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Assignment Overview Assignment #4: Mini Unit Plan

Assignment Components

Mini Unit Plan

Teacher Nicole Lalonde

Subject Grade 5 Art Class

Topic/Focus Composition and Visual Rhythm

Overarching Question

How is emphasis created in art through the use of rhythmic features (e.g. lines, patterns, and textures)?

Learner Considerations

Visual Learners: Visual aids and presentations are included to meet the needs of visual learners. During instruction, direction and prompts will be written on the board. Certain instructions (e.g. how to use materials) will also be demonstrated. Note-taking will provide a visual aid.Kinesthetic Learners: Activities focusing on movement and actions are interspersed throughout the Mini Unit (particularly at the beginning), to help solidify and apply understanding of materials. Many instructions will be demonstrated as well, and the group project in particular is very hands on. The act of note-taking may also be beneficial.Auditory Learners: Instruction is also given verbally, with many prompts to which students must respond. Group and class discussions also make up a major part of many of the lessons.ESL/Individuals Struggling with Writing: Framed paragraphs will be provided for writing the final project and/or students can choose to make a video blog instead of writing a paragraph. Group discussions and peer groups are also meant to help students who may be struggling with writing.Anxiety: Although there are whole class discussions, most of the learning is process based, and involves smaller groups or pair groups. This should help reduce anxiety, as students are able to get plenty of feedback and clarify any confusion they may have.

Performance Task Overview

Students will be assessed on the quality of their individual film section, as well as evaluated on a written/video portion that consolidates their learning, understanding of key concepts, and their experiences. First they will create a set of criteria to review whole video as a class. Afterwards, using this same rubric, while analyzing their section of the video. Finally, they will evaluate their video using a self-assessment rubric to guide their thinking.

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Learner Outcomes Links to Overarching Question/sub-questions

Assessment CriteriaStudents provide evidence of their

learning as they…General Outcomes Specific Outcomes

7 - Students will create emphasis through the use of structural devices and strategies

7. C - Rhythmic features can lead the eye to the dominant area in a composition

What are Rhythmic features?

What is Visual Rhythm?

How do rhythmic features (texture, line, and pattern) direct the movement of the eye to create emphasis in a composition?

Lesson 1. A. Recognize how line length can represent movement/rhythm in music.Lesson 2.A. Describe how the lines and patterns in John Osborne's Lines for Clarinet influence mood and eye movement.

10. i. 5 - students will create an original composition, object, or space based on supplied motivation.

10. i. 5. A. - Outside stimulation from sources such as music, literature, photographs, film, creative movement, drama, TV and computers can be visually interpreted.

What connections does Visual Rhythm have to Rhythm in Music?

How can Rhythmic Features in art capture the mood/feeling in a selected piece of music?

Lesson 1. B. Recognize how line type can capture a mood or feeling.Lesson 1. C. Translate the rhythm of a piece of music into a variety of different types of lines.Lesson 2. B. Apply knowledge about rhythmic features (repeating lines, patterns, and textures), when interpreting a new selection of music.

10. iii - Media and Techniques: Students will use media and techniques with an emphasis on more indirect complex procedures and effects in drawing, painting, printmaking, sculpture, fabric arts, photography, and technographic arts.

10. iii F - Photography and Technographic Arts: Employ technological media techniques, practices, and capabilities to promote art understanding and create designs and compositions.- drawing directly on film

or scratching for animation

- Select and synchronize media and/or sound effects for a short film.

How do we apply Rhythmic Features to create Visual Rhythm in our own compositions?

Lesson 2. C. Create visual rhythm (repeating lines, patterns, and textures) in an experimental video inspired by a selected piece of music.

3. Students will impose standards on designed objects and invent improved versions

2. C. Criteria are necessary for the evaluation of designed objects.

2. D. Improved designs can be conceived for any object

How do we evaluate the effective/appropriate use of Rhythmic features for creating emphasis in art?

What criteria are necessary to assess this?

Lesson 3. A. Create a set of criteria to evaluate their own work and the work of their peers.Lesson 3. B. Compare and contrast the different lines and patterns used by peers when interpreting the same piece of music.Lesson 3. C. Evaluate the overall structure and harmony of their own compositions (what worked, what didn’t and make suggestions for improvement).

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Lesson Plans

Lesson OverviewOverarching Question: How is emphasis created in art through the use of rhythmic features (e.g. lines, patterns, and textures)?

My primary goal for this Mini Unit was to help students identify and learn how to use structural devices and strategies, to create emphasis in their artwork. I decided to focus on how Rhythmic Features (Line, pattern, and Texture) create Visual Rhythm, which leads the eye to the dominant area of a composition. With that in mind, I broke down my overarching question into small sub-questions to guide my lesson plan. When writing these questions and the learner objectives, I tried to move up Blooms Taxonomy for Educational Objectives (Cognitive Domain). Generally the learner objectives of the first lesson focuses on the first two categories (Remember and Understand), while lesson two is based on the second, third, and sixth (Understand, Apply, and Create). Finally, the last lesson is built around Analyze, Create, and Evaluate. Although there is some overlap and backtracking, I saw this as a way of reinforcing and reviewing previously learned material, so that it could be more easily built on from there. Overall, I tried to use Bloom’s Taxonomy as a strategy for scaffolding each successive lesson.

The first three sub-questions I asked were “What are Rhythmic features”, “What is Visual Rhythm,” “What connections does Visual Rhythm have to Rhythm in Music?”, and “How can Rhythmic Features in art capture the mood/feeling in a selected piece of music?” In the past, I have founded it easier to explain Visual Rhythm by connecting it to Rhythm in music. However, to help students understand the difference between Rhythm and Beat, we would begin by clapping out the Rhythm of a song. Afterwards, I would connection the long and short sounds in a musical rhythm to the lines they could make in their own painting. I would use an interactive video to explain this, which also invites the students to participate by using different actions to reinforce the concepts. Next, I would have students sit down again, and directed their attention to two different art works. First we would identify the types of lines in the composition and then connect this to how it contributes to the overall mood of the painting. This is done once as a class and again individually (students are provided with specific questions and a worksheet to guide their thinking process; this will later be take in, so that I can formatively assess their understanding individually). Students will then be able to get up and move to the rhythm of a pre-selected song. First they have to listen to the music, discern its mood, and what types of lines might represent the rhythm. When dancing, they have to pay attention to what types of lines they are making through their movements. To conclude, they sit down and contemplate on the experiences with a peer, answer a few questions, and quickly sketch what lines they think fit the music. Ultimately I hope students will learn to recognize how line length can represent movement/rhythm in music, how line type can capture a mood or feeling, and gain the ability to translate the rhythm of a piece of music into a variety of different types of lines.

For the second lesson, my sub-questions were “How do rhythmic features (texture, line, and pattern) direct the movement of the eye to create emphasis in a composition?” and “How do we apply Rhythmic Features to create Visual Rhythm in our own compositions?” This also involves reviewing the questions “What connections does Visual Rhythm have to Rhythm in Music?” and “How can Rhythmic Features in art capture the mood/feeling in a selected piece of music?” We review these by watching John Osborne Lines for Clarinet, and describing – with an elbow buddy – how the lines and patterns emulate the mood of the music and direct eye movements. Students then begin a group project, where they team up with their Elbow Buddy to animate a section of music, which will later be combined with other sections to create an experimental music video. First they identify the rhythmic and mood of the music, and associate it with different lines and patterns. Next they compose the overall structure of their composition, testing to make sure it synchronizes with the music, and latter add in details to create visual interest. Throughout the process, students jot down their thoughts, ideas, and observations, which they will use to inform their final writing and/or video project. Finally, each set of Elbow Buddies teams up with another pair to discuss their observations and what challenges they encountered. Not only does this help them peer-assess their understanding of key concepts, but it also helps them self-assess and gain insight into alternative methods and problem solving decisions. The Elbow Buddies then take what they have learned, and, with the help of their previous notes, summarize their experience into a paragraph (guiding questions will be posted on the board). This will later be taken in, and they will be given feedback, since this will be used as the introduction to their final writing project. In the end, I wanted students to describe how lines and patterns can influence mood and eye movements; then I

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wanted them to apply their knowledge in order to create an original composition, which was inspired by music, which demonstrates how music can be visually interpreted.

In the final lesson, I want to explore the questions “How do we evaluate the effective/appropriate use of Rhythmic features for creating emphasis in art?” and “What criteria are necessary to assess this?” As a class, we would work together to establish this criteria (meanwhile I would be checking for understanding and prompting students), which they would have to write down in their Journals. They would then apply these criteria individually, when watching the video as a whole, and then later discuss it in a group. Finally we would review a few responses as a class. Students then work with their Elbow Buddies, and apply the criteria to their own section – assessing the quality for their videos and identify areas for improvement. This is then summarized into their final written assignment: a reflection of the overall process, which is then posted to their blogs. Not only will I able to be able to summatively assess their work and provide feedback, but since it is on a blog, students will also be able to receive feedback from friends and family. For students struggling with English or getting their ideas down, they can choose to explain what they did through a video or with the help of a framed paragraph. In the end, I wanted students to create a set of criteria to evaluate their own work and the work of their peers, compare and contrast the different lines and patterns used by peers when interpreting the same piece of music, as well as evaluate the overall structure and harmony of their own compositions (what worked, what didn’t, and make suggestions for improvement).

Throughout the process, I wanted to give students plenty of opportunities to work together in pair groups, as a class, as well as small groups; this was not only for formative assessment purposes, but also to help them work collaboratively and build off of the knowledge and experiences of others – thereby deepening understanding, experimentation, and providing clarification. Additionally, pair groups and small groups provide a setting that is not as intimidating as when they express their thoughts and ideas to the whole class. Journaling their experiences and discoveries was also very important, since it helps students consolidate what they have learned. This process of summarization helps them focus on the important details of the Mini Unit. Moreover, I tried to appeal to the different learning styles by bringing actions and movement for kinesthetic learners, visual aids for visual learners, a hands-on group activity for tactile and visual learners, and including instruction and music for auditory learners.

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Teaching Strategies & Classroom ClimateRhythmic Harmony in Music

Intro:1) Direct Instruction: Present information about the differences between Beat and Rhythm in Music, its importance in

providing structure, and its connection to Visual Rhythm in Art. Even though teachers should be careful about using this strategy too frequently, I feel that it would be an effective way to introduce the unit and to explain abstract concept by relating it to music.

2) Low Order Questioning & Oral Assessment: The low-order questioning period, which promotes active participation, will gauge students understanding of Beat vs. Rhythm and assess pre-existing knowledge. The Hands-Up Procedure will provide some order.

3) Demonstration, Choral Work Strategy, Movement Strategy: Provide a worksheet, which illustrates the difference between Rhythm and Beat in the song Hickory Dickory Dock, and demonstrate it for the class. Students mimic the behaviour for both Beat and Rhythm, so that they can feel the difference. There is a visual representation of rhythm, clapping, and music; therefore I am accommodating and engaging visual, auditory, and kinesthetic learners.

4) Observational: I will observe students’ actions, checking for understanding and active participation.Activity 1:5) Whole Class Presentation/Choral Work Strategy/Movement Activities and Observational Assessment:

Students watch a video about how rhythm is composed of long and short sounds. They also mimic the actions, in order to promote movement, make the activity more engaging and reinforce key concepts. I will assess participation and understanding.

6) All-Write Strategy, Whole Class Discussion, and Oral Assessment: Afterwards students will use the Framed Paragraph to independently fill in the answers about video. We will then review it as a class.

Activity 2:7) Whole Class Discussion/Questioning, All-Write Strategy, and Oral Assessment: I will ask a series of questions

about an art work to promote active participation in classroom discussion about how lines can create mood. Students jot down two words in their art journals about how the Zig-Zags in the painting make them feel. Based on students’ written and oral responses, I can assess their understanding and build from there. The art journals are a very important part for exploring ideas and building on information.

8) Small Group Learning, Write-Pair-Share; Written & Oral Assessment: Students view another different art work, and, using the questions from before, independently analyze how the lines impact the overall mood (they will have a handout to fill out). Answers are shared with peers so that they can check their understanding before sharing responses with the class. Through their responses, I will gauge where students are at. Later I will collect their handouts to see how students are doing individually.

Activity 3:9) Individual Brainstorming: Students close their eyes and generate ideas about a piece of music I will be playing.

They are to assess the mood of the music and the types of lines that might represent this. A series of prompts will help guide them.

10) Movement Activity and Observational Assessment: The movement activity will reinforce the connection between lines in art and rhythm in music. Students will use ideas from the brainstorming session to direct their movements and check to see if they correspond with the lines they imagined earlier. I will be checking to see if students are participating and if their movements reflect the rhythm of the music.

Closure:11) Brainstorming/Pair-Sharing: students reflect on their experience with their Elbow Buddy - looking for similarities

or differences in the interpretation of the music. This will reinforce understanding and provide clarification.12) Individual Writing and Written Assessment: Students respond to the experience in writing and in a quick sketch

to reinforce and summarize key concepts. These will be taken in for formative evaluation.13) Student Voting & Observational Assessment: I will ask a series of questions, which students will answer to by

raising their hands while their eyes are shut. These questions are about the lesson itself and identify where students are struggling, as well as if there are any issues with the format of the lesson plan.

Music Video: Repeating Lines, Patters, & TexturesIntro:

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1) Direct Instruction: Reinforce concepts regarding the link between different art forms (i.e. Rhythm in art and music). As before, the use of direct instruction aids in introducing the activity and quickly reviewing information from before.

2) Whole Class Presentation: The video by John Osborne not only provides insight into the activity that they will be doing, but summarizes information from the previous day. As they watch the video, students will be provided with a few questions to direct their thinking.

3) Sharing-Pairs, Small Group Discussion: Students respond the video with the aid of their Elbow Buddies and the questions listed on the board. This will help them organize their ideas, summarize important points, and deepen their understanding as they review the connection between lines and patterns with rhythm and mood.

4) Whole Class Discussion/Questioning + Oral Assessment: I will Review individual responses. I will be assessing students’ learning and understanding of key concepts.

Activity 1:5) Group Project/Learning-Pairs, Brainstorming (small group): Students work together to identify the mood and

rhythmic patterns in their piece of music, and begin associating them with different lines and patterns – jotting down notes to the questions on the board. They work cooperatively, both equally sharing the responsibility for generating ideas on how they will visually represent their piece of music. The nature of the project involves hands on learning, which will be engaging for students, and also appeal to tactile and visual learners.

6) Observational Assessment + Short Conversations: Walk around the room observing students as they are brainstorming. Where students seem to be having difficulty, take the time to have short conversations to get things moving. Are there any common areas where students are struggling? Is the lesson is too difficult? Instructions unclear?

