When asked to write an integrated technology for the arts, I immediately thought of this graphic motion piece by designer Esteban Diacono, which represents the song "Slowly" by composer Olafur Arnalds. It blends music, art and technology in a beautiful, emotional manner.
Ljósið from Esteban Diácono on Vimeo.
I came across this video when I was researching synesthesia, or the cross-wiring of the brain's senses. [A character in the book Navigating Early by Clare Vanderpool has synesthesia. Another book with a synesthete as a main character is A Mango Shaped Space by Wendy Mass. ] Individuals with synesthesia might see color while hearing music, taste sound, or smell certain foods when hearing words.
Did you know that the artist Kandinsky was a synesthete? About art and music he said, "Color is the keyboard, the eyes are the harmonies, the soul is the piano with many strings. The artist is the hand that plays, touching one key or another, to cause vibrations in the soul."
While this video is not created by a synesthete, I like to think that it represents what a synesthete might see when listening to a piece of music, the motion designer bringing to life the theme of the music with different colors brushstrokes, and movements to hint at the deeper meaning behind the piece.
That deeper meaning, the message in a piece of music, art, or text, (THEME) is something that I always want my students to question. Theme can be deeply explored and expressed in the arts. This thought led me do develop an integrated lesson combining music, visual arts, and literacy. This is more of a mini-unit PBL rather than a one-day lesson. Lesson Plan
Grade Level: 5th Grade
Subject: Collaborative Lesson between Music, Art, and Language Arts. Objective: The learner will work collaboratively, compose music, create visual art, and write a story expressing a similar theme. She will create a multimedia presentation to convey that theme in an artistic way. Students' Compelling Questions:
NC Essential Music Standards: 5.MR.1 Use improvisation to create short songs and instrumental pieces, using a variety of sound sources, including traditional and non-traditional sounds, body sounds, and sounds produced by electronic means. 5.ML.3.2 Create compositions and arrangements within specified guidelines. 5.ML.3 Create music using a variety of sound and notational sources. 5.ML.3.3 Create rhythmic compositions using notation for whole, dotted half, half, and quarter notes; whole, half and quarter rests; and beamed eighth notes in duple, triple, and common time and which are arranged using a variety of sound sources. 5.CR.1.2 Understand the relationships between music and concepts from other areas. NC Essential Standards Visual Art 5.V.3.3 Create art using the processes of drawing, painting, weaving, printing, stitchery, collage, mixed media, sculpture, ceramics, and current technology. 5.CX.2.2 Exemplify how information and skills learned in art can be applied in other disciplines. ISTE NETS: 1b. Create original works as means of personal or group expression. 2a. Interact, collaborate and publish with peers, experts or others employing a variety of digital environment and media. 2b. Communicate ideas effectively to multiple audiences using a variety of media and formats. Objective: The learner will work collaboratively, compose music, create visual art, and write a story expressing a similar theme. She will create a multimedia presentation to convey that theme in an artistic way. Materials: Musical instruments or garage band, microphone, Pinterest, class website to house directions and resource links. iPads or BYOD, Field or similar sketching/ drawing apps, Google Docs, iMovie, microphone, strong internet connection. Unit Outline:
CONSIDERATIONS: This lesson can easily be adapted to suit upper grades. I designed it with a "technology rich" school in mind in which students are already fairly fluent with digital literacy. Scaffold, scaffold, scaffold to fit the needs of your learners.
1 Comment
5/27/2015 05:07:09 am
I like the idea of this lesson, but I fear it may be too broad in its approach. Coming from experience, developing each of these various types of media (art/story/music) takes a bit of time to set-up and transition between during class. Some students may want to spend more time on one aspect than another.
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