Lesson Plan

Experiencing Music through Drawing

Music students in 3rd grade have been working on listening, playing, and creating music with a focus on dynamics and tempo. In this lesson, students will be able to create and explain their own drawing with an emphasis on tempo and dynamics from the musi
Noelle M.
Classroom teacher
Holly Hills Elementary School
Denver, United States
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My Grades K, 1, 2, 3, 4, 5
My Subjects Arts

1. Students will be able to demonstrate their understanding of tempo and dynamics in a piece of music through drawing using the app Paper53. 2. Students will be able to verbally explain what tempo and dynamics are in music using their picture they created to Fanfare for the Common Man, composed by Aaron Copland.

English Language Learning
Grades 3 – 5
All Notes
Teacher Notes
Student Notes

1 Hook/Attention Getter

Activity: Exploring

Show the video "I See a Song" by Eric Carle.


Student Instructions

As you watch the video " I See a Song", what do you see when you hear the music? Do the drawings in the video match the way the music goes?

2 Direct Instruction

Activity: Exploring

1. Show students “I Hear a Song” by Eric Carle. Discuss with the class how the author heard the music in the story. 2. Explain to students they are going to create something similar to “I Hear a Song” using their music vocabulary words tempo and dynamics. 3. Review what tempo and dynamics are in music with students. 4. Model ways to draw tempo and dynamics using the app Paper53. Draw big loops for forte and small loops for piano to depict the dynamics. When drawing the tempo, draw tight and small squiggle lines for fast and loose and big squiggle lines for slow. Explain to students when they hear the music in the background (we will be using Fanfare for the Common Man, composed by Aaron Copland), they are to “draw what they hear” using their squiggle lines and loops. They can even pick two colors to differentiate between tempo and dynamics. 5. Now it’s the students turn to try. Let them have one or two practice tries before they do their final drawing. 6. After students draw their final drawing, have them save their work. 7. On another day, teacher models how to verbally describe the tempo and dynamics in another student’s drawing while Fanfare for the Common Man is being played in the background. Have students practice verbally describing their own drawings, making sure they are speaking to how they described the tempo and dynamics in the music through their art. Once secure, have students record an explanation of their own drawing while the music is playing softly in the background. 8. Upload the final product into a digital portfolio such as Seesaw.

3 Guided Practice

Activity: Conversing

1. Give students an opportunity to verbally share what they heard in the music to a partner before they start to draw. 2. Pair students up with a partner for the first couple of practice drawings. This will give students an opportunity to ask clarifying questions.

4 Independant Practice

Activity: Creating

Once secure and students have practiced enough times with a partner, have students create their picture on their own.

5 Wrap-Up

Activity: Assessing

Present final student drawings and explanations to the class. As students are watching other student presentations, have them write one positive thing they heard or saw in their peer’s presentation. For example, I like how you explained the dynamics in your drawing. I can tell the music was forte in that section because of how you drew your loops.