Activity 2:1) Demonstration: I will lead a demonstration on how students can use their sheet music and CDs to create the main

structure of their composition, so they have a better understanding about how to use materials.2) Group Project/Learning Pairs: Groupmates work together to create the main structure of their composition,

applying the information demonstrated earlier. This involves careful listening and team work, as well as continually testing and making decisions to modify their film strips - assessing its suitability and if it is synchronized with the music.

3) Observational Assessment & Short Conversations: I will walk around the room observing what students are doing. Where students seem to be having difficulty, or doing something interesting, take the time to have short conversation.

4) Individual Writing (Write-Pair-Share): Students jot down observations about their work during testing (e.g. any concerns that arise, how they might fix them, and what they like/think is working). This will later be taken be used for their final writing project.

Activity 3:1) Demonstration: Model how students can use different techniques and materials to add to the mood and structure of

their composition.2) Group Project/Learning-Pairs: Groupmates work together to add more details and interest to their composition,

applying the information demonstrated earlier. This part of the process involves exploration of materials and experimentation. They will also continue to test their films, evaluating if it suits their section, and modifying their film strips accordingly.

3) Observational Assessment & Short Conversations: See above.4) Individual Writing: See above.Closure:1) Small Group Learning & Small Group Discussion: Students team up with another set of Elbow Buddies, and

share their observations and challenges. This way they can self and peer assess their understanding, as well as gain insight into alternative ideas, problem solving, and decision making processes.

2) Individual Writing/Learning Pairs & Written Assessment: Pairs work together to summarize their experiences and information into a coherent paragraph. I will read this later to check for understanding and gain insight into students’ thinking processes. From here I will provide feedback on how they are doing, which they will apply later, when they finish their write up.

3) Observational Assessment & Student Voting Strategy: Finally I evaluate students feeling about the lesson and

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grasp on key concepts using the same strategy as before. Do certain students simply need more help? Are more information and clearer instructions required? Does the lesson plan need heavy maintenance?

Music Video: Repeating Lines, Patters, & TexturesIntro:1) Whole Class Discussion/Brainstorming + Oral Assessment: Students and teacher work together to establish

criteria to determine the quality of their experimental video. This also helps the teacher check to see if students understand all the main points of the lesson by the answers they give. Prompts will be supplied. Students will be required to write down the criteria in the booklets for later use (not just for evaluating the film as a whole, but also when they self-assess their work.)

Activity 1:1) Individual Writing: Students will observe the video, and write down their thoughts and impressions. They will also

evaluate its quality, and assess how well it suits the mood and rhythm of the music overall.2) Small Group Learning: Students will review their notes and impressions with their peers in a setting that is not as

intimidating as when they express their thoughts and ideas to the whole class. Once again, reinforcing and enhancing their understanding of core concepts through peer and self -evaluation.

3) Oral Assessment: Check students’ responses to ensure that they are effectively answering the questions and demonstrating a deep understanding of key concepts.

Activity 2:1) Small Group Learning + Sharing-Pairs: Students will evaluate their own compositions with their Elbow Buddies,

where they will identify what works, and how they could improve.Activity 3:2) Small-Group Learning/Group Project + Written Assessment: Students write a written reflection, with the help of

their Elbow Buddies, which they will then post to their blog. This will summarize the whole process of constructing their film, their understanding of core concepts, and allow them the opportunity to self-assess their own work. This will be published on their class blog, where they can receive more feedback from peers and family. Both their artwork and summary will be marked as a Summative Assessment with my own rubric and theirs.a) For students struggling with English or getting their ideas down, they can choose to explain what they did

through a video or with the help of a framed paragraph.Closure:1) Questioning + Oral Assessment: Using a few questions, assess what students are taking away from the lesson -

checking for understanding and if students have met the learning objective.2) Individual Writing (Exit Slips) + Written Assessment: Collecting more evidence of what students are taking away

from the lesson, checking for understanding and if students have met the learning objective. It is also good to know if students learned something new about film (e.g. that it doesn’t act the way you think it might), or if they did not enjoy the lesson (i.e. not engaged), or if there was anything that was unclear/confusing.

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Teaching Resources RationaleLearning Resources Consulted Justification

Chapman, L. (1994). Designs Express Feelings: Visual Rhythms. In Adventures in Art: Teacher’s Edition: Grade 6 (Vol. 2). Worcester, Massachusetts: Davis Publications.

Even though this is for the grade above, it helped provide a lot of the information I needed about the principles of Visual Rhythm, as well as design the questions I would need to guide the formulation of my lessons. In particular, the text advocates connecting Visual Rhythm with the rhythm found in music and dance, the use of lines and patterns, and how these capture a mood or feeling. This is also where I got the idea that students should close their eyes and imagine the lines in a piece of music.

Chapman, L. (1985). Messages in Artwork: Lines and Shapes. In Discover Art: Grade 4. Worcester, Massachusetts: Davis Publications.

This resource is for the grade below, but I used it primarily so students could review/recall information from the previous year, in order to scaffold from their pre-existing knowledge. What I took away from this text is that lines can send a message and/or feeling. This was also a source for two images (Thorvaldur Skulason’s Composition (1962) and Dallas B. Taylor’s untitled painting) that are a great example of Visual Rhythm, but have very different moods due to the different lines and patterns that are used. As a result, students are able to compare and contrast these two paintings and apply their knowledge when breaking them down into their component parts. I also pulled some of the prompts that were listed and used them as questions in my own activity.

Hubbard, G., & Rouse, M. (1981). Translating Art from Music (Pictures in Coloured Chalk). In Art: 5: Meaning, Method and Media (Revised Edition). Chicago, Illinois: Benefic Press.

ANDHubbard, G., & Rouse, M. (1981). Art that Seems to Move (Rhythm in Art). In Art: 5: Meaning, Method and Media (Revised Edition). Chicago, Illinois: Benefic Press.

This established the idea that while different art forms have different ways of communicating, they can influence on another. This idea is the very premise of the experimental music video/group project that students create to summarize their learning. It also provides instructions on how to get students to listen and interpret a piece of music into an artwork.

This reinforced the idea that I should introduce Visual Rhythm in art by first explaining rhythm in music and dance, since students can grasp it more easily this way (it’s more concrete and less abstract, as music and dance flow, while art is usually still). It also emphasizes the importance of students being able to identify and use visual Rhythm, in order to interpret meaning and improve their visual literacy.

Level Three. (1985). In Art: Elementary Teacher Resource 1985 (pp. 146-170). Edmonton, Alberta: Alberta Education.

This helped provide background information and ideas on how I might construct my lesson plans. It recommends instructing that Visual Rhythm helps structure a composition and direct the viewer’s eye. It also breaks down the fact the Visual Features includes the repetition of lines and textures. It also recommends integrating another subject area – music – into instruction so that students also learn about rhythmic patterns in musical compositions.

Scratch Film. (2015). Retrieved November 8, 2015, from http://www.exploratorium.edu/pie/downloads/Scratch_Film.pdf

This document helped me to construct the main project for the Mini Unit, as it provided an easy to read description and list of materials for making an animated film through scratching and drawing on film. Although I have done this before on my own, this helped me remember the different steps and made sure I remembered what kinds of materials need to be used.

Other Resources Used JustificationLeff, O. (2012, December 23). Rhythm Lesson. Retrieved November 8, 2015, from https://www.youtube.com/watch?v=KUtEg8Qxuxk

This resource breaks down rhythm into long and short sounds using both the visuals in the video, but is also very interactive. It encourages kids to follow along with different actions and, since students are repeating what the person in the video is saying, helps solidify their understanding of the concepts. I used this to connect the idea that rhythm in music can be represented as long and short lines. From here, I could also talk about how different types of lines (curvy and zigzags) could also

https://www.youtube.com/watch?v=KUtEg8Qxuxk


http://www.exploratorium.edu/pie/downloads/Scratch_Film.pdf


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represent rhythm and mood.Mullet, S. (2013, January 14). How to Teach the Difference between the Rhythm and the Beat. Retrieved November 6, 2015, from http://www.letsplaykidsmusic.com/rhythm-and-beat/

This resource I felt was very helpful in simplifying the difference between rhythm and beat, and I decided to use it for the introduction in my very first lesson. It also provided a worksheet where students could see the difference, as they also clap it out – thereby incorporating movement, visuals aids, and sound. Using this resource meant I was able to evaluate students’ pre-existing knowledge, fill in gaps in knowledge, then move on to the next part of the lesson (i.e. long and short sounds in rhythm can be represented as long and short lines)

Saint-Saëns, C. (1886). The Carnival of Animals: XIV. The Swan. [Recorded by The London Symphony Orchestra & Peter Katchen]. On Keep Calm with Classical Music: 40 of the Most Popular Classical Pieces of All Time [CD]

For the first song, I wanted something fairly simple for students to grasp. The mood created is very gentle, soft, and relaxing. The slower pace of the song also means that their movements would be more deliberate and less erratic when dancing around – meaning that things are less likely to get out of control.

Osborne, J. (2011). Lines for Clarinet. Retrieved November 8, 2015, from https://vimeo.com/33085567

I thought it would be a good idea to show a recent work of art that was by an Albertan Artist, so that students would realize that there is art and culture in their own backyard – not just in some far off mystical land that only exists in memory. It is also helpful that this provides a great example for what students will be trying to achieve in their own projects, and summarizes the use of lines and patterns to interpret a piece of music.

Stirling, L. (2012, September 18). Elements - Lindsey Stirling (Dubstep Violin Original Song). Retrieved November 8, 2015, from https://www.youtube.com/watch?v=sf6LD2B_kDQ

When selecting a piece of music that students would animate, I wanted something that would appeal to their interests and was fairly upbeat. It is actually easier to synchronize animation to an upbeat and fast song. In a slow one, your choices must be far more deliberate and requires extra skills. In a faster one, accidental marks may still match the rhythm of the music. Also, Lindsey Stirling is an amazing violinist and performer, and is a good example of how multiple art forms can come together and inspire each other. Her performance is also captivating and appealing to students, especially as she also incorporates interesting costumes, dance, and dubstep (this also provides a solid beat, which reinforces the first lesson about the differences between beat and rhythm)

National Gallery of Art. (2015). NGAkids Art Zone. Retrieved November 9, 2015, from http://www.nga.gov/content/ngaweb/education/kids.html

This resource was mostly used as a sponge activity, where students can go play art games. These art games help students expand their knowledge about how to use foreground, mid ground, and background; use of different materials for mark making, learn art history, collage, kinetic sculptures, etc.

https://www.youtube.com/watch?v=sf6LD2B_kDQ


http://www.letsplaykidsmusic.com/rhythm-and-beat/

http://www.letsplaykidsmusic.com/rhythm-and-beat/

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Lesson 1: Rhythmic Harmony in MusicUnit 7: Composition and Visual Rhythm Lesson Duration: One Thirty Minute Class

GENERAL LEARNING OUTCOMES

7 - Students will create emphasis through the use of structural devices and strategies10. i. 5 - students will create an original composition, object, or space based on supplied motivation.10. iii. Media and Techniques: Students will use media and techniques, with an emphasis on more indirect complex procedures and effects in drawing, painting, printmaking, sculpture, fabric arts, photography, and technographic arts.

SPECIFIC OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

7. C - Rhythmic features can lead the eye to the dominant area in a composition10. i. 5. A. - Outside stimulation from sources such as music, literature, photographs, film, creative movement, drama, TV and computers can be visually interpreted.10. iii. A. Drawing: make gesture drawings or scribble drawings to show action or movement.

LEARNING OBJECTIVES (2-3, clear, and measurable)

Students will:1) Recognize how line length can represent movement/rhythm in music.2) Recognize how line type can capture a mood or feeling.3) Translate the rhythm of a piece of music into a variety of different types of lines.

LEARNING RESOURCES CONSULTED

Resource #1: Chapman, L. (1994). Designs Express Feelings: Visual Rhythms. In Adventures in Art: Teacher’s Edition: Grade 6 (Vol. 2). Worcester, Massachusetts: Davis Publications.Resource #2: Chapman, L. (1985). Messages in Artwork: Lines and Shapes. In Discover Art: Grade 4. Worcester, Massachusetts: Davis Publications.Resource #3: Hubbard, G., & Rouse, M. (1981). Translating Art from Music (Pictures in Coloured Chalk). In Art: 5: Meaning, Method and Media (Revised Edition). Chicago, Illinois: Benefic Press.Resource #4: Level Three. (1985). In Art: Elementary Teacher Resource 1985 (pp. 146-170). Edmonton, Alberta: Alberta Education.

OTHER RESOURCES USED

Resource #5: Leff, O. (2012, December 23). Rhythm Lesson. Retrieved November 8, 2015, from https://www.youtube.com/watch?v=KUtEg8QxuxkResource #6: Mullet, S. (2013, January 14). How to Teach the Difference between the Rhythm and the Beat. Retrieved November 6, 2015, from http://www.letsplaykidsmusic.com/rhythm-and-beat/Resource #7: Saint-Saëns, C. (1886). The Carnival of Animals: XIV. The Swan. [Recorded by The London Symphony Orchestra & Peter Katchen]. On Keep Calm with Classical Music: 40 of the Most Popular Classical Pieces of All Time [CD]Resource #8: Skulason, Thorvaldur (1962), Composition, [painting], oil on canvas, 166 x 132 cm. From Discover Art: Grade 4 (pg. 14). Laura H. Chapman, 1985, Worcester, Massachusetts: Davis Publications.Resource #9: Taylor, Dallas B., (n.d.), [painting]. From Discover Art: Grade 4 (pg. 15). Laura H. Chapman, 1985, Worcester, Massachusetts: Davis Publications.

MATERIALS/ EQUIPMENT/ SET UP

1) Pencils2) Art Journals3) IPhone/IPod4) Downloaded Music [cued and ready to

play]

7) Handouts:a) Rhythm and Beat: Which is Which: Hickory Dickory Dockb) Framed Paragraph: Rhythm and Soundc) Messages in Lines.

