“Ta’limda innovativ-kreativ texnologiyalarning qo’llanilishi, neyrolingvistik dasturlashning
amaliy asoslari” mavzusidagi xalqaro konferentsiya 2021-yil, 27-dekabr
135
about your drawings. Tell them the name and composer of the music, and let them
know how long the piece of music is going to be so that they can pace themselves
(5–6 minutes is ideal). Let them know that during the piece, they can choose to draw,
doodle, write words, or simply sit and enjoy the music with their eyes closed.
2.
Distribute the paper and drawing supplies, making sure each student has several colors
to work with. Make sure each student has a flat surface to draw on.
3.
After the piece is finished, allow students to put finishing touch- es on their art. Then
have them share their art with the others in the class, talking about how the music
made them feel. The teacher may want to go first, or not go at all.
4.
Students will respond to each other’s drawings and the stories about them. Often,
surprising stories and feelings will emerge from the experience, and the class will
feel closer because of the experience.
Variations
1.
If students are so inclined, you can put the drawings up on a wall, or collect
them into a folder.
2.
You could choose music that has words, but in a language with which nobody is
familiar. For example, many “world music” pieces are in languages that are not
known to most of their fans, such as the music of the Tuareg group from Mali,
Tinariwen.
3.
You could give a theme to consider prior to the music and see what items of that
theme they may end up incorporating into the drawing.
