Visual Arts Music
Cycle 1
Exploratory and Learning Stage
(1st double lesson)
��With the help of tactile and auditory stimuli, imagine the characteristics and types of dots and lines.
��Observe and appreciate dots and lines in daily life environment.
��Analyse and appreciate the properties and arrangement of dots and lines for emotional expression in different artworks (examples for visual arts appreciation nos. 1-8).
��Use dry or wet painting materials to explore the expressive qualities of dots and lines.
Preparation Stage
(2nd double lesson)
��Use musical instruments in the classroom, the body or any objects to explore different sounds, and use the concept of dots and lines to imagine the visual effects of these sounds.
��Use suitable terms to describe the sounds explored.
Cycle 2
Exploratory and Learning Stage
(3rd double lesson)
��Based on some contextual information about Kandinskys abstract paintings provided by the teacher discuss how the artist used the properties of dots and lines and their arrangements for personal expression.
��Analyse some characteristics of Kandinskys abstract paintings.
��Explore the musical characteristics expressed in the paintings.
��Make sketches after listening to a few excerpts of music, and
experience how artists create visual arts works through the stimulation of music.
Preparation Stage
(4th double lesson)
��Watch the excerpt of J.S. Bachs
"Toccata in D minor" in the Walt Disney film "Fantasia", and understand how the musical elements comply with the visual elements.
��Listen to different music excerpts and read the graphic notation at the same time, state the
relationship between the music and the graphic notation.
��Understand the basic concepts of graphic notation, and use dots and lines to record the sounds explored.
Cycle 3
Development Stage
(6th double lesson)
��Analyse and appreciate again the excerpt of J.S. Bachs "Toccata in D minor" in the Walt Disney film
"Fantasia", focusing on how dots and lines can be used as major components in composition to present music.
��Students and teacher set the assessment criteria for assessing the artwork.
��Make an abstract painting based on their creative musical work in groups.
Development Stage
(5th double lesson)
��Create music in groups to present the concept of dots and lines, and notate the music using graphic notation.
��Learn to develop the assessment criteria for music creating and performing.
��Rehearse for the performance in groups after school hours.
Learning and Teaching Process
Cycle 4
Completion Stage
(7th double lesson)
��It is recommended that these double lessons be conducted in the school hall or a student activities room with display boards for presentation of visual arts work and graphic notation.
��Students introduce the relationship between their visual arts and musical work, display their abstract paintings and graphic notation, and then perform their creative musical work.
��It is recommended that both Music and Visual Arts teachers to attend the seventh double lessons together to conduct assessment and give
appropriate feedbacks to students. Based on the assessment criteria set in the previous lessons, students work is assessed by teachers, the students themselves, and by the students peers.
Assessment Assessment Domains
1. Students learning process
2. Finished artwork and performance Assessment Criteria
1. Students learning process
��Students abilities in exploring various properties of dots and lines through a variety of materials
��Creative imagination: detailed description of the expressive properties of dots and lines
��Collaborative skills
��Verbal presentation skills: effectiveness and clarity in the illustration and presentation of the creative ideas and the artwork
2. Finished artwork (Visual Arts)
��Creativity: innovative concepts suitable for the expression of emotions
��Communication: the overall effect in using dots and lines in the composition for presenting the creative music work
��Completeness of composition Assessment Mode
��Assessment can be done in several modes such as observation in class, portfolios and finished artwork.
Significance to
Learning �� Through learning across the arts disciplines, students can recognize some special features in the arts that will benefit their learning in the visual arts and music.
�� Through the appreciation of Kandinskys artwork and art making experience, students will understand that realistic representation of the world is merely one of the many forms of presentation in the visual arts. It can help students overcome their barriers of lack of confidence in art making due to inadequacies in drawing skills.
Significance to
Teaching �� Through adopting the approach of integrative learning in the arts, teachers understand how to implement and assess across the arts learning activities; as well as widen their understanding of different arts forms.
�� Through integrating the visual arts and music in a learning and teaching unit, teachers can explore a different way to stimulate students imagination and creativity.
�� Through collaborative lesson preparation, teachers
collaboration skills and team spirit are developed.
Learning and Teaching Resources
Reference Books Visual Arts
�� Dabrowski, M. (1995). Kandinsky compositions. New York: Museum of Modern Art: Distributed by: Harry.
N. Abrams.
�� Stephens, P., & Walkup, N. (2001). Bridging the curriculum through art interdisciplinary connections.
Glenview, Illinois: Crystal Productions.
Music
�� Bramhall, D. (1989). Composing in the classroom: Opus 1.
London: Boosey & Hawkes, pp. 10-21, 38-40.
�� Chew, G., & Rastall, R. (2001). "Notation". In S. Sadie (Ed.), The new grove dictionary of music and musicians (2nd ed.). London: Macmillan Publishers Limited. v.
18, pp.182-189.
�� Griffiths, P. (1997). György Ligeti (2nd ed.). London:
Robson Books, pp. 26-37.
�� Pritchett, J. (1993). The music of John Cage. Cambridge:
Cambridge University Press, pp.128-134.
�� Walden, D. (1999). How to listen to modern music without earplugs. Toronto: Sound and Vision.
�� Whitney, K. (2001). "Score". In S. Sadie (Ed.), The new grove dictionary of music and musicians (2nd ed.).
London: Macmillan. v. 22, pp.900-904.
Websites Visual Arts
�� Kandinsky: Compositions
http://www.glyphs.com/art/kandinsky/
�� Wassily Kandinsky on the Internet http://www.bbc.co.uk/radio3/games Music
�� BBC Radio 3: Games Homepage
http://www.teachingideas.co.uk/music/graphic.htm
�� Graphic Notation
http://www.teachingideas.co.uk/music/graphic.htm Examples for Appreciation
Visual Arts
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4. ���������1985 5. Joan Miro, The Family, 1893 6. Jackson Pollock, Number 1A, 1948
7. Piet Mondrian, Broadway Boogie-Woogie, 1942-3 8. Edvard Munch, Scream, 1895
9. Wassily Kandinsky, Colourful Life, 1907 10. Wassily Kandinsky, Autumn in Bavaria, 1908 11. Wassily Kandinsky, Compositions IV-VIII, 1911-23 Music
1. J. S. Bach: "Toccata and Fugue in D minor", BWV 565 (from Walt Disney film "The Fantasia")
2. Karlheinz Stockhausen: "Kontake"
3. György Ligeti: "Volumina"
4. John Cage: "Aria"
5. Cathy Berberian: "Stripsody"
Appendices
1. Students sketches using dots and lines with dry paint 2. Students sketches using dots and lines with wet paint 3-4. Students abstract painting based on the music
composed in music lesson.
Source This is an adaptation of a teaching unit which was tried out in Henrietta Secondary School.
Appendix 1:
Students use some dry drawing media to explore different kinds of dots and lines.
Appendix 2:
Students use watercolour to explore different kinds of dots and lines.
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Appendices 3-4:
Based on the music composed in music lesson, students create their abstract paintings.