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Wassily Kandinsky

Classroom Resource Information

Title:

Wassily Kandinsky

URL:

https://www.nga.gov/education/teachers/lessons-activities/pre-k/wassily-kandinsky.html

Content Source:

Other
National Gallery of Art

Type:

Learning Activity

Overview:

Students will analyze the painting, Improvisation 31 (Sea Battle), by Wassily Kandinsky. They will listen to a piece of music and paint the melody, mood, and repeated patterns they hear.

Content Standard(s):

Arts Education ARTS (2017) Grade: K Music: General	15) Demonstrate how a specific music concept is used in music. Example: Respond with purposeful movement to the steady beat of a piece of music. Unpacked Content Artistic Process: Responding Anchor Standards: Anchor Standard 8: Interpret intent and meaning in artistic work. Process Components: Analyze Essential Questions: EU: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music. EQ: How does understanding the structure and context of music inform a response? Concepts & Vocabulary: Rhythm Steady beat Long/ Short One and two sounds per beat Silent beat Melody High and low Pitch set: So, Mi Musical alphabet Harmony Accompaniment/ no accompaniment Form Like and unlike phrases Echo Expression Speak, sing, shout, whisper Solo/ Group Unpitched percussion Flute, trumpet, violin, piano Loud/ Soft Fast/ Slow Other Age-appropriate audience and performer etiquette Skill Examples: Performing Perform songs of various genres while reflecting appropriate stylistic characteristics. Creating Purposefully move to music and articulate why they made the movement choices they made based on the music they heard. Reading/ Writing Discuss, using musical language, the characteristics of the music they hear and/or perform. Discuss, using age/developmentally appropriate musical language, what sort of music they like personally and why. Responding/ Evaluating Share ideas about musical selections of various and contrasting styles, composers and musical periods. Describe how sounds and music are used in our daily lives. Describe the difference between steady beat and rhythm. Identify and connect a concept shared between music and another curricular area. Identify and discuss various uses of music in the United States and the various meanings of the term "musician." Respond to sound with a drawing of how the sound makes them feel. Offer opinions about their own musical experiences and responses to music. Aurally identify flute, trumpet, violin, and piano.
Arts Education ARTS (2017) Grade: 1 Music: General	16) Demonstrate and identify how specific music concepts are used in various styles of music for a purpose. Example: Move in response to repeated phrases music and justify choices made. Unpacked Content Artistic Process: Responding Anchor Standards: Anchor Standard 8: Interpret intent and meaning in artistic work. Process Components: Analyze Essential Questions: EU: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music. EQ: How does understanding the structure and context of music inform a response? Concepts & Vocabulary: Rhythm Quarter note, quarter rest, paired eighth notes Strong/ weak beat Steady beat/ rhythm Allegro/ adagio Melody Pitch set: Mi, So, La Steps/ skips/ repeated notes Melodic direction Modified staff Line notes and space notes Harmony/texture Rhythmic ostinati Simple bordun Form AB, ABA Expression Legato, staccato Piano (p), forte (f) Classroom instrument classifications Clarinet, trombone, cello, drum Orchestral music: ballet Non-Western music celebrations Other Proper singing posture Age-appropriate pitch matching (C4 - C5)¹ Mallet/ drumming technique — hands together Skill Examples: Performing Select appropriate music for specific events such as school festivals, community events, and class or grade level performances. Creating Create a rhythmic ostinato that reflects the style of the music performed (ex: finger cymbals/lullaby). Reading/ Writing Identify repeated rhythmic passages in music and notate using iconic notation (ex: rhythm of repeated melodic phrase in "In the Hall of the Mountain King"). Responding/ Evaluating Aurally identify clarinet, trombone, and cello in the context of an ensemble performance.
Arts Education ARTS (2017) Grade: K Visual Arts	3) Build skills by following a sequence of steps to create art that expresses feeling and ideas. Examples: Explore the books Why is Blue Dog Blue? by G. Rodrigue and My Many Colored Days by Dr. Seuss to understand color meanings and moods. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 2: Organize and develop artistic ideas and work. Process Components: Investigate, Plan, Make Essential Questions: EU: Artists and designers experiment with forms, structures, materials, concepts, media, and artmaking approaches. EQ: How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error? Concepts & Vocabulary: Art Artwork Collaboratively Collage Cool colors Warm colors Elements of Art Color Line Shape Imaginative play Play Portfolio Primary colors Principles of design Pattern Printmaking Skill Examples: Create two-dimensional artworks using finger painting, watercolors, paper collage, and rubbings. Create three-dimensional artworks using techniques such as rolling, folding, cutting, molding, pinching, and pulling clay. Work with a partner to create works of art. Working in small groups, use recycled materials to create artworks. Explore the books Why is Blue Dog Blue? by G. Rodrigue and My Many Colored Days by Dr. Seuss to understand color meanings and moods. Read the book Lines that Wiggle by Candace Whitman to explore different styles of line. Safely use and share scissors, pencils, crayons, markers, glue, paints, paintbrushes, and clay. Use symbols to help tell a personal or make-believe story. Manipulate art media to create textures and patterns. Identify and use organic and geometric shapes to create works of art. Show respect for self and others while making and viewing art. Use the primary colors (red, yellow, and blue) to create a free-style painting while singing the names of the colors. Use patterns in designing colored stripes on the shirt of a person you know. Collect found objects such as paper tubes, forks, and pieces of cardboard. Press them in shallow tempera paint, and stamp them on paper to show printmaking. Create a T-chart that separates cool (blue, green, and purple) and warm (red, yellow, and orange) colors in different columns. Use the symbols of water waves for the cool column header and the sun for the warm column header. Work with a partner to find colors, lines, and shapes in art and tell each other what you see.
