6.16.

2016

GRADE 4 ART RESPONSE TO A PIECE OF MUSIC

Subject & Grade Level

Outcomes

Art Grade 4

VA GCO 2 Students will create and/or present, collaboratively and independently,

expressive products in the arts for a range of audiences and purposes.
VA SCO 2.1 use warm, cool, light, dark colours for expressive and representational
purposes

Prepared By
Miss Smith

VA GCO 3 Create an art work, independently, based on memory, observation,

imagination, fantasy, mood, and in response to expressive art forms, e.g., dance,
drama, music and literature.
VA SCO 3.2 - use a variety of sources to stimulate ideas on art work, e.g., poems, songs,
the environment
Music GCO 4 - Students will be expected to respect the contribution to the arts of
individuals and cultural groups in local and global contexts, and value the arts as a
record of human experience and expression.
Music GCO 5 - Students will be expected to examine the relationship among the arts,
societies and environments.
Music SCO 4.5.1 - explore a range of ways that music may be used to reflect themes
and ideas
Lesson approx. 50 minutes
Intro (10 mins)
-

Review warm/cool colours and brainstorm the kinds of emotions and experiences that we associate with
each

Play both African songs (Uhuru by African Childrens Choir and Hlohonolofatsa by Soweto Gospel Choir)
o Discuss how each song has a different feel and expresses different emotions
o Students will choose one of the songs and create a painting choosing colours and brush techniques
they believe capture the feeling in the song

Main Lesson (30 mins)

-

Student create their painting using brushes and sponges and warm colours, cool colours, or a combination
of both to express the emotion they get from their song
Students can use iPads and headphones to listen to their song another time if they wish
Once painting is dry students can add a silhouetted scene with black marker

Materials Required
- Paints
- Paper
- Brushes (various sizes)
- Sponges
- Painters Tape
- Black Markers
- African Songs and Speakers
- iPads and headphones
Differentiation
- Offer more time
- Write directions on board
- Allow think-pair-share if students are
struggling

Assessment
- Assess during discussion of the designs
and painting to check for
comprehension. Make observations.
(clipboard cruising)
- Have students present and talk about
their designs, explaining their thought
processes and design choices in their
piece
Notes

Lesson approx. 50 minutes

Closure/Reflection (10-15 mins)
-

Students share their pieces with the class, explaining their design choices (colour, texture, silhouette)

Extension
-

If students finish early, have them research and listen to more music from Africa. If there is a lot of extra
time, they can write a short response comparing their chosen song to any new music they find.

Reflection