Visualising Sound: Drawing Music

Active learning works well for this topic because students need to experience sound as both listeners and creators. When they move from hearing music to drawing what they hear, they develop a deeper understanding of how symbols can communicate ideas beyond words.

• Year 5
• The Arts
• 3 activities
• 20 min–50 min

Learning Objectives

1. Design a graphic score using lines, shapes, and colours to represent a specific piece of music.
2. Analyze how different visual elements in a graphic score correspond to musical dynamics and tempo.
3. Perform a graphic score created by a classmate, interpreting the visual symbols to produce sound.
4. Compare and contrast the effectiveness of different visual notations in communicating musical ideas.
5. Explain the relationship between specific visual symbols and the sounds they represent in a graphic score.

Peer Teaching

⏱ 30 min·Pairs

Peer Teaching: Score Interpreters

Students work in pairs. One student draws a 'sound map' using zig-zags, dots, and swirls. The other student must perform this score using a percussion instrument, with the 'composer' providing feedback on how well the sounds matched their visual intent.

Prepare & details

How can a loud sound look different from a quiet sound on paper?

Facilitation Tip: For Score Interpreters, pair students with different instruments so they must adapt their graphic notation to the performer’s capabilities.

Setup: Presentation area at front, or multiple teaching stations

Materials: Topic assignment cards, Lesson planning template, Peer feedback form, Visual aid supplies

• Understand
• Apply
• Analyze
• Create
• Self-Management
• Relationship Skills

Gallery Walk

⏱ 20 min·Whole Class

Gallery Walk: The Silent Concert

Display various graphic scores created by the class around the room. Students move from score to score, 'hearing' the music in their heads and leaving feedback on which visual symbols most clearly communicated the intended volume and energy.

Prepare & details

What kind of line could represent a fast rhythm? What about a slow one?

Facilitation Tip: During The Silent Concert, remind students to consider space and layout, as crowded scores can confuse performers.

Setup: Wall space or tables arranged around room perimeter

Materials: Large paper/poster boards, Markers, Sticky notes for feedback

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

Inquiry Circle

⏱ 50 min·Small Groups

Inquiry Circle: The School Soundscape

Groups record 30 seconds of 'school noise' (e.g., the canteen, the playground). They then work together to create a large-scale graphic score that represents these sounds, using specific colors for different types of noises (e.g., red for sharp bangs, blue for humming).

Prepare & details

How can we use colours to show happy music versus sad music?

Facilitation Tip: In The School Soundscape, have students record short clips of their chosen sounds to play back during creation.

Setup: Groups at tables with access to source materials

Materials: Source material collection, Inquiry cycle worksheet, Question generation protocol, Findings presentation template

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Teaching This Topic

Teach this topic by modeling how to translate sound into visuals first. Use examples from professional graphic scores to show that symbols must be intentional and performers need clear cues. Avoid letting students rush through the process, as careful listening and planning lead to better results. Research suggests that students learn best when they see their work performