Art- Week 1, Days 2-5

Objectives:
The students will interpret songs and have a clear meaning of what the song means.
Students will then write a small personal written statement, reflecting their understanding
of chosen song. The students will then translate their interpretations of song into a piece
of art, which they will design independently.
Goals:

To have each student create a piece of art inspired from a song relating to the Civil Rights
Movement.
To have each student gain a personal meaning through interpretation of song.
To have each student understand the cultural adversity during the given time period.

Standards:
NYS Social Studies Framework:
8.9 DOMESTIC POLITICS AND REFORM: The civil rights movement and the Great Society
were attempts by people and the government to address major social, legal, economic, and
environmental problems. Subsequent economic recession called for a new economic program.
(Standards: 1, 4, 5; Themes: TCC, SOC, CIV, ECO)
NYS Music and Art Standards:
Standard 1: Creating, Performing, and Participating in the Arts
Visual Arts Standard 1. Students will make works of art that explore different kinds of subject
matter, topics, themes, and metaphors. Students will understand and use sensory elements,
organizational principles, and expressive images to communicate their own ideas in works of art.
Students will use a variety of art materials, processes, mediums, and techniques, and use
appropriate technologies for creating and exhibiting visual art works.

experiment and create art works, in a variety of mediums (drawing, painting, sculpture,
ceramics, printmaking, video, and computer graphics), based on a range of individual and
collective experiences (a)
develop their own ideas and images through the exploration and creation of art works
based on themes, symbols, and events (b)

Standard 3: Responding to and Analyzing Works of Art

Music Standard 3. Students will demonstrate the capacity to listen to and comment on music.
They will relate their critical assertions about music to its aesthetic, structural, acoustic, and
psychological qualities. Students will use concepts based on the structure of musics content and
context to relate music to other broad areas of knowledge. They will use concepts from other
disciplines to enhance their understanding of music.

describe the musics context in terms related to its social and psychological functions and
settings (e.g., roles of participants, effects of music, uses of music with other events or
objects, etc.) (d)
describe their understandings of particular pieces of music and how they relate to their
surroundings (e).

Visual Art Standard 3. Students will reflect on, interpret, and evaluate works of art, using the
language of art criticism. Students will analyze the visual characteristics of the natural and built
environment and explain the social, cultural, psychological, and environmental dimensions of the
visual arts. Students will compare the ways in which a variety of ideas, themes, and concepts are
expressed through the visual arts with the ways they are expressed in other disciplines.
Standard 4: Understanding the Cultural Dimensions and Contributions of the Arts
Music Standard 4. Students will develop a performing and listening repertoire of music of
various genres, styles, and cultures that represent the peoples of the world and their
manifestations in the United States. Students will recognize the cultural features of a variety of
musical compositions and performances and understand the functions of music within the
culture.
Rationale:
According to 8th NYS CCSS, students need to learn about the Civil Rights Movement.
Students will be able to share their own personal identity and express themselves through
their own artwork and interpretation. They will have the opportunity to engage in
authentic conversations with peers about their personal preferences and their artwork.
Anticipatory Set:
The teacher will play a few popular songs from the 1950s and 1960s that represent,
symbolize, or describe the Civil Rights Movement era. The students will listen to the
song, and complete an exit slip about their favorite song and why they feel it reflects the
Civil Rights Movement. As a class, we will have a discussion on the song lyrics,
meanings, and messages provided through the song.
Procedure:
Introduction:

1. Students will be able to continue to share their interpretations with their peers.
2. Students will pick a song they wish to study further. The student will write a personal
statement of their own interpretation of the song.
Body:
1. Teacher will model by using a think-aloud, out loud the teacher will share
thoughts from a song they have listened to together. Teacher will verbalize
thoughts and ideas of a piece of art that he/she would create.
2. Teacher reminds students of all rules and expectations while working in the art
studio.
3. The student will begin to create a rally poster. They can use any mediums we have
covered within the past year (watercolor, paint, sculpture, etc.).
Assessments:
Informal/Formal:
Informal: Teacher will go around during the class period and at the end of class to see
each students progress. Teacher will also talk to the student about their interpretation of
the song they have chosen.
Formal: The students final piece of art will be evaluated by the teacher, along with their
written response of their interpretation of their chosen song.
Scaffolding:

Students will be able to verbalize their ideas and also write them.
Students will have multiple days to explore songs, view sample rally posters, and
immerse themselves in the selected music.
Students create a graphic image (sketch of piece) before beginning final piece to
represent ideas and allow them to look on to as a reference.

Closure:

Students will do an art walk through to explore peers work. Peers will be able to explain
their meaning and representation through art.
Following the museum walk, students will have the opportunity to speak in small groups
about how their poster reflects the song and whether or not they think their poster gets
their message across clearly.

Resources
https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework
http://www.p12.nysed.gov/ciai/arts/pub/artlearn.pdf

http://www.cnn.com/2013/08/22/living/march-on-washington-freed-photos/