1

Assignment
Overview

Assignment #4: Mini Unit Plan

Assignment Components

Mini Unit Plan

Teacher

Nicole Lalonde

Subject

Grade 5 Art Class

Topic/Focus
Overarching
Question

Learner
Considerations

Composition and Visual Rhythm

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

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
Performance Task
experiences. First they will create a set of criteria to review whole video as a class. Afterwards,
Overview
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.

Learner Outcomes

Links to Overarching
Question/sub-questions

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

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?

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?

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

2. C. Criteria are necessary How do we evaluate the

for the evaluation of
effective/appropriate use of
designed objects.
Rhythmic features for creating
emphasis in art?
2. D. Improved designs can
What criteria are necessary to
be conceived for any
assess this?
object

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?

Assessment Criteria
Students provide evidence of their
learning as they
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.

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
How can Rhythmic Features
types of lines.
in art capture the mood/feeling Lesson 2. B. Apply knowledge about
in a selected piece of music?
rhythmic features (repeating lines, patterns,
and textures), when interpreting a new
selection of music.
Lesson 2. C. Create visual rhythm
(repeating lines, patterns, and textures) in
an experimental video inspired by a
selected piece of music.

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 didnt and make
suggestions for improvement).

Lesson Plans

Lesson Overview
Overarching 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 Blooms
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 selfassess 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 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 didnt, 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.

Teaching Strategies & Classroom Climate

Rhythmic 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, & Textures

Intro:
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
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, & Textures
Intro:
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 doesnt 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.

Teaching Resources Rationale

Learning Resources Consulted
Justification
Chapman, L. (1994). Designs
Even though this is for the grade above, it helped provide a lot of the information
Express Feelings: Visual
I needed about the principles of Visual Rhythm, as well as design the questions I
Rhythms. In Adventures in Art:
would need to guide the formulation of my lessons. In particular, the text
Teachers Edition: Grade 6 (Vol.
advocates connecting Visual Rhythm with the rhythm found in music and dance,
2). Worcester, Massachusetts:
the use of lines and patterns, and how these capture a mood or feeling. This is
Davis Publications.
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 This resource is for the grade below, but I used it primarily so students could
Artwork: Lines and Shapes. In
review/recall information from the previous year, in order to scaffold from their
Discover Art: Grade 4. Worcester, pre-existing knowledge. What I took away from this text is that lines can send a
Massachusetts: Davis
message and/or feeling. This was also a source for two images (Thorvaldur
Publications.
Skulasons Composition (1962) and Dallas B. Taylors 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). This established the idea that while different art forms have different ways of
Translating Art from Music
communicating, they can influence on another. This idea is the very premise of
(Pictures in Coloured Chalk). In
the experimental music video/group project that students create to summarize
Art: 5: Meaning, Method and
their learning. It also provides instructions on how to get students to listen and
Media (Revised Edition).
interpret a piece of music into an artwork.
Chicago, Illinois: Benefic Press.
AND
Hubbard, G., & Rouse, M. (1981). This reinforced the idea that I should introduce Visual Rhythm in art by first
Art that Seems to Move (Rhythm explaining rhythm in music and dance, since students can grasp it more easily
in Art). In Art: 5: Meaning,
this way (its more concrete and less abstract, as music and dance flow, while art
Method and Media (Revised
is usually still). It also emphasizes the importance of students being able to
Edition). Chicago, Illinois:
identify and use visual Rhythm, in order to interpret meaning and improve their
Benefic Press.
visual literacy.
Level Three. (1985). In Art:
This helped provide background information and ideas on how I might construct
Elementary Teacher Resource
my lesson plans. It recommends instructing that Visual Rhythm helps structure a
1985 (pp. 146-170). Edmonton,
composition and direct the viewers eye. It also breaks down the fact the Visual
Alberta: Alberta Education.
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
This document helped me to construct the main project for the Mini Unit, as it
November 8, 2015, from
provided an easy to read description and list of materials for making an animated
http://www.exploratorium.edu/pie film through scratching and drawing on film. Although I have done this before on
/downloads/Scratch_Film.pdf
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
Justification
Leff, O. (2012, December 23).
This resource breaks down rhythm into long and short sounds using both the
Rhythm Lesson. Retrieved
visuals in the video, but is also very interactive. It encourages kids to follow
November 8, 2015, from
along with different actions and, since students are repeating what the person in
https://www.youtube.com/watch? the video is saying, helps solidify their understanding of the concepts. I used this
v=KUtEg8Qxuxk
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 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.co
m/rhythm-and-beat/
Saint-Sans, 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]
Osborne, J. (2011). Lines for
Clarinet. Retrieved November 8,
2015, from
https://vimeo.com/33085567
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

