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Learning Objectives

Students will: 

• Interpret and describe non-verbal language (auditory and visual).
• Respond to music organically through hand movement and illustrations.
• Discuss themes, ideas, patterns, and/or interpretations of work.
• Write an artist statement.
• Analyze and respond to personal and peer works of art including the music, lines, shapes, colors, symbolism, contrast, and other elements of design.

Standards Alignment

National Core Arts StandardsNational Core Arts Standards

Common Core State StandardsCommon Core State Standards

Recommended Student Materials

• Pencils, colored pencils, or other drawing supplies
• 18” x 12” (or smaller) newsprint paper
• Index cards

Videos

Teacher Background

Teachers should familiarize themselves with the basics of improvised drawing. Review all music options prior to the lesson.

Student Prerequisites 

Students should be familiar with the basic notions of line, shape, and color.

Accessibility Notes

Utilize assistive technologies for students with hearing or vision impairments. Introduce adaptive art tools or software for the visual arts activity.

Engage

1. Play one of the following videos for students. Have students watch the movement while listening to the rhythms. 

2. Discuss how to make connections between music and art. For example, expansive waves are created by sounds that travel in space until they are received by our auditory senses (ears). Our brain interprets the sound and instructs the body in the proper response; for example, instead of moving the whole body, we move the hand. Compare these sounds to the organic lines in gesture, synesthesia, or improvised drawings.

3. Have students divide into pairs or small groups. One student will tap on their desk while the other student(s) draw in the air, using different movements (move diagonally, up, down, left, right, in circles, in zigzags, etc.). Synchronize the movements of the sound and hands. When the hand taps the table, the hand should move. Students should try different speeds: first tap very slow, then less slow; tap fast, then very fast. Discuss how different motions or tapping affected hand motion drawing.

Build

1. Distribute blank paper, pencils, colored pencils, or other drawing supplies to students. Tell students they will follow the rhythm of a song and participate in a drawing using organic lines. The pencil mark may be fast, slow, light, dark, smooth, rough, or broken, depending upon rhythm and tempo.

2. Select five songs to play for the class in the following order: Latin music, electronica, hip hop, classical, jazz, and country. Teachers can select the songs or take suggestions from students. 

3. Optional: Try the activity again, with the following exercises:

Straight Lines -  Play music in the background. Using 18” x 12” newsprint paper, fill the page with straight lines only. The lines can be horizontal, or diagonal. Move from one edge of the paper to the opposite side.

Curved Lines -  Play music containing drum solos in the background. Using 18” x 12” newsprint paper, fill the page with curved lines only. The lines can be positioned vertically, horizontally, or diagonally. Move from one edge of the paper to the opposite side.

Curved and Straight Lines -  Play classical music or jazz in the background. Using 18” x 12” newsprint paper, fill the page with curved and straight lines only. The directions of lines can be vertical, horizontal, or diagonal. Move from one edge of the paper to the opposite side.

4. Allow time for students to move their hands organically to the rhythm. Discuss and share their works. 

Apply

1. Over the next few days, students should create six drawings per activity using 18” x 12” (or smaller) newsprint paper. 

2. Have students select recorded or live music, visit a place with sound such as a park, train station, sporting event, or at home. The goal is for students to make visual connections to their auditory experiences. 

Reflect 

1. Have students select one or two works to display. Plan and design a “Rhythm and Art” gallery. On an index card, each student will write the name of the song, sound, or rhythm they listened to while drawing. 

2. Give the class time to discuss the lines in the drawings (zigzag, spiral, converged, parallel, intermittent lines, etc.). They will analyze the music, lines, shapes, colors, symbolism, contrast, and elements of design.