Lesson Plan – Art – Mrs. Dissinger
Lesson Title: Romare Bearden Jazz Collages
Grade Level: 3
Duration of Lesson: five 45 minute class periods
Long Range Plans connection: shapes can be used to define positive and negative space
Media Explored: cut paper collage
I.
Fine Arts Outcomes and Indicators:
a. I.B.2 The student will compare selected works of art and describe how
different artists use imagination in their work.
b. II.A.2 The student will compare and contrast ways that artists respond to
life experiences by studying selected artworks.
II.
Other Outcomes and Indicators:
a. Music:
III.
1. Develop the ability to recognize music as a form of individual and cultural expression
through experiencing music as both personal and societal expression
f. Discuss ways in which creating and performing music bring
personal satisfaction

3. Explore the relationship of music to dance, theatre, the visual arts and other disciplines
o Experiment with individual creative expression through music as it
relates
to dance, creative dramatics, and the visual arts
IV.
Materials Needed:
a. Teacher: instruments, jazz music, copies of music, Out Chorus by Romare
Bearden and other Bearden artworks featuring instruments, Romare
Bearden Revealed by the Branford Marsalis Quintet, “Seabreeze”,
elements of music and elements of art
b. Student: paper, pencil, construction paper, scissors, glue, hole punch
III.
Resources, Visuals, Artworks: Out Chorus by Romare Bearden, Romare
Bearden Revealed by the Branford Marsalis Quintet, other examples of jazz
inspired artwork by Romare Bearden.
IV.
Vocabulary: Positive space, negative space, jazz, Romare Bearden, elements
of art, elements of music
V.
Activities, Demos, etc.:
a. Introduction/Motivation:
i. Day one: students enter to Romare Bearden Revealed as artwork
by Romare Bearden is on the smartboard.
ii. As students enter they should complete the question on the page at
their seat- The artist who created this artwork was inspired by the
type of music playing, called jazz. What did the artist do in the
artwork that relates to the music?
iii. If you created artwork about this music, what would it look like?
Make a sketch with markers in the box below
iv. View artwork by Romare Bearden- have elements of art and
elements of music posted
v. How are the elements of art like the elements of music? How are
they not alike?
vi. Play music and allow students to view artwork
vii. How is this artwork like this music?
viii. What parts of this artwork do you think are like this music?
ix. Play jazz music- on your worksheet use markers to choose colors,
shapes and lines that reflect the feeling of the music (do this 4
times)
b. Activity, Discussion, Project:
i. Day two: As students enter- jazz music is playing and instruments
are on display
ii. Students will enter and draw the instruments that are displayed
iii. Day three: students will choose one of the instruments that they
sketched to create a collage of an instrument that reflects jazz
music- review positive and negative space- use the whole page
iv. Day four- five- students complete collages
v. Closure: Day five- students complete a critique of their artwork
VI.
Assessment: Day one introduction worksheet, jazz music worksheet, artwork,
critique