This lesson incorporates music and art concepts to explore the “feel” of music.

Lesson Title

The “Feel” of Music


Kindergarten interdisciplinary lesson plan for Music and Art


  • Medium to play music, such as computer, boombox, etc.
  • Various songs of different types (slow, fast, upbeat, sad, etc.) preferably from different cultures/genres
  • Crayons of many different colors for each student to use
  • Large piece of paper that can be divided/folded into parts


The students will

  • Listen to different songs and recognize contrasting expressions, emotions, sounds, etc.
  • Identify expressions and emotions that they feel the songs represent.
  • Translate the expressions and emotions into terms of art, such as color, line, etc.
  • Describe their personal reactions to the musical selections and how they referenced those reactions in their artwork.



ART.M.I.K.11             Recognize contrasting expressions of music.

ART.M.III.K.3            Describe the music performed and presented in kindergarten by moving, drawing, or through other appropriate responses.

ART.M.III.K.4            Introduce music vocabulary emphasizing opposites; i.e. fast and slow, loud and soft

ART.M.III.K.7            Identify and support personal reactions to a musical selection.

ART.M.IV.K.1            Identify and describe distinguishing characteristics of starkly contrasting styles.

ART.M.V.K.2             Observe and identify cross-curricular connections with the kindergarten curriculum


ART.VA.I.K.2             Work with materials and tools safely with environmental awareness.

ART.VA.I.K.3             Explore the elements of art through playful sensory experiences.

ART.VA.I.K.4             Prepare, complete, and sign finished artwork.

ART.VA.II.K.2           Use a variety of lines, colors, and basic geometric shapes and patterns to creatively express feelings and personal experiences.

ART.VA.II.K.5           Express thoughts and ideas through the creation of artwork.

ART.VA.III.K.2          Recognize that art can be created for self-expression or fun.

ART.VA.III.K.3          Describe the sensory qualities in a work of art.

ART.VA.V.K.3           Identify how pattern, shape, rhythm, and movement are used throughout the arts.

ART.VA.V.K.4           Explore connections between the visual arts and other curriculum.

Anticipatory Set

5 minutes

Open discussion with students about music:

  • Do you like listening to music?  Why or why not?
  • How do they feel when they listen to music?
  • Does it make them want to dance or sing?
  • Do they feel the same feelings with every song they hear, or do they feel differently about different songs?
  • If you could color or draw how you feel when you listen to a song, what would it look like?

Introduction / Direct Instruction

5 minutes

  • Instruct the children to fold their sheets of paper in as many parts as you have musical selections (i.e. 6 songs, fold the paper to make 6 sections, divided by fold lines).
  • (Transition) “Let’s listen to this first song. As you listen, think about how it makes you feel.  Then, I would like you to color or draw in the first square what you think this song sounds like, or how it makes you feel.  You can draw anything, and it can be any color, as long as you can explain what you drew and how it relates to the music.”
  • Play an excerpt from the first song. Allow the students time to think, then draw.  If further direction is needed, reiterate: “Listen first, then think, and lastly, draw.”

Checking for Understanding

2 minutes

At the end of the first excerpt, select a few students to describe their artwork. Ask: “How did the song make you feel?  What colors did you choose and why?  Did you draw any objects or people, or is it just color?”  You may also use this opportunity to define “abstract art.”  This discussion is to ensure comprehension of what is expected of the students before moving on.

Direct Instruction/Guided Practice/Assessment of Learning

10-15 minutes

Continue with the rest of the musical selections. Discuss each as needed.  Take time to notice differentiation between students’ reactions, i.e. “This song made Suzie feel sad, but it also made Andrew feel tired.  Why do you think that is?” or “Suzie feels sad, so she used the color blue.  Andrew felt tired, so he used the color black.  Why do you think that is?”  Have students explain their reasoning.

Lesson Close

Select a quieter song to use for transition, and relate the components of the song to the students’ expression. “Listen to the softness and quietness of this song.  Let’s be just as quiet as we put away our things and move on to the next lesson.”