Title of Unit:

Musical Emotions Through Artwork

Date of Delivery:

June 16, 2015

Grade Level:

Subject Areas:

Music and Art

Class Duration:

50 Minutes

Teachers Names:

Jillian Smith and Grant Carson

Curriculum Outcomes:
Art:
Visual Arts Concepts by Grade and Month document:
Grade 6 (March)
Creative problem solving
Warm and cool
Colour mixing
Skills Sheet by Grade and Skill:
1: Informal known; Feelings and Moods
5: Abstraction
Music:
GCO 8: Students will be expected to analyze the relationship between artistic intent and the
expressive work.
SCO: 6.4.3 demonstrate an understanding of the influence of music, past and present, to
express and communicate ideas and feelings
SCO: 6.4.2 explore the role music plays in diverse cultures
SCO: 6.5.2 identify and describe connections between music and other disciplines, including
arts disciplines
Preparation/Resources:
Pre-selected groups: There will be three groups. Each one will be pre-selected to ensure
there will be one person with more advanced musical knowledge. Students will be put in
groups of people they spend less time with to get them out of their regular comfort zone and
into a place where new creative aspects can be explored.

Materials: Each group with have art supplies (paper, pastels, paint, water, paintbrush)
supplied by the teachers. Each group will be in a separate room that has a computer and
sound system to play music.
Miscellaneous materials: Whiteboard, markers, SMART Board with internet connection and
speakers, chart paper
Prior Learning Subject:
Music:
In recent days, the class will have worked on aspects related to this outcome:
SCO: 6.6.4 compare subjective and objective responses to music, and examine the
relationship between them
They will have demonstrated an ability to identify classical music and discuss how they fit into
the canon of music history, but also how the music makes them feel.
Art:
In January (according to the Visual Arts Concepts by Grade and Month document), the class
learned about abstract art. They are aware of how emotions influence what an artist does. In
their time during art class, they have already demonstrated an ability to understand how the
elements of art produce a desired effect.
Special Considerations:
Auditory:
Students who have trouble hearing can be intentionally placed directly beside the speaker
playing the music. During instructional time, the teacher will ensure they wear the
microphones.
Visual:
Students who have trouble seeing can be placed near the front of the room during
instructional time. They will have a better view of the SMART Board. During the activity,
students with visual impairments will work with the teacher to find which techniques work best
for them. They will be able to demonstrate their emotions connected with various musical
genres in a way that will work best for them.
Physically:
Students with physical impairments would be kept in the main classroom instead of branching
out to one of the other two. This way, they are getting the exact same instructional content
and performing the exact same activity while they dont need to move around too much.
Attentional:
The lesson in chopped into small 5-10 minute blocks. By doing this, the teachers can ensure
students with attentional issues can be more stimulated and better engaged.

Behaviourally:
Similar to students with attentional issues, students with behavioural issues will have a
chance to move around, small blocks of focusing on one thing, and time to discuss the
lesson/activity with their friends.
Materials:
Materials will be distributed in three different sections of the education area (room 212, 213,
and the lounge) during the five minutes in between the Top 10 lesson plan distribution and the
beginning of this lesson. Students will walk into the classrooms at the designated time and be
ready to go. The appropriate music will already be loaded and ready to go as they enter the
room.
If students are done early:
If students are done early, they can walk around to different people in their group and see how
their work differs from everyone elses. If other students dont mind, some discussion can be
had about the emotions their genre of music creates. But ultimately, students will be
encouraged to utilize the full amount of time to create the best work they can.
Modalities:
Kinesthetic: students will have an opportunity to move from class to class and to walk around
and view other students work in a gallery format.
Visual: students will be interpreting and expressing their feelings about certain music via their
visual senses. A good portion of the lesson utilizes the visual MI.
Auditory: students will be listening to and interpreting music, making good use of the auditorybased MIs.
Musical: students will have time to listen to music, making use of the Musical MI.
BEFORE THE LESSON
5 Minutes:
We will take a break in between distributing our top 10 lesson plans and the beginning of this
lesson. Students will have a chance to catch their breath.
5 minutes:
We will address the class as Crandall students. We will mention what the lesson will comprise
of and what students should already know. Well have a quick discussion on any points
anyone wants to bring up before the lesson begins.
THE LESSON
5 Minutes: APK (Grant)
Introduce the class to the subject of the day and go over the agenda. Start the lesson by
asking students if they remember when they were introduced to classical music. Play a
musical selection (Mozarts Overture in The Magic Flute) and ask students to discuss how it
makes them feel. After students have activated their prior knowledge, he will inform them that
today they will be beginning to learn about three more types of music: Baroque, Romantic,
and Blues.
7 minutes: Instruction of new material (Jill)
Form three table groups within the class. Distribute a separate handout to each table group