National Gallery of Art. (2015).

NGAkids Art Zone. Retrieved
November 9, 2015, from
http://www.nga.gov/content/ngaw
eb/education/kids.html

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)
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.

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.
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)
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.

10

Lesson 1: Rhythmic Harmony in Music

Unit 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 strategies
10. 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 composition
10. 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: Teachers
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=KUtEg8Qxuxk
Resource #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-Sans, 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)
2)
3)
4)

11

Pencils
Art Journals
IPhone/IPod
Downloaded Music [cued and ready to
play]
5) YouTube Video: Rhythm Lesson
[Uploaded and ready to Play]
6) Write the Agenda for the day on the board

7) Handouts:
a) Rhythm and Beat: Which is Which: Hickory Dickory Dock
b) Framed Paragraph: Rhythm and Sound
c) Messages in Lines.
8) Slides of images document open and ready to go

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 twice
3) "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 were 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, lets do this!"
Learning Activities (18.5 min)

12

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"
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, Diagonal
6) "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) "Were going to listen to some more music & dance a bit today."
3) "Keep in mind youre going to dance in place, not move around the room."
4) "When I turn off the music, youll sit back in your desks."
"Ill need everyone to pay special attention today, so we dont 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?"

13

(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"
a) "Stand up and spread your arms out (Make sure youre not touching anyone elses 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, its 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:

14

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

Unit 7: Composition and Visual Rhythm
Lesson Duration : Two Thirty Minute Classes
GENERAL LEARNING OUTCOMES
7 - Students will create emphasis through the use of structural devices and strategies
10. 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 composition
10. 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.
LEARNING OBJECTIVES (2-3, clear, and measurable)
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: Teachers
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/33085567
Resource #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
MATERIALS/ EQUIPMENT/ SET UP

15

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) Headphones
5) 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 Projector
9) Things to scratch with: tacks, nails, sandpaper
10) Permanent marker [varying widths and colours as you can
possibly find]
11) Camera and Tripod to record video afterward
12) Individual baskets containing film, scratching materials, and
permanent markers and calculators
13) 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-zags
2) 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 were 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 hed 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?

16

i) Possible responses: makes our eyes focus/make it move

3) [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 were 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 youll work together to illustrate your ten seconds of music. And be given the chance to test it out, to make
sure its 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 youre excited to get to work on your videos, but it is very important that we plan what were 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
thats the case), a piece of sheet music for their section, as well as one set of headphones]
4) Youll also need your art journal today.
a) Not only are you going to use them to write down your brainstorming ideas
b) But youll also use them every time you test your film strip. It is very important that you do this, because
tomorrow well 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 wont transfer easily to the film (the spacing of notes doesnt
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 everyones 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

17

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 theyre 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 were going to make
them change direction just like in John Osbornes video.
i) [Explain that 16 frames = 1 second]
ii) [Have students divide their film into 1 second sections, so that its 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 youll 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, theyll 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, were 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 its 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 colours
iii) 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.

