Musical Paintings
______________________________________________________________________________
Enduring Idea (Big Idea): Throughout time and across cultures, humans have expressed
emotions through many artistic forms.
Grade/Class: Kindergarten
Time Allotment: Three 45-Minute Class Periods
______________________________________________________________________________
OVERVIEW:
1. Lesson Summary: Students will be analyzing a varitety of artwork, as well as a vartiety of
musical selections before pairing an artwork with the musical selection in which they
believe fit together emotionally. Note: There is not a “correct” answer for this activity.
The students should be able to explain and support their decision/opinion. After
discussing these answers and decisions, the students will be creating their own artwork
inspired by a musical selection of their class’s choice.
2. Artworks/Artists/Artifacts: (artist’s name, title of piece, year, media)
o Berthe Morisot
 Young Girl by the Window
 1873
 Oil on Canvas
 29 15/16 by 24 inches
 Musée Fabre, Montepellier, France
o Mary Cassatt
 Lydia in a Loge, Wearing a Pearl Necklace
 1879
 Oil on Canvas
 31 5/8 by 23 inches
 Philadelphia Museum of Art; Bequest of Charlotte Dorrance
Wright
o Van Gogh
 Vase with 12 Sunflowers
 1888
 Oil on Canvas
 91 x 72cm (35.8 x 28.3in)
 Neue Pinakothek
 Starry Night
Brittany LeAnn Long 1
 1889
 Oil on Canvas
 73.7cm x 92.1cm (29in x 36.25in)
 Museum of Modern Art, New York City
o Edvard Munch
 The Scream
 1893
 Oil, Tempura, and pastel on cardboard
 91cm x 73.5cm (36in x 28.9in)
 National Gallery, Oslo, Norway
o Picasso
 The Old Guitarist
 1903-04
 Oil on Panel
 122.9cm x 82.6cm (48.4in x 32.5in)
 Art Institute of Chicago
o Mark Schoening
 Untited Series
 2009
 Acrylic, latex, ink, carbon transfer, spray paint on panel
 8"x10"
3. Key concept(s): (at least 3)
 Artistic forms are inspired by our emotions.
 Experiences evoke our emotions.
 The Arts evoke emotions.
 Emotions are expressed in various artistic forms.
 Emotions in the arts can be expressed in the abstract or concrete.
4. Essential Questions (at least 3)
 How might different artistic forms be expressed in the Arts?
 How do emotions and/or human experiences influence our art forms?
 How can emotions inspire our artwork?
 How can we paint our emotions?
5. Standards
 PA Standards for Arts & Humanities:
i. 9.1.3.A. Know and use the elements and principles of each art form to
create works in the arts and humanities.
1. Visual Arts:
a. Elements: color, form/shape, line, space, value
b. Principles: balance, emphasis/focal point,
movement/rhythm, proportion/scale, repetition
2. Music:
a. Elements: duration, intensity, pitch
b. Principles: composition, form, genre, harmony, rhythm,
texture
Brittany LeAnn Long 2
ii. 9.1.3.B. Recognize, know, use and demonstrate a variety of appropriate
arts elements and principles to produce, review and revise original works
in the arts.
1. Paint, draw
iii. 9.1.3.E. Demonstrate the ability to define objects, express emotions,
illustrate an action or relate an experience through creation of works in the
arts.
iv. 9.1.3.H. Handle materials, equipment and tools safely at work and
performance spaces.
1. Identify materials used.
2. Identify issues of cleanliness related to the arts.
3. Identify methods for storing materials in the arts.
v. 9.2.3. C. Relate works in the arts to varying styles and genre and to the
periods in which they were created (e.g., Bronze Age, Ming Dynasty,
Renaissance, Classical, Modern, Post-Modern, Contemporary, Futuristic,
others).
vi. 9.2.3. A. Recognize critical processes used in the examination of works in
the arts and humanities.
1. Compare and contrast
2. Analyze
3. Interpret
4. Form and test hypotheses
5. Evaluate/form judgments
vii. 9.2.3.B. Know that works in the arts can be described by using the arts
elements, principles and concepts (e.g., use of color, shape and pattern in
Mondrian’s Broadway Boogie-Woogie ; use of dynamics, tempo, texture
in Ravel’s Bolero).
6. PA Standards for other disciplines:
 Reading, Writing, Speaking, and Listening
i. 1.6.3.A. Listen critically and respond to others in small and large group
situations.
1. Respond with grade level appropriate questions, ideas,
information, or opinions.
 History
i. 8.1.3.C. Conduct teacher guided inquiry on assigned topics using specified
historical sources.
7. Interdisciplinary connections:
 History: Look at the works of various artists throughout time. While looking at
the works, see if you can pick out any strong emotional feelings.