(one group per genre). One group will receive an information sheet on Baroque music,
another group will receive a sheet on Romantic music, and finally the last group will receive a
handout on Blues music. Explain to the class that each group will have 6-7 minutes to pick out
the highlights from their handouts and write them down on the chart paper provided. Mention
that they should be prepared to present their findings to the rest of the class.
When the groups are finished preparing their genre, move on to the following activity. You will
come back to this.
5 minutes: Introduction to activity:
Time to introduce the activity! Do a mini-APK about the art aspects of the activity. Ask the
students questions and randomly select people to answer, ultimately guiding the discussion
towards Jackson Pollock and how he expressed his emotions by painting in abstract forms
while listening to jazz music. Tell the class they are going to do just that - express their
emotions with art while listening to different types of music. The teacher will explain that there
are art supplies in their designated area and they are able to use the paint, pencils, pastels,
and paper provided to create a piece of artwork. The artwork can be anything they like
(abstract, pictorial, an image using the techniques learned in previous classes) and students
will be encouraged to think creatively. They will be informed that they should think carefully
about the music playing and how it makes them feel, and to make a sincere effort to express
their emotions in the artwork. (3 minutes)
Teachers will check for understanding to ensure students know which room they are
supposed to be in, and allow each group to go individually.
Students will have 1 minute to move themselves to their correct location. Release Group 1
first and give them time to exit, then Group 2. Group 3 will remain in the original classroom.
The teacher will be circulating through the rooms throughout the activity.
15 minutes: The Activity
At this time, the students should be placed and ready to go. They will have a full 15 minutes to
complete their artwork. The teachers will separate and go from group to group to answer any
questions and observe the students process. The teachers will ensure students have a
countdown for when the activity ends. They will let them know the 5 minute mark, 2 minute
mark, and 1 minute mark. (15 minutes)
Students will be informed they need to stay with their groups once they enter the main
classroom and that they will have 1 minute to bring their artwork back there.
Have students clean up ALL supplies and return to the main classroom. (3 minutes)
10 minutes: The Gallery
Students will place their artwork together with their group on a table. The teacher will then
give an opportunity for each group to present their genre (refer to their chart paper from
earlier), and to show their art work. While each group is presenting, their genre of music will
be playing softly in the background.
Students will be asked to come up with some questions to ask their peers about why they did

what they did. (6 minutes)

Students will discuss their work and ask/answer questions. Since the group is small this
should be a fairly intimate and concise conversation. (4 minutes)
2 minutes: Closure
Students will discuss what they liked and didnt like about the activity and styles of music. The
teachers will have already assessed them on what theyve learned about these three types of
music during the instruction to new material section, so the closure can be more open to
how students felt about the class.
ASSESSMENT
Students will have been assessed:
Content-based C4Us during the instructional period
Their final artwork
If they made a sincere effort during the class time (knowable through teacher observation)
RESOURCES
Musical selections:
Classical: https://www.youtube.com/watch?v=h018rMnA0pM
Baroque: https://www.youtube.com/watch?v=jjnyeZLNb3E&app=desktop
Romantic: https://www.youtube.com/watch?v=liTSRH4fix4
Blues: https://www.youtube.com/watch?v=TcaRwlDdhao