2 sessions; 45 minutes per session

1. SWBAT describe the phenomenon of sythesthesia in their own words.
2. SWBAT translate a piece of instrumental music into a non-objective painting.
3. SWBAT create a painting which emphasizes mood through utilizing movement and color.

1. Canvas or Canvas Paper
2. Acrylic Paint
3. Brushes

Need these materials? Visit Blick!

1. As homework
- Students learn about synesthesia. A short set of questions to guide their learning as they read a few short paragraphs and watched the Ted ED video. (see Related Resources)
- For a connection to art history...Students can compare and contrast Kandinsky's approach to what they understand about synesthesia. (How could one compare Kandinsky's visual translations of musical compositions to synesthesia? How would his visual representations challenge the original sensory experience of listening to music?)

DAY 1
2. Set Up Classroom
- Select instrumental music. It's important that there are not any lyrics. It activates the language center of the brain. It elminates the Right Brain / Left Brain conflict.
- If possible, have students face the outside of the classroom as they paint.
3. Play the music on repeat.
4. With the last 5 minutes prior to clean up, students may look at their classmate's work. (Encourage them to just look and not to ask questions at this point.)

DAY 2
5. Create a class critique.
- Set up small groups.
- Reflect about the experience. What went well? What was challenging?
- Replay the music. Students offer warm and cool comments about their classmates' work.
- Small groups nominate 1 or 2 pieces of full group critique.
- Compare student artwork with Kandinsky's artwork (optional)

Students will be assessed largely on their participation and effort with this activity.

1. Ted ED Video - http://youtu.be/rkRbebvoYqI
2. http://en.wikipedia.org/wiki/Synesthesia
3. "Elements" by Lindsey Stirling - https://www.youtube.com/watch?v=sf6LD2B_kDQ

Students love this lesson, and it's a great change of pace (especially for my AP students). It helps them really consider the power of movement and color in their artwork.

Each time I use this lesson, I experiment with different music.

[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 Proficient] Students reflect analytically on various interpretations as a means for understanding and evaluating works of visual art

[9-12 Advanced] Students correlate responses to works of visual art with various techniques for communicating meanings, ideas, attitudes, views, and intentions

Wassily Kandinsky

Abstract Art

Color/Value, Balance, Movement, Rhythm/Pattern, Unity/Harmony

Acrylic