Running head: CONNECTING ARTS ACTIVITY 1

Connecting Arts Activity

Amy Shinkarow, Kellie Coker, Sydney Lofton

University of South Florida, Sarasota-Manatee

 CONNECTING ARTS ACTIVITY 2

Student Task Sheet

VOCABULARY
Color: Color is the element of art that is produced when light, striking
an object, is reflected back to the eye.
There are three (3) properties to color:
● Hue: the name we give to a color like red or blue.
● Intensity: the strength and brightness of the color.
● Value: lightness or darkness.

Value: the lightness and darkness of colors.

Tempo: how fast or slow the music is.

GOALS
● Name the colors you use and explain if they are warm or cool and why.
● Explain the definition of value and how it is used in your art.
● Demonstrate your understanding of tempo in music and identify it as fast or slow.
● Explain how tempo relates to the colors in your art.
GOAL: Share your use of warm and cool colors, value, and tempo, and how it is related to
the color in your art.
DIRECTIONS
1. Listen to the tempo of the music and imagine something to draw using

value and color.

2. Explore your ideas by planning how you

will create your drawing.

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3. Create your drawing using warm and cool colors, value, and think

about why you chose them.

4. Look at your drawing and reflect on how you used

value and color. Make sure to look at your rubric.

5. Share your drawing with the class and explain how you used color and

value. Also, explain how the tempo of the song may have helped your

creativity in the drawing process.

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Amy Shinkarow, Kellie Coker, and Sydney Lofton February 27, 2018

Lesson Title Visual Music Grade: 1st

Art Standards VA.1.C.2.1 Describe visual imagery used to complete artwork.

VA.1.H.3.1 Identify connections between visual art and other
content areas.
VA.1.O.2.1 Create imagery and symbols to express thoughts and
feelings.
VA.1.S.2.2 Describe the steps used in art production.
VA.1.S.1.4 Use accurate art vocabulary to communicate ideas
about art.
MU.1.O.3.1 Respond to changes in tempo and/or dynamics within
musical examples.

Essential Question How does music relate to art?

Type of Lesson This lesson plan is guided practice for students.

Assessment

Summative Students will share their artwork with the class, explain how and why
they used warm and cool colors and value, as well as how the tempo of
the song may have helped their creativity in the drawing process.

Formative A student task sheet and rubric will be used to assess:

● Students participation
● Usage of color and value
● Understanding of the creative process

Learning Objectives

Students will use the creative process and fine motor skills to create their artwork.
Creative process:
1. Imagine
2. Explore
3. Create
4. Reflect
5. Share

Objective(s) 1. Students will purposefully choose warm or cool colors and

explain why they chose them.
2. Students will describe how value is used in their artwork.
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3. Students will explain what tempo means and determine whether

a piece of music is fast or slow.

Prior Knowledge Students know and understand the steps of the creative process prior to
this lesson.

Vocabulary The vocabulary is appropriate for elementary school aged students.

● Color: Color is the element of art that is produced when light,
striking an object, is reflected back to the eye.
● Value: the lightness and darkness of colors. White is the
lightest value; black is the darkest.
● Tempo: how fast or slow the music is.

Differentiation Students who have visual and/or hearing impairments can refer to their
handout of the vocabulary while the teacher is writing on the easel pad.
Students will also have the option to use headphones to listen to the
music.

Technology This activity will use both sides of the brain as students create and
Integration think critically about the process of the creation. Technology will be
used through the playing of the music. This activity is friendly towards
students who have language barriers because there is no writing
involved.

Materials and ● Easel pad

Resources ● Printer paper
● Crayons
● Markers
● Music:
○ Offenbach’s Orpheus in The Underworld
○ Debussy’s Clair de Lune
○ The finale of Rossini’s William Tell Overture
○ Pachelbel’s Canon in D
● Gelineau, R. P. (2012). Integrating the arts across the
elementary school curriculum. Belmont,
CA: Wadsworth.
● Classical Music to Teach Emotions resource

Approximate Time 45-minute content area block for art

Frame

Instructional Delivery and Facilitation

Opening To introduce color, value, and tempo, first we Students may not
will model the activity of drawing something understand the
(10 minutes) exciting (with the creative process) while vocabulary by just
going over the
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teaching the terms and listening to exciting definitions but

music for inspiration. should grasp the
a. We will then play music that evokes concepts through the
excitement and think aloud as we model activity.
the creative process while drawing a
picture of something that is personally
exciting. (i.e. Roller coaster)
b. While the exciting music is playing, we
will guide the students through the
creative process to draw something that
is very exciting to them and ask them to
pay close attention to how they use
warm and cool colors and value.

Development Next, we will model the activity of drawing Students will

something calming to us (with the creative identify the colors
(12 minutes) process) listening to the calm music for they use and explain
inspiration. if they are warm or
a. We will play music that evokes serenity cool and why.
and think aloud as we model the creative
process while drawing a picture of
something that is personally calming.
(i.e. Beach)
b. While the calm music is playing, we will
guide the students through the creative
process to draw something that is
relaxing to them and ask them to pay
close attention to how they use warm
and cool colors and value.
c. We will discuss tempo with the class
and not only how it is different in each
song, but also how it evokes different
responses.

Closing the Lesson Students will choose one of their art pieces to
share with the class, and will explain why they
(28 minutes) used cool and/or warm colors, and how the
tempo of the songs influenced what they drew.

Then, as a class, we will discuss how different

art forms can be used together. We will also
discuss the following questions together:
1. Did the colors you chose make you feel
a certain emotion? (happy, sad, excited)
2. How did the tempo of the music make
you feel?
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