Week Two: Interrelating the Arts- Music

Theme Grade Level Class Size Time Connecting visual arts and music through creating and using musical instruments. 1St Grade 9 2 hours

National Visual Arts Standards K-4 4b: Students describe how different expressive features and organizational principles cause different responses. K-4 6b: Students identify connections between the visual arts and other disciplines in the curriculum. K-4 2b: Students describe how different expressive features and organizational principles cause different responses. K-4 1c: Students use different media, techniques, and processes to communicate ideas, experiences, and stories Illinois State Goals, Learning Standards and Benchmarks 25.A.1d Identify the elements of line, shape, space, color, and texture; the principles of repetition and pattern; and the expressive qualities of mood, emotion, and pictorial representation. 25.B.1 Identify similarities in and among the arts (e.g., pattern, sequence, and mood). 26.B.1d. Demonstrate knowledge and skills to create visual works of art using manipulation, eye-hand coordination, building, and imagination. Comprehensive Components Addressed: HC, AC, PF, AP Domains Addressed C4, C5, C6 OVERVIEW By looking at ancient Greek vases, students will create a pattern to be used on a toga. Students will also be analyzing the relationship between art and music, and then creating their own musical instruments. RATIONALE By creating musical instruments students will make a functional piece that has content reflecting their own personality. By creating a pattern for a toga, students will be demonstrating an understanding for that art principle. By comparing artworks mood to music mood students will be able to connect and compare the two different art forms. By comparing different types of pattern, students will be able to identify which belong to the ancient Greek world. By participating in a debate about vases decoration students will determine if a vase needs decoration to be considered art.

Art Making Processes and Techniques Drawing patterns, drawing (maybe painting) reflective content, gluing Visual Art Concepts Addressed Pattern, texture, line, repetition, shape, color, and mood. Student Pre-Requisite Skills/Knowledge Manipulative stage, know how to handle drawing material, be able to glue things Instructional Methods Direct instruction, teacher demonstration, hands-on student involvement, group discussion, and

independent student work. LESSON OBJECTIVES As a result of this lesson, students will be able to: Historical/Cultural Given a handout of previously unseen examples of patterns from Greek artwork and patterns from other cultures and times, students will classify (by circling those images) at least 3 images belonging to Greek art. K-4 4b 25.A.1d C2 Art Criticism Given a selection of artwork and a clip of music, orally decide which artwork has the same mood as the music and characteristic from the artwork using analysis; give at least one support for their interpretation. K-4 6b 25.A.1d 25.B.1 C4 Philosophical Frame Orally determine whether a vase needs decoration to be considered a work of art, and give at least two reasons to defend answer. K-4 2b 25.A.1d C6 Art Making Assemble a musical instrument out of boxes that need to be decorated in a way that reflects the students interests, makes noise, is decorated on all sides using at least 3 colors & at least 4 3D decorative elements (i.e. feathers, gems, beads) K-4 1c 26.B.1d C5 Design an abstract pattern with at least 3 different colors to go across the bottom of a toga. 26.B.1d C3 TEACHER MATERIALS Projector Art posters Music

Pattern power point Hercules movie clips Pattern handout

Greek and Roman posters Teacher examples of projects Geometric vase pictures

Pattern handout (9) Power point for images & AH background Pre-selected songs Pencils (9) String

STUDENT MATERIALS M male white t-shirts (9) Fabric crayons (9 boxes) Pre-cut strips of paper (18) Feathers Gems Glue VOCABULARY

Markers Rubber bands (36 total) Boxes (apprx. shoe box size) Paper Beads

Pattern- repetitive decorative design Line- a narrow long mark drawn or projected Shape- the visible make-up of an item, spatial form or contour Color- hue Content- having meaning for art Texture- the quality of a surface, by touch or perception Repetition- renewed or repeated again and again Mood- the feeling the artist tries to convey, or the feeling the audience interprets from a piece Toga- loose outer garment worn in public by the citizens of ancient Rome Functional- having a special activity, purpose, or task

 Classical music- music produced in or rooted in the traditions of European music Jazz- a type of music of black American origin characterized by improvisation, and usually a regular or forceful rhythm, emerging at the beginning of the 20th century. Geometric Period- a phase of Greek art, characterized largely by geometric motifs in vase painting from 900-700 BC Abstract- art that doesnt represent recognizable reality. ARTISTS Greek Geometric era vases Art Posters: Vincent Van Gogh, Portrait of Dr. Gachet George Seurat, Sunday Afternoon James Abbott Whistler, Portrait of artists mother Thomas Hart Benton, The Wreck of the Ole Allen Crite, Parade on Hammond St. Edward Hopper, Night Hawks Anna Cohran, Stormy Waters George Seurat, The Circus Song/Composers: Verdi: La Traviata- Prelude, New World Symphony Orchestra In the Mood, Enoch Light Orchestra Vivaldi: The Four Seasons Winter, English Chamber Orchestra Liszt: Liebestraume #3 in A flat, Donatella Failoni Lets Dance, Enoch Light Orchestra Smoke Rings, Enoch Light Orchestra Aria Da Capo, Bach Orff: Carmina Burana- Oh Fortuna, Boston Pops Orchestra LESSON ACTIVITIES Set Induction Bell ringer: have students listen to music and draw a line that represents that song. Teacher: Last week we introduced you to Greek art and mythology, please tell me something you new you learned from that lesson. Instruction Teacher will begin with a power point of images of vases from the geometric period in Greek art. Teacher will emphasize the use of different decorative patter. Teacher will at the end show comparative images of vases with pattern and plain vases. -Which of these vases do you like better and why? -Would you consider this plain vase art? Why or why not? -Does the vase become more artistic with decoration, or is it equally artistic on its own? Students will respond to the questions. Teacher will make note of each response for assessment. Teacher will pass out the handout containing images of different patterns Instructions: Take a look at the images and circle all the ones you think belong to the ancient Greek time period. Students will circle their answers and raise their hand once finished. Teacher will collect all the pages, and then go over the answer on the board. Time 3-5