 Language Arts: Explain why the finished artwork visually expresses the emotion
you were feeling while creating.
 Music: Look at rhythm and movement in music and compare the idea of
"emotional music" with "emotional painting".
________________________________________________________________________
OBJECTIVES:
Brittany LeAnn Long 3
The student will...
1. Knowledge?
a. Student will be able to define and identify abstract artwork.
b. Student will be able to describe an emotion they feel while viewing an artwork, or
listening to a musical selection.
2. Skills?
a. Students will create a painting using tempera paint to describe the emotion felt
while the music was played.
b. Students will express their emotion visually and/or abstractly, through drawings
done with crayon as well as verbally and concretely by ‘Complete the Sentences’
activity.
c. Students will self-assess their work through critiques and checklists to analyze the
success of their visually described emotion.
3. Dispositions?
a. Students will practice expressing their emotions abstractly, visually, and
concretely throughout the experiences and activities within the lesson.
b. Students will demonstrate their abilities to be a beneficial part of an art
community by using materials and the art room environment appropriately.
c. Students will demonstrate respect for their peers, self, and instructor(s) by
following directions.
______________________________________________________________________________
ASSESSMENT: This is where you show what you and students are doing to ensure a measure
of growth and quality in the lesson.
1. Pre-Assessment:
a. Introduction PowerPoint on Emotions – students will be participating in a classwide discussion on the emotion(s) they feel when viewing a certain artwork or
listening to a certain musical piece.
2. Formative Assessment:
a. Observation – throughout the lesson, the instructor will be gauging the students’
progress by observing their behaviors and managing/helping them as they need
throughout the process this will be recorded in a narrative form such as a grade
book and/or seating chart.
b. Student Assessment – throughout the lesson, students are encouraged to take a
step back from their artwork and analyze what they have created thus far. The
students should determine if the artwork is successfully describing an emotion in
a visual way.
c. Gallery Walk – Students will participate in a gallery walk around the room to
view their classmate’s work and give them feedback.
3. Summative Assessment:
a. Student Evaluation – at the close of the lesson, the students will be self-assessing
their artwork by if they believe their finished piece successfully depicts the
Brittany LeAnn Long 4
emotion they were inspired by when creating the piece. To self-access their
finished artwork the students will be using a questionnaire provided by the
instructor.
(All forms of assessment are attached at the end of the lesson plan.)
______________________________________________________________________________
INSTRUCTIONAL PROCEDURES:
Day One:
1. Motivation/Engagement/The Hook: When the students enter the class on the first day, they
will be able to hear some music playing. After the students get settled, the students will be
told to focus their attention at the screen in which the Introduction PowerPoint will be up. At
this point the music will be paused. Throughout the PowerPoint, the students will be asked
questions (in the notes of the PowerPoint presentation). These questions include: How does
this make you feel? What do you see? What colors are being used? Does the music remind
you of any memories or experiences you’ve had?
2. Development: Once the instructor feels that the students have had a full discussion about
emotions and how the artwork and music makes them feel, the instructor will play a few
different genres of music. While this music is being played the students will be given scrap
or sketch paper and crayons of a variety of colors. At this point the students will be asked to
draw the emotion they feel using the materials in front of them. They can use the front and
back of the paper. At the end of each song, the students will be asked what they drew, and
what colors they used. The instructor will note any similarities as well as ask the students if
they notice any between their own art and their peers’ art. Did they depict the same emotion?
Did they use the same colors? Same line quality? How was the emotion expressed in
artworks?
3. Culmination/Close: For the last 5 minutes, the students should put the crayons away and
make sure their names are on the papers which they used as well as in a nice pile in the
middle of the table. These will be collected and returned at the start of the next class period.
While the students are cleaning up, the instructor will ask the students what they learned
today. What emotion goes with blue? Red? Yellow? Orange? Etc. Why do you think this is?
Day Two:
1. Motivation/Engagement/The Hook: When the students enter the classroom, they will find a
colored piece of paper at their table. Each table will have a different color though. Once the
students are settled, the instructor will ask each of the tables to fill that paper with whatever
comes to mind when they see or think of that color. This includes: objects, feelings, people
etc. Once it seems that the students have come up with a decent amount of ideas, the tables
Brittany LeAnn Long 5
will share their color and thoughts with the class, at which point other tables can help add to
the list. The students will then verbally explain what emotions the color evokes for them
personally on the back of the finished art work.
2. Development: After all of the tables get their chance to introduce their color and ideas, the
instructor will introduce the final step of the project: painting. “Just like how we described
our emotions with crayons on the first day, we are going to describe our emotion with paint.”
