3.4 Sound & Movement Activities for Creating, Imagining & Connecting

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Do curso por The Museum of Modern Art

Arte & Atividades: Estratégias Interativas de Engajamento com a Arte

615 classificações

The Museum of Modern Art

Arte & Atividades: Estratégias Interativas de Engajamento com a Arte

615 classificações

Art can be a powerful catalyst for building skills and understanding a range of subjects. Intended for primary and secondary teachers of all disciplines, Art & Activity builds upon the inquiry-based approaches of Art and Inquiry: Museum Teaching Strategies for Your Classroom, while delving into activity-based strategies that will make your students empowered participants.

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Activities for Creating, Imagining & Connecting

In this module, we’ll stay active by covering activities that involve drawing, writing, discussion, sound, and movement. We’ll also put on our designer hats, with a Take Action video that presents a cosmic design challenge. You’ll have a chance to test your knowledge with the third and final quiz of the course. Finally, we want you to put all that you’ve learned into practice by using one of the activities with family, friends, or students, and then reflecting on the experience in the discussion forums.

3.1 Drawing Activities for Creating, Imagining & Connecting4:53

3.2 Writing & Discussion-Based Activities for Creating, Imagining & Connecting10:08

3.3 Take Action: Postcard Home6:50

3.4 Sound & Movement Activities for Creating, Imagining & Connecting4:51

3.5 Design Thinking Activities4:34

3.6 Take Action: Chair for an Astronaut3:37

Conheça os instrutores

Jessica Baldenhofer
Associate Educator, School Visits & Partnerships
Education
Lisa Mazzola
Assistant Director, School and Teacher Programs
Department of Education
Stephanie Pau
Associate Educator, Interpretation & Research
Department of Education

Often we think of art as a purely visual experience. But here I'll be introducing you to sound

and movement-based activities that will engage your students' ears, voices, and bodies as

vehicles for connecting and imagining with works of art.

"Be the Art" is a movement-based exercise that involves acting out the gestures, poses,

or compositional elements in a work of art. After your group has had a few moments to

study the work, ask a couple students to get in front of the class and act out a particular

element that sticks out to them. Remind your students that they can have fun with their

bodily interpretations. Some students may try to mimic the lines or shapes in an artwork

exactly, while others may try to express the general feeling or mood of a painting. Both

are valid ways of responding to the work.

Involve the rest of the class by asking them to compare their classmate's poses against

the figures in the actual artwork. They can call out possible adjustments, or walk up

and gently correct the poser's arm or leg, for example, so that it better reflects the

look or feel of the artwork.

"Tableau" is a similarly terrific tool for engaging students with the details in a work

of art. It works especially well with large-scale paintings or sculptures that have many characters

and details. It can also be used with abstract works, by getting them to look closer at the

shapes and composition of a piece. Divide your class into "actors" and "directors."

The "actors" freeze their facial expressions and bodies to reflect the scene, while the

"directors" instruct the actors to adjust their positions using the artwork as a reference.

"Tableau" is all about paying attention to detail. While helping the "actors" to perfect

their positions, the "directors" will undoubtedly begin to notice and articulate new aspects

or spatial relationships in the artwork. At the end of this activity, ask the "actors"

to break their poses and share any new insights they gained about

the narrative or composition of the artwork.

In music, rhythm is heard as the beat of drums, the clapping of hands, or the strum of a guitar.

In visual art, rhythm is seen with our eyes. "Rhythm Sequence" is an activity that creates

a sort of synesthesia between these two experiences of rhythm, by asking participants to assign

sounds to what they see. One good way to start off this activity is to have your students

listen to a piece of music with a regular beat, like a march. Then, show students how

artists also use regular rhythm in a nearby art work.

Here at MoMA, we often use this activity with Piet Mondrian's "Broadway Boogie Woogie" but

it can be used with any artwork that features random, regular,

or alternating patterns of colors, shapes and textures.

So we notice that in these lines we have different colors. We have grey yellow red and blue.

With "Broadway Boogie Woogie," we will ask students to assign

each color a different sound.

Just one sound, one idea you have for a sound. So you guys are yellow, you guys are blue.

You guys are red.

We then divide the class into an orchestra where each section "plays" an assigned color.

Choose one person to "conduct" the piece by tracing their finger over different parts

of the artwork, being careful to not actually touch the surface. As the conductor passes

her finger over various patterns, shapes, and colors, a soundscape emerges that will

shed new light into the way artists use rhythm.

These sound and movement-based activities speak to students who are kinesthetic learners,

or who have particularly strong spatial or musical abilities. These can help involve

students who struggle with language due to learning or developmental disabilities. And

because the main mode of expression is through sound or movement, these activities can also

help bridge cultural and linguistic divides.

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