ALEX | Alabama Learning Exchange

Colorful and Musical Feelings

Classroom Resource Information

Title:

Colorful and Musical Feelings

URL:

https://www.uen.org/lessonplan/view/21433

Content Source:

Other
Utah Education Network

Type:

Lesson/Unit Plan

Overview:

Students will listen to the story Mouse Paint by Ellen Stohl Walsh while they mix primary colors. They will discuss how different colors make us feel different emotions. They will listen to Antonio Vivaldi's Four Seasons. They will discuss how music makes us feel different moods. They will illustrate each season while they listen.

Content Standard(s):

Arts Education ARTS (2017) Grade: K Music: General	9) Demonstrate awareness of expressive qualities that support the creators' expressive intent. Example: Interpret a story through vocal exploration, dynamics, and tempo. Unpacked Content Artistic Process: Performing Anchor Standards: Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. Process Components: Interpret Essential Questions: EU: Performers make interpretive decisions based on their understanding of context and expressive intent EQ: How do performers interpret musical works? 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 Demonstrate same and different (e.g., fast/slow, loud/soft, high/low and long/short). Demonstrate a steady beat and maintain it while performing. Sing using head voice and appropriate posture. Play a variety of classroom instruments, alone and with others, and demonstrate proper technique. Creating Create a wide variety of vocal and instrumental sounds. Reading/ Writing Explore connections between sound and its visual representation. Responding/ Evaluating Move to music of various and contrasting styles, composers and cultures. Demonstrate audience behavior appropriate for the context and style of music performed.
Arts Education ARTS (2017) Grade: 1 Music: General	10) Demonstrate and describe music's expressive qualities. Example: Identify the tempo of a piece of music in a listening example. Unpacked Content Artistic Process: Performing Anchor Standards: Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. Process Components: Interpret Essential Questions: EU: Performers make interpretive decisions based on their understanding of context and expressive intent EQ: How do performers interpret musical works? 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 Sing or play music with attention to expressive elements such as dynamics and articulation Perform music from a variety of cultural traditions, focusing on holidays and special days. Creating Create new verses for familiar songs. Use manipulatives or movement to inform melodic contour. Reading/ Writing Write rhythmic phrases that include quarter notes and paired eighth notes using standard or iconic notation. Read rhythmic phrases containing quarter notes, quarter rests, and paired eighth notes using standard or iconic notation. Indicate melodic contour using manipulatives such as yarn, or by drawing lines that reflect the melodic contour. Identify expressive markings in printed music. Responding/ Evaluating Determine the appropriate dynamics and articulation for different types of music (ex. March = staccato, forte; lullaby = legato, piano).
Arts Education ARTS (2017) Grade: K Visual Arts	1) Engage in self-directed exploration and imaginative play with art materials. a. Use motor skills to create two-dimensional art. Examples: Finger painting, watercolors, paper collage, and rubbings. b. Use motor skills to create three-dimensional art. Examples: Rolling, folding, cutting, molding, pinching and pulling clay. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 1: Generate and conceptualize artistic ideas and work. Process Components: Investigate, Plan, Make Essential Questions: EU: Creativity and innovative thinking are essential life skills that can be developed. EQ: What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process? 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: 1 Visual Arts	2) Explore and experiment with a range of art materials. a. Create two-dimensional art. Examples: Family portrait or gadget printing. b. Create three-dimensional art. Examples: Pinch pots or found-object sculptures. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 1: Generate and conceptualize artistic ideas and work. Process Components: Investigate, Plan, Make Essential Questions: EU: Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals. EQ: How does knowing the contexts, histories, and traditions of art forms help create works of art and design? Why do artists follow or break from established traditions? How do artists determine what resources and criteria are needed to formulate artistic investigations? 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.

Tags:

Antonio Vivaldi, Ellen Stohl Walsh, emotions, Four Seasons, illustrate, mood, Mouse Paint, primary colors, secondary colors

License Type:

Custom Permission Type
See Terms: https://www.uen.org/ueninfo/guidelines/terms-of-use.shtml
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses

Accessibility

Comments

This resource provided by:

Author:

Tiffani Stricklin

ALEX Classroom Resource

Colorful and Musical Feelings