18

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 everyones attention]
7) Thank you everyone, I saw some really interesting things happening, and I cant wait to see what it is all going to
look like.
8) Once youve put away all of your art materials and are sitting quietly in your desks, were 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 youve 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 confusing
d) This art activity was a lot of fun
e) This art activity was very boring
f) Both my partner and I shared the work equally."
Transition To Next Lesson: (0.5 min)
3) Youve all done a very good job translating the rhythm of the music into visual rhythm in your music video. I cant
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.
Lesson Reflections (After you teach):
What went well & What can be improved upon:

Describe how the students met your lesson objectives:

19

Lesson 3: Music Video Evaluation

Unit 7: Composition and Visual Rhythm
Lesson Duration: 45 minutes
GENERAL LEARNING OUTCOMES
7 - Students will create emphasis through the use of structural devices and strategies
10. 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
SPECIFIC OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
7. C - Rhythmic features can lead the eye to the dominant area in a composition
10. 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
LEARNING OBJECTIVES (2-3, clear, and measurable)
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 didnt 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: Teachers
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
MATERIALS/ EQUIPMENT/ SET UP
1) Class Blog [load whole video onto the website so that it can be viewed completely. Then for each students 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 lesson
4) 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 into
6) 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)

20

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
weve 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 were 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 were going to leave the room and go to the computer lab. Remember, when were in the hallways, you
must be quiet and respectful to the other classes. We will need to make sure were as quiet as ninjas.
3) Once were in the Computer room, are you going to go start googling random things and going on Facebook? No,
thats right.
4) Instead, youre 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 youll 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)

21

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]
2) [Remind students to:
a) Walk quietly to the computer room,
b) Turn on computers,
Dont 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 Haves 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 Word
b) Use your phones to record a video
c) 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 learned
b) One thing you struggled with

22

c) What did you like/dislike about this activity

d) 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 weve used visual rhythm to create lines that actually move to the music. In the next unit, were 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, well be looking into how to create more emphasis in our art works, using viewfinders and framing
structures.
Lesson Reflections (After you teach):
What went well & What can be improved upon:

Describe how the students met your lesson objectives:

*handouts will be attached separately.

23
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. Lalondes Grade 5 Class. To make a good impression you have to
show everyone that you know your stuff. But youve never rated a music video before! How will you
know if it is good?! Dont 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 weve 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 Video

Now Fresh Tomatoes wants you to review only 10 seconds of the video. Thats weird. Oh well,
better do what they say. You dont want to be fired. Besides, you know what youre 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.

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:

Step 6:

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

1. What did you notice?

2. Does it have everything from the checklist?
3. Is there anything missing?

1. Write a paragraph on Microsoft Word

2. Use your phones to record a video
3. Use the voice memo app on your phone and create a podcast.

Excellent job, youre all done. If theres still time in class, log onto your avatar on the NGAkids
website. Feel free to play some art games. Youve earned it!

Music Video
24 Must
Haves

Name:______________________________

Goal:
_______________________________________________________________________________
_______________________________________________________________________________

Checklist:
___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Art
25
Reflection
Remember:
What lines, patterns, and
textures did you use in your
video?
Understand:
Why did you use these lines in
my video?
Apply:
How do these lines match the
rhythm and mood of the
music?

Name:______________________________

In my video I used
_____________________________________________________
_____________________________________________________
I used these because they are
_____________________________________________________
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
No
Why or why not?
_____________________________________________________
_____________________________________________________
Two Stars & a Wish for something you would change:
:________________________________________________
:________________________________________________

26

:_______________________________________________

Assessment Criteria
Level
Criteria

4
Excellent

3
Proficient

2
Adequate

1
Limited *

Insufficient /
Blank *

Remembers:
(5%)

No score is
Student can identify Student can identify Student can identify Student is unable to
all the different
most of the different
some of the
identify the different awarded because
there is insufficient
types of lines, as
types of lines,
different types of
types of lines,
evidence of
well as patterns (the
patterns, and
lines and patterns
patterns, and
student
rhythmic features)
textures (i.e.
(the rhythmic
textures (i.e.
performance based
that they can use to rhythmic features)
features) that they
rhythmic features)
on the
create Visual
that they can use to
can use to create
that they can use to
requirements of
Rhythm.
create Visual
Visual Rhythm.
create Visual
the assessment
Rhythm.
Rhythm.
task.

