This exercise demonstrates relationships between music and color, emotion and imagery. Students will listen to different passages of music and visually depict what they hear.
Understand how music and visual arts can communicate and represent similar events, scenes, emotions, or ideas.
Music and Art.
Prismacolor® Premier colored pencils, musical recordings and audio equipment.
- Understand and apply media, techniques and processes.
- Make connections between the visual arts and other disciplines.
- Select media, techniques and processes; analyze what makes them effective or not effective in communicating ideas and reflect upon the effectiveness of their choices.
- Intentionally take advantage of the qualities and characteristics of art media, techniques and processes to enhance communication of their experiences and ideas.
- Compare the characteristics of works in two or more art forms that share similar subject matter, historical periods or cultural context. Describe ways in which the principles and subject matter of other disciplines taught in the schools are interrelated with the visual arts.
Discuss generally the principles of design in music (unity, variety, repetition, emphasis, pattern). Explain that students will now be using principles of design and elements of visual arts (line, color, texture, space) to convey the expressions of different pieces of music. For example, classical music might inspire a student to draw soft blue and green waves or a romantic scene; while a rap song might result in a pattern of bold shapes and colors. Go over different visual elements and the kinds of emotions they elicit; for example, what emotions are expressed by different colors? by different kinds of lines? As a class, experiment with different shapes; fill and/or decorate them in various colors to compare the different feelings they convey.
Use sketching or blank piece of drawing paper for this activity. Play two or four short musical selections for students, giving them time to reflect on what they hear and to visually convey with Prismacolor® Premier colored pencils what is expressed in the music. On the paper provided, they can write down the names of the pieces and any notes they may have.While listening to the music, they can begin to work on their drawings, expressing the emotions and images elicited by what they hear.You may wish to play the selections more than once. Students can then present their interpretive drawings to the class, and discuss similarities and differences among the drawings.
As a follow-up activity, students can write some reflections on music videos or CD cover designs: how are color and form used to represent a particular song or CD? How do you feel about the video director's/CD designer's use of visual elements?
- "Gettin' Jiggy Wit It," Will Smith
- Theme from "Superman," John Williams
- "Walter Music," G.F. Handel
- "Fanfare for the Common Man," Aaron Copland
- "Rhapsody in Blue," George Gershwin
- "Somewhere" from "West Side Story," Leonard Bernstein
- "In A Sentimental Mood," Duke Ellington/John Coltrane
- "Geronimo's Laughter," Cusco
- "Orinoco Flow," Enya.
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