Erasmus+ arteducation.eu Adriana Brainelau RO1 Can we feel the numbers? HS R01

1. DEVELOPING ENGLISH THROUGH ART ORIENTED ACTIVITIES
LESSON PLAN, THEME: NUMBERS
School: “Carmen Sylva” College of art
Grades: High-school level, 9 – 10th grade
Subjects: Visual Art, Music, Mathematics, English, ITC
Title: NUMBERS
Unit: Can we feel the numbers?
Lesson type: mixed
Lesson objectives:
1-Cognitive objectives:
a)Stimulation of creativity using mathematics(numbers), arts, music and ITC
b) To correctly use the numbers in drawings, as a proportion or a frame to “fit “
music in it.
2-Affective objectives:
a) To make students confident in themselves, when using English, creativity,
performing arts, and computing.
Skills: speaking in English, draw, listen and imagine music, using the numbers and its
subdivisions in performing arts.
Interaction: Teacher-Students; Students-Students.
Assessment activity: the students will be assessed on class participation, and for the percent of
creativity released.
Teaching techniques: dialogue, draw, perform, questioning
Method of teaching: Communicative approach
Time: 50 minutes
Teachers: Adriana Braileanu, Ileana Brasov
Motivation: The number is a concept, an abstract term; we can use it in so many forms. We can't
touch it or see it as an object but can we feel it?

2. There is relativity of perception both in time and space. Numbers help us to deal with relativity,
the numbers are making order. But same time we can use numbers to cheat space and time and
play with relativity! The main instrument which allows us to play with time relativity is Music.
But Music must be written with numbers in order to be read and played. Music needs rhythm,
values, sound pitch, simple/duple/triple time signature and so. All these are measured by
numbers. However, when we listen to the music we don’t number in our head. We can say we
feel the number. Visual compositions also need a structure, defined by proportion, rhythm,
symmetry, alternation, repetition, all of which are represented by numbers. Intensity of tones, or
hue and saturation of a color, can be measured when we study visual art. When we enjoy the
result we forget all about measuring and just feel the artistic effect.
Teachers activity Students activity Spent time
on the
activity
The purpose of activity
Teacher make introduction
of subject, present the
main idea about Numbers,
short history, engage
students in conversation.
Students participate with
information; generate a
short brain-storming
around the subject.
5’ Students get interest in
subject.
Teacher present the two
parts of lesson, one part of
listening and audition,
second of active
participation, when
student make drawings
after music.
Students take notes,
prepare for the lesson
with materials.
5’ Students prepare for active
participation.
The music teacher will
give the students an
example of music to be
listened (played on a
instrument, or using the
internet) carefully, in
order to represent all type
of rhythm later, in
drawings. Explain the
rhythm concept, and its
ways of representation.
Than explain the request,
to try to draw the rithm
after music.
The students will just
listen, and try to
remember all sequence of
rhythm
10’ Capture the attention of
students
The music teacher play the
music at piano, repeat if
needed.
Students draw rhythm on
long sheets of paper with
markers.
10’ Understanding the request,
Creating materials for next
moment of lesson.

3. The visual art teacher now
analyzes the drawing with
students, look for patterns,
similarities or different
approaches.
Students participate on
analyzing process,
suggest ideas of
interpretation.
10’ Active participation of
students, engagement in
the process.
Teacher makes
conclusions with students
participation, trying to
find connections between
sounds, rhythm, music and
graphic representation in
order to better understand
the approach of numbers.
Students look for
connections between
rhythms in music and
graphic representation,
measuring, and
understand the numbers
as concepts that are part
of our life.
5’ Forming conclusions and
evaluation, using graphic
materials and theoretical
items.
Listening a piece of
mechanical music played
after a perforated sheet of
paper on a music box, in
order to make an example
of application.
Both students and
teachers listen and make
connections and
conclusions.
5’ Looking for other forms of
application of the concept.