Understand:
(5%)

Student can describe Student can clearly

in-depth how
describe how
rhythmic features
rhythmic features
influence the mood influence the mood
or feeling in a piece or feeling in a piece
of art
of art

Student can mostly

describe how
rhythmic features
influence the mood
or feeling in a piece
of art

No score is
Student is unable to
awarded because
describing how
rhythmic features there is insufficient
evidence of
influence the mood
student
or feeling in a piece
performance based
of art
on the
requirements of
the assessment
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
Student can
proficiently
adequately employ
employ the use of
the use of
rhythmic features rhythmic features
to represent the
to represent the
rhythm and mood rhythm and mood
in a piece of
in a piece of
music.
music.

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
how rhythmic
features were
used.

No score is
Student has a
awarded
because
limited ability to
there is insufficient
employ the use of
evidence of
rhythmic features
student
when representing performance based
on the
the rhythm and
requirements
of
mood in a piece of
the assessment
music.
task.

Student has a
limited ability to
deconstruct their
video to identify
how rhythmic
features were
used.

No score is
awarded because
there is insufficient
evidence of
student
performance based
on the
requirements of
the assessment
task.

27

Evaluate: (15%)

Student is able to
clearly determine
and explain how
well rhythmic
features were used
to create visual
rhythm in their
video (e.g. what
worked, what
didnt, and make
suggestions for
improvement).

Student is mostly
to determine and
explain how well
rhythmic features
were used to
create visual
rhythm in their
video (e.g. what
worked, what
didnt, and make
suggestions for
improvement).

Student is
somewhat able to
determine and
explain how well
rhythmic features
were used to
create visual
rhythm in their
video (e.g. what
worked, what
didnt, and make
suggestions for
improvement).

Student is unable
to determine and
explain how well
rhythmic features
were used to
create visual
rhythm in their
video (e.g. what
worked, what
didnt, and make
suggestions for
improvement).

Create:
(50%)

Students 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.

Students 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.

Students 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.

Students 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.

No score is
awarded because
there is insufficient
evidence of
student
performance based
on the
requirements of
the assessment
task.

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

28

Lesson Plan Rationale

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

Lesson
Overview:

Description

How does your lesson scaffold to your

performance task?

What core assessment concepts

inform your design choice?

Lesson Outcome:
1) Recognize how
line length can
represent
movement/rhyth
m 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 What formative assessment techniques will you be using?

Processes
What information will you be collecting? How will you use
that information?
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

How does your use of formative

assessment reflect key assessment
concepts?
Throughout this lesson I use
Triangulation to collect evidence of
learning for both formative and preassessment purposes.
1) Introduction: Classroom
discussion with students for Preassessment, as well as observe
their actions during the activity
(checking for understanding of

29

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)
Fairness
Description of what students are doing:
1) Throughout, students have plenty
1) Introduction: Low-Order Questioning responses and
of opportunity to acquire
Movement: Students recall and information learned from
descriptive feedback from
another class as a way of starting the class.
multiple sources (peer, self,
2) First Activity: Class Discussion and Written Response:
teacher) over time, rather than just
Students watch and interact with the video so solidify
once source at the very end of
understanding of rhythm through movement. Students then
instruction. By taking in their
fill in a framed paragraph in response to the video and
journals and observing their
share their answers with the class. They transfer
notes, I can see if students are on
knowledge from another subject to art.
track and provide clarification.
3) Second Activity:
2) As seen above, I provide a variety
a) Class Discussion & Written Response: Students
of strategies through
analyze an artwork as a class, then jot down two words
triangulation, but also
in their art journals responding to how the Zig-Zags in
accommodate different type of
the painting makes them feel.
learning styles. In this lesson
b) Small Group Learning/Peer/Self Assess & Written

30

& 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.
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 isnt exactly how its 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.

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.

31

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, Ive
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)

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
classs 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 students written response to paintings
(provide feedback).
9) Third Activity: Observe students movements for
participation and understanding or rhythm. Check in and
offer assistance/suggestions.
10) Closure: Formatively Assess students writing and
Involve students in learning: the
drawing and offer feedback. Observe and record student
many opportunities for peer and selfresponses to the lesson itself.
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.

Rationale: Assessment A

32
Scaffolding Lesson Plans

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:

Instructiona
l Processes

Description

How does your lesson scaffold to your

performance task?

What core assessment concepts

inform your design choice?

