Slides presentation to help students think about the big questions of how artists can visually represent music and how color can express emotions.
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THE PLAN
10 sessions; 45 minutes per session
1. SWBAT compare and contrast works from art history with the same theme but different styles.
2. SWBAT use color expressively.
3. SWBAT represent a song in a nonobjective painting.
4. SWBAT generate and conceptualize artist ideas and works.
5. SWBAT explain the use of color in their work.
1. Paper
2. Paint- watercolor, tempera, acrylic, your choice
3. Brushes
4. Whatever materials students need to create their projects
1. Use slides presentation to go through big ideas, look at how different artists have represented and been in-sired by music. https://docs.google.com/presentation/d/1aH-U5xbRZJrskl0xctIGtD7vL3HrsMkwWVkDaeeSpsw/edit?usp=sharing
2. Students visually represent a song in a nonobjective painting (10 minutes, or let them go longer if they want)
3. Students plan their idea for a work of art inspired by music and check with teacher.
4. Students have time to work independently.
5. Students reflect on their work and use of color to represent emotion in an artist statement.
This could work for other grade levels with limited choices or modifications.
THE STANDARDS
Visual Arts Standard 1: Understanding and applying media, techniques, and processes
[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
Visual Arts Standard 2: Using knowledge of structures and functions
[9-12 Proficient] Students create artworks that use organizational principles and functions to solve specific visual arts problems
[9-12 Advanced] Students demonstrate the ability to compare two or more perspectives about the use of organizational principles and functions in artwork and to defend personal evaluations of these perspectives
[9-12 Advanced] Students create multiple solutions to specific visual arts problems that demonstrate competence in producing effective relationships between structural choices and artistic functions
Visual Arts Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas
[9-12 Proficient] Students reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related to history and culture
[9-12 Proficient] Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life
Visual Arts Standard 4: Understanding the visual arts in relation to history and cultures
[9-12 Proficient] Students analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying conclusions made in the analysis and using such conclusions to inform their own art making
[9-12 Advanced] Students analyze common characteristics of visual arts evident across time and among cultural/ethnic groups to formulate analyses, evaluations, and interpretations of meaning
Visual Arts Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others
[9-12 Proficient] Students describe meanings of artworks by analyzing how specific works are created and how they relate to historical and cultural contexts
Visual Arts Standard 6: Making connections between visual arts and other disciplines
[9-12 Proficient] Students compare the materials, technologies, media, and processes of the visual arts with those of other arts disciplines as they are used in creation and types of analysis
THE FEATURES
Romare Bearden, Wassily Kandinsky, Pablo Picasso
Abstract Art, Abstract Expressionism
Color/Value, Movement, Rhythm/Pattern
Painting
Performing Arts
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