Arts Education ARTS (2017) Grade: K Visual Arts	12) Interpret art by identifying subject matter and describing relevant details. Example: Answer questions such as, "What do you see?" or "How does this art make you feel?" Unpacked Content Artistic Process: Responding Anchor Standards: Anchor Standard 8: Interpret intent and meaning in artistic work. Process Components: Perceive, Analyze, Interpret Essential Questions: EU: People gain insights into meanings of artworks by engaging in the process of art criticism. EQ: What is the value of engaging in the process of art criticism? How can the viewer "read" a work of art as text? How does knowing and using visual arts vocabularies help us understand and interpret works of art? Concepts & Vocabulary: Art Artwork Collaboratively Collage Cool colors Warm colors Elements of Art Color Line Shape Imaginative play Play Portfolio Primary colors Principles of design Pattern Printmaking Skill Examples: Identify art in their community, such as landscaping, etc. Communicate the ideas and stories he/she sees in a work of art. Recognize and point out basic elements of art in their own artwork and that of others. Describe the meaning in the marks they make on paper. Compare a photograph or painting of a vase to a real vase. Explain what they think a piece of artwork means. Listen carefully to the point of views of others and recognize that people have different opinions and responses. Share what they see in a piece of artwork by listing items seen using art vocabulary. Answer questions such as, "What do you see?" or "How does this art make you feel?" Explain why they like or do not like a piece of artwork. Explain why he/she likes or dislikes his/her own artwork.
Arts Education ARTS (2017) Grade: 1 Visual Arts	3) Develop skills by following a sequence of steps to create works of art on subjects that are real or imaginary. Example: The teacher will model an artistic technique. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 2: Organize and develop artistic ideas and work. Process Components: Investigate, Plan, Make Essential Questions: EU: Artists and designers experiment with forms, structures, materials, concepts, media, and artmaking approaches. EQ: How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error? Concepts & Vocabulary: Complementary colors Contrast Curator Elements of Art Texture Landscapes Portrait Positive/ negative space and shape Principles of design Repetition Variety Secondary colors Still life Technique Venue Skill Examples: Work with a partner or small group to create an artwork. Use the book Perfect Square by Michael Hall to help "thinking outside the box" skills. Create two-dimensional artworks using a variety of gadgets for printmaking. Use paint media to create paintings of family portraits or a favorite memory. Create three-dimensional artworks such as clay pinch pots or found-object sculptures. View a step-by-step demonstration of an artistic technique. Properly clean and store art materials. Use Mouse Paint book by Helen Walsh to teach color mixing of primary to achieve secondary colors. Create a painting inspired by Piet Mondrian's Broadway Boogie Woogie. Create a "Pop Art" inspired artwork of positive and negative spaces and shapes by using colored paper cut-outs and gluing to different background squares. Make a color wheel and identify the complimentary colors (red and green, blue and orange, yellow and purple). Draw different forms in the school environment: cones in the gym, cubes in math center, and sphere used for a globe. Create texture rubbings by placing paper over different surfaces and rubbing with a crayon or oil pastel. Use a rough brick wall, a smooth table, bumpy bubble wrap, or soft felt shapes. Use repetition in art by looking at the designs on a shell or the stripes of a zebra for inspiration.
Arts Education ARTS (2017) Grade: 1 Visual Arts	12) Interpret art by categorizing subject matter and identifying the visual qualities. Example: Compare images that represent the same subject. Unpacked Content Artistic Process: Responding Anchor Standards: Anchor Standard 8: Interpret intent and meaning in artistic work. Process Components: Perceive, Analyze, Interpret Essential Questions: EU: People gain insights into meanings of artworks by engaging in the process of art criticism. EQ: What is the value of engaging in the process of art criticism? How can the viewer "read" a work of art as text? How does knowing and using visual arts vocabularies help us understand and interpret works of art? Concepts & Vocabulary: Complementary colors Contrast Curator Elements of Art Texture Landscapes Portrait Positive/ negative space and shape Principles of design Repetition Variety Secondary colors Still life Technique Venue Skill Examples: Identify the basic elements of art in a work of art through group discussion. Discuss how people create works of art to communicate ideas and serve different purposes. Investigate how a select work of art was created. Identify elements of art and principles of design in their own artwork and in those of others using art vocabulary. Connect the stories in works of art to the cultures they represent. Compare Leonardo DaVinci's Mona Lisa with Johannes Vermeer's The Girl with the Pearl Earring to identify different uses of the elements of art and principles of design. Compare images that represent the same subject matter. Connect visual stories with literary stories. Share their art-making processes with peers Classify/ group art work by portraits, landscapes and still life.

Tags:

melody, mood, music, painting, Wassily Kandinsky

License Type:

Custom Permission Type
See Terms: https://www.nga.gov/notices/terms-of-use.html
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses

Partnered Event:

ALEX Resource Development Summit

Accessibility

Comments

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This resource provided by:

Author:	Tiffani Stricklin
The event this resource created for:	ALEX Resource Development Summit

ALEX Classroom Resource

Wassily Kandinsky