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Teacher: Leilani Hickerson
Grade Level: 11
Lesson Title: Kandinsky – Let’s paint music
Brief Introduction/History:
Kandinsky initially found the subject matter of his paintings in the folk art and fairytales of his native Russia and of Germany, his adopted country, especially in the landscape around Munich, where he lived and worked from 1896 to 1914. In 1909 he began to free color, shape, and line from the constraints of describing objects or suggesting readable narratives, increasingly dissolving the contours that separated discrete images in his pictures. Music was the prototype he adopted as he envisaged the possibility of abstract painting compositions organized to balance the allusive and the recognizable.
In his paintings and writings, Kandinsky expressed the belief that painting could be a form of visual music. This musical analogy led the artist to categorize his works as Impressions, Improvisations, or Compositions, depending on the degree of spontaneity or formalization. This Improvisation is built on subtle color harmonies applied with an agility that derives from Kandinsky’s rich experience working in watercolor.
Standards:
9.1.12
A. Know and use the elements and principles of each art form to create works in the arts and humanities.
B. Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
C. Know and use fundamental vocabulary within each of the art forms.
J. Apply traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others.K. Apply traditional and contemporary technology in furthering knowledge and understanding in the humanities.
9.2.12
A. Explain the historical, cultural and social context of an individual work in the arts.
D. Analyze a work of art from its historical and cultural perspective.
Goal: Students will learn how to decode QR codes and complete an online painting to be posted on their online blogs.
Objectives: Students will:
1. Students will improve observational and creative skills
2. Students will explore critical thinking
3. Students will further develop computer/technology proficiency
4. Students will further develop their use of technical productivity tools
5. Students will learn how to use technology problem solving and decision making
6. Students will learn how to use Brushter software
7. Students will learn about what a QR Code is
8. Students will understand how a QR Code can be decoded
9. Students will learn how to create their own QR code
10. Students will learn how to decode and use QR code and complete an online painting
Resource Materials/Visual Aids:
· 3x3 inch QR code student example
· Live demonstration using QR code technology and Brushter online program so students may effectively observe the proper procedure of completing the lesson exercise
· NOTE* Please Update or Install the latest version Shockwave in order to run Brushter Software
Supplies/Materials:
· Computer/Laptops
· Internet Access
· Smartboard
· Electronic White Board or Smart Board
· Programs: QR Code Generator/Decoder/Brushter· Ipod or Smartphone
Teacher Preparation: Teacher will:
· Will place small 3x3 inch paper with a printed QR code (that links students to their individual blog) onto their desks
· Will provide instructions to QR lesson onto homework/class lessons page online for absentees.
o QR code lesson should include numbered QR Code Images labeled as follows:
Step 1. Look Step 2. Listen Step 3. Inspiration Step 4. Create
Introduction to Lesson: Teacher will explain what QR code is and the uses of QR codes within today’s society. Teacher will ask students to log onto their lessons plans page to find links that will connect them to QR code apps for their specific mobile device. Teacher will then ask the students to use their Smartphone and scan the QR code linking them to the Philadelphia Museum of art online gallery, featuring a work from Kandinsky. Introduce the artist Kandinsky and explain to the students his history, his abstract painting technique, and how music was a source of inspiration for his pieces. Explain to students that they will be completing an abstract digital painting inspired by Kandinsky’s “Improvisation No.29”.
Kandinsky – Let’s Paint Music
Directions:
1. Show students how to scan and decode their 3x3 QR code by using their Smartphone and running their QR Reader application.
2. Tell students to log onto their online lessons plans page and to find today’s lesson entitled: Kandinsky – Let’s Paint Music, in order to complete the following lesson steps.
3. Tell students to use their Smartphone and scan the QR code Step1:Look, which will link them to the Philadelphia Museum of art online gallery, featuring a work from Kandinsky.
4. Introduce the artist Kandinsky and explain to the students his history, his abstract painting technique, and how music was a source of inspiration for his pieces.
5. Explain to students that they will be completing an abstract digital painting inspired by Kandinsky’s “Improvisation No.29” using the software Brushter.
6. Using a smartboard, show students how to use the online software Brushter. Demonstrate the tools as well as the save option upon completion of demo. Ask students what they think of the software and its navigation/handling of digital media tools.
7. Tell students to now scan the QR code found in Step2:Listen, which will link them to an online radio station (Note*CHILDREN FRIENDLY RADIO STATIONS ONLY – QR CODE example within this lesson)
8. Tell students to now scan QR code found in Step3:Inspiration, which will link them to an online image of a landscape piece to be used as inspiration for their digital painting.
9. Tell students to now scan QR code found in Step4:Create, that will link them to the online digital painting program Brushter.
10. Step4:Create. Students will now create their own digital abstract painting inspired by classical music using the program Brushter.Closure: Students will save a JPEG image of their completed Brushter abstract paintings onto their flash drives. Students will then post their paintings, song title/artist, and short 5 sentence paragraph describing their painting and experience workingwith QR code and Brushter software onto their personal blogs.
Critique/Evaluation/Assessment: Rubric. Students will be evaluated on the following criteria: use of QR Code technology/ use of online materials/participation/ originality/ complexity of artwork attempted/craftsmanship/and competence of abstraction technique
Time Budget:
Time Budget:
15 min – Introduction/Demonstration
25 min – Working Time
5 min – Warning to wrap up QR Code assignment and computer shutdown/ student log out
Vocabulary:
Code- is a rule for converting a piece of information (for example, a letter, word, phrase, or gesture) into another form or representation (one sign into another sign), not necessarily of the same type.
Encoding - the process by which information from a source is converted into symbols to be communicated.
Decoding - is the reverse process, converting these code symbols back into information understandable by a receiver.
Barcode - A barcode is an optical machine-readable representation of data, which shows data about the object to which it attaches.
QR Code – A two-dimensional matrix bar code that is used to identify products. It can store up to 4,296 alphanumeric or 7,089 numeric characters.
Matrix Code - Also known as a 2D barcode or simply a 2D code, which is a two-dimensional way of representing information.
Smart Phone - is a mobile phone that offers more advanced computing ability and connectivity than a contemporary feature phone.
Abstraction – Abstraction indicates a departure from reality in depiction of imagery in art. This departure from accurate representation can be only slight, or it can be partial, or it can be complete.
Safety Concerns: None
Bibliography/References:
- ANDROID QR Reader
LESSON EXAMPLES - Try these QR Code examples from this lesson. Enjoy!
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| (Example)Step1:Look |
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| (Example)Step2:Listen |
