-making later on.

Material:
Demo:
work processes.
Assessment:
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Pacing:
Art/Visual Culture Examples

Hippocampus “Why Even Try?” Music Video – https://www.youtube.com/watch?v=18d5AAZWSpY
Skrillex and Diplo "Where Are Ü Now" Music Video – https://www.youtube.com/watch?v=nntGTK2Fhb0
Artists that Paint over Photos – https://mymodernmet.com/paintings-merged-with-photographs/
Alana Dee Haynes (Artist) – https://alanadeehaynes.tumblr.com/
Gerhard Richter (Artist) – https://www.gerhard-richter.com/en/art/overpainted-photographs
Preparations
• 1 Paint brush
• 1 Cup of water
• 1 Pencil
• 1 DSLR Camera
• 60 Sheets of Photo Paper (8.5” x 11”)

• Headphones / Earbuds
• Phone or Computer (with access to song)
• 20 “Album Cover Ranking” Worksheets
Safety Procedures
LEARNING ACTIVITY
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today (starting our music portrait lesson).

We will look at the lesson’s goal, vocab, and artist examples.
We will look at Hippocampus’s “Why Even Try?” music video. I will

pause the video at various points and ask questions such as:
“What is the mood of this particular scene?”
Lastly, we look at the instructions and expectations for the music

portraits project (materials, requirements, timetable, etc.)
1 5 min “Planning Period” demo: I will show the students how to properly
utilize the plan period in order prepare for our first day of making.
Things to pay attention to:
• Figuring out the song they want to use
• Written descriptions of the song and the emotions they feel
throughout it
• Thumb nail sketches
1 2 min Material Distribution: Students will grab pencils & sheets of paper
to use during their plan period.
1 20 min Plan period: Students will take time to start to plan out the
composition of their music portraits. They will need to figure out the
song they will focus on and the emotions they feel throughout that
song. While they are doing this, I will be calling students to the
back of the classroom to get photos of them for their music
portraits.
1 2 min Wrap up: Students will make sure their spaces are clean before
they leave the classroom.
This means:
• Turning their plan period sheets in.
• Putting away any additional materials they may have gotten
out.
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HW My Homework: I will edit the photos (make them black and white)
and print them off on 8.5” x 11” photo paper. Each student will
have 3 identical portraits they will need to paint on top of.
today (starting to make our music portraits). I will remind students
of the lesson goal: We will then need to paint over black and white
photographs of ourselves in order to show how we feel during
certain portions of our chosen song. We will end with 3 images that
show how our moods evolve throughout our chosen song.
2 5 min “Music Portraits” Demo: I will quickly run over ways we can start
making our music portraits. I will also provide tips for painting on
top of photo paper.
• Predetermining which part of the song each photo will
represent (IMPORTANT).
• Utilizing the plan sheets from last class.
• Water to paint ratio.
2 5 min Material Distribution: Students will grab their materials for the work
period. While they are doing this, I will be passing out the photos
from last class (3 BW portraits on photo paper). Students will grab:
• 1 Paint brush
• 1 Cup of water
2 24 min Student work time: Students will take time to start their Music
Portraits. I will have my expectations and teacher example
displayed on the projector. During this work time, I will be walking
around assisting and checking in on anyone who needs it (mostly
in the form of one-on-one instruction).
This means:
where they belong.
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today (continuing to work on our music portraits). I will remind
students of the lesson goal & timetable.
period.
• 1 Paint brush
• 1 Cup of water
• In-progress music portraits
3 32 min Student work time: Students will take time to continue making their
Music Portraits. I will have my expectations and teacher example
This means:
where they belong.
today (finishing up our music portraits).
period.
• 1 Paint brush
• 1 Cup of water
• In-progress music portraits
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4 32 min Student work time: Students will take time and try to finish making
their Music Portraits. I will have my expectations and teacher
example displayed on the projector. During this work time, I will be
walking around assisting and checking in on anyone who needs it
(mostly in the form of one-on-one instruction).
If they finish early: Students will have an opportunity to research

and rank their favorite album covers (via the “Album Cover
Ranking” Worksheet). This will help them when we start our final
lesson.
This means:
where they belong.


