Professional Documents
Culture Documents
Emotion Painting
Outcomes
Visual Arts Outcomes:
Discuss simple compositional elements in
their art work and the art work of others,
e.g., horizontal line, area of emphasis,
symmetrical balance, repeating shapes.
Use a variety of sources to stimulate
ideas on art work, e.g., poems, songs, the
environment.
Use warm, cool, light, dark colours for
expressive and representational purposes
describe how people may have different
responses to an art work.
Recognize that a response to art involves
feelings, understandings and knowledge,
e.g., medium, subject matter, and
composition.
Special Concerns
Individuals who struggle with
oral presentation will have the
opportunity to display their
work and allow it to be
interpreted without explanation.
Laptop
ELMO projector
Smartboard
Paint
Paper
Party Guest song (Nutcracker)
Dance of the Sugar Plum Fairy
song (Nutcracker)
Mouse King song (Nutcracker)
Mixing trays
Water cups
In-Class Support
Teachers will use proximity to
ensure that students are on
task. If students need and
clarification, the teacher can
these concepts.
Timeline / Elaboration
Before (APK)
2m
"What does the word emotion mean? What kinds of
emotions do we experience on a day-to-day basis?"
During
1.
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8.
23 m
The teacher will facilitate a whole-group
discussion about warm and cool colours.
"How do certain colours make us feel?
Why? What else do these colours
represent?"
The teacher will ask students what kind
of lines people can draw. Ask students
what they might represent (zig-zag =
chaos).
The teacher will explain to students that
they will using these ideas in a painting
activity.
Students will be separated into three
groups by numbering heads 1-3.
Students will be asked to say their
number as the teacher points to them.
Once each student has a number, they
will be asked to go to the station with
that particular number.
The teacher will explain that students will
be painting to music. Each station will
paint to a different song (The Mouse
King, Dance of the Sugarplum Fairy, Party
Guest). Students will be allowed to draw
whatever they want (use the lines they
have just discussed, or not), focusing on
how the music makes them feel or the
image it creates in their heads.
Following the activity, the three groups
of students will return to the original
classroom to share their works.
All students paintings will be displayed
on the desks around the class. Students
will be asked to circulate the room and
will be given three post-it notes each.
Students will be asked to put a post-it
note beside a total of three paintings
with an emotion describing what they
think the painting represents.
Cross-curricular Connections
Music Outcomes:
3.1.4 experiment with a
range of ways of
communicating
thoughts, experiences
and feelings through
music, with an
emphasis on notational
styles
3.4.3 explore ways in
which music expresses
and enhances their life
experiences
3.5.3 explore
connections between
music and other arts
disciplines
3.6.2 share ideas and
feelings about each
others responses to
music
Reflection
The preparation of this lesson
plan went quite well. It was
interesting to link the art
outcomes with music
outcomes. We enjoyed that
this lesson involved many of
the multiple intelligences. IT
was great that the
intrapersonal intelligences
was addressed thoroughly
throughout this lesson plan
due to the ability for students
to reflect on their own work
and the work of others.
5m