8) Slides of images document open and ready to go


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5) YouTube Video: Rhythm Lesson [Uploaded and ready to Play]

6) Write the Agenda for the day on the board

PROCEDURE

Introduction (5.5 min):

Attention Grabber/Assessment of Prior Knowledge: (4 mins)1) [Get students' attention by clapping a brief rhythm] - A routine they are already accustomed to, as it is often used

to get their attention.2) [Clap a new brief rhythm, and have students respond to that] - repeat twice3) "Excellent job! Based on what you've learned in music class, can anyone tell me what we just did? Hands up if you

think you know the answer"a) If they say "Beat" respond: "Close, but a beat is the steady pulse you feel in a tune. It's what you tap your feet

to. It's like the ticking of a clock."i) [follow with an explanation of rhythm]

b) If they say "Rhythm" respond: "That's exactly it! Rhythm is the sound and pattern of notes in music."i) [describe how it is different from beat]

4) "Just to make sure we understand the difference between rhythm and beat, we're going to clap out a song you might recognize." [Hand out Rhythm and Beat worksheet]a) [Model the beat, and repeat as a class]b) [Model the rhythm, and repeat as a class]

5) [Check to see if anyone has any questions about rhythm vs. beat. Clear up any misunderstandings]Connection to Curriculum: (0.5 mins)1) "Without rhythm in music, there would be no structure to the sounds. It would all just be a terrible noise."2) "Right now you're probably thinking: "This is art class, not music class, what could rhythm possibly have to do

with art?""3) "Well, there's rhythm in art too, we call it visual rhythm."4) "Just like in music, it:

a) Gets the viewers' attention [clap out first brief rhythm]b) Helps us organize our paintings so that they are not a jumbled mess.c) Helps the viewer focus on what we want to pay attention to."

5) "Today we are going to explore how lines in art can be used to represent the rhythm of a song."Expectations for Learning and Behaviour/Advance Organizer/Agenda/Transition to Body (1 min)1) "First we are going to watch a video, and discuss it together." [Should already have the Agenda for the day written

on the board. Point to the first item: Watch video & Discuss]2) "Then we're going to talk about different types of lines, and what they might mean." [Point to: Meaning of

Different Line Types]3) "Now these first two activities may not seem like a lot of fun, but if you bear with me, and then we will have time

to show off our dance moves."4) "We're going to listen to some music and dance to the rhythm of the music." [Point to: Dance to the music!]5) "But are we going to go all wild and crazy? No, if it starts to get out of hand, we will have to end the activity."6) "Once we’re done dancing, going to make gestural line drawings about the music paintings, using different lines to

represent the rhythm." [Point to: Gestural Line Drawings]"Everybody Ready? Okay, let’s do this!"

Learning Activities (18.5 min)

Learning Activity 1: (6 mins)1) Introduce video:

a) "Before we dance, we have to talk about the different types of lines we might look for."b) "The video we are going to watch is about how rhythm is made up of long and short sounds"

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c) "Now we're not just watching the video, we have a role to play too."i) "The person in the video is going to say something, and then we too have to repeat it."ii) "There are also actions that we will have to do"iii) [Practice this a few times before starting the video]

2) [Play Video]3) Framed Paragraph:

a) "To help us remember the information in the video, we are going to fill in the blank on this worksheet"b) [Hand out a Framed Paragraph: Rhythm and Sound work sheet]c) [Pull up a copy of the worksheet on the Smart Board, and have students fill in the blanks. Review answers as a

class]Transition to Activity 2: (2 mins)4) "The next activity is going to require review from Grade 4."5) "Who remembers the 5 Types of Lines?" [Write these down on the board as students shout out answers]

a) Curvy, Zig Zag, Horizontal, Vertical, Diagonal6) "Today we are going to be focusing on the first two."7) [Have a student hand out Messages in Lines worksheet ] 8) [Pull up an image of each on the Smart Board so that it is ready to go and you don't have to search for it later.]

Learning Activity 2: (5 mins)1) Introduction: "Artists say that lines and shapes can send messages to people or show emotion."2) "This is Thorvaldur Skulason's, Composition."

a) "What lines do you see in this picture?"i) Answer: Zig Zags

b) "What ideas or feelings do you get?"i) Some answers might include: Anxious, excited, angry

c) [Record descriptions on board beside "Zig-Zag + have students write down 2 words on their worksheet]3) "Now take a look at this painting by Dallas B. Taylor."

a) "In groups of four, discuss and write down what lines you see on the worksheet provided. Look at the list on the board, if you are having trouble."i) Answers : Curvy

b) "Write down 2 words about how this painting makes you feel"i) Some answers might include: Calm, happy, relaxed

c) [Have students share their answers with in a group of 4]d) [Record their descriptions on the board beside "Curvy ]e) [Ask students to hand in their worksheet, so that I can formatively assess their individual understanding]

Transition to Activity 3: (0.5 mins)1) "How many of you have played musical chairs before? What happens when the music stops?"2) "We’re going to listen to some more music & dance a bit today."3) "Keep in mind you’re going to dance in place, not move around the room."4) "When I turn off the music, you’ll sit back in your desks.""I’ll need everyone to pay special attention today, so we don’t get too out of control. Everyone needs to listen for when the music stops."

Learning Activity 3: (4 mins)1) "You are going to close your eyes, while I play a piece of music" [Play music]

a) "As the music plays, imagine you can see the music."i) "Does it make you feel? Happy, sad, excited, or calm?"ii) "What types of lines pop into your mind that describe how you feel?"

(1) "Are they long or short?"(2) "Are they curvy, straight, zig-zaggy?"

2) [Pause music]3) "Now it is time to get up and move"

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a) "Stand up and spread your arms out (Make sure you’re not touching anyone else’s fingers)."b) "As the music plays, start moving your hands and arms to the rhythm of the music. Try to stay in one spot."

4) [Play music]5) "Now pay attention to how you move your arms and hands."

a) "Are your arms straight or bumpy?"b) "Are they swirling or waving?"c) "Slow or quick?"

6) [Turn off music, and ask everyone to sit down]7) [If they are excited, count to ten and wait]Transition to Closure: (1 mins)1) "Okay everyone, it’s time to wrap things up."2) "But before we do, I want you to get into your Elbow Buddies."[While students are doing this, write the following prompt on the board]:

Closure ( 6 min.): * Connect your closure with learning objectives*

Consolidation/Assessment of Learning/Feedback To Students:1) "Sit down and turn to your elbow partner and discuss:

a) Prompt 1: What kinds of movements were you making with your arms and hands?b) Prompt 2: How would this look as a line?"

2) "Write down your responses in your art journal"3) "Below your answers, draw these lines in your art journal"4) "I will take a look at them tonight, and we will discuss them next class"Feedback From Students:1) "Everyone close your eyes, and raise your hand if you agree with what I say.

a) If feel like I understand how short sounds and long sounds can be represented with lines.b) I had fun dancing.c) I had a hard time picking the right line type of line for my drawing."

Transition To Next Lesson:1) "Good work everyone, I can tell you all worked really hard today."2) "Now we know a bit more about how we can use lines to represent rhythm in our artwork"3) "However, using different types of lines is only the first step towards creating visual rhythm in our art."4) "Tomorrow I will show you how both lines and patterns work together to create visual rhythm."

Lesson Reflections (After you teach):What went well & What can be improved upon:

Describe how the students met your lesson objectives:

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Lesson 2:Music Video: Repeating Lines, Patters, & TexturesUnit 7: Composition and Visual Rhythm Lesson Duration : Two Thirty Minute Classes


7 - Students will create emphasis through the use of structural devices and strategies10. i. 5 - students will create an original composition, object, or space based on supplied motivation.10. iii - Media and Techniques: Students will use media and techniques with an emphasis on more indirect complex procedures and effects in drawing, painting, printmaking, sculpture, fabric arts, photography, and technographic arts.


7. C - Rhythmic features can lead the eye to the dominant area in a composition10. i. 5. A. - Outside stimulation from sources such as music, literature, photographs, film, creative movement, drama, TV and computers can be visually interpreted.10. iii F - Photography and Technographic Arts: Employ technological media techniques, practices, and capabilities to promote art understanding and create designs and compositions.- drawing directly on film or scratching for animation- Select and synchronize media and/or sound effects for a short film.


Students will:1) Describe how the lines and patterns in John Osborne's Lines for Clarinet influence mood and eye movement.2) Apply knowledge about rhythmic features (repeating lines, patterns, and textures), when interpreting a new

selection of music.3) Create visual rhythm (repeating lines, patterns, and textures) in an experimental video inspired by a selected piece

of music.

LEARNING RESOURCES CONSULTED

Resource #1: Chapman, L. (1994). Designs Express Feelings: Visual Rhythms. In Adventures in Art: Teacher’s Edition: Grade 6 (Vol. 2). Worcester, Massachusetts: Davis Publications.Resource #2: Hubbard, G., & Rouse, M. (1981). Translating Art from Music (Pictures in Coloured Chalk). In Art: 5: Meaning, Method and Media (Revised Edition). Chicago, Illinois: Benefic Press.Resource #3: Hubbard, G., & Rouse, M. (1981). Art that Seems to Move (Rhythm in Art). In Art: 5: Meaning, Method and Media (Revised Edition). Chicago, Illinois: Benefic Press.Resource #4: Level Three. (1985). In Art: Elementary Teacher Resource 1985 (pp. 146-170). Edmonton, Alberta: Alberta Education.Resource #5: Scratch Film. (2015). Retrieved November 8, 2015, from http://www.exploratorium.edu/pie/downloads/Scratch_Film.pdf

OTHER RESOURCES USED

Resource #6: Osborne, J. (2011). Lines for Clarinet. Retrieved November 8, 2015, from https://vimeo.com/33085567Resource #7: Stirling, L. (2012, September 18). Elements - Lindsey Stirling (Dubstep Violin Original Song). Retrieved November 8, 2015, from https://www.youtube.com/watch?v=sf6LD2B_kDQ




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1) Write down agenda items on the board ahead of time

2) Music Video [cued and ready to play]3) Music from video divided into 10 second

sections (15 in total) onto an IPod or CD with a CD player

4) Headphones5) Vimeo Video: Lines for Clarinet [Uploaded

and ready to Play]6) 16mm Film Leader [64 feet cut into 15

pieces = 160 frames (approximately10 seconds) for students to edit]

7) 16mm Splicer and Splicing Tape

8) 16mm Projector9) Things to scratch with: tacks, nails, sandpaper10) Permanent marker [varying widths and colours as you can

possibly find]11) Camera and Tripod to record video afterward12) Individual baskets containing film, scratching materials, and

permanent markers and calculators13) Plastic Tablecloths

*Note: tables should be set up before hand, including tablecloths and materials. Water and paper will be ready to go, but not on their desks.

PROCEDURE

Introduction (10 min):

Attention Grabber: (1.5 mins)1) [Play the 1 minute of the Lindsey Stirling video on YouTube]2) "The lady in the video is Lindsey Stirling, and as you can see, she is pretty talented.

a) What I like about her is that she not only combines two different kinds of music (classical and dubstep),b) But also works with a bunch of other people, bringing together many different art forms (dance,

cinematography, fashion, drama) into her videos."3) "Although each art form has its own way of communicating, they can also inspire each other. When we combine

art forms, we end up with something that can be really cool."4) "Today we're going to do just that. We're going to make our own music video for the song we just listened to."Assessment of Prior Knowledge: (7 min)1) "Before we begin, lets just review what we did yesterday."

a) "Yesterday we talked about how both music and art have rhythm."b) "And that the different kinds of lines we make in art, can represent the rhythm in music."

i) E.g. Long, Short, Curvy, and zig-zags2) “We are going to watch is by John Osborne, who is an Albertan Artist. He decided to animate a dot to a musical

score – written by an Albertan Musician.”a) By repeating the lines over and over again, he is able to make many different patterns.b) He then makes these lines and patterns move to the rhythm of the music.c) As a result, we have both the rhythm of the music, as well as visual rhythm in the video working together.

2) “As we’re watching, I want you to think about…” [Write prompts on board]a) “What lines does he use?”

i) Line Answer: curvy lines (may say spirally, wavy, squiggly)b) “How do the lines match the mood of the music?

i) Possible responses: Because lines are curvy, they fit the song just right. They are calm, relaxed, and soothing.

c) “What would happen if he’d used a different type of lines? ”i) Answer: if they were zig-zag, the mood would change = more energetic and chaotic.

d) “How do the patterns and lines match rhythm of the music?i) Possible responses:

(1) Move slowly to the rhythm of the music.(2) The lines change direction when the note changes tone

(a) during whole notes the lines stay the same longer,(b) they change/move around more when there are a lot more shorter notes

e) “What does the movement of the line do to our eyes?”

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i) Possible responses: makes our eyes focus/make it move3) [Play video all the way through]4) [Students will team up with Elbow Buddies, and then select some students to share their responses with the class.]Connection to Curriculum: (0.5 mins)1) "Great job everyone, you all seem to have a good understanding about how we can use lines and patterns to

represent rhythm and mood in art"2) "Soon we will apply our knowledge about lines, patterns, & textures, and how they work together to emphasis,

when we are making our music videos."Advance Organizer/Agenda: (0.5 min)1) “However, before we can get started on our videos, we first have to figure out which section of the song you will

be illustrating.” [point to agenda: Get into Groups]2) “Then we’re going to pair up with our Elbow Buddies, and you will be given a 10 second section of music to listen

to.a) Together, you are going to think about the music and what lines, textures, and patterns you might use. [point to

agenda: Plan Video]3) “Then you’ll work together to illustrate your ten seconds of music.” And be given the chance to test it out, to make

sure it’s working the way you want it to [point to agenda: create and test music video]Expectations for Learning and Behaviour/Transition to Body (0.5 min?)1) “Now I know you’re excited to get to work on your videos, but it is very important that we plan what we’re going

to do first. Otherwise you might end up with a video that is a jumbled mess.2) “So lets quickly get into our groups, and make sure we do our work. If we get everything done in a timely fashion,

then we should have plenty of time to work on our videos.a) [Have students team up with their elbow buddies]b) [Number pairs from 1-15 (assuming a class number of 30) and record which pair got which number/section]

3) [Once students have their numbers, they grab a CD and CD player with their number written on it (or IPod if that’s the case), a piece of sheet music for their section, as well as one set of headphones]

4) “You’ll also need your art journal today.a) Not only are you going to use them to write down your brainstorming ideas…b) But you’ll also use them every time you test your film strip. It is very important that you do this, because

tomorrow we’ll be writing about our videos and sharing our writing and our videos on the class blog.c) So have your journals and paper ready.”

Learning Activities (40 min)

Learning Activity 1: (5 mins)1) Listening to music: (4.5 mins)

a) Students take turns listening to their section and looking at the sheet music.i) Note: tell students that the sheet music won’t transfer easily to the film (the spacing of notes doesn’t

represent the frame rate of the film), but it should give a sense of the patterns and structure of the music, and the types of lines they might use.

b) Students answer the following questions: [write questions on the board and have students brainstorm together].i) What is the mood?ii) What lines & patterns you might you use to represent the mood? Why?iii) Are there lots of short notes, long notes, or a bit of both?iv) Do the notes change a lot or only occasionally?v) Quickly sketch a few ideas about the types of lines you might include.