In the next lesson, We will have an opportunity to pick a new song. We will need to design a
new album cover for our chosen song. We will paint this new cover on old cardboard LP
sleeves. If you would like to, you can paint the inside and/or the back surface of these sleeves if
you want to take this project a step further.
If students finish early, they will have the opportunity to complete an “Album Cover Ranking”
Worksheet. This worksheet will give students an opportunity to start thinking about mainstream
visual depictions of songs. This will also help them prepare for the next lesson, where they will
choose a song and create cover art for it.

N/a
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LESSON PLAN

LESSON NUMBER 3
Lesson Title Album Cover Paintings
CONTENT STATEMENT – PERCEIVING/KNOWING

4PE Identify the factors that influence the work of individual artists.
6PE Describe the decisions made in the design of everyday objects.
CONTENT STATEMENT – PRODUCING/PERFORMING

3PR Explore multiple solutions to visual art problems through preparatory work.
4PR Establish the appropriate levels of craftsmanship when completing artworks.
CONTENT STATEMENT – RESPONDING/REFLECTING

6RE Identify various venues for viewing works of art.

Students will use a plan sheet to explore multiple approaches to making their painted album
covers.
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Using an artist statement, students will describe the decisions made in the final designs of their
painted cardboard LP sleeves.
creating their album covers.

Students will need to fill out a plan sheet before they start painting their album covers. In this
plan sheet, students will need to brainstorm ideas and approaches to help them create their
painted album covers.
Students will be required to write a short an artist statement after painting their album cover. In
this artist statement, students will need to describe the artistic decisions they employed in
creating their painted LP sleeves.
Students will be assessed by a “Painted Album Cover” rubric. This rubric will focus on the
overall craftsmanship of their final projects.
Academic Language
Vocabulary
Album Cover: The front packaging of a record; Usually containing the artist’s name, record title,
and some sort of cover art.
Elements of Design: Visual tools used by an artist to create their artwork (E.g. line, shape,
space, form, texture, value, and color).
Principals of Design: How the artist uses visual tools (Elements) in their art to convey a
message (E.g. contrast, emphasis, balance, movement, pattern, rhythm, and unity).

Students will need to write an artist statement when they are completely done with their project.
Before starting the project, they will also need to fill out a plan sheet in order to communicate
the ideas for their album cover paintings. Throughout the lesson I will utilize various informal
class discussions. In these discussions, we will review vocab and brainstorm ways we can
successfully execute our album cover ideas.

Material:
Demo:
work processes.
Assessment:
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Pacing:
Art/Visual Culture Examples

Minimalist Album Covers – https://www.creativeboom.com/inspiration/minimalist-music-classic-album-
covers-broken-down-into-minimalist-poster-designs/
Eric White (Artist) – http://ewhite.com/
Raine Hozier-Byrne (Artist) – https://en.wikipedia.org/wiki/Hozier_(album)
Roy Nachum (Artist) – https://roynachum.com/
Sam Mckinniss (Artist) – https://www.newyorker.com/culture/persons-of-interest/the-artist-sam-mckinniss-
on-capturing-lorde-in-the-twilight
Sixmau (Artist) – https://www.metrotimes.com/detroit/how-the-detroit-artist-sixmau-went-from-highland-
park-to-dreamville-in-two-years/Content?oid=13458848
Preparations
• 1 Paint brush
• 1 Cup of water
• 1 Pencil
• 1 LP Cardboard Sleeve

• 20 LP Cardboard Sleeves
• 20 “Painted Album Cover” rubrics
Safety Procedures
LEARNING ACTIVITY
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today (starting the final lesson in our unit – painted album covers).