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 Osbornes Lines
for Clarinet
a) 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.
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

What formative assessment techniques

How does your use of formative
will you be using? What information will assessment reflect key assessment
you be collecting? How will you use that concepts?
information?

33

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.
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 (WritePair-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 (WritePair-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 (WritePair-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

Triangulation:
1) Introduction: Conversation
through questioning, group
discussion, and classroom
discussion allows me to preassess 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.
Fairness
1) 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

34

finish their write up/digital response.

c) 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?
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).

beneficial (also good for visual

learners). Describing
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

35

4) Activity 3:
those who are meeting the
a) Group Project/Learning-Pairs: Groupmates work
outcomes. This is not only for
together to add more details and interest to their
intervention purposes, but to
composition, applying the information demonstrated
identify if there are any
earlier. This part of the process involves exploration of
structural problems with the
materials and experimentation. They will also continue to
lesson plan, so I can ensure that
test their films, evaluating if it suits their section, and
it is reliably assessing students
modifying their film strips accordingly.
learning, and that systematic
b) Individual Writing: See above.
and random errors are not
5) Closure:
interfering.
a) Small Group Learning & Small Group Discussion:
2) At the end of each lesson, Ive
Students team up with another set of Elbow Buddies, and
also included a way that I can
share their observations and challenges. This way they
get feedback from students
can self and peer assess their understanding, as well as
about the lesson itself for the
gain insight into alternative ideas, problem solving, and
same reason listed previously.
decision making processes.
3) Otherwise, I have tried to
b) Individual Writing/Learning Pairs & Written
provide clear instructions, avoid
Assessment: Pairs work together to summarize their
cultural bias, ensure content and
experiences and information into a coherent paragraph or
projects are suitable for students
digital recording. I will read this later to check for
at this stage of cognitive
understanding and gain insight into students thinking
development (using age
processes.
appropriate materials and
c) Observational Assessment & Student Voting Strategy:
learning resources, and
Students respond to questions evaluating the lesson itself.
designing my learning
outcomes from the Program of
Sequence of key questions:
Study for this age group)
1) Introduction: While watching John Osbornes Video
a) What lines does he use?
Involve students in learning: the
b) How do the lines match the mood of the music?
many opportunities for peer and
c) What would happen if hed used a different type of lines? self-evaluation and discussion is
d) How do the patterns and lines match rhythm of the
intended to involve students in the
music?
learning process, so that they can
e) What does the movement of the line do to our eyes?
identify where they are struggling
2) First Activity: while listening to their section of music
and find solutions from actively
a) What is the mood?
seeking out the answers from their
b) What lines & patterns you might you use to represent the peers or myself. This also helps
mood? Why?
them discover what they know and
c) Are there lots of short notes, long notes, or a bit of both? apply/transfer it in new ways and
d) Do the notes change a lot or only occasionally?
on a deeper level.
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 video
a) 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)
b)
c)
d)
e)

36

What materials are you using/going to use?

What colours will you use?
Have you thought of.?
Is it still matching the rhythm and tone of the music?
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 confusing
iv) This art activity was a lot of fun
v) This art activity was very boring
vi) 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.

Rationale: Assessment A

37

Scaffolding Lesson Plans

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:

Instructiona
l Processes

Description

How does your lesson scaffold to your

performance task?

What core assessment concepts

inform your design choice?

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 didnt 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.
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) Content validity: ensure that
assessment and activities
effectively sample students
learning.
6) Reliability: making sure
assessments and lesson are
reliable, and not being
misconstrued through systematic
and random error.
7) Involve students in learning:
greater ownership, engagement,
active learning, transfer, and
deeper understanding
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.

What formative assessment techniques

How does your use of formative
will you be using? What information will assessment reflect key assessment
you be collecting? How will you use that concepts?
information?

38

Description of what teacher is doing:

1) Introduction: Whole Class Discussion/Brainstorming &
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 doesnt 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.

