ARTSEDGE: Rhythm and Art: Individual Report

This Lesson at a Glance:

Grade Band:

Integrated Subjects:
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Materials:

For the student:

Self-Assessment Rubric

Related WebLinks:

Targeted Standards:

The National Standards For Arts Education:

Music (9-12)
Standard 8: Understanding relationships between music, the other arts, and disciplines outside the arts

Visual Arts (9-12)
Standard 4: Understanding the visual arts in relation to history and cultures

Visual Arts (9-12)
Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others

Visual Arts (9-12)
Standard 6: Making connections between visual arts and other disciplines

Other National Standards:

Language Arts IV (9-12) Standard 1: Uses the general skills and strategies of the writing process

Language Arts IV (9-12) Standard 4: Gathers and uses information for research purposes

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Rhythm and Art: Individual Report

Part of the Unit: Rhythm and Art

Lesson Overview:

In this lesson, students will conduct Internet research for information, images, sound clips, and excerpts that help to build an appreciation of the connection between rhythm in visual arts and rhythm in music.

Length of Lesson:

One 45-minute class period

Instructional Objectives:

Students will:

understand, describe, and interpret non-verbal language (auditory and visual).
work in different media, such as drawing, collage (manipulative), and painting.
explore the relationship between elements and principles—specifically, line, shape, and color, and their maximum and minimum contrast.
observe and respond to the content in their work and in others' work.
develop critical thinking skills (comparing, contrasting, and analyzing).

Instructional Plan:

Students will use the Internet to research images, excerpts, and information that use visual rhythm in contemporary art and auditory rhythm in music from around the world. They will study the online works of Joaquin Torres-García, Jackson Pollock, Pablo Picasso (his Blue and Rose Periods), and other Abstract Expressionist artists in order to develop an understanding of visual rhythm. In this process, the students will develop their skills in observation and responding and will enhance their creative skills.

Students will write a report, selecting one of two topics listed below:

Abstract Expressionism: The New York School

Address the characteristics of the work in this American movement.
Why was this movement so important?
What is gesture painting?
Who was Jackson Pollock? Who influenced him? Ask students which kind of music would best accompany his work (heavy metal, rock, classical, jazz, etc.), and why.
Students can also explore the work of Joaquin Torres-García and find connections between his work and music genres.

Picasso's Early Years

Who was Pablo Picasso?
Compare and contrast the emotional quality of color in both Picasso's Blue and Rose Periods.
Ask students what kind of music would best accompany Picasso's work from the Blue Period and from the Rose Period (salsa, classical, etc.)?

Assessment:

At the end of the unit, Making Connections Between Music and Art, evaluate student performance based on this Self-Assessment Rubric

Extensions:

Learn more about Torres-García in the ARTSEDGE lesson, Torres-García Symbolism: Art Appreciation, Technology, and Production.

Authors:

Teresa Ghiglino, Studio Art - AP
Bell Multicultural Senior High
Washington, DC