We will look at the lesson’s vocab and artist examples.
We will also look at the instructions and expectations for the Album
Cover project (materials, requirements, timetable, etc.)
1 5 min “Planning Period” demo: I will remind students how to properly
utilize the plan period in order prepare for our first day of making.
• Figuring out the song they want to use
• Thinking about text, imagery, composition, etc.
• Multiple thumb nail sketches
1 2 min Material Distribution: Students will grab pencils & sheets of paper
to use during their plan period.
1 25 min Plan period: Students will take time to start to plan out the
composition of their painted album covers. They will need to figure
out the song they will focus on and how they would like to visually
portray / represent that song. They will have an opportunity to
listen to music while they are coming up with their ideas. While
they are doing this, I will be walking around and assisting students
as needed.
1 2 min Wrap up: Students will make sure their spaces are clean before
they leave the classroom.
This means:
• Turning their plan period sheets in.
• Putting away any additional materials they may have gotten
out.
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HW My Homework: I will go through each plan sheet and offer
feedback on their ideas. If I think their idea needs to be a little more
fleshed out, I will have them edit the next time we see each other.
If their ideas are well thought out and adequately communicated, I
will give them permission to go ahead and start.
today (starting to paint our album covers). I will remind students of
the lesson goal: We are going to design album covers for a song of
our choice. We will paint these covers on cardboard LP sleeves.
2 5 min “Album Cover Painting” Demo (PART 1): I will quickly run over
ways we can start painting our new album covers. I will also
provide tips for painting on cardboard
• Utilizing our plan sheets from last class.
• Water to paint ratio.
• Working from back to front (background color before
foreground).
period. While they are doing this, I will be passing out the
cardboard LP sleeves. Students will grab:
• 1 Paint brush
• 1 Cup of water
• Plan sheet
2 24 min Student work time: Students will take time to start their painted
album covers. I will have my expectations and teacher example
This means:
where they belong.
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today (continuing to work on our painted album covers). I will
remind students of the lesson goal & timetable.
3 5 min “Album Cover Painting” Demo (PART 2): I will continue to run over
ways we can continue to paint our album covers.
• Using pencils to draw out designs / text before we start
painting little details.
• Layering and painting on top of acrylic paints.
period.
• 1 Paint brush
• 1 Cup of water
• 1 Pencil
• Plan sheet
• In-progress album covers
This means:
where they belong.
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today (continuing to work on our painted album covers). I will
remind students of the lesson goal & timetable.
period.
• 1 Paint brush
• 1 Cup of water
• 1 Pencil
• Plan sheet
This means:
where they belong.
today (finishing up our music portraits).
5 5 min Material Distribution: Students will grab their materials for their final
work period.
• 1 Paint brush
• 1 Cup of water
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5 32 min Student work time: Students will take time and try to finish making
their album covers. I will have my expectations and teacher
example displayed on the projector. During this work time, I will be
walking around assisting and checking in on anyone who needs it
(mostly in the form of one-on-one instruction).
If they finish early: I will have them start top fill out their “Artist
Statements” through Schoology. In this short discussion post,
students will need to describe the artistic decisions they employed
in creating their painted LP sleeves.
This means:
• Turning their projects in to the middle table.
where they belong.
HW Student Homework: If they have not already done so, they will
need to complete their artist statements through Schoology. This
will be due by class time the next day.
My Homework: I will look over and grade their completed work

using the “Painted Album Cover” rubric.


Now that we have completed our music-inspired painting unit, we are going to shift gears and
look to another popular genre of painting – that of portraiture. We are going to explore the
history of portraiture and attempt to make portraits in various styles (finished-unfinished,
abstract-expressionist, & realism).
Students will have an opportunity to not only paint the front and back surfaces of their LP
sleeves – they can also elect to paint the inside surfaces of their LP sleeves. If students finish
early, they will have an opportunity to start their artist statements through Schoology. If they
finish this, they can use the remaining class time to research artists that specialize in portraiture
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(to get a head start on our next unit).

N/a
Be sure to attach to the full instructional unit

Teacher Example
Bibliography in APA format
Any printed material that relates to the unit and/or the lessons
Works Cited
Berger, A. (2017). City and Colour - Lover Come Back (piano cover).
https://www.youtube.com/watch?v=1_8Zsu7CiZA
Guitrod, I. (2019). Lover come back - city and colour, acoustic ... - youtube.com.
https://www.youtube.com/watch?v=-lHWghtdBog
Haynes, A. D. (n.d.). Dee. https://alanadeehaynes.tumblr.com/
Hippo campus - why even try (official video). (2019).