Time AH 7-10

AE 10-15

AH 5-7

GO to craft table containing t-shirts Teacher will explain activity: we will be making togas that have our own personal patterns on the bottom. Teacher will give full instruction including showing their example to help explain the process. Students will draw their pattern on the strips of paper, being sure to touch all sides of the strip. Be sure students press hard with crayons. Teacher will walk around to help students and monitor their drawings. Once finished, teacher will collect paper and explain that she needs to iron these, so itll be ready the following week. GO to clean table Teacher will bring students to an area that has art posters on the floor. Students will close their eyes. Teacher will play a minute clip of a song while students listen. Students will look on the floor at the poster and then decide which artwork best matches the mood of the song they just heard by placing their foot on the poster. Teacher will facilitate the discussion making sure students say their reasons why, and every student gets a chance to answer at least once through out the whole activity. Teacher will play eight songs and have eight posters for the activity.

AP 15-20

AC 10

GO to table with musical instrument project Teacher will explain that the students will be making a musical instrument that will be decorated in a way that reflects their interests. Teacher will give detail instruction and using their example as a reference. Students will color their boxes with images of things they like. Students will glue on some type of 3D decorative element. Students will decorate every side of their instrument. Students will slide rubber bands over the box, towards the center. Teacher will be aiding the students through out this project. Students and teacher will clean up. Lesson Closure Teacher will announce when there are 5 minutes remaining. If there are early finishers, the students will draw a symbol on a circle to be made into a medallion for their toga. We will close with some song clips from Disneys Hercules to show how music and Greek mythology can be blended and still used today. http://www.youtube.com/watch?v=JQX9DJaDZkY http://www.youtube.com/watch?v=RRq7lLawQB4 Independent Practice/Homework NONE

AP 20-35

Time 3-5

ACCOMODATIONS FOR SPECIFIC DIVERSE LEARNERS Adaptations and Accommodations One student has ADHD, so we will take a moment between each activity to get up and move around the room. He will be allowed to hold something small in his lap to keep his hands occupied, such as silly putty. Enrichment and Extensions Student can have a more complex pattern

 Student can add an extra attachment for their musical instrument, such as a strap or add a neck. Activity for Early Finishers Decorate a pin that can be used on their toga. OBJECTIVE-DRIVEN ASSESSMENTS Historical/Cultural Look at the handout and check that each student circled at least 3 examples of Greek patterns. Art Criticism Make notes after activity of students answers to see if they gave sufficient reasoning the discussion. Philosophical Frame Make sure each student talks and gives two reasons to defend answer. Check as a whole if the class reaches a conclusion as to if a plain vase is still art. Art Making Check to see that students pattern include at least 3 colors and that they are abstract designs that touch all sides of paper strip. Their instruments must be decorated on each side, have some 3D decorative elements, clearly shows the students different interests, and it must make noise. INTERDISCIPLINARY CONNECTIONS This lesson connects visual arts and music through the activity where they have to match the mood of the artwork to the mood of the song. It also connects to music through the art making activity where they get to combine musical instruments with visual art decorations. Making it more than a functional instrument, but a work of art that can make musical art. REFERENCES Disney. (Producer). (2008, August 94). Hercules-Zero to Hero [Web Video]. Retrieved from http://www.youtube.com/watch?v=JQX9DJaDZkY Disney. (Producer). (2007, September 18). Hercules- The Gospel Truth [Web Video]. Retrieved from http://www.youtube.com/watch?v=RRq7lLawQB4 Vincent Van Gogh, Portrait of Dr. Gachet George Seurat, Sunday Afternoon James Abbott Whistler, Portrait of artists mother Thomas Hart Benton, The Wreck of the Ole Allen Crite, Parade on Hammond St. Edward Hopper, Night Hawks Anna Cohran, Stormy Waters George Seurat, The Circus Verdi: La Traviata- Prelude, New World Symphony Orchestra In the Mood, Enoch Light Orchestra Vivaldi: The Four Seasons Winter, English Chamber Orchestra Liszt: Liebestraume #3 in A flat, Donatella Failoni Lets Dance, Enoch Light Orchestra Smoke Rings, Enoch Light Orchestra Aria Da Capo, Bach Orff: Carmina Burana- Oh Fortuna, Boston Pops Orchestra

* Developed and written by (Grace Phillips and Emily Schranz), Art Education, Illinois State University, 2013 *