# data[].attributes.body
As a warming we will use a video where the students will find some conection between images and sounds.

# data[].attributes.body
Before beginning to create their music piece the students will be introduced in musical minimalism with the following video

# data[].attributes.attachment_link.title
Philip Glass - Mad Rush -  LINK TO DOWNLOAD FOR FREE THE PIANO SHEET IN THE DESCRIPTION

# data[].attributes.body
In this video the minimalistic procedure is clear and easy to understand and perform. The two initial patterns will be imitated to create a similar piece.

# data[].attributes.attachment_link.title
Steve Reich - Clapping Music (Scrolling)

# data[].attributes.body
To find a conection between visual patterns and musical ones.

To listen to pieces involving the repetition of patterns

# data[].attributes.body
To find the difference between types of rhythm in Visual Arts.

To include the elements and principles of design in their work.

To enjoy the experience of working in patterns.

To use and mix wet and dry techniques.

# data[].attributes.body
To create audiovisual pieces based on paterns

# data[].attributes.body
In this lesson the students will establish an analogy between music and art patterns.

# data[].attributes.body
Arts and Music

# data[].attributes.body
2nd ESO

# data[].attributes.body
The students will listen to minimalistic music identifying the repetition of elements in it.

The students will create their own musical piece based on a modular visual design

# data[].attributes.body
The students will create several textures related to the diferent characteristics of Minimalistic Music.

The student will use the grid to organise the position of figures to mark the features better

# data[].attributes.body
The students will recognize similarities between short music pieces and visual textures or serial modular drawings.

# data[].attributes.body
The students will work in a padlet to match visuals and arts

# data[].attributes.body
When they finish their asignments, the students will upload the audiovisual result to another paddlet

# data[].attributes.body
When speaking about the first video and discussing about the matches in the first padlet, the teacher will provide of flash cards with language strategies.

A brief text will be also provided with some information about minimalistic music and a final fill in the gaps activity

# data[].attributes.body
The language assistant will help the students with their communicative skills. When then comment on the first padlet he/she will listen to them and try to improve their speaking.

While the students work in their paintings and music pieces he/she will meet each group asking the students about their work.

# data[].attributes.body
Rhythm

Textures (natural/artificial-visual/tactile)

Grid/Stave (or  staff)

Pattern

Composition

Module

Helix

Stencil

“frottage”

Gradient color

Iconicity

Synaesthesia

Pop-up

Minimalism

Variation

# data[].attributes.body
The students will work in different places in the school.

The arts classroom, where they will find all the required resources as well as a classroom computer attached to a proyector.

The music classroom, where they will be able to use Orff instruments, guitars, a piano and whatever other instrument they would bring.

The computer laboratory where they will work in the padlets

# data[].attributes.body
We could suggest:

Some patterns to introduce the students into the theory.

Material for dry techniques (coloured and washable pen, penmarkers, crayon, pastel,...)

Material for wet tecniques (watercolor, tempera, acrylic,...)

Brushes of different sizes,

Paper or cardboard (different colours, sizes and typology )

Glue
and/or stickers (different shapes)

Stencils (cut and with reliefs)

Stamps (or rubbers to cut)

Cutter (or scissors)

# data[].attributes.body
A mobile phone, tablet or any other device providing the students of the posibility to take photographs and record sounds

# data[].attributes.body
Working in the computer lab:

The students will see the video I (resources) and will work in pairs to comment their ideas about it producing a kind of poster explaining their point of view.

Then, they will work with padlet I (resources) matching each visual with the most suitable listening

During this sesion they will be given some support for their communicative skills ).

# data[].attributes.body
After we tell the students some theory about synaesthesia (colour associated to a feeling, or a temperature) and about  the way to express rhythm, sensations or feelings with basic elements, they'll do an individual exercise: to create different textures.

In other session we use a grid to move/transform a module in 2 steps (6, 7 and 8)

Using a computer the students will experience a digital simulation on patterns.

The students use photocopies to make a pattern doing a serial pattern

They coloured (or not) or they made a composition (cutting, pasting,...)

# data[].attributes.headline
Working at the music room (by Marisa and Almudena

# data[].attributes.subject
Working at the music room (by Marisa and Almudena

# data[].attributes.body
As a warming they will see a video of a minimalistic piece following its score.

Regarding the cultural aspects of minimalistic music, they will also read some information about the style and do cloze text (resources /printed resources)

Then they will apply the same principles in the performance of a similar piece. To do so,  they will play a clapping piece following the ideas in video III (resources). After doing it they will be asked about the use of repetiton and variation in the piece.

Then, they will have to create something in the same groups they used when drawing. They will have to create a piece similar to the ones we listened before, but, regarding the first video they watched, they will try to do it following the shape of their own picture.

# data[].attributes.body
When they finish their assignment they will take a photograph of their picture and a record of their music piece. Then, they will combine both in a file and upload it to padlet II (resources)

# data[].attributes.headline
The padlet II shows the results  (by Almudena)

# data[].attributes.subject
The padlet II shows the results  (by Almudena)

# data[].attributes.body
The teacher will chek:

Every student has posted their works.

The creativity. All works are original.

Students can explain their works in a brief presentation

# data[].attributes.headline
Application example of percentages in class (by Almudena and Helena

# data[].attributes.subject
Application example of percentages in class (by Almudena and Helena

# data[].attributes.body
70% for conclude the project

10 % the skills (techniques)

10% creativity

10% perceptiveness or accuracy (to identify the fine differences between the examples)

# data[].attributes.body
The students could transform the bidimensional design (flat geometrical figures) in a  three-dimensional design (volumetric structure).

They can work with three diferent plans of colours: cut a paper two-sided coloured (the shape) and colle into another coloured paper (the background).

The students may apply this kind of work to made three-dimensional cards (or little books) using pop-up techniques.

.

# data[].attributes.body
Related to changing the system (2D to 3D)

# data[].attributes.attachment_link.description
Animation by Nick Jeu based on Piet Mondrian's "Broadway Boogie Woogie"

# data[].attributes.body
For further infomation

# data[].attributes.attachment_link.title
Interpretation of Broadway Boogie Woogie

# data[].attributes.attachment_link.description
Our final project for my Drawing II class was to reinterpret a masterpiece. I chose Piet Mondrian's Broadway Boogie Woogie. I chose to reinterpret it using a stop-action animation, which is basically taking many shots of the object, each time moving it very slightly, and playing the pictures really fast so the object appears to be animated.

# data[].attributes.body
This project has been developed by Almudena López González (music teacher), Helena Porta Abad (arts teacher) and Marisa Ruiz Cabello (music teacher) as final assignment for the course IN60 for music and arts teachers held in July of 2017.
As a requirement of the course, this project is licensed under Creative Commons attribution by-nc-sa.

# data[].attributes.body
The most relevant aspects of the course we have employed in this lesson plan are:

Using specific vocabulary (we have included some words for the students to learn)

Creating activities related to CLIL methodology (the students' communicative skills are improved by its use supported by some key openings and the help of the teacher assistant; music and art contents are developed; cultural aspects are also included when listening to music pieces or reading about minimalism; and the students are introduced into a more complex cognition when, once they have undertood the main ideas they are encouraged to improve them)

Creating digital materials (this can be directly proved here)

Working with the assistant teacher as it can be seen in "resources"

Using a proper clasroom management language