The instructor will demonstrate how the music will play and each table will be set up with all
the colors to use. While the song plays, the instructor will paint the emotion which is felt
using the provided materials. Once this is done, the instructor will ask if there are any
questions at this time. “We will all be painting next class, but first we all need to choose the
music we will paint to!”
3. Culmination/Close: Once the demonstration is cleaned up, each student will be given a
small scrap piece of paper. Three new songs will be played. After the students have heard all
three, they will be asked to pick one to listen to and paint to during the next class period. The
song titles will be on the board for them to reference when writing on their paper. If the
students wrote down a song, they can line up and hand in their choice. While the students are
waiting in line, the instructor can ask if they have ever painted to music before and if they are
excited, what kinds of emotions are evoked when you listen to music?
Day Three:
1. Motivation/Engagement/The Hook: As soon as the students walk in the song they have
chosen will be playing. The students will be asked to just listen to the song once or twice
while the paints and paper are all being set up. While the music is playing they should be
thinking about the colors they want to use and the lines they might want to include. The
students can use the paintbrush without any paint throughout the song to practice different
line qualities. Once they get their paper, they should write the emotion on the back so the
instructor is aware of which emotion the student is depicting when viewing it later.
2. Development: Students can assist in quickly handing out watercolor palettes, brushes, and
paper towels, rags, and/or sponges. Once the materials are ready, the students will be able to
paint while listening to the chosen song. The instructor will be walking around observing and
helping any students in need. If the students would like to listen to the song one more time
and keep painting, the instructor can play the song again.
3. Culmination/Close: Once the students have finished their paintings, they will be asked to
stand up and push in their chairs. “Let’s go on a gallery walk!” The instructor will lead the
students around the room so everyone can get a chance to look at all of the finished pieces.
After everyone has gotten a good look at them all, the students will be given the opportunity
to point out any of their favorites, or ask any questions they might have for one of the
Brittany LeAnn Long 6
paintings. Before leaving on the last day, the students will be asked how they liked or
disliked the lesson.
______________________________________________________________________________
PREPARATION:
1. Teacher research and preparation:
a. Get PowerPoint ready for first day of lesson.
b. Make necessary changes to the lesson plan.
c. Prepare the music selections for the lesson.
d. Gather the needed supplies.
e. Prepare and alterations to the lesson for those students in need of them.
2. Instructional Resources:
a. Berthe Morisot and Mary Cassatt
i. Women Artists: An Illustrated History (Fourth Edition) by Nancy G.
Heller
b. The Scream Image:
i. http://nevertoomuchglitter.files.wordpress.com/2010/04/thescream.jpg
c. Van Gogh Images:
i. Starry Night
1. http://ww1.prweb.com/prfiles/2010/12/16/11408503/VG1546-512-10.jpg
ii. Vase with 12 Sunflowers
1. http://kuangyukao.files.wordpress.com/2010/06/sunflower-vangogh.jpg
2. https://www.scmp.com/sites/default/files/2013/09/05/7665c746159
1c1ef30a86ce8be0a90de.jpg
d. Mark Schoening:
i. http://www.markschoening.com/2009/2009.html
e. Blue Picasso Image:
i. http://www.pablopicasso.org/images/paintings/the-old-guitarist.jpg
3. Student Supplies:
a. Newsprint Paper or like-wise (one for each student participating in lesson)
b. Crayons (as many varieties as possible/different colors)
c. Heavy Weight paper for the students’ expressionist paintings
d. Paint brushes (enough for each student in the class period(s)
e. Tempura Paint (enough for all classes to use throughout the painting days of the
lesson)
4. What changes, if any, did you make to the lesson? What would I change or modify the
lesson for next time? (Fill this in after you have taught the lesson)
5. How have you considered the design of your lesson so that it is accessible to students
with varied learning styles and needs such as learning or physical disabilities?
Brittany LeAnn Long 7
A. How have you proactively designed this lesson to engage students with varied
learning styles or Multiple Intelligence Strengths?
a. There are components of the lesson which are visual and auditory. There will
also be chances to practice the skills and methods which the students will be
doing before creating the final piece.
B. What types of modification did or would you need to make for students with various
disabilities?
a. Students who have ADD/ADHD
i. Those who have difficulty sitting long enough to focus will be given
the option to stand behind those classmates sitting, as well as while we
are painting.
b. Students who have hearing loss or deafness
i. For the students which have auditory challenges, they will be given the
option to listen to the music selections with their own headphones in
order to hear the music better.
ii. Students could also experience the vibrations of the music if they still
have difficulty hearing the music.
c. Students who have vision impairments, color blindness or are legally blind.
i. The handouts will be given to the students who have difficulty seeing
the board. For those who are too far away from the board to see, their
seats will be temporarily changed in order to see the images being
discussed.
6. Be sure to Attach Exemplar/s
Brittany LeAnn Long 8