https://www.youtube.com/watch?v=18d5AAZWSpY
Jackman, M. (2022, March 01). How the detroit artist Sixmau went from Highland Park to
Dreamville in two years. https://www.metrotimes.com/detroit/how-the-detroit-artist-
sixmau-went-from-highland-park-to-dreamville-in-two-years/Content?oid=13458848
Nachum, R. (n.d.). Roy Nachum. https://roynachum.com/
Richman-Abdou, K. (2017, March 23). 17 artists blurring the line between painting and
photography. https://mymodernmet.com/paintings-merged-with-photographs/
Strombo. (2015). City and colour - "lover come back" | house of ... - youtube.
https://www.youtube.com/watch?v=dZ65qxvywHw
P a g e | 24
Tolentino, J. (2017, March 24). The artist Sam McKinniss on capturing Lorde in the twilight.
https://www.newyorker.com/culture/persons-of-interest/the-artist-sam-mckinniss-on-
capturing-lorde-in-the-twilight
White, E. (n.d.). Eric White studio. http://ewhite.com/
P a g e | 25

Music-Inspired Painting Unit

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Music-Inspired Painting Unit

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Department of Arts Administration, Education and Policy

UNIT PLAN OVERVIEW

Teacher Candidate Justin Scherer

UNIT TITLE Music-Inspired Painting

ENDURING UNDERSTANDINGS (FROM ODE STANDARDS)

PROGRESS POINTS (FROM ODE STANDARDS)

CRITICAL ISSUE / BIG IDEA

Essential Questions (provocative, engaging, critical)

DESCRIPTION OF THE ESSENTIAL EDUCATIONAL CONTENT OF THIS UNIT

Lesson duration? 2 Days

Lesson duration? 4 Days

Lesson duration? 5 Days

Explain how technology has been used in this unit

Teacher Candidate Justin Scherer

CONTENT STATEMENT – PERCEIVING/KNOWING (FROM ODE STANDARDS)

CONTENT STATEMENT – PRODUCING/PERFORMING (FROM ODE STANDARDS)

CONTENT STATEMENT – RESPONDING/REFLECTING (FROM ODE STANDARDS)

Performance-based Assessment Objectives

Performance-based Assessment Strategies

Additional Language Demands (specific communication task)

Accommodations for Special Populations

Art/Visual Culture Examples (list all artists, artwork or media used)

Materials for Students

Day Duration Application

1 15 min Lesson Intro: Utilizing the “Music-Inspired Painting” PowerPoint,

After introducing this question and discussing potential answers, I

We will then share our answers in an informal class discussion and

Lastly, we look at the instructions and expectations for the first

• Acoustic Guitar Cover –

2 5 min “Music-Inspired Painting” PowerPoint: Reintroduce the vocab and

My Homework: I will look over and grade their completed work

Clean-up Procedures (Room, Materials & Work Storage)

Teacher reflection focused on the lesson after it has been taught

Lesson 1 Teaching & Learning materials

Teacher Candidate Justin Scherer

CONTENT STATEMENT – PERCEIVING/KNOWING

CONTENT STATEMENT – PRODUCING/PERFORMING

Performance-based Assessment Objectives

Performance-based Assessment Strategies

Additional Language Demands (specific communication task)

Accommodations for Special Populations

Art/Visual Culture Examples

Materials for Students

Day Duration Application

1 15 min Lesson Intro: Utilizing the “Music-Inspired Painting” PowerPoint,

We will look at Hippocampus’s “Why Even Try?” music video. I will

Lastly, we look at the instructions and expectations for the music

If they finish early: Students will have an opportunity to research

Clean-up Procedures (Room, Materials & Work Storage)

Closure, Review & Anticipation (what’s next?)

Teacher reflection focused on the lesson after it has been taught

Teacher Candidate Justin Scherer

CONTENT STATEMENT – PERCEIVING/KNOWING

6PE Describe the decisions made in the design of everyday objects.

CONTENT STATEMENT – PRODUCING/PERFORMING

4PR Establish the appropriate levels of craftsmanship when completing artworks.

CONTENT STATEMENT – RESPONDING/REFLECTING

6RE Identify various venues for viewing works of art.

Performance-based Assessment Objectives

Performance-based Assessment Strategies

Additional Language Demands (specific communication task)

Accommodations for Special Populations

Art/Visual Culture Examples