Unit: How Color is used to express Emotion
Lesson Title: Musical Lines
Time: One 60-minute session
Standards:
• 1. Artistic Foundations
o Demonstrate knowledge of the foundations of the arts area
▪ Visual Arts: 6.1.1.5.1
• Analyze how the elements of visual arts including color, line,
shape, value, form, texture and space are used in the creation of
presentation of, or response to visual artworks.
• 4. Artistic Process: Respond or Critique
o Respond to or critique a variety of creations or performances using the artistic
foundations
▪ Visual Arts: 6.4.1.5.1
• Analyze and interpret a variety of visual artworks using established
criteria
Goals:
• To develop understanding of emotion and how it is able to be shown through art.
• To develop understanding and connection between their own feelings and those feelings
evoked in artworks depicted by color and line.
Objectives:
1. The learner will create 5 separate drawings using line that express emotion; these will be
due by the end of the class.
2. The learner will be able to match appropriate colors to several emotions, on a handout,
demonstrating that they understand the connection; the handout will be their ticket-out.
Assessments:
• The Color to Emotion Handout ties into objective number two; for this handout they will
be asked to match colors to emotion, which they have learned in prior classes. They will
need the handout and a pencil/pen etc. to write their answers.
• The Musical Lines Activity relates back to objective number one; this will be the main
activity which will have students listen to music with their eyes closed. As they do this,
they will allow their hand, with the marker, to move freely on the paper. They will repeat
this five times to five different genres/songs on five separate pieces of paper. When
completed they will reflect on how lines are able to show emotion and which lines show
which emotions. The students will need five sheets of paper along with a marker to
complete this activity which will be handed in at the end of class.
Vocabulary/Academic Language:
• Line: Thick/Thin, Wavy, Zigzag, Horizontal, Vertical, Diagonal, Contour
• Color: Primary, Secondary, Complementary, Warm, Cool, Monochromatic, Neutral
Materials/Resources:
• Art History Examples:
o Nina Chanel Abney; Hobson’s Choice
o Pablo Picasso; The Blue Room
• Student Examples:
o If this lesson has been completed during other semesters show work from students
during those semesters.
• Demonstration examples:
o Instructor takes five minutes to create an example from a song picked by the
students. The teacher will than pull out other demonstrations they have completed
prior to the lesson.
• Technology:
o PowerPoint will be used to show student examples and the Music List they are
able to choose from
o Computer/speakers will be used to play music for a specific amount of time
• Supplies:
o Paper
o Markers
o Color to Emotion Handout
o Pencils
• Instructional Resources:
o Demonstration sheets
o PowerPoint
o Color to Emotion Handout
o Color to Emotion ‘chart’ that had been gone over recently
o Music List
• Student Resources:
o Color to Emotion Handout
Procedures/Time:
• 5 minutes – Go over what colors match to what emotions; handout the Color to Emotion
Handout
o 3-4 minutes: The students recently learned what emotions connect to which colors
due to this the instructor can easily go over colors that go with each emotion and
the students should have the answers.
o 1-2 minutes: Next, handout the Color to Emotion Handout and while doing so
explain the handout to the students. They are asked to write what emotion and
color match together due to what we have discussed in prior classes. They will be
told that this is their ticket-out for the day; so, it is due as they leave.
• 5 minutes – Explain what will be done today and what is expected of everyone
o Explain the activity of the day, Musical Lines, the students will listen to a song
with their eyes closed. As they listen, they will allow their hand, with a marker, to
move freely with the music. This will be done with 5 different genres of songs on
5 separate pieces of paper. All five sheets, with the written genre on it, will be due
by the end of class.
• 13 minutes – Demonstration; show student examples on PowerPoint
o 7 minutes: Have the students choose a song for the demonstration now, as the
instructor do not close your eyes due to needing to watch the class yet, do not
look at your paper until the song is complete. When finished show the students
and ask what type of lines they see and why they believe that music drew out
those lines and how they show the emotion the instructor was feeling.
o 6 minutes: Now, pull up the PowerPoint of past student examples and what lines
they see in those and what feelings they think those students were feeling.
• 7 minutes – Have students gather supplies and choose 5 genres of songs to listen to
o 5 minutes: Have students go up by table to gather 5 sheets of paper along with a
marker color of their choice. While students are waiting for their turn to grab
supplies tell them they are allowed to work on their Color to Emotion Handout.
As students do this pull up the music list on PowerPoint for students to pick from.
o 2 minutes – Have students choose 5 different genres of music and a song for each
genre from the list projected on the whiteboard.
• 25 minutes – Start and complete the Musical Lines Activity; reflect on what they see
o 3-4 minutes per song; a total of 15-20 minutes: Have students write the name of
the song and/or genre on top of each piece of paper along with their name before
playing the chosen song. Then play the song and have students close their eyes
and allow their hands to move freely to the music. Repeat this 5 times not
allowing time between each song to discuss what they see.
o 5-10 minutes: Now, give students a minute to look over their drawings than have
them discuss what lines they see whether different or similar throughout the
different genres and why they think those certain lines express. Why they think a
type of line expresses that emotion and if they are able to see these lines
consistently through different students’ work. Wrap up by explaining how lines
are able to show emotion and by collecting the sheets from students.
• 5 minutes – Finish up handout if not completed; put away and clean up any mess
o As soon as students have put away any materials used, they are able to use the
remaining class time to complete the Color to Emotion Handout
Differentiation:
• For the ELL student who has trouble writing we would only need to worry about the
Color to Emotion Handout and writing the names of the songs/genres. For the
songs/genres we could have this student write numbers 1-5 on each sheet in the order we
listened to the songs. When handing the sheet in the teacher can write their initials if they
are unable to write their name. For the Color to Emotion Handout have them use color
pencils and do scribbles on those colors next to the emotion.
• For the ELL student who has trouble reading the only thing they would really struggle
with is the Color to Emotion Handout. This is an easy fix by just creating another sheet
that has pictures of emotion, sad face, on side and on the other have the colors; the
student would just need to connect the color to the emotion with a line.
• For the IEP student with severe autism who has a para; the student is able to speak but
has difficulty with fine motor skills could say the answers to the Color to Emotion
Handout while the para writes what they say. Now, for the Musical Lines activity
depending on if the student is able to hold a pencil or not the para can hold the marker
while the student holds the paras’ hand and leads it around the paper. Or the student
could hold the pencil while the para holds the top of their hand and just secures the
marker as they move their hand.
Self-Reflection/Evaluation:
• How easy is it to adapt the lesson when unexpected changes come up?
• Are the goals clear at the start of the lesson?
• Was everyone engaged and participating?
• Should different resources be used for next time?
• Was the use of technology used appropriately? Did it run smoothly? How can this be
fixed?
