Topic: Musical Art

Date: October 10th, 2022

Teacher: Hanna August, Kate Floyd, & Leah Lewandowski
Grade Level: High School

Essential Question(s): Lesson Objectives

How can sound be depicted visually?
Does music affect the creation of an artwork?
By the end of the lesson, students will be able
to:
 Explain how art and music can
inspire one another
 Create marks inspired by a certain
song

Big Idea: Musics effect on Art

Curriculum Framework/Learning Standard(s):

 Select, analyze and interpret artistic work for presentation. Explain how specific
techniques were used to evoke, express, or communicate in an artistic work or
collection. (P.V.P.04)
 Interpret intent and meaning in artistic work. Compare and contrast the artistic
elements that make art unique (e.g., compare and contrast how contemporary
installation art is different from contemporary realistic portraits). (P.V.R.08)
 Synthesize and relate knowledge and personal experiences to make art. Describe how
visual arts influences one’s approach to other academic disciplines (e.g., how
knowledge of changing art movements help contextualize history). (P.V.Co.10)

Materials and Resources: (attached if Formative Assessments:

applicable)  Questions answered during
presentation
 Headphones  Completed artwork based on song of
 Phones to play music their choice
 Acrylic paint  Padlet
 Brushes  Class Discussion
 Water cups
 Pencils
 PowerPoint
 Padlet
The Art Project:
In this lesson students will be creating artwork inspired by sound, specifically music. They
will be able to choose any song and listen to it on headphones. Then, using acrylic paint, they
will create an artwork based on this song. The artwork can be realistic, abstract, very literal,
or conceptual. The students are limited to only acrylic, but have the freedom to create
whatever they want for a visual of their song.
Artists to Discuss:
Luis Esquivel – A Latino artist who utilizes electronic music to inspire his paintings and
painted sculptures to create his artwork based on his culture and break tradition.
Georgia O’Keeffe- An American artist who has a few specific pieces based off music and other
pieces that reflect the fluidity and freedom of the influence of music

Procedures:
Presentation (10-15 min)- Teachers will introduce the project and artists related to prompt
questions for students. Students will be shown examples and given instructions for project.

Create (45 min)- Student will have time to listen to their song and create an artwork using
given supplies.

Post (5 min)- Student will each create a new thread on a Padlet with a picture of their artwork
as well as a link to the song that inspired it.

Critique (10 min)- Students will comment on each other's work on the Padlet.

Discussion (5 min)- Students will discuss as a class their thoughts on their own or with another
classmate briefly.

Demonstration:
Students will be shown examples in presentations. Most inspiration will come from the song
they choose.

Vocabulary:
Music: vocal or instrumental sounds (or both) combined in such a way as to produce beauty of
form, harmony, and expression of emotion.
Mark Making: Mark making describes the different lines, dots, marks, patterns, and textures
we create in an artwork. It can be loose and gestural or controlled and neat. (Tate.org.uk)
Expression: The process of making known one’s thoughts or feelings (Oxford).
Visual Arts: The arts of painting, drawing and sculpture, rather than literature and music
(Cambridge).
Rhythm: A regular movement or pattern of movement (Cambridge).

Reflection/Closure:
After putting detailed responses to one another's work on the Padlet, students will have
about 5 minutes to discuss their thoughts as a class to close the lesson.