5 sessions; 50 minutes per session

1.SWBAT incorporate elements of art and principles of design into a complete piece of art.
2.SWBAT interpret a song of their choosing (that is appropriate for school) and utilize it into an effective piece of art that represents that song.

1. Large drawing paper
2. Graphite pencils
3. Kneaded erasers
4. Colored Pencils
5. Crayons
6. Markers
7. Oil Pastels

Need these materials? Visit Blick!

1. Students can allot one class period to share song lyrics, write down song lyrics they like, and narrow it down to one song and get teacher approval.
2. Students will sketch out rough ideas for a piece of art (I limited them to only drawing materials, can easily be adapted to painting or even sculpting as well)and create one idea, focusing on the elements of art and principles of design learned in class. Ideas can be an internal interpretation on song, a literal picture from song lyrics, or anything related to their chosen song.
3. Students will begin to work on their art piece, making sure to add partial or all lyrics from song somewhere into the artwork.
4. When pieces are complete, students will share with the class why the song is important to them and how their art represents that song.

Students will be graded on their successful of the following:
-Effective use of elements of art and principles of design.
-Worked diligently through class without wasting time.
-Creativeness and thought put into designing a picture based on chosen song.

http://www.incredibleart.org/files/elements.htm

Students have always enjoyed this project because it really gives them a chance to take something important to themselves, like music, and put it into something that is very creative and unique to their own individual tastes and interests.

[9-12 Proficient] Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use

[9-12 Proficient] Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks

[9-12 Advanced] Students communicate ideas regularly at a high level of effectiveness in at least one visual arts medium

Abstract Expressionism, Contemporary Art, Expressionism, Pop Art

Balance, Color/Value, Contrast, Emphasis, Form, Line, Movement, Proportion/Size, Rhythm/Pattern, Shape, Space, Texture, Unity/Harmony, Variety

Chalk, Charcoal, Colored Pencil, Crayon, Drawing, Graphite, Marker, Mixed Media, Paper, Pastel, Pencil

Performing Arts