About the lesson:
In this lesson, the students continued to expand on experimentation with materials. They also focused on making art that was personal, pertinent, and elicited passion for the creative processes, using techniques transferred from the previous lessons. Students created an acrylic painting based on the emotions that they felt while music was playing. They submitted a few song choices that we compiled into a playlist, which was played while they worked. Allowing the students to pick their music served as an immediate hook, and made the lesson pertinent, created personal investment, excitement, and engagement to the art making process. Students were evaluated on how engaged they were during this process and if they were working appropriately with the other students, by listening respectfully to everyone's song choices.
Connecting with human emotions and translating these feelings into painting is an effective way to communicate and share personal experiences. We pushed them to think about how to use their imagination and connect with the music in their own way.
Essential Understandings
Outcomes
Students will be able to:
1. After a short Introduction, students will begin practicing with acrylic paint. By connecting with their peers and utilizing the ideation techniques they explored in the previous lessons, students will demonstrate an ability to manipulate the medium and explore emotion through color and mark making that gives them a sense of intrinsic value and relevance.
2. Through intrinsic mark making students will continue brainstorming ways to intimately reflect their emotions. Through the creative process, students will be able to explore methods of representing mood on their canvas with continued layering and expand their thought process by discussing, painting, or using written word.
3. Using their artwork, students will be able to reflect on their piece; by presenting and discussing their artwork to their table groups and class.
4. In reflection, students will enjoy the process of making their artwork, developing a sense of intrinsic value, development of painting skills through relevant and personal subject matter, and transfer of techniques into other aspects of their lives.
Skills
In the fourth lesson with Cooper Home and Fossil Ridge, the students focused on making art that was personal, pertinent, and elicited passion for the creative processes. Students created an acrylic painting based on the emotions that they felt while music was playing. At the beginning of class they submitted a few song choices that we compiled into a playlist, which was played while they worked. Allowing the students to pick their music made the lesson pertinent, created personal investment, excitement, and engagement to the art making process.
After a short Introduction of the medium, the students began practicing with the acrylic paint. By connecting with their peers and utilizing the ideation techniques they explored in the previous lessons, the students demonstrated an ability to manipulate the medium and explore emotion through mark making and color. The emphasis of the process was on intrinsic value and the relevance of painting in relation to their emotions. Through intrinsic mark making students brainstormed ideas directly on their canvas and intimately reflected, and adjusted, their paintings throughout the creative process. They re-imagined new feelings and continually evolved their paintings as the tonality of the songs varied. Through continued layering they expanded their thought process, and coupled this experimentation with thought provoking discussions among their table groups. They shared ideas and learned from one another.
- Artists address problem-pose and critical thinking
- Artist explore their emotions through painting techniques
- Artists experience music as a tool for art making
- Artists receive intrinsic value from art making
- Artists establish a sense of comfort with the studio, materials, staff, and peers
Outcomes
Students will be able to:
1. After a short Introduction, students will begin practicing with acrylic paint. By connecting with their peers and utilizing the ideation techniques they explored in the previous lessons, students will demonstrate an ability to manipulate the medium and explore emotion through color and mark making that gives them a sense of intrinsic value and relevance.
2. Through intrinsic mark making students will continue brainstorming ways to intimately reflect their emotions. Through the creative process, students will be able to explore methods of representing mood on their canvas with continued layering and expand their thought process by discussing, painting, or using written word.
3. Using their artwork, students will be able to reflect on their piece; by presenting and discussing their artwork to their table groups and class.
4. In reflection, students will enjoy the process of making their artwork, developing a sense of intrinsic value, development of painting skills through relevant and personal subject matter, and transfer of techniques into other aspects of their lives.
Skills
- Critical thinking and organizational techniques
- Creative problem solving and exploration through ideation
- Establishing a sense of comfort with the studio, materials, staff, and peers
- Acrylic Painting Techniques
- Introduction to exploration of mood, and representing emotion in art work
- Critique Etiquette
In the fourth lesson with Cooper Home and Fossil Ridge, the students focused on making art that was personal, pertinent, and elicited passion for the creative processes. Students created an acrylic painting based on the emotions that they felt while music was playing. At the beginning of class they submitted a few song choices that we compiled into a playlist, which was played while they worked. Allowing the students to pick their music made the lesson pertinent, created personal investment, excitement, and engagement to the art making process.
After a short Introduction of the medium, the students began practicing with the acrylic paint. By connecting with their peers and utilizing the ideation techniques they explored in the previous lessons, the students demonstrated an ability to manipulate the medium and explore emotion through mark making and color. The emphasis of the process was on intrinsic value and the relevance of painting in relation to their emotions. Through intrinsic mark making students brainstormed ideas directly on their canvas and intimately reflected, and adjusted, their paintings throughout the creative process. They re-imagined new feelings and continually evolved their paintings as the tonality of the songs varied. Through continued layering they expanded their thought process, and coupled this experimentation with thought provoking discussions among their table groups. They shared ideas and learned from one another.
Many students began the process by suggesting songs that they wanted us to play during the art making process. This made the kids really excited for the lesson and engaged in what they were doing.
This student wanted to experiment with color. She asked for help to make purple, because she thought that purple best described how she felt about the song being played. This same concept continued in her work as she added more and more colors with each song. Some colors had some texture added to them, to show how the song was upbeat and had a strong rhythm. The student also used lots of layering to experiment and discover new colors that emerged from this process. Finally, the student ended the piece by writing the initials of everyone at her table on top of her layering. This was great to see because it meant that she felt like she connected with the other students. |
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This student loves dragons and prides himself on creating realistic drawings in his free time. It was great to see that he incorporated these two themes into his painting, but also experimented with being more expressive. This decision was most likely influenced by the expressiveness of the medium and also the emotional appeal of the songs that the students chose.
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This student was really brave during this art making experience. He normally sticks to using letters to express himself, but decided to try a few expressive brush strokes after one of the teachers came and modeled how fun that can be.
This student was so excited about the music and how it made her feel. She specifically loved Taylor Swift songs and requested several of them, but seemed to really connect and "feel" every song that was played. She used her ability to connect with the music to inspire her to create beautiful colors. Each stripe of color represents a different song. The final touches to her piece were to add the heart, furthering that emotional component, and blotches of paint using a technique that she learned in a previous art class. |
This student wanted to create more of a story with her painting. She painted a cat on top of a house, and then thought ahead to create a stormy sky where each color could represent a different emotion that she felt from the various songs. This demonstrated a great amount of foresight and planning, as well as personal investment into the piece.
In conclusion of the lesson, the students related to one another, and developed a sense of comfort with painting through exploring their emotions while listening to music. They saw how exciting the creative process can be in this exercise, and demonstrate the ability to use acrylic painting techniques effectively. The students also utilized music as a tool for art making, and where very respectful to everyone's song selections and emotional investment to their choices. Overall the students brought out the endearing qualities of acrylic paint as a medium and discovered that there are many ways to evoke emotion through the art making process.