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Lesson Plan - What A Wonderful World

The document describes a lesson plan where students listen to and analyze the lyrics of 'What a Wonderful World' by Louis Armstrong and create a painting or drawing to interpret the song. The lesson introduces students to Armstrong's life and music and has them listen to the song, discuss the lyrics, and choose a stanza to represent visually through art.

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SIANE Wilson
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© © All Rights Reserved
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Download as PDF, TXT or read online on Scribd
42 views

Lesson Plan - What A Wonderful World

The document describes a lesson plan where students listen to and analyze the lyrics of 'What a Wonderful World' by Louis Armstrong and create a painting or drawing to interpret the song. The lesson introduces students to Armstrong's life and music and has them listen to the song, discuss the lyrics, and choose a stanza to represent visually through art.

Uploaded by

SIANE Wilson
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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What A Wonderful World

Overview: Students create a painting or a drawing by analyzing lyrics


from a song.

Theme: Historical Figures Grade Level: 2nd – 5th


Concept: Relationships Time needed for lesson: 45 minutes

Objective: Students will use visual art as a vehicle to study literature


and music that was popularized by the historical jazz musician; Louis
Armstrong.

Preparation for lesson: Students should be introduced to the life and


music of Louis Armstrong through books, CD’s, films, research on the
internet, etc.

Lesson Activities:
1. Play What A Wonderful World sung by Louis Armstrong for the
class. Ask them to listen to it again with their eyes closed.

2. Discuss with the class: How did you feel when listening to this
song? Did you understand the lyrics? Were you just listening to the
melody?

3. Write the 4 stanzas of lyrics on the board or on an overheard


projector.

4. Listen to the song again while reading the lyrics. Listen to the song
twice if necessary.

5. Discuss with them if they felt differently about the song. Did it
make sense to them? What did you notice?

6. Pass out materials to the class that you feel is most appropriate:
Colored markers, tempera or watercolor paints, watercolor crayons or
oil pastels with the appropriate papers, water, brushes, etc.

7. Ask the students to choose a stanza from the song that they relate
to and transfer their feelings via paints, markers, etc. to the paper.
(Play the song while they are working.)

8. Upon completion of their project, ask if anyone would like to share


their experience of this assignment.
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Extension of the lesson: Create a gallery in the classroom or hallway
and conduct a gallery walk. Ask the students to take notes about the
drawings that attract them the most. What attracted you to this
painting?

Materials needed: Biographical information about Louis Armstrong:


Books, posters, CD’s, etc., art supplies: paints, brushes, crayons,
markers, papers, etc.

Vocabulary: Louis Armstrong, jazz, trumpet, cornet, lyrics, stanza,


interpretation, sacred.

Benchmarks
Social Studies:
Understands people, places and environments
• Explains what it means to communicate and describes some of
the ways it is done.
Understands time, continuity, and change (History)
• Identifies examples of interesting Americans through exposure
to biographies of important people of the past.

Language Arts:
Demonstrates competence in reading for critical analysis and
evaluation
• Draws conclusions and makes predictions and comparisons
based on what is read.

Visual Art:
Visual Art Expression – The students will observe, select and utilize a
variety of ideas and subject matter in creating original works of visual
art.
• Use a variety of subjects, basic media and techniques in making
original art including drawing, painting, weaving, sculpture and
ceramics.

Music:
Music Appreciation – The student will learn to appreciate music and
expand their listening beyond music currently familiar to the student.
• Discuss likes and dislikes of music of different styles.

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Whole Child
Thinking/Cognition:
Students have to choose a
stanza they relate to most.
They are challenged to
comprehend the lyrics,
analyze the information and
apply that in a visual art
form.

Feelings/Emotions: How does


this song make you feel?
Students transfer emotions to visual art.

Doing/Physical: Students are drawing, painting, etc.

Creating/Intuition: Students are creating their vision of how they


interpret the lyrics and the music.

Teacher Assessment

Was student involved in classroom discussion? ____________________

Was student willing to listen to the music? _________________________

Which art materials did student choose to interpret music?

______________________________________________________________________

Did student volunteer to talk about his/her artwork? _______________

Student Assessment

I enjoyed this lesson because ___________________________________

What I learned about Louis Armstrong was


____________________________________________________________________

The song, What A Wonderful World, made me feel _________________

____________________________________________________________________

I chose ___________________________ to make my art piece

because___________________________________________________________

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What A Wonderful World
written by: George David Weiss & George Douglas
sung by: Louis Armstrong

I see trees of green, red roses too


I see them bloom for me and you
And I think to myself what a wonderful world.

I see skies of blue and clouds of white


The bright blessed day, the dark sacred night
And I think to myself what a wonderful world.

The colors of the rainbow so pretty in the sky


Are also on the faces of people going by
I see friends shaking hands saying how do you do
They’re really saying I love you.

I hear babies crying, I watch them grow


They’ll learn much more than I’ll ever know
And I think to myself what a wonderful world
Yes I think to myself what a wonderful world.

27

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