Triangulation:
1) Introduction: Observe and
converse students
understanding while creating
criteria. Product is the criteria
they create, showing overall
learning of the class.
2) First Activity: collect
information about students
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.
Fairness
1) 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
Description of what students are doing:
understanding. This is then
1) Introduction: Whole Class Discussion/Brainstorming +
applied when they peer and selfOral Assessment: Students and teacher work together to
assess their own work through
establish criteria to determine the quality of their
discussion with elbow buddies
experimental video. This also helps the teacher check to see
and finally write their final
if students understand all the main points of the lesson by the
reflection. The final reflection
answers they give. Prompts will be supplied. Students will be
will not only be assessed by
required to write down the criteria on their Must Haves
their teacher, but also family and
Handout for later use (not just for evaluating the film as a
friends.
whole, but also when they self-assess their work.)
2) Variety of Strategies for
2) First Activity:
assessment, that are related to
a) Individual Writing: Students will observe the video,
intended goals, to ensure
and write down their thoughts and impressions. They will

39

also evaluate its quality, and assess how well it suits the
learners are meeting outcomes.
mood and rhythm of the music overall.
Triangulation of observation,
b) Small Group Learning: Students will review their notes
conversations with teacher and
and impressions with their peers in a setting that is not as
each other, and their final
intimidating as when they express their thoughts and
written and video project means
ideas to the whole class. Once again, reinforcing and
students can demonstrate their
enhancing their understanding of core concepts through
learning in more than one way.
peer and self -evaluation.
In the final project too, they
3) Second Activity: Small Group Learning + Sharing-Pairs:
have a choice between writing
Students will evaluate their own compositions with their
their reflection or recording it.
Elbow Buddies, where they will identify what works, and
3) Equity vs.
how they could improve.
Equality/Differentiation:
4) Third Activity: Small-Group Learning/Group Project +
Students who struggle with
Written Assessment: Students write a written reflection or
writing may still write a
record a video or podcast, with the help of their Elbow
paragraph if they so choose,
Buddies, which they will then post to their blog. This will
with the help of a framed
summarize the whole process of constructing their film, their
paragraph. If they record, but
understanding of core concepts, and allow them the
are stills struggling, a recorder
opportunity to self-assess their own work. This will be
conversation with the teacher
published on their class blog, where they can receive more
where they answer the
feedback from peers and family. Both their artwork and
questions directly may work as
summary will be marked as a Summative Assessment with
well.
my own rubric and theirs.
4) Language/Content suitable for
5) Closure: Individual Writing (Exit Slips) and Class
audience
Discussion: Students share what they will be taking away
5) When students establish the
from the lesson, solidifying their understanding of key
criteria, they will understand
concepts.
how their work will be
assessed. They will also be
Sequence of key questions:
provided with materials and
1) Introduction: creating criteria
instruction on how their
a) The focus of the video is that is shows Visual Rhythm,
reflections will be assessed and
using lines, textures, and patterns. How will we know if
what information I am looking
weve made a good video?
for. This will be made public
b) Prompts:
knowledge, so students
i) How do we know if the lines match the mood?
understand the path to success.
(1) Possible Responses: curvy lines = sad, calm, soft; Construct Validity:
Zig Zags = energetic, excited, jumpy > like the
1) Students will learn the
song
importance of establishing a set
ii) How do we know if the lines match the rhythm?
of criteria for evaluating the
(1) Possible Responses: when the notes change tone,
quality of a work by creating
the line changes direction.
their own set of criteria. This is
iii) How do we know if we used lines and patterns in an
provide insight into their
interesting/creative way?
understanding of the content,
(1) Possible Responses: different types of lines and
and directly correlates with the
patterns used
outcome, as it further applies
2) First Activity: Review established criteria in assessing the
their understanding of the
video as a whole
importance of visual rhythm in
3) Second Activity:
establishing a composition.
a) Review established criteria when assessing their own
2) Questions and prompts directly
work
correlate to these objectives, as
b) Two Stars and a Wish:
they encourage students to
i) What are two things about your video that you think

40

you did really well on?

ii) What is one thing you wish you could change/do
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]

apply their knowledge to their

own works. This will be
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:
Evidence of Lesson Components (opening, closing, content,
1) Formative assessments
timeline)
distinguish between students
1) Introduction: The criteria established by both students and
who are struggling vs. those
teacher through class discussion will provide insight into
who are meeting the outcomes.
what students have learned, and may also reveal what ideas
For intervention and to identify
did not stick and need to be reinforced.
structural problems with the
2) First Activity: Oral/Observational assessment of student
lesson plan. This way I can
responses to their video. Check to ensure that they are
ensure that it is reliably
effectively answering the questions and demonstrating a deep
assessing students learning,
understanding of key concepts. Record responses.
and that systematic and random
3) Second Activity & Third Activity: Students paragraphs or
errors are not interfering.
video blogs and their artwork will be marked as a Summative
2) At the end of each lesson, Ive
Assessment with my own rubric and theirs.
also included a way that I can
4) Closure: Record responses from students during
get feedback from students
Questioning and Oral Assessment period. Collect their exit
about the lesson itself for the
slips, which will provide more evidence of what students are
same reason listed previously.
taking away from the lesson, checking for understanding and
3) Otherwise, I have tried to
if students have met the learning objective. It is also good to
provide clear instructions, avoid
know if students learned something new about film (e.g. that
cultural bias, ensure content and
it doesnt act the way you think it might), or if they did not

41

enjoy the lesson (i.e. not engaged), or if there was anything

that was unclear/confusing.

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.
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.

Rationale: Ed Psychology A

42

Scaffolding Lesson Plans

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

Lesson
Overview:

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 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.

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

Instruction Description of what teacher is doing:

al Processes 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.
7) 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?
8) 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.
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.

43

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.
9) Activity 3:
a) Observational/Oral Assessment & Short
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
Osbornes 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

44
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.
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.
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

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.
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.
Eriksons 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

45

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: 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. 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.

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.
Vygotskys 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, selfregulate 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 Osbornes
Video
a) What lines does he use?
b) How do the lines match the mood of the
music?
c) What would happen if hed 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 music
a) 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

46

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 video
a) 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?
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 confusing
iv) This art activity was a lot of fun
v) This art activity was very boring
vi) 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.
Maslows 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 Maslows 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
be
1) 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.

47

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 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 summarizing
their experiences, Observational assessment of
lesson overall.

2) Another reason why I will be walking around

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
others 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.

Rationale: Ed Technology A

48

Scaffolding Lesson Plans

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

Description: Students independently interpret Describe how communication technology used in
a piece of music and apply their knowledge to the lesson/s, will promote student engagement
create an experimental video.
toward the identified learner outcome(s). This
should provide a strong rationale for using
technology.
Lesson
Overview:

Lesson Outcome:
1) At the very beginning of the lesson students will
1) Describe how the lines and patterns in John
be introduced to the song they will be animating.
Osborne's Lines for Clarinet influence mood
Thus technology is used to pique their interest
and eye movement.
and get them motivated for the lesson to follow.
2) Apply knowledge about rhythmic features
2) Afterwards they watch and discuss John
(repeating lines, patterns, and textures),
Osbornes Lines for Clarinet: an experimental
when interpreting a new selection of music.
video that effectively consolidates all that they
3) Create visual rhythm (repeating lines,
have learned.
patterns, and textures) in an experimental
a) Students then apply their knowledge by
video inspired by a selected piece of music.
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.

Instructiona Description of what teacher is doing:

b) Additionally, when students are responding
l Processes
1) Introduction: Oral Assessment of learning
to the questions on the board, (which are
through Whole Class Discussion about
meant to guide their thinking) they will have
Presentation: Determine what students
the option of writing down the information
learned from the previous lesson, and their
or recording it on their phones (e.g. video or
understanding of key concepts, by listening
voice memo). More on this below.
to individual responses during class
3) Students then interpret their section of the music,
discussion of the video they watched earlier.
as well as plan/brainstorm what elements they
During the Peer Assessment/Review that
will include to demonstrate rhythm and mood. In
precedes this I will walk around listing to
order for them to do this effectively, students
conversations and have short conversations
will be provided with a CD or audio download
with those who appear to be struggling.
of their 10 second section of the song.
2) Activity 1: Observational/Oral
Headphones with earbuds will also be handed
Assessment & Short Conversations: Walk
out, so that they can listen at the same time.
around the room observing students as they
They will continue reference the song
are brainstorming. Where students seem to
throughout the lesson (as they compose the
be having difficulty, take the time to have
structure and add details) in order to make sure
short conversations to get things moving.
that what they are making corresponds to the
Are there any common areas where students
song. This will make the process much easier
are struggling? Is the lesson is too difficult?
than if they had to listen to the whole song all
Instructions unclear?
the way through each time, helps students
3) Activity 2:
narrow in on the specific rhythm of a particular
a) Observational/Oral Assessment &
section, and allows them to interact more
Short Conversations during Group
directly with their materials.