Transition to Activity 3: (0.5 mins)1) [Clap rhythm to get everyone’s attention]2) “Soon it will be time to start working on our videos, but there are just a few instructions I have to give you first.3) So please keep your eyes and ears up here, and then we can get started”

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Learning Activity 2: (15 mins)Creating main structure of composition: (11.5 minutes)1) [Demonstrate steps, and then have students do the steps on their own. Walk around and offer help where needed]

a) “When we are drawing our lines, we will be making vertical lines. This means they’re going straight up and down the length of the film.” [draw example on the board]

b) “Now that we know what kinds of lines we are going to make, we have to figure out when we’re going to make them change direction – just like in John Osborne’s video.”i) [Explain that 16 frames = 1 second]ii) [Have students divide their film into 1 second sections, so that it’s easier to keep track]iii) [To figure out how long or short they need to make their lines, they have to count how many seconds it is

held for]iv) If a note lasts for only 1 second, make it change direction in the last frame of the 1 second section (i.e. the

15th&16th frame)c) “Choose colours you like, and draw the main line down through the film strip, making it change direction

where you think it should. This will be your guide, and you’ll build your patterns around it.”2) [After demonstration, hand out numbered baskets with materials in them, so students can draw their own lines]3) Have students test their strips once it to see if it matches the music.

a) If they need to adjust it, have them make a note about two things that they will change in their art journal.

End of Day 1: [Students put all their materials back in the baskets, as well as roll up their film and put it in there as well. Since they are numbered, they’ll remember which one is theirs tomorrow, and be able to pick up the right one and get started quickly ] (2.5 minutes)

Transition to Activity 3 (1 mins)1. “So far so good, everything is coming together, and it looks like your videos are going to have a very good

structure.”2. [check to make sure if everyone has tested their film strip and if they recorded their observations in their art

journals]As you may have noticed, there are some other very interesting items in your basket. For the next activity, we’re going to talk about some of the ways you can use them, and then you get the chance to experiment with them.”

Learning Activity 3: (20 mins)

Start of Day 2: [Direct students to find their Elbow Buddies, and send one to go collect the basket. When students come in, they can get straight to work again] (2 minutes)

Filling in the rest of the composition:4) [demonstrate these steps as well, and the different ways the materials can be used, before students start working

on their sections] (16 minutes)a) “A video with only one line running through it is very boring. Now it’s time to fill in the rest of your strip with

different lines, patterns, and textures.i) You can use the permanent markers to add more lines.ii) You can completely fill in a section with one colours, and add more lines on top in another coloursiii) Or, you can use the scratching materials to add texture. Try to make the texture also match the rhythm of

the music.”b) Have them test it again, and write about 2 things they liked about their video.

5) Sponge Activity: [As students are finishing up their sections, begin splicing and taping the sections together in order.]a) If some of the students are interested in the splicing, show them how to do it. This way, the first few can man

the equipment, while you walk around checking on the progress of the class. Return back every so often to make sure that the splicing and taping is being done properly, and that people are taking turns.

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b) For those who are uninterested in the splicing and taping, or are waiting their turns, have them work in the “Free Art” corner. In a corner of the room will be mini white boards and white board markers they can use to make their own drawings, once everything has been cleaned up and put away. There will also be drawing books available, which describe how to draw different objects and cartoon characters.

Transition to Closure: (2 mins)6) [Clap a rhythm to get everyone’s attention]7) “Thank you everyone, I saw some really interesting things happening, and I can’t wait to see what it is all going to

look like.”8) “Once you’ve put away all of your art materials and are sitting quietly in your desks, we’re going to talk about

what will happen tomorrow, when we watch your video.”

Closure (10 min.): * Connect your closure with learning objectives*

Consolidation/Assessment of Learning/Feedback To Students: (9.5min)1) “I want both you and your Elbow partner to team up with another group, making a group of four.”

a) “I want you and your elbow buddy to share your notes about the lesson.i) Talk about what types of lines and patterns you decided to use in your video (e.g. long, short, curvy, zig

zag, straight)ii) How does it represent the mood of the song?iii) What challenges/difficulties did you encounter along the way, and how did you fix them?iv) What two things about your video are you most proud of?”

b) “Once you’ve done this, work with your Elbow buddy and write one paragraph answering each of these questions. They should be 5-6 sentences long. Make sure you both have a copy of the paragraph in your art journal.”

2) “Once you are done, hand in your art journals. I will take a look at them after class, and you will get them back tomorrow.”

Feedback from Students:2) "Everyone close your eyes, and raise your hand if you agree with what I say.

a) I found this art activity too easy.b) This art activity was too hard.c) This art activity was confusingd) This art activity was a lot of fune) This art activity was very boringf) Both my partner and I shared the work equally."

Transition To Next Lesson: (0.5 min)3) You’ve all done a very good job translating the rhythm of the music into visual rhythm in your music video. I can’t

wait to see it all come together.4) “Tonight I will finish piecing all the film strips together, digitize it, and will publish it on the class blog.”5) “Tomorrow we will take a look at your awesome music video, and discuss it as a class. Then you will finish your

reflection, and post it to your blog.”



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Lesson 3: Music Video EvaluationUnit 7: Composition and Visual Rhythm Lesson Duration: 45 minutes


7 - Students will create emphasis through the use of structural devices and strategies10. i. 5 - students will create an original composition, object, or space based on supplied motivation.10. iii - Media and Techniques: Students will use media and techniques with an emphasis on more indirect complex procedures and effects in drawing, painting, printmaking, sculpture, fabric arts, photography, and technographic arts.2. Students will impose standards on designed objects and invent improved versions


7. C - Rhythmic features can lead the eye to the dominant area in a composition10. i. 5. A. - Outside stimulation from sources such as music, literature, photographs, film, creative movement, drama, TV and computers can be visually interpreted.10. iii F - Photography and Technographic Arts: Employ technological media techniques, practices, and capabilities to promote art understanding and create designs and compositions.- drawing directly on film or scratching for animation- Select and synchronize media and/or sound effects for a short film.2. C. Criteria are necessary for the evaluation of designed objects. D. Improved designs can be conceived for any object


Students will:1) Create a set of criteria to evaluate their own work and the work of their peers.2) Compare and contrast the different lines and patterns used by peers when interpreting the same piece of music.3) Evaluate the overall structure and harmony of their own compositions (what worked, what didn’t and make

suggestions for improvement).

LEARNING RESOURCES AND OTHER RESOURCES CONSULTED

Resource #1: Chapman, L. (1994). Designs Express Feelings: Visual Rhythms. In Adventures in Art: Teacher’s Edition: Grade 6 (Vol. 2). Worcester, Massachusetts: Davis Publications.Resource #2: Hubbard, G., & Rouse, M. (1981). Translating Art from Music (Pictures in Coloured Chalk). In Art: 5: Meaning, Method and Media (Revised Edition). Chicago, Illinois: Benefic Press.Resource #3: Level Three. (1985). In Art: Elementary Teacher Resource 1985 (pp. 146-170). Edmonton, Alberta: Alberta Education.Resource #4: National Gallery of Art. (2015). NGAkids Art Zone. Retrieved November 9, 2015, from http://www.nga.gov/content/ngaweb/education/kids.html


1) Class Blog [load whole video onto the website so that it can be viewed completely. Then for each student’s section, show only the video section, synched up with the music. Leave space for them to write their reflection]

2) The video should already be digitized, so it should play easily on the Smartboard. Make sure music is synched up, and that the video is loaded and ready to play.

3) Access to computer room is required for last half of this lesson4) Close the blinds on the window – the room must be dark.5) Scraps of paper for exit slips, and box for them to discretely put exit slips into6) Performance Task Description/Checklist: Fresh Tomatoes Music Video Review (In performance task section)7) Music Video Must Haves handout (In performance task section)8) Art Reflection handout (In performance task section)

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PROCEDURE

Introduction (7 min):

Attention Grabber: (0.25 mins)1) “Alright everyone, today we are going to watch our videos. But before we do, we have to set some criteria for

what we are going to be looking for in our films.”2) [Introduce Performance Task. Hand out Fresh Tomatoes Music Video and Music Video Must Haves worksheets]Assessment of Prior Knowledge: (4 min)1) “The focus of the video is that is shows Visual Rhythm, using lines, textures, and patterns. How will we know if

we’ve made a good video?”a) [Prompt them towards some of these, if they are missing]

i) How do we know if the lines match the mood?(1) Possible Responses: curvy lines = sad, calm, soft; Zig Zags = energetic, excited, jumpy – like the song

ii) How do we know if the lines match the rhythm?(1) Possible Responses: when the notes change tone, the line changes direction.

iii) How do we know if we used lines and patterns in an interesting/creative way?(1) Possible Responses: different types of lines and patterns used

iv) How do we know if we used the materials in an interesting/creative way?(1) Note: This is the wild card

b) [Write down students’ criteria on the board and have them write down the criteria on the Music Video Must Haves worksheet]

Connection to Curriculum: (0.25 mins)1) “This looks like a pretty good set of criteria to me. When we look at art, it is always important to know what it is

we have to look for, before we decide if it is good or bad.”2) “Not only will this guide us in evaluating the music video overall, but it is also going to help you when you reflect

on your own section.”Expectations for Learning and Behaviour/Advance Organizer/Agenda: (0.5 min)1) “While we’re watching the video, it is important that we are paying attention, and not getting distracted by our

buddies. We all have to think of something to say about the video.”2) “Later we’re going to leave the room and go to the computer lab. Remember, when we’re in the hallways, you

must be quiet and respectful to the other classes. We will need to make sure we’re as quiet as ninjas.”3) “Once we’re in the Computer room, are you going to go start googling random things and going on Facebook? No,

that’s right.”4) “Instead, you’re going to sit with your Elbow Buddy, turn on your computer, and wait for instruction.”5) “You and your Elbow Buddy are going to watch your section, and talk about it together. Then you’ll finish writing

about your section, and post it to the blog.”Transition to Body (2 min)1) “If you are far in the back, and would like to see the video better, please bring your chair closer. You can sit beside

a friend if you like.”2) “Does everyone have their art journals and a pencil? You will need them while we watch the video.”“Once everyone is settled, I will start the video.”

Learning Activities (19 min)

Learning Activity 1: (5 mins)9) [Read out their criteria again to remind them what they are looking for]10) [Play Video]11) [After the video, read aloud their criteria, and have students respond in their notes]12) [Ask them to get into groups of four and share their responses]13) [Go over each set of criteria as a class, write responses on the board]Transition to Activity 2: (2.5 mins)1) [Have students put away their chairs]

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2) [Remind students to:a) Walk quietly to the computer room,b) Turn on computers,

Don’t do anything until the teacher gets there.]

Learning Activity 2: (5 mins)1) [Go over Part 2 of the Performance Task]2) [Hand out Headphones and Art Reflection worksheet]3) [Tell students to go to the class website and find their blog]4) [Have them find their section, and take turns watching their video]5) [Afterwards, they should discuss their video together, using the criteria they created in class]Transition to Activity 3 (1 mins)6) [Tell students to pull out pen or pencil, open up Microsoft word, or grab their phones or a supplied recording

device from the teacher (camera or voice recorder)]

Learning Activity 3: (5 mins)1) “Using your notes in your Art Journals and the Must Have’s List, work with your elbow buddy to answer the

questions in the “Art Reflections” handout.”2) “Once you are done that, you can choose how you want to make a good copy of your answers:

a) Write a paragraph on Microsoft Wordb) Use your phones to record a videoc) Use the voice memo app on your phone and create a podcast.

3) Upload your recording or paragraph onto the website. It should be beside your section of the video.

Sponge: If students finish early, have them log onto their account on the National Gallery of Art Website, and play a few art games on Kid Zone until it is time to log off.

Transition to Closure: (0.5 mins)1) [Ask students to turn off their computers and face the front][Hand out scraps of paper for their anonymous Exit Slips]

Closure (4 min.): * Connect your closure with learning objectives*

Consolidation/Assessment of Learning/Feedback To Students:: (2min)1) “Excellent job everyone, we sure covered a lot of ground.”2) “Tonight I will look at your responses online and will have a grade for you in a few days”3) “Overall, I think you all did a fantastic job. There was a lot over really interesting ideas in your music video.”4) “Tell me one thing you learned” [Choose a few hands]Feedback From Student: (1 min)1) [Tell students they have to write an exit slip responding to one of the following prompts:

a) One thing you learnedb) One thing you struggled withc) What did you like/dislike about this activityd) Something you are still confused about]

2) [Have students drop off their comments into a box at the front of the room]Transition To Next Lesson: (1 min)1) “So far we’ve used visual rhythm to create lines that actually move to the music. In the next unit, we’re going to

look at how Visual Rhythm can be used to make lines that stay still, but still look like they are moving.”2) “Like in our video, they make the eye move and create emphasis, but instead it leads the eye to the part of the

composition we what the viewer to focus on.”“From here, we’ll be looking into how to create more emphasis in our art works, using viewfinders and framing

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structures.”



*handouts will be attached separately.

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Student Task Description

Fresh Tomatoes Music Video Review Part 1: First Day on the Job

Congratulations! It is your first day as a film critic at Fresh Tomatoes. Today, you are going to be watching a music video by Ms. Lalonde’s Grade 5 Class. To make a good impression you have to show everyone that you know your stuff. But you’ve never rated a music video before! How will you know if it is good?! Don’t worry, I have a plan!Step 1: We will all work together to figure out what makes a good music video. We will write a list

about what the video must have in it.

Note: Think about what we’ve been learning about in class over the past few days

Step 2: Watch the whole video with your fellow film critics.

Step 3: After the video, get into groups and talk about the video. Does it have everything from the list we made?

Step 4: Share your thoughts and ideas with the class.

Part 2: Review Your VideoNow Fresh Tomatoes wants you to review only 10 seconds of the video. That’s weird. Oh well, better do what they say. You don’t want to be fired. Besides, you know what you’re doing now. Step 1: Log onto the class website. Go to the page titled “Marvelous Music Video”.

Step 2: Find your section of the music video and watch it with your elbow partner. As you watch, try to see if it has any of the items from our “Must Haves” list.

Step 3: Talk with your partner about your video.1. What did you notice?2. Does it have everything from the checklist?3. Is there anything missing?

Step 4: Work with your elbow buddy to answer the questions in the “Art Reflections” handout.

Step 5: You can choose how you want to make a good copy of your answers:1. Write a paragraph on Microsoft Word2. Use your phones to record a video3. Use the voice memo app on your phone and create a podcast.

Step 6: Upload your recording or paragraph onto the website. It should be beside the video.

Excellent job, you’re all done. If there’s still time in class, log onto your avatar on the NGAkids website. Feel free to play some art games. You’ve earned it!

Music Video Must Name:______________________________

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HavesGoal: _______________________________________________________________________________

_______________________________________________________________________________

Checklist:___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

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Art Reflection

Name:______________________________

Remember:What lines, patterns, and

textures did you use in your video?

In my video I used…_____________________________________________________

_____________________________________________________Understand:

Why did you use these lines in my video?

I used these because they are…

_____________________________________________________Apply:

How do these lines match the rhythm and mood of the music?

My lines, textures and patterns fit the Mood of the song because…

_____________________________________________________

_____________________________________________________

My lines, textures and patterns fit the Rhythm of the song because…

_____________________________________________________

_____________________________________________________Analyze:

What “must have” items were in your video? Which ones were

not?

I know my video showed Visual Rhythm because it had…_____________________________________________________

_____________________________________________________

_____________________________________________________

Some things that were not in my video were…_____________________________________________________

_____________________________________________________Evaluate:

How did I do? I feel that I met the goal for this assignment: Yes NoWhy or why not? _____________________________________________________

_____________________________________________________Two Stars & a Wish for something you would change:

:________________________________________________

:________________________________________________

:_______________________________________________

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Assessment Criteria

LevelCriteria

4Excellent

3Proficient

2Adequate

1Limited *

Insufficient / Blank *

Remembers: (5%)

Student can identify all the different types of lines, as

well as patterns (the rhythmic features) that they can use to

create Visual Rhythm.

Student can identify most of the different

types of lines, patterns, and textures (i.e.

rhythmic features) that they can use to


Student can identify some of the

different types of lines and patterns

(the rhythmic features) that they can use to create Visual Rhythm.

Student is unable to identify the different

types of lines, patterns, and textures (i.e.

rhythmic features) that they can use to


No score is awarded because

there is insufficient evidence of

student performance based

on the requirements of the assessment

task.

Understand: (5%)

Student can describe in-depth how

rhythmic features influence the mood or feeling in a piece

of art

Student can clearly describe how


of art

Student can mostly describe how


of art

Student is unable to describing how


of art





task.

Apply: (10%) Student can skilfully employ

the use of rhythmic features to represent the

rhythm and mood in a piece of

music.

Student can proficiently

employ the use of rhythmic features to represent the


music.

Student can adequately employ

the use of rhythmic features to represent the


music.

Student has a limited ability to employ the use of rhythmic features when representing

the rhythm and mood in a piece of

music.





task.

Analyze: (15%) Student is able to accurately

deconstruct their video to identify

how rhythmic features were

used.

Student is able to mostly deconstruct

their video to identify how

rhythmic features were used.

Student is somewhat able

deconstruct their video to identify


used.

Student has a limited ability to deconstruct their video to identify


used.





task.

Evaluate: (15%) Student is able to clearly determine and explain how well rhythmic

Student is mostly to determine and explain how well rhythmic features

Student is somewhat able to determine and explain how well

Student is unable to determine and explain how well rhythmic features



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features were used to create visual rhythm in their video (e.g. what worked, what didn’t, and make suggestions for improvement).

were used to create visual rhythm in their video (e.g. what worked, what didn’t, and make suggestions for improvement).

rhythmic features were used to create visual rhythm in their video (e.g. what worked, what didn’t, and make suggestions for improvement).

were used to create visual rhythm in their video (e.g. what worked, what didn’t, and make suggestions for improvement).



task.

Create:(50%)

Student’s music video skillfully uses rhythmic features to create visual rhythm and mood. Shows wide variety of lines, textures and patterns. Movements expertly synch with rhythm of the song. Extremely creative use of materials.

Student’s music video effectively uses rhythmic features to create visual rhythm and mood. Shows many varieties of lines, textures and patterns. Movements mostly synch with rhythm of the song. Creative use of materials.

Student’s music video sufficiently uses rhythmic features to create visual rhythm and mood. Shows some variety of lines, textures and patterns. Movements sometimes synch with rhythm of the song. Somewhat creative use of materials.

Student’s music video ineffectively uses rhythmic features to create visual rhythm and mood. Shows little variety of lines, textures and patterns. Movements do not synch with rhythm of the song. Limit use of materials.

* When work is judged to be limited or insufficient, the teacher makes decisions about appropriate intervention to help the student improve.

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Lesson Plan Rationale

Rationale: Assessment A

Scaffolding – Lesson Plans

Lesson 1: Rhythmic Harmony in MusicLesson Description: Through this lesson, students discover how the rhythm and mood of a song can be represented as different lines and patterns in art.

Description How does your lesson scaffold to your performance task?

What core assessment concepts inform your design choice?

Lesson Overview:

Lesson Outcome:1) Recognize how

line length can represent movement/rhythm in music.

2) Recognize how line type can capture a mood or feeling.

3) Translate the rhythm of a piece of music into a variety of different types of lines.

1) First students will identify rhythm in music and how it provides structure.

2) Then they will connect this to different types of lines (i.e. short, long curvy, zig-zag)

3) Different line types can evoke a feeling or mood.

4) Interpret a piece of music through movement, thereby identifying different types of lines that represent the rhythmic patterns of the music.

5) Write about their experience and quickly sketch of different lines and patterns to represent their movements and the music.

1) Triangulation: for formative and pre-assessment purposes throughout the lesson.

2) Fairness: Variety of strategies to accommodate different learners, Descriptive feedback provided throughout vs. only once at the end, clear instructions suitable for audience.

3) Construct Validity: assessments align with intended learning objectives of the lesson and unit.

4) Concurrent Validity: how accurately my different strategies for assessment equates with one another in measuring the same outcomes.

5) Reliability: making sure assessments and lesson are reliable, and not being misconstrued through systematic and random error.

6) Involve students in learning: greater ownership, engagement, active learning, transfer, and deeper understanding

Instructional Processes

What formative assessment techniques will you be using? What information will you be collecting? How will you use that information?

How does your use of formative assessment reflect key assessment concepts?

Description of what teacher is doing:1) Introduction: Oral and Observational Assessment of

pre-existing knowledge through low-order questioning and movement activity: Using low-order questioning I will be gauging students’ pre-existing knowledge. During the activities, I will be watching for participation and understanding of materials

2) First Activity: a) Observational & Oral Assessment of student during

Throughout this lesson I use Triangulation to collect evidence of learning for both formative and pre-assessment purposes.1) Introduction: Classroom

discussion with students for Pre-assessment, as well as observe their actions during the activity (checking for understanding of

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the movement activity and discussion: While students are watching the video and doing the actions, I will be assessing their participation and understanding of rhythm.

b) Written & Oral Assessment: Students then fill in a framed paragraph in response to the video, and then I will listen to their responses when we go through it as a class to assess if the students have a general understanding.

3) Second Activity: a) Oral Assessment: I ask a series of questions about an

art work to promote active participation in classroom discussion about how lines can create mood. Based on students’ written and oral responses, I can assess their understanding and build from there.

b) Written Assessment: Through their written and oral responses to a second artwork, I will gauge where students are at. Later I will collect their handouts to see how students are doing individually (formative assessment) and offer feedback

4) Third Activity: Observational Assessment of Movement Activity: I will be checking to see if students are participating and if their movements reflect the rhythm of the music offering assistance where needed.

5) Closure: a) Individual Writing and Written Assessment: After

Students respond to the experience in writing and with a quick drawing, I will take these in for formative evaluation.

b) Student Voting & Observational Assessment: I will ask a series of questions, which students will answer to by raising their hands while their eyes are shut. These questions are about the lesson itself and identify where students are struggling, as well as if there are any issues with the format of the lesson plan.

rhythm vs. beat)2) First activity: I observe learning

when they are following the actions of the video; Listening to student responses to the worksheet. Collect worksheet [product] at the end of class to ensure individuals understand.

3) Second activity: Oral assessment through classroom discussion, and the collection of a written product at the end of class (which will be formatively assessed to see if students understand the connection between different types of lines and how they evoke mood in a painting).

4) Third Activity: Observational assessment of students’ movements to see if they are translating the rhythm of the music into their movements, and if they are on the right path for translating these movements into lines on a page.

5) Closure: Students write about the experience and create a quick drawing in their art journals, which will be collected at the end of class to assess how well students understood the lesson. (The journals are used a lot throughout the unit as a means of collecting different kinds of products for learning)

Fairness1) Throughout, students have plenty

of opportunity to acquire descriptive feedback from multiple sources (peer, self, teacher) over time, rather than just once source at the very end of instruction. By taking in their journals and observing their notes, I can see if students are on track and provide clarification.

2) As seen above, I provide a variety of strategies through triangulation, but also accommodate different type of learning styles. In this lesson

Description of what students are doing:1) Introduction: Low-Order Questioning responses and

Movement: Students recall and information learned from another class as a way of starting the class.

2) First Activity: Class Discussion and Written Response: Students watch and interact with the video so solidify understanding of rhythm through movement. Students then fill in a framed paragraph in response to the video and share their answers with the class. They transfer knowledge from another subject to art.

3) Second Activity: a) Class Discussion & Written Response: Students

analyze an artwork as a class, then jot down two words in their art journals responding to how the Zig-Zags in the painting makes them feel.

b) Small Group Learning/Peer/Self Assess & Written

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& Oral Response: Students then view another art work, and, using the questions from before, independently responding to how the lines impact the overall mood (they will have a handout to fill out). Answers are shared with peers so that they can check their understanding before sharing responses with the class.

4) Third Activity: a) Brainstorming: Students close their eyes and generate

ideas about a piece of music I will be playing. They are to assess the mood of the music and the types of lines that might represent this. A series of prompts will help guide them.

b) Movement Activity & Self-Assessment: The movement activity will reinforce the connection between lines in art and rhythm in music. Students will use ideas from the brainstorming session to direct their movements and check to see if they correspond with the lines they imagined earlier

5) Closure:a) Brainstorming/Pair-Sharing: Students reflect on their

experience with their Elbow Buddy - looking for similarities or differences in the interpretation of the music. This will reinforce understanding and provide clarification.

b) Individual Writing & Self-Assessment: Students respond to the experience in writing and in a quick sketch to reinforce and summarize key concepts.

c) Student Voting: I will ask a series of questions about the lesson itself, which students will answer to by raising their hands while their eyes are shut.

students listen to instructions (auditory), are provided with videos, visual aids on the board, and handouts (visual), dance and mimic actions in a video (kinesthetic). Framed paragraphs and fill-in-the blank handouts are also good for ESL learners, as it condenses information in a way that is easily accessible. Journal entries are not marked for grammar, but content, and may include drawings.

3) Instructions are clear and language is suitable for the audience.

Construct Validity:1) Handouts provided should

accurately assess the intended learning objectives. The Framed paragraph: Rhythm and Sound handout directly correlates line length with sounds in rhythm and music, and the Message in Lines handout directly measure understanding about how line type can capture a mood or feeling. These both have clear instructions.

2) The final project at the end provides a number of ways students can demonstrate their understanding of how rhythm in music can be translated into a variety of line types – either through movement, discussion, writing, or drawing. This provides the foundational knowledge from which the lessons will build to reach the final outcome – that emphasis can be created through the use of structural devices such as visual rhythm.

Concurrent Validity: I will be checking to see how well my assessment through observation of movement activities, class/group/individual conversations, and collection of products (i.e.

Sequence of key questions:1) Introduction:

a) [After students clap out a rhythm] Can anyone tell me what we just did there? (This is to set up the discussion about Beat vs. Rhythm)

b) What could Rhythm possibly have to do with art?2) First Activity: [ Questions are on worksheet and asks them

about the video. This isn’t exactly how it’s worded, but the following is generally how it goes]a) What is a whole/half/quarter/Eighth note? It represents

what kind of sound?b) What kind of line might represent a long/short sound?

3) Second Activity: a) First Painting

i) What kinds of lines do you see in this picture?ii) What ideas or feelings do you get? (write down

two)4) Third Activity:

a) Brainstorming: As the music plays, imagine you can see the music.

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i) "Does it make you feel? Happy, sad, excited, or calm?"

ii) "What types of lines pop into your mind that describe how you feel?"(1) "Are they long or short?"(2) "Are they curvy, straight, zig-zaggy?"

b) During Dancing/Movement Activity: Pay attention to how you move your arms and hands."i) "Are your arms straight or bumpy?"ii) "Are they swirling or waving?"iii) "Slow or quick?"

5) Closure: a) What kinds of movements were you making with your

arms and hands?b) How would this look as a line?"

student writing and drawings) measure the same outcomes to ensure reliability.

Reliability:1) Formative assessments are meant

to distinguish between students who are struggling and those who are meeting the outcomes. This is not only for intervention purposes, but to identify if there are any structural problems with the lesson plan, so I can ensure that it is reliably assessing students’ learning, and that systematic and random errors are not interfering.

2) At the end of each lesson, I’ve also included a way that I can get feedback from students about the lesson itself for the same reason listed previously.

3) Otherwise, I have tried to provide clear instructions, avoid cultural bias, ensure content and projects are suitable for students at this stage of cognitive development (using age appropriate materials and learning resources, and designing my learning outcomes from the Program of Study for this age group)

Involve students in learning: the many opportunities for peer and self-evaluation and discussion is intended to involve students in the learning process, so that they can identify where they are struggling and find solutions from actively seeking out the answers from their peers or myself. This also helps them discover what they know and apply/transfer it in new ways and on a deeper level.

Evidence of Lesson Components (opening, closing, content, timeline)6) Introduction: Using low-order questioning I will be

assessing students’ pre-existing knowledge. Through observation I will assess understanding of Rhythm vs. Beat and participation.

7) First Activity: Observe participation and understanding of the different types of sounds that make up a rhythm. Assess class’s oral responses about long and short sounds and how they can be represented.

8) Second Activity: Assess oral responses to questions, check thinking processes, collect and formatively assess understanding from student’s written response to paintings (provide feedback).

9) Third Activity: Observe student’s movements for participation and understanding or rhythm. Check in and offer assistance/suggestions.

10) Closure: Formatively Assess student’s writing and drawing and offer feedback. Observe and record student responses to the lesson itself.

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Lesson 2: Music Video: Repeating Lines, Patters, & Textures Lesson Description: Students independently interpret a piece of music and apply their knowledge to create an experimental video.



Lesson Overview:

Lesson Outcome:1) Describe how

the lines and patterns in John Osborne's Lines for Clarinet influence mood and eye movement.

2) Apply knowledge about rhythmic features (repeating lines, patterns, and textures), when interpreting a new selection of music.

3) Create visual rhythm (repeating lines, patterns, and textures) in an experimental video inspired by a selected piece of music.

1) Review connection between rhythm in music and art through the interpretation of John Osborne’s Lines for Clarineta) How the use of Visual Features

(lines, patterns, textures) can represent Rhythm in Music

b) How lines can evoke moods or feelings

2) Add that lines can also direct eye movement.

3) Students then apply their knowledge when interpreting their own piece of music with their Elbow Buddy.

4) Students are shown how to use their materials to create a basic structure and add details.

5) Students apply knowledge, experiment with materials, and test their film, and record their observations.

6) Students reflect and expand their understanding by sharing their experience/observational notes with peers in small groups. Questions will be provided to guide this discussion.

7) Students summarize their experiences into a paragraph of 5-6 sentences, using the questions previously provided. (Alternative ways to do this if students struggle with writing – video blog, podcast, framed paragraph, etc.)

1) Triangulation: for formative and pre-assessment purposes throughout the lesson.









Description of what teacher is doing:1) Introduction: Oral Assessment of learning through

Triangulation:1) Introduction: Conversation

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Whole Class Discussion about Presentation: Determine what students learned from the previous lesson, and their understanding of key concepts, by listening to individual responses during class discussion of the video they watched earlier. During the Peer Assessment/Review that precedes this I will walk around listing to conversations and have short conversations with those who appear to be struggling.

2) Activity 1: Observational/Oral Assessment & Short Conversations: Walk around the room observing students as they are brainstorming. Where students seem to be having difficulty, take the time to have short conversations to get things moving. Are there any common areas where students are struggling? Is the lesson is too difficult? Instructions unclear?

3) Activity 2: a) Observational/Oral Assessment & Short

Conversations during Group Project: After the demonstration, I will walk around the room observing what students as they begin working on their project. Where students seem to be having difficulty, or doing something interesting, take the time to have short conversation. I will also be ensuring that they take the time to record their ideas and observations either in their journals or digitally on their phones (e.g. video)

b) Written Assessment of Individual Writing (Write-Pair-Share): I will take in their journal entries/digital recordings about their observations during productions at the end of class. Mostly I will be looking for evidence of participation and problem solving, as this will help them write their paragraph later in class, as well as their final written/digital project at the end of the unit.


Conversations during Group Project: See above.b) Written Assessment of Individual Writing (Write-

Pair-Share): See above.5) Closure:

a) Observational/Oral Assessment & Short Conversations during Group Project: During small group discussions, I will walk through the class listening to conversations and checking in on different groups – particularly groups that seem to be struggling.

b) Written Assessment of Individual Writing (Write-Pair-Share): I will be taking in the paragraph/recordings that summarizes the students’ learning and their experiences at the end of class. I will be checking for understanding and gain insight into students’ thinking processes. From here I will provide feedback on how they are doing, which they will apply later, when they finish their write up/digital response.

c) Observational Assessment of Student Voting

through questioning, group discussion, and classroom discussion allows me to pre-assess what they retained from the last class.

2) First/Second/Third activity: Short conversations with students as they are brainstorming to see where students are at (who is struggling, meeting, excelling) and provide assistance/suggestions. Observation of their activities and experimentation. Product is their notes about their observations and challenges (can also include sketches) that they make as they are working – provides insight into thinking processes.

3) Closure: Observe students and have short conversations with them during small group discussion. Collect final written paragraph at the end, which summarizes their learning experiences.

Fairness1) Providing plenty of descriptive

feedback from multiple sources (peer, self, teacher) over time through pair strategies, small group discussions, classroom discussions, comments on journal entries, and short conversations with students.

2) Use a variety of strategies for instruction and assessment through triangulation. Accommodate visual learners through the use of visuals, writing prompts on the board, and demonstrating instruction. Kinesthetic learners get to engage in a hands on activity to apply their learning and the act of note taking can also be beneficial (also good for visual learners). Describing

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Strategy: Finally I evaluate students feeling about the lesson and grasp on key concepts using the same strategy as before. Do certain students simply need more help? Is more information and clearer instructions required? Does the lesson plan need heavy maintenance?

instructions and peer discussions also beneficial for auditory learners. Journal entries are not marked for grammar, but content, and may include drawings for ESL and visual learners.

3) Clear instructions and language is suitable for audience.

Construct Validity:1) Oral assessment of students’

basic knowledge about how lines and patterns reflect rhythm and mood is directly aligned with the task of describing/interpreting their usage in Lines for Clarinet.

2) Questions and prompts directly correlate to the second and third objective, as they and encourage students to apply their knowledge from before and transfer it to their own works. Both the ability to interpret and translate musical rhythm into visual rhythm will be evidenced in their final product/creation, the discussions throughout, and final reflection – meaning they have a variety of ways students can employ their knowledge and demonstrate that if they are meeting the objectives.

Concurrent Validity: I will be checking to see how well my assessment through observation of movement activities, class/group/individual conversations, and collection of products (i.e. student writing and drawings) measure the same outcomes to ensure reliability.

Reliability:1) Formative assessments are

meant to distinguish between students who are struggling and those who are meeting the outcomes. This is not only for

Description of what students are doing:1) Introduction:

a) Whole Class Presentation & Key Questioning: Students will watch an experimental video by John Osborne, which summarizes the information they learned from the previous day. As they watch, students will be provided with a few questions to direct their thinking. They can either respond to these questions in writing or by recording their voices or creating a short video.

b) Sharing-Pairs, Small Group Discussion (Peer Assessment): Students respond the video with the aid of their Elbow Buddies and the questions listed on the board. This will help them organize their ideas, summarize important points, and deepen their understanding as they review the connection between lines and patterns with rhythm and mood.

c) Whole Class Discussion/Questioning + Oral Assessment: During the class discussion, students receive feedback from me and their peers to solidify understanding.

2) Activity 1: a) Group Project/Learning-Pairs, Brainstorming (small

group) (Peer Assessment): Students work together to identify the mood and rhythmic patterns in their piece of music, and begin associating them with different lines and patterns – jotting down notes to the questions on the board. They work cooperatively, both equally sharing the responsibility for generating ideas on how they will visually represent their piece of music. Their section of the music will be either on a CD to play on a small cd player, or recorded on a classroom IPod (if resources are available).

3) Activity 2: a) Group Project/Learning Pairs: Groupmates work

together to create the main structure of their composition, applying the information demonstrated earlier. This involves careful listening and team work, as well as continually testing their work using the projector and making decisions to modify their film strips - assessing its suitability and if it is synchronized with the music.

b) Individual Writing (Write-Pair-Share): Students jot down/record observations about their work during testing (e.g. any concerns that arise, how they might fix them, and what they like/think are working).

4) Activity 3: a) Group Project/Learning-Pairs: Groupmates work

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together to add more details and interest to their composition, applying the information demonstrated earlier. This part of the process involves exploration of materials and experimentation. They will also continue to test their films, evaluating if it suits their section, and modifying their film strips accordingly.

b) Individual Writing: See above.5) Closure:

a) Small Group Learning & Small Group Discussion: Students team up with another set of Elbow Buddies, and share their observations and challenges. This way they can self and peer assess their understanding, as well as gain insight into alternative ideas, problem solving, and decision making processes.

b) Individual Writing/Learning Pairs & Written Assessment: Pairs work together to summarize their experiences and information into a coherent paragraph or digital recording. I will read this later to check for understanding and gain insight into students’ thinking processes.

c) Observational Assessment & Student Voting Strategy: Students respond to questions evaluating the lesson itself.

intervention purposes, but to identify if there are any structural problems with the lesson plan, so I can ensure that it is reliably assessing students’ learning, and that systematic and random errors are not interfering.


3) Otherwise, I have tried to provide clear instructions, avoid cultural bias, ensure content and projects are suitable for students at this stage of cognitive development (using age appropriate materials and learning resources, and designing my learning outcomes from the Program of Study for this age group)


Sequence of key questions:1) Introduction: While watching John Osborne’s Video

a) What lines does he use?b) How do the lines match the mood of the music?c) What would happen if he’d used a different type of lines?d) How do the patterns and lines match rhythm of the

music?e) What does the movement of the line do to our eyes?”

2) First Activity: while listening to their section of musica) What is the mood?b) What lines & patterns you might you use to represent the

mood? Why?c) Are there lots of short notes, long notes, or a bit of both?d) Do the notes change a lot or only occasionally?e) Quickly sketch a few ideas about the types of lines you

might include.3) Second Activity: After demonstration, while making main

structure of their videoa) When testing your strip, is it matching the rhythm of the

music?b) Do the lines change direction when the music changes

tone?c) How will you solve this problem? And/or have you

thought of this?d) What are two things that you will change? [at the end of

activity]4) Third Activity: When filling in the rest of the composition

a) What materials are you using/going to use?

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b) What colours will you use?c) Have you thought of….?d) Is it still matching the rhythm and tone of the music?e) What are two things you like about your video? [at the

end of activity]5) Closure:

a) Small group discussion sharing notes, experiences, and challenges:i) What lines and patterns did you decide to use in your

video (e.g. long, short, curvy, zig zag, straight)?ii) How does it represent the mood of the song?iii) What challenges/difficulties did you encounter along

the way, and how did you fix them?iv) What two things about your video are you most

proud of?”b) Questions about lesson:

i) I found this art activity too easy.ii) This art activity was too hard.iii) This art activity was confusingiv) This art activity was a lot of funv) This art activity was very boringvi) I feel that both my partner and I shared the work

equally.

Evidence of Lesson Components (opening, closing, content, timeline)1) Introduction: Using questioning I will orally assessing

students’ understanding about key concepts from the day before.

2) First Activity: Use oral and observational as I walk around the room. Short conversations will identify who is struggling, meeting, and exceeding. Check thinking processes. Students will also peer and self-assess, writing down/digitally recording their ideas, which I can formatively assess at a later time.

3) Second Activity: Observe, orally assess, and record how their projects are coming together, and if there are any areas students are struggling. Short conversations to see how students are doing and provide clarification and/or suggestions. Check thinking processes. Review written observations and problem solving ideas.

4) Third Activity: Observational/Oral Assessment and short conversations during group project. Written assessment of individual writing. Peer/Self-Assessment during group work.

5) Closure: Peer evaluation from small group learning and group discussions. Collect and formatively assess students understanding and thinking processes from Paragraph/recordings summarizing their experiences, Observational assessment of lesson overall.


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Lesson 3: Music Video Evaluation Lesson Description: Establish their own criteria to evaluate their own work, as well as the work of their peers.



Lesson Overview:

Lesson Outcome:1) Create a set of

criteria to evaluate their own work and the work of their peers.

2) Compare and contrast the different lines and patterns used by peers when interpreting the same piece of music.

3) Evaluate the overall structure and harmony of their own compositions (what worked, what didn’t and make suggestions for improvement).

1) Students review and apply their knowledge in a new way by creating a set of criteria by which their video will be judged.

2) Students will breakdown the rhythmic patterns in their video, and how it contributes to the film overall (e.g. does it create emphasis? Add to the mood?)

3) From here, students can determine the overall quality of the video with the use of the criteria established earlier.

4) Students then breakdown their own work, using the same criteria.

5) Students can then make an informed decision about the overall quality of their section.

6) Using the journal entries and paragraph written earlier, students reflect on the process, their learning, and how they would improve (alternative: video blog or framed paragraph for those who struggle with summarizing information through writing)

1) Triangulation: For formative and pre-assessment purposes throughout the lesson.




5) Content validity: ensure that assessment and activities effectively sample students’ learning.



8) Involve Parents and others in learning: Have students share sharing what they have learned online so friends and family outside of school can see it too.




Description of what teacher is doing:1) Introduction: Whole Class Discussion/Brainstorming &

Triangulation:1) Introduction: Observe and

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Oral Assessment: Introduce performance task and disperse Fresh Tomatoes Music Video Review and Music Video Must Haves worksheet. Students and teacher work together to establish criteria to determine the quality of their experimental video. This also helps the teacher check to see if students understand all the main points of the lesson by the answers they give. Prompts will be supplied. [Students record answers onto Must Have Handout]

2) First Activity: Whole class discussion: When students share their responses with the class, check to ensure that they are effectively answering the questions and demonstrating a deep understanding of key concepts.

3) Second Activity: Short Conversations: Handout Art Reflections worksheet to students, so that they know how to approach the written portion of their assignment. See how students are doing and if they understand the activity.

3) Third Activity: Short Conversations & Written Assessment: Teacher walks around the room checking to see that students understand what they are to be doing, and offering help and guidance. Meanwhile, students will compose a short paragraph, video blog, or podcast. Both their artwork and summary will be marked as a Summative Assessment with my own rubric and theirs.

4) Closure:a) Questioning + Oral Assessment: Using a few questions,

assess what students are taking away from the lesson -checking for understanding and if students have met the learning objective.

b) Individual Writing (Exit Slips) + Written Assessment: Collecting more evidence of what students are taking away from the lesson, checking for understanding and if students have met the learning objective. It is also good to know if students learned something new about film (e.g. that it doesn’t act the way you think it might), or if they did not enjoy the lesson (i.e. not engaged), or if there was anything that was unclear/confusing.

converse students’ understanding while creating criteria. Product is the criteria they create, showing overall learning of the class.

2) First Activity: collect information about student’s insights through class discussion. Conversation will reveal how well they can apply their learning to the film as a class.

3) Second/Third Activity: Short conversation and observations of students working to assess understanding and clear up confusion. Final reflection (video/paragraph/podcast) and their video will be the final products of their learning.

4) Closure: Conversation at the end of class through questioning and whole group discussion will reveal what students learned and problems with the lesson. Written exit slips are a product to be collected to assess the same thing and provide more evidence.

Fairness1) Students are providing plenty of

descriptive feedback from multiple sources (peer, self, teacher) over time. Group discussion of the first video and the establishment of criteria allow students to gauge their understanding. This is then applied when they peer and self-assess their own work through discussion with elbow buddies and finally write their final reflection. The final reflection will not only be assessed by their teacher, but also family and friends.

2) Variety of Strategies for assessment, that are related to intended goals, to ensure learners are meeting outcomes. Triangulation of observation,

Description of what students are doing:1) Introduction: Whole Class Discussion/Brainstorming +

Oral Assessment: Students and teacher work together to establish criteria to determine the quality of their experimental video. This also helps the teacher check to see if students understand all the main points of the lesson by the answers they give. Prompts will be supplied. Students will be required to write down the criteria on their Must Haves Handout for later use (not just for evaluating the film as a whole, but also when they self-assess their work.)

2) First Activity: a) Individual Writing: Students will observe the video,

and write down their thoughts and impressions. They will also evaluate its quality, and assess how well it suits the mood and rhythm of the music overall.

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b) Small Group Learning: Students will review their notes and impressions with their peers in a setting that is not as intimidating as when they express their thoughts and ideas to the whole class. Once again, reinforcing and enhancing their understanding of core concepts through peer and self -evaluation.

3) Second Activity: Small Group Learning + Sharing-Pairs: Students will evaluate their own compositions with their Elbow Buddies, where they will identify what works, and how they could improve.

4) Third Activity: Small-Group Learning/Group Project + Written Assessment: Students write a written reflection or record a video or podcast, with the help of their Elbow Buddies, which they will then post to their blog. This will summarize the whole process of constructing their film, their understanding of core concepts, and allow them the opportunity to self-assess their own work. This will be published on their class blog, where they can receive more feedback from peers and family. Both their artwork and summary will be marked as a Summative Assessment with my own rubric and theirs.

5) Closure: Individual Writing (Exit Slips) and Class Discussion: Students share what they will be taking away from the lesson, solidifying their understanding of key concepts.

conversations with teacher and each other, and their final written and video project means students can demonstrate their learning in more than one way. In the final project too, they have a choice between writing their reflection or recording it.

3) Equity vs. Equality/Differentiation: Students who struggle with writing may still write a paragraph if they so choose, with the help of a framed paragraph. If they record, but are stills struggling, a recorder conversation with the teacher where they answer the questions directly may work as well.

4) Language/Content suitable for audience

5) When students establish the criteria, they will understand how their work will be assessed. They will also be provided with materials and instruction on how their reflections will be assessed and what information I am looking for. This will be made public knowledge, so students understand the path to success.

Construct Validity:1) Students will learn the

importance of establishing a set of criteria for evaluating the quality of a work by creating their own set of criteria. This is provide insight into their understanding of the content, and directly correlates with the outcome, as it further applies their understanding of the importance of visual rhythm in establishing a composition.

2) Questions and prompts directly correlate to these objectives, as they encourage students to apply their knowledge to their own works. This will be

Sequence of key questions:1) Introduction: creating criteria

a) “The focus of the video is that is shows Visual Rhythm, using lines, textures, and patterns. How will we know if we’ve made a good video?”

b) Prompts:i) How do we know if the lines match the mood?

(1) Possible Responses: curvy lines = sad, calm, soft; Zig Zags = energetic, excited, jumpy –> like the song

ii) How do we know if the lines match the rhythm?(1) Possible Responses: when the notes change tone,

the line changes direction.iii) How do we know if we used lines and patterns in an

interesting/creative way?(1) Possible Responses: different types of lines and

patterns used2) First Activity: Review established criteria in assessing the

video as a whole3) Second Activity:

a) Review established criteria when assessing their own work

b) Two Stars and a Wish:i) What are two things about your video that you think

you did really well on?ii) What is one thing you wish you could change/do

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better?4) Third Activity:

a) [Students fill out their Art Reflection handout with the help of their elbow buddies, Must Have List, and Art Journals.]i) What lines, patterns, and textures did you use in your

video?ii) Why did you use these lines in my video?iii) How do these lines match the rhythm and mood of

the music?iv) What “must have” items were in your video? Which

ones were not?v) How did you do?

b) [Students upload their recording or paragraph onto the website. It should be beside their section of the video]

Sponge: If students finish early, have them log onto their account on the National Gallery of Art Website, and play a few art games on Kid Zone until it is time to log off.

5) Closure: Students they have to write an exit slip responding to one of the following prompts:a) What was one thing you learned?b) What was one thing you struggled with?c) What did you like/dislike about this activity?d) Something you are still confused about?

6) [Have students drop off their comments into a box at the front of the room]

evidenced in their final product, discussions, and final reflection – meaning they have a variety of ways students can employ their knowledge and demonstrate that if they are meeting the objectives.

Concurrent Validity: I will be checking to see how well my assessment through observation of movement activities, class/group/individual conversations, and collection of products (i.e. student writing and drawings) measure the same outcomes to ensure reliability.

Content validity: by clearly understanding the objective and breaking it down into incremental stages (scaffolding) I can ensure that students are working their way towards understanding the objectives, and that the activities and assessment of those activities provide an adequate sample of their learning.

Reliability:1) Formative assessments

distinguish between students who are struggling vs. those who are meeting the outcomes. For intervention and to identify structural problems with the lesson plan. This way I can ensure that it is reliably assessing students’ learning, and that systematic and random errors are not interfering.


3) Otherwise, I have tried to provide clear instructions, avoid cultural bias, ensure content and projects are suitable for students at this stage of cognitive

Evidence of Lesson Components (opening, closing, content, timeline)1) Introduction: The criteria established by both students and

teacher through class discussion will provide insight into what students have learned, and may also reveal what ideas did not stick and need to be reinforced.

2) First Activity: Oral/Observational assessment of student responses to their video. Check to ensure that they are effectively answering the questions and demonstrating a deep understanding of key concepts. Record responses.

3) Second Activity & Third Activity: Students’ paragraphs or video blogs and their artwork will be marked as a Summative Assessment with my own rubric and theirs.

4) Closure: Record responses from students during Questioning and Oral Assessment period. Collect their exit slips, which will provide more evidence of what students are taking away from the lesson, checking for understanding and if students have met the learning objective. It is also good to know if students learned something new about film (e.g. that it doesn’t act the way you think it might), or if they did not enjoy the lesson (i.e. not engaged), or if there was anything that was unclear/confusing.

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development (using age appropriate materials and learning resources, and designing my learning outcomes from the Program of Study for this age group)


Involve Parents and others in learning: by sharing what they have learned online, students are able to receive a lot more descriptive feedback from many more sources. Parents/guardians can also more clearly see what learning has been done, how, and why. This is

Note: If I was to do this again, I would likely mix lesson 2 and lesson 3 a bit more, and move things around a bit. I may start lesson two with students creating the criteria for how their work would be assessed in lesson 2, and then revisit it again in lesson 3 – that way students can see a clearer path to success and can set goals. Also, I would create greater emphasis on how the lines direct eye movement. I do not feel that I touched on this adequately enough in my lesson plan or scaffolded it correctly.

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Rationale: Ed Psychology A


Lesson 2: Music Video: Repeating Lines, Patters, & Textures

Description: Students independently interpret a piece of music and apply their knowledge to create an experimental video.

Connections to Learning Theories & Demonstration of Attention to a Classroom Structure and Climate

Lesson Overview:

Lesson Outcome:1) Describe how the lines and patterns in John

Osborne's Lines for Clarinet influence mood and eye movement.



Constructivism emphasizes the role of the learner in building, understanding, and making sense of information. In this lesson, students are tasked with composing their own short experimental film (i.e. Music Video), which will utilize rhythmic features to create Visual Rhythm. Additionally, the video should relate to the rhythm and mood of music itself. As a result, students engage in inquiry and problem based learning, using their creativity and problem solving abilities to create their own unique composition.1) Although some of the process and potential

use of materials are demonstrated ahead of time, the manner in which students interpret the music will be highly individualized. There is no one right way of doing this activity, as it will be influenced by students’ own artistic abilities and tastes. However, students are not alone during this experimental process. Instead, they must consistently work collaboratively and cooperatively with a peer: putting their heads together, bouncing ideas off of one another, testing their films, finding solutions to problems, negotiating, and each taking responsibility for completing the project. Thus students are encouraged to take ownership of their own learning.

2) At different times throughout the lesson, these peer groups must also join up with other groups in order to consolidate important information and exchange ideas; thus, they are exposed to more ways of thinking and problem solving processes than just their own, and can deepen their understanding.

3) As each pair group is only responsible for 10 seconds of film, at the very end of the unit, each section will be combined to create a whole music video as a class. This process does not involve competition, and students are encouraged to test their 10 second strips without fear of negative consequences. Instead, “mistakes” are simply framed as


Description of what teacher is doing:6) Introduction: Oral Assessment of learning

through Whole Class Discussion about Presentation: Determine what students learned from the previous lesson, and their understanding of key concepts, by listening to individual responses during class discussion. During the Peer Assessment/Review that precedes this I will walk around listing to conversations and have short conversations with those who appear to be struggling.



Conversations during Group Project: After the demonstration, I will walk around the room observing what students as they begin working on their project. Where students seem to be having difficulty, or doing something interesting, take the time to have short conversation.

b) Written Assessment of Individual Writing (Write-Pair-Share): I will take in their journal entries about their observations during productions at the end of class.

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Mostly I will be looking for evidence of participation and problem solving, as this will help them write their paragraph later in class, as well as their final written project at the end of the unit.


Conversations during Group Project: See above.

b) Written Assessment of Individual Writing (Write-Pair-Share): See above.

10) Closure: d) Observational/Oral Assessment & Short

Conversations during Group Project: During small group discussions, I will walk through the class listening to conversations and checking in on different groups – particularly groups that seem to be struggling.

e) Written Assessment of Individual Writing (Write-Pair-Share): I will be taking in the paragraph that summarizes the students’ learning and their experiences at the end of class. I will be checking for understanding and gain insight into students’ thinking processes. From here I will provide feedback on how they are doing, which they will apply later, when they finish their write up.

a) Observational Assessment of Student Voting Strategy: Finally I evaluate students feeling about the lesson and grasp on key concepts using the same strategy as before. Do certain students simply need more help? Is more information and clearer instructions required? Does the lesson plan need heavy maintenance?

challenges and opportunities to test new ideas and enhance learning.

4) As this can be a complicated process, clear instruction is vital, and the teacher must take special care to ensure that every student has an equal opportunity to contribute to the film (that they are not being pushed out of the process by their group mate or their own lack of self-efficacy). By constantly observing students’ progress, and checking in through short conversations, the teacher can assess what kinds of learning are taking place in the classroom.

5) Establishing a realistic time frame for this activity was a great challenge, therefore I decided that this one lesson should take place over the span of two classes – in order to allow students more time to test and explore the materials (especially as there may only be one projector in the room for them to use, which might create a bit of a bottleneck).

Complex Cognitive Processes:6) Metacognition: Students review their

declarative knowledge at the very beginning of the lesson, when they watch John Osborne’s Lines for Clarinet. These thoughts and ideas are later applied when developing plans and strategies for completing their film strip, thereby developing their procedural knowledge. Throughout the process, students also self-monitor the development and quality of their work, then adjusting it accordingly. As a result, they develop their procedural and conditional knowledge - especially as they can use writing (or other form of recording information depending on their individual learning processes), observation, and experimentation to complete the project.

7) Learning Strategies: Multiple learning strategies are also employed throughout this lesson in order to accommodate other styles of learning.a) Auditory Learners: Questions and

verbal instructions are, as well as the fact that they can connect the rhythm in music to help them achieve visual rhythm in their compositions.

b) Visual Learners: Instructions and prompts will be written on the board. Instructions on how to use materials will be modeled and accompanied with

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drawings on the board. Additionally, the video at the beginning of the class will provide a clear example of key concepts and what they will strive to accomplish in their own work.

Description of what students are doing:1) Introduction:

a) Whole Class Presentation & Key Questioning: Students will watch an experimental video by John Osborne, which summarizes the information they learned from the previous day. As they watch, students will be provided with a few questions to direct their thinking.



2) Activity 1: a) Group Project/Learning-Pairs,

Brainstorming (small group) (Peer Assessment): Students work together to identify the mood and rhythmic patterns in their piece of music, and begin associating them with different lines and patterns – jotting down notes to the questions on the board. They work cooperatively, both equally sharing the responsibility for generating ideas on how they will visually represent their piece of music.

3) Activity 2: a) Group Project/Learning Pairs:

Groupmates work together to create the main structure of their composition, applying the information demonstrated earlier. This involves careful listening and team work, as well as continually testing and making decisions to modify their film strips - assessing its suitability and if it is synchronized with the music.

b) Individual Writing (Write-Pair-Share): Students jot down observations about their

c) Kinesthetic Learners: When interpreting the rhythm of the music, they can use the strategy from the previous day – move your arms to the rhythm of the music and see what kinds of lines you make – to inform their decisions. Furthermore, the act of jotting down notes and the nature of the activity is very hands-on, thus kinesthetic learners should be able to demonstrate their learning as well.

d) ESL or those who struggle with writing: Can instead draw pictures in their journals, use a framed paragraph to aid their writing, or record their observations through video or audio on their phones or other recording devices supplied by the teacher.

e) Anxious Students: Since the nature of the lesson is cooperative, the responsibility for learning is shared between the teacher, students, and the individual. Although classroom discussions are used, which may increase anxiety, small group discussions and pair sharing make up the majority of the lesson; in these settings students tend to feel more comfortable with sharing their ideas.

3) Teaching for Transfer: In this lesson, students apply knowledge from the previous lesson to inform their decisions. Moreover, the correlation between rhythms in music with rhythm in art means that students are connecting different ideas across curriculum disciplines.

Erikson’s Stages of Development: When students are in Grade 5, they need plenty of encouragement and praise in order to increase their confidence and sense of accomplishment. As a teacher, it is my duty to encourage students by providing praise and challenges; however, I have to be sure that the challenges are not beyond their abilities or overwhelm them.1) Not only did I work in compliments in my

script, but I also aim to provide plenty of

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work during testing (e.g. any concerns that arise, how they might fix them, and what they like/think are working).

4) Activity 3: a) Group Project/Learning-Pairs:

Groupmates work together to add more details and interest to their composition, applying the information demonstrated earlier. This part of the process involves exploration of materials and experimentation. They will also continue to test their films, evaluating if it suits their section, and modifying their film strips accordingly.



b) Individual Writing/Learning Pairs & Written Assessment: Pairs work together to summarize their experiences and information into a coherent paragraph. I will read this later to check for understanding and gain insight into students’ thinking processes.


descriptive feedback and encouragement throughout the learning process – comment on their writing, observe the development of their project, and have individual conversations.

2) In the final lesson, students will post both video and reflections online, so that they can receive feedback and encouragement from family and friends).

3) I tried to break down this activity into smaller more attainable parts, so that students could accomplish smaller tasks on their way to completing a much larger project: their video and final reflection.

Vygotsky’s Theory (Sociocultural): During this stage, students use language and observation to achieve cognitive development.1) During the planning and reflection processes,

students are able to consistently verbalize and/or record their thought and observations on their own, with peers, and with the teacher. This will help them solve problems, self-regulate their learning, and increase their confidence in their decisions.

2) I attempted to target this activity towards their zone of proximal development. It is a challenging activity requires students to apply their knowledge in a new way, but through the use of scaffolding and peer and teacher conferences (to deepen understanding, exchange ideas, and clear up misinterpretations), it should be attainable for this age group. The objectives are derived from the Alberta Program of Study for Grade 5 Art, and the resources consulted specifically target Grade 5 students.

Sequence of key questions:1) Introduction: While watching John Osborne’s

Videoa) What lines does he use?b) How do the lines match the mood of the

music?c) What would happen if he’d used a different

type of lines?d) How do the patterns and lines match rhythm

of the music?e) What does the movement of the line do to

our eyes?”2) First Activity: while listening to their section

of musica) What is the mood?

Routines and Movement in the class:1) Journaling will be a primary routine

established in the class for accomplishing tasks. Students will know ahead of time that journaling can involve writing, digital recording, and/or drawings for generating ideas, planning, and completing assignments.

2) Class discussions will also be an important part of learning in class, but it will have to be established that discussions are meant for giving and receiving help, and not for socializing.

3) During whole class discussions the hands-up method for responding to questions will be preferred, although I will likely alternate

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b) What lines & patterns you might you use to represent the mood? Why?

c) Are there lots of short notes, long notes, or a bit of both?

d) Do the notes change a lot or only occasionally?

e) Quickly sketch a few ideas about the types of lines you might include.

3) Second Activity: After demonstration, while making main structure of their videoa) When testing your strip, is it matching the

rhythm of the music?b) Do the lines change direction when the

music changes tone?c) How will you solve this problem? And/or

have you thought of this?d) What are two things that you will change?

[at the end of activity]4) Third Activity: When filling in the rest of the

compositiona) What materials are you using/going to use?b) What colours will you use?c) Have you thought of….?d) Is it still matching the rhythm and tone of the

music?e) What are two things you like about your

video? [at the end of activity]5) Closure:

a) Small group discussion sharing notes, experiences, and challenges:i) What lines and patterns did you decide to

use in your video (e.g. long, short, curvy, zig zag, straight)?

ii) How does it represent the mood of the song?

iii) What challenges/difficulties did you encounter along the way, and how did you fix them?

iv) What two things about your video are you most proud of?”

b) Questions about lesson:i) I found this art activity too easy.ii) This art activity was too hard.iii) This art activity was confusingiv) This art activity was a lot of funv) This art activity was very boringvi) I feel that both my partner and I shared

the work equally.

between that and choosing a student at random. When I am walking around the room observing learning, however, students can raise their hands or come find me if they need to get my attention. Otherwise I will probably check in anyways.

Maslow’s Hierarch of Needs: When students are working on their group projects, I will wander about the class and observe their learning. In particular, I will be looking for students who seem to be struggling. At this point I will intervene to determine what the problem is. If the problem does not originate from the structure of the lesson or lack of clarity in instructions, I will use Maslow’s Hierarchy of needs to determine if there is a deficiency or self-actualization need (e.g. are they finding it hard to focus because they did not have breakfast or because they need more encouragement?). Once I know the source of the trouble, I can then apply the appropriate intervention. Their journal entries will also provide another opportunity for me to see who may be struggling and with what.

Self-efficacy and Psychological Arousal: Psychological arousal had a huge impact on students’ beliefs in their ability to accomplish a task, and self-regulate their learning, they need to be1) At the beginning of the lesson, I tried to

“psych up” the students in my introduction. Although this tactic (situational interest) is great for capturing their attention, hopefully I can hold it long enough for them to become personally invested in the task. This will help them feel more confident and persevere during challenges, as well as help them process information on a deeper level and remember key concepts.a) I began by showing them the music video

by Lindsey Stirling to capture their attention. I felt it would appeal to their interests, since she is a very talented/captivating violinist and performer, as well as melds classical music with dubstep.

b) I then framed the experimental film as a “Music Video” in order to get them motivated and excited about the project.

Evidence of Lesson Components (opening, 2) Another reason why I will be walking around

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closing, content, timeline):1) Introduction: Using questioning I will orally

assessing students’ understanding about key concepts from the day before.

2) First Activity: Use oral and observational as I walk around the room. Short conversations will identify who is struggling, meeting, and exceeding. Check thinking processes. Students will also peer and self-assess, writing down their ideas, which I can formatively assess at a later time.



5) Closure: Peer evaluation from small group learning and group discussions. Collect and formatively assess students understanding and thinking processes from Paragraph summarizing their experiences, Observational assessment of lesson overall.

the room and initiating conversations with groups as they work on their project is to identify students who are frustrated and want to give up. If students are struggling when composing their films, I will also encourage them to persevere using social persuasion (i.e. a pep talk).

I also focused on creating a classroom climate that was cooperative and valued learning:1) I wanted to encourage group discussions for

collaboration and feedback, because then students and teachers can work together to support self-regulated learning.

2) Students know that if they need help, they can turn to their peers, as well as the teacher, for guidance.1. As a result, I will have to demonstrate to

students how to give constructive feedback and respond to suggestions – especially as they will often review each other’s work as well as their own.

3) It will also lead to more intrinsic motivation and interest, which means students are more inclined to experiment and explore. Consequently, creativity, investment, curiosity, engagement, and self-regulation of learning increase.

4) In order for this to happen, I will also need to make sure that students feel that they have some control/autonomy over their learning. I have tried to do this by providing plenty of time and freedom for experimentation and interpretation of the source material.

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Rationale: Ed Technology A


Lesson 2: Music Video: Repeating Lines, Patters, & Textures

Description: Students independently interpret a piece of music and apply their knowledge to create an experimental video.

Describe how communication technology used in the lesson/s, will promote student engagement toward the identified learner outcome(s). This should provide a strong rationale for using technology.

Lesson Overview:

Lesson Outcome:1) Describe how the lines and patterns in John

Osborne's Lines for Clarinet influence mood and eye movement.



1) At the very beginning of the lesson students will be introduced to the song they will be animating. Thus technology is used to pique their interest and get them motivated for the lesson to follow.

2) Afterwards they watch and discuss John Osborne’s Lines for Clarinet: an experimental video that effectively consolidates all that they have learned.a) Students then apply their knowledge by

breaking down the video into its component parts, and identifying important elements that make up the composition. This act of summarization will mean that core concepts being more deeply embedded - better enabling them to transfer knowledge to the next activity.


Description of what teacher is doing:1) Introduction: Oral Assessment of learning

through Whole Class Discussion about Presentation: Determine what students learned from the previous lesson, and their understanding of key concepts, by listening to individual responses during class discussion of the video they watched earlier. During the Peer Assessment/Review that precedes this I will walk around listing to conversations and have short conversations with those who appear to be struggling.


3) Activity 2: a) Observational/Oral Assessment &

Short Conversations during Group

b) Additionally, when students are responding to the questions on the board, (which are meant to guide their thinking) they will have the option of writing down the information or recording it on their phones (e.g. video or voice memo). More on this below.

3) Students then interpret their section of the music, as well as plan/brainstorm what elements they will include to demonstrate rhythm and mood. In order for them to do this effectively, students will be provided with a CD or audio download of their 10 second section of the song. Headphones with earbuds will also be handed out, so that they can listen at the same time. They will continue reference the song throughout the lesson (as they compose the structure and add details) in order to make sure that what they are making corresponds to the song. This will make the process much easier than if they had to listen to the whole song all the way through each time, helps students narrow in on the specific rhythm of a particular section, and allows them to interact more directly with their materials.

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Project: After the demonstration, I will walk around the room observing what students as they begin working on their project. Where students seem to be having difficulty, or doing something interesting, take the time to have short conversation. I will also be ensuring that they take the time to record their ideas and observations either in their journals or digitally on their phones (e.g. video)

b) Written Assessment of Individual Writing (Write-Pair-Share): I will take in their journal entries/digital recordings about their observations during productions at the end of class. Mostly I will be looking for evidence of participation and problem solving, as this will help them write their paragraph later in class, as well as their final written/digital project at the end of the unit.

4) Activity 3: a) Observational/Oral Assessment &

Short Conversations during Group Project: See above.

b) Written Assessment of Individual Writing (Write-Pair-Share): See above.

5) Closure: f) Observational/Oral Assessment &

Short Conversations during Group Project: During small group discussions, I will walk through the class listening to conversations and checking in on different groups – particularly groups that seem to be struggling.

g) Written Assessment of Individual Writing (Write-Pair-Share): I will be taking in the paragraph/recordings that summarize the students’ learning and their experiences at the end of class. I will be checking for understanding and gain insight into students’ thinking processes. From here I will provide feedback on how they are doing, which they will apply later, when they finish their write up/digital response.

h) Observational Assessment of Student Voting Strategy: Finally I evaluate students feeling about the lesson and grasp on key concepts using the same

4) In the meantime, students record their observations, ideas, thinking processes, and learning either in writing or through digital recordings. The use of technology here serves multiple purposes:a) It help students reflect, develop ideas, and

deepen their knowledge,b) Provides them with a valuable resource of

their discoveries, which they will reference when they later consolidate their information into a written or video summary at the end of the lesson (as well as their final reflection at the end of the second lesson).

c) Means different learning strategies are accommodated – particularly visual and auditory learners, as well as those who struggle with writing (e.g. ESL). Kinesthetic learners can also act out/perform their learning for the camera as they would an audience. Consequently, technology enables students to can express and develop their learning in multiple ways.

d) I will be able to collect multiple pieces of concrete evidence about the development of their learning, have more opportunities to provide descriptive feedback, and clear up any confusion.

5) At the end of the two-day class, students will combine all of their individual parts to complete the music video. One of the reasons why I chose this lesson for this section is because, even if the technology is outdated, creating a film still provides insight into animation (how to create images that appear to move) and frame rate – which they can apply in a digital film.

6) Although it is not referenced in this lesson, eventually I will post their class video onto the class’s web page, as well as their individual sections. The use of a website and online forum improves students learning because…a) Students will then be able to respond and

assess the quality of their work, using the recording strategies mentioned earlier.

b) The website will be made available to their friends and family, so that they have more opportunities to receive descriptive feedback, support, and ideas from a much wider audience. When the families of students are involved in learning, this encourages the development of habits that will lead to lifelong learning. Consequently, technology

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strategy as before. Do certain students simply need more help? Is more information and clearer instructions required? Does the lesson plan need heavy maintenance?

helps students share in the responsibility for learning, so that it is no long the sole duty of their teacher.

c) Publishing their work on an online forum makes students take the task more seriously and increases motivation, as they know more people will see it. It also legitimizes the activity more, since they are not just making something for the teacher, but for a greater audience.

Description of what students are doing: Describe any potential downsides to using this technology:

1) Introduction: a) Whole Class Presentation & Key

Questioning: Students will watch an experimental video by John Osborne, which summarizes the information they learned from the previous day. As they watch, students will be provided with a few questions to direct their thinking. They can either respond to these questions in writing or by recording their voices or creating a short video.



2) Activity 1: a) Group Project/Learning-Pairs,

Brainstorming (small group) (Peer Assessment): Students work together to identify the mood and rhythmic patterns in their piece of music, and begin associating them with different lines and patterns – jotting down notes to the questions on the board. They work cooperatively, both equally sharing the responsibility for generating ideas on how they will visually represent their

There are some dangers for using technology in this way. For example, if the smartboard decides not to work, then I will have no way of getting them motivated, providing an exemplar, or consolidating what they have learned so I can build from there. As a result, I will need to make sure that I have a recorded copy available on another format (DVD or VHS), and show it on my computer.

Also if the school does not have the resources for IPods or individual CD players, then student may have to use their own devices. As a result, I will have to take time out of the activities in order to make sure students are set up with the appropriate materials. This could be chaotic, as I will need to help one pair at a time, in a class of young students who all want to be the first to get help.

Finding a 16mm projector may also prove to be difficult (though I do know of one library I can convince to let me borrow one). Also, getting some of the materials will be expensive. They do still make film, but there is not as much demand for it now as there once was (mostly only artist seem to still be interested in it as an alternative medium), and it may one day cease to exist when the cost of production becomes too great.

I will also have to be very carefully monitoring students’ activities to ensure that they are using the technology to further their learning, and not checking social media sites instead. I will also need to monitor the comments left on their blogs, to make sure there is no cyber bullying taking place, or anything else inappropriate.

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piece of music. Their section of the music will be either on a CD to play on a small cd player, or recorded on a classroom IPod (if resources are available).

3) Activity 2: a) Group Project/Learning Pairs:

Groupmates work together to create the main structure of their composition, applying the information demonstrated earlier. This involves careful listening and team work, as well as continually testing their work using the projector and making decisions to modify their film strips - assessing its suitability and if it is synchronized with the music.

b) Individual Writing (Write-Pair-Share): Students jot down/record observations about their work during testing (e.g. any concerns that arise, how they might fix them, and what they like/think are working).

4) Activity 3: a) Group Project/Learning-Pairs:

Groupmates work together to add more details and interest to their composition, applying the information demonstrated earlier. This part of the process involves exploration of materials and experimentation. They will also continue to test their films, evaluating if it suits their section, and modifying their film strips accordingly.



b) Individual Writing/Learning Pairs & Written Assessment: Pairs work together to summarize their experiences and information into a coherent paragraph or digital recording. I will read this later to check for understanding and gain insight into students’ thinking processes.

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Sequence of key questions:1) Introduction: While watching John

Osborne’s Videoa) What lines does he use?b) How do the lines match the mood of the

music?c) What would happen if he’d used a

different type of lines?d) How do the patterns and lines match

rhythm of the music?e) What does the movement of the line do

to our eyes?”2) First Activity: while listening to their

section of musica) What is the mood?b) What lines & patterns you might you use

to represent the mood? Why?c) Are there lots of short notes, long notes,

or a bit of both?d) Do the notes change a lot or only

occasionally?e) Quickly sketch a few ideas about the

types of lines you might include.3) Second Activity: After demonstration,

while making main structure of their videoa) When testing your strip, is it matching

the rhythm of the music?b) Do the lines change direction when the

music changes tone?c) How will you solve this problem?

And/or have you thought of this?d) What are two things that you will

change? [at the end of activity]4) Third Activity: When filling in the rest of

the compositiona) What materials are you using/going to

use?b) What colours will you use?c) Have you thought of….?d) Is it still matching the rhythm and tone of

the music?e) What are two things you like about your

video? [at the end of activity]5) Closure:

a) Small group discussion sharing notes, experiences, and challenges:i) What lines and patterns did you

decide to use in your video (e.g. long,

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short, curvy, zig zag, straight)?ii) How does it represent the mood of

the song?iii) What challenges/difficulties did you

encounter along the way, and how did you fix them?

iv) What two things about your video are you most proud of?”

b) Questions about lesson:i) I found this art activity too easy.ii) This art activity was too hard.iii) This art activity was confusingiv) This art activity was a lot of funv) This art activity was very boring

6) I feel that both my partner and I shared the work equally.

Evidence of Lesson Components (opening, closing, content, timeline)1) Introduction: Using questioning I will

orally assessing students’ understanding about key concepts from the day before.

2) First Activity: Use oral and observational as I walk around the room. Short conversations will identify who is struggling, meeting, and exceeding. Check thinking processes. Students will also peer and self-assess, writing down/digitally recording their ideas, which I can formatively assess at a later time.



5) Closure: Peer evaluation from small group learning and group discussions. Collect and formatively assess students understanding and thinking processes from Paragraph/recordings summarizing their experiences, Observational assessment of lesson overall.

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