Kandinsky Inspired Pitch and Rhythm Collage
Second Grade Music, Art, and Math Lesson
Created by Marianne Bickett, MA
For Montalvo Arts Center Artist Residency
At Forest Hill Elementary School
Week Three
Preparation for Teachers: Music journals ready on the desks. Clear a space on the white board
or have large white paper ready for notes regarding the Question of the Day. Please have glue
sticks/glue, crayons, sharpies, assorted colored construction papers, examples, books, posters
Cut up 9” x 12” colored papers into 6” x 9” so each child can choose two smaller colored pieces
each along with the rest of the papers listed below in Lesson Steps.
Prior to this lesson, teacher reviews the concept of whole, part/half, quarter
Overall Goal for 10 weeks:
Addresses California Common Core Standard 2.G.3 (Math, Second grade, Geometry): “Partition
circles and rectangles into two, three, or four equal shares, describe the shares using the words,
halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have
the same shapes.”
The children will read, write, move, and create visual art that centers on musical and
mathematical concepts*, using a multi-sensory approach.
*Students will be able to demonstrate understanding of math and music concepts of whole, half,
and quarters both visually and aurally.
Objectives for 10 week Residency: Highlighted objectives are the ones for today’s lesson.
Students will engage in exploration of how we perceive sounds and how sounds are made.
Students will be able to recognize and perform high, medium, and low pitches. Students will be
able to create representations of sounds emphasizing high, medium, low, and dynamics. Students
will be able to identify and create rhythmic patterns (whole, half, quarter). Students will be able
to create rhythmic ostinatos as a whole and in pitch-designated groups. Students will demonstrate
understanding of improvisation by participating opportunities during lessons as directed by
teacher. Students will be able to play instruments in a unified manner in a planned performance
utilizing pitch and rhythm and emphasizing dynamics. Students will create their own ‘sound
sculpture-instrument’ inspired by African instruments. Students will perform playing their own
instruments.
Question of the Week: What is rhythm?
Rhythm as the basis of all music, the essential heartbeat and foundation of musical performance.
Children will create a ‘sound collage’ with the concepts of whole, part, quarter and add last
week’s dancing lines. Featured artists: Kandinsky and Shoenberg, refer to Bearden and Klee
Introduction: Welcome call-response. Question of the week and senses we will use today.
Teacher writes down question and student responses.
Connect with the regular ‘heartbeat’ of music, the steady beat. Teacher engages students in
rhythmic clapping of Blues Song 4:4 time and shows artist examples.
Lesson:
First Step: Each child has one large white construction paper 18” x 12” rectangle
Use the word WHOLE in describing this piece
Step Two: Children choose two colored pieces of 12” x 9” construction papers
Demonstrate and instruct children to glue the two HALF and EQUAL pieces onto the WHOLE
white piece.
Step Three: Children choose two 6” x 9” colored pieces.
Demonstrate how the children will glue each of their two smaller pieces onto the two HALF
pieces, creating four EQUAL QUARTERS
Step Four: Refer to previous lesson of ‘sound shapes/dancing lines’ and have children add over
the four equal sections with pencil sound shapes and dancing lines. After they’ve completed this,
then go over with black sharpies or black crayons or colored pencils.
Step Five: Add other shapes as desired and color with crayons or colored pencils
Step Six: Name their work and be sure names of students at the bottom
Step Seven: Share and journal writing:
Wrap Up:
Review concepts and question: What is Rhythm?
Display in room and refer to, using the language of: whole, half (equal), quarter