49

Project: After the demonstration, I will 4) In the meantime, students record their
walk around the room observing what
observations, ideas, thinking processes, and
students as they begin working on their
learning either in writing or through digital
project. Where students seem to be
recordings. The use of technology here serves
having difficulty, or doing something
multiple purposes:
interesting, take the time to have short
a) It help students reflect, develop ideas, and
conversation. I will also be ensuring that
deepen their knowledge,
they take the time to record their ideas
b) Provides them with a valuable resource of
and observations either in their journals
their discoveries, which they will reference
or digitally on their phones (e.g. video)
when they later consolidate their information
b) Written Assessment of Individual
into a written or video summary at the end of
Writing (Write-Pair-Share): I will take
the lesson (as well as their final reflection at
in their journal entries/digital recordings
the end of the second lesson).
about their observations during
c) Means different learning strategies are
productions at the end of class. Mostly I
accommodated particularly visual and
will be looking for evidence of
auditory learners, as well as those who
participation and problem solving, as this
struggle with writing (e.g. ESL). Kinesthetic
will help them write their paragraph later
learners can also act out/perform their
in class, as well as their final
learning for the camera as they would an
written/digital project at the end of the
audience. Consequently, technology enables
unit.
students to can express and develop their
4) Activity 3:
learning in multiple ways.
a) Observational/Oral Assessment &
d) I will be able to collect multiple pieces of
Short Conversations during Group
concrete evidence about the development of
Project: See above.
their learning, have more opportunities to
b) Written Assessment of Individual
provide descriptive feedback, and clear up
Writing (Write-Pair-Share): See
any confusion.
above.
5) At the end of the two-day class, students will
5) Closure:
combine all of their individual parts to complete
f) Observational/Oral Assessment &
the music video. One of the reasons why I chose
Short Conversations during Group
this lesson for this section is because, even if the
Project: During small group discussions,
technology is outdated, creating a film still
I will walk through the class listening to
provides insight into animation (how to create
conversations and checking in on
images that appear to move) and frame rate
different groups particularly groups
which they can apply in a digital film.
that seem to be struggling.
6) Although it is not referenced in this lesson,
g) Written Assessment of Individual
eventually I will post their class video onto the
Writing (Write-Pair-Share): I will be
classs web page, as well as their individual
taking in the paragraph/recordings that
sections. The use of a website and online forum
summarize the students learning and
improves students learning because
their experiences at the end of class. I
a) Students will then be able to respond and
will be checking for understanding and
assess the quality of their work, using the
gain insight into students thinking
recording strategies mentioned earlier.
processes. From here I will provide
b) The website will be made available to their
feedback on how they are doing, which
friends and family, so that they have more
they will apply later, when they finish
opportunities to receive descriptive feedback,
their write up/digital response.
support, and ideas from a much wider
h) Observational Assessment of Student
audience. When the families of students are
Voting Strategy: Finally I evaluate
involved in learning, this encourages the
students feeling about the lesson and
development of habits that will lead to
grasp on key concepts using the same
lifelong learning. Consequently, technology

50

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.
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

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.

51

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-PairShare): 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: 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.

52

c) Observational Assessment & Student

Voting Strategy: Students respond to
questions evaluating the lesson itself.
Sequence of key questions:
1) Introduction: While watching John
Osbornes Video
a) What lines does he use?
b) How do the lines match the mood of the
music?
c) What would happen if hed 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 music
a) 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 video
a) 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?
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 confusing
iv) This art activity was a lot of fun
v) 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.
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.