When someone thinks of “art in music courses,” they are likely to think of “painting to music.” However, there are many more connections and parallels between the two arts, as well as far more possibilities to discuss them in class.
The two disciplines, music and visual arts, have many points of contact, which provide intriguing design alternatives for elementary school education and make hearing and seeing a powerful experience. It improves concentration, auditory and visual awareness, and motor skills in addition to allowing youngsters to express themselves creatively.
Images serve as memory threads
It’s difficult to talk about music because it’s such an ephemeral art form. Visualization in the form of a visual score enhances communication while also intensifying listening. In connection to what’s heard, the image created is unforgettable. In this approach, music from the past can be incorporated into a picture and viewed in peace. This makes it easier to talk about your own experiences and empathize with others.
Paint to the beat of the music
Painting to music can be quite beneficial if the teacher and his students understand the goal, what the chosen music might elicit, and where the painting should lead: You can paint objectively and associatively, or try to depict the formal flow of a piece of music. You can paint while listening to music or utilize it as a temporary stimulus for a longer development period. To do that you need a paint material which you can see at bestoftrim.com Conversations about painting are always followed by discussions about the music you’ve heard, as the music always resonates in the interchange of personal experiences and design intentions. And if you want to avoid discussing the vivid impressions of death and therefore devalue the visuals produced, you should stick to Plato, who already knew.
Music, art, and movement are all forms of expression
All of this can be used in music and movement in the following way: Even the construction of a musical image is influenced by body and movement. Musical figures and structures can be sketched into the picture without hesitation and without regard for cognitive constraints, possibly even with your eyes closed. Images, on the other hand, can be brought to life by movement: shapes dance “out of the image” and take on a life of their own on stage. The picture’s formal structure is merely a jumping-off point for experimenting with the portrayal of individual pieces and their interactions.
Moving freely to the music while viewing photographs
Each youngster is given a crimson rag and is asked to find a spot in the room. It is possible to hear the song “Colors of the Wind.” To the music, the children move freely with their garments. Following the movement unit, a discussion regarding emotions and associations related to the music will be held: How did you feel when listening to the music? What were your initial thoughts? Then, in front of the class, numerous Paul Klee paintings are put out. The students are given the responsibility of matching the music they’ve heard to a picture they believe is appropriate. The song can be played once more at this point. The children are now making deliberate comparisons between what they have heard and the sights in front of them. They make connections between what they’re thinking and what they see in the photos.