In this unit of study, educators collaborated to integrate literature,
art, and music. The resulting student work is titled: Picasso Poems.
To integrate literature, creative writing, music, and art in the language
To integrate technology into the literature curriculum
To provide students with more individualized and quality instruction through
classroom-library-art studio collaboration
An art instructor, a 5th-grade classroom teacher, and a teacher-librarian
will share a collaborative unit of study in which students composed artwork
and poetry while studying Picasso's "Three Musicians" painting
and exploring the lives and work of jazz musicians through children's
literature and music. Participants will create artwork in the style of
Picasso and compose jazz-inspired poems. A collaborative lesson plan,
graphic organizers, and an annotated bibliography of children's literature,
including poetry, and jazz music tie-ins will be provided.
Lesson Plan: Classroom-Library-Art
Focusing Question: What do our poems
and paintings "say" about music?
To integrate literature, music, poetry writing, and art
To practice word choice, ideas, and voice
Students will hear and see patterns in poetry, music, and visual art.
Students will identify and use poetic devices, especially onomatopoeia,
similes, and alliteration.
Students will follow the writing process.
Students will create art in the style of Picasso and use it as a writing
Arizona State Standards:
Language Arts: Writing
Students effectively use written language for a variety of purposes and
with a variety of audiences.
Six Traits of Writing - focus on voice, word choice, and ideas
* idea development, focus, details (Ideas)
* author's voice, purpose, consideration of audience, tone and style (Voice)
* precise language and phrasing (Word Choice)
Visual Art: Art in Context
Students demonstrate how interrelated conditions (social, economic, political,
time and place) influence and give meaning to the development and reception
of thought, ideas and concepts in the arts. (FAV2-E1)
* apply subjects, themes or symbols from various cultural or historical
contexts to their art work that will communicate their intended meanings
* compare and contrast the values and aesthetics of their own work and
the historic or cultural work with similar meanings
Before and throughout the study
* Rochelle will read selections from the jazz text set and invite students
* Rochelle will teach and review poetic devices: alliteration, onomatopoeia,
similes and metaphors.
* Judi and Rochelle will lead the students in reading Jazz Cats
(David/Galey). What do students notice about poetry? What are its connections
to music? How do poets make their poems musical? (with word choice - poetic
* While listening to jazz music, Judi play the audiotape of Charlie
Parker played be bop (Raschka). Discuss the connections between the
words and Parker's music. Judi will read poems from the jazz text set.
Judi and Rochelle will continue this discussion with students. Teach/review
* Judi and Rochelle will share the project with students. Create a class
web of instruments, possible musicians (Big Daddy/Mama, Bro', Sister,
), sounds, colors, and shapes used in their illustrations.
Play jazz music from the jazz text set.
* Teach jazz vocabulary: bebop, riffs, lines, notes, beats, phrases. Add
musical words to our class web.
* Tracy will teach the art lesson. Students will compose paintings based
on Picasso's "Three Musicians."
* Tracy will select exemplary work for the Web site.
* Rochelle and Judi will model using the class web as a foundation for
creating an individual jazz
poem category web (pdf file).
* Compose a shared writing poem.
* Students will compose their poems based on their own artwork.
* Judi and Rochelle will provide writing conferences as needed.
* Students will keyboard their poems and complete the checklist.
January - February 2007
* Tracy will take digital photos of students' artwork.
* Students will revise their poems.
* Students will keyboard poems.
* Collaborate with teacher-librarian Cathie Fox. Students create a PowerPoint
presentation by importing the photos and copying and pasting the poems
from students' individual files.
* Burn a CD-ROM.
PDF Files to Support this Unit of Study:
of Jazz Literature, Music, and Multimedia Resources: A Topical Text
Set (pdf file)
Jazz Poem Category Web (pdf
Picasso Artwork and Jazz Poems:
Checklist (pdf file)
Directions for Three Muscians Painting (pdf file)
A variation of this unit of instruction is found in Judi Moreillon's
book: Collaborative Strategies
for Teaching Reading Comprehension: Maximizing Your Impact, available
from ALA Edition, April, 2007.
Rochelle's Email: Rochelle.Thomson@tusd1.org
Tracy's Email: email@example.com
Judi's Email: firstname.lastname@example.org
Updated: 21 February 2007
Judi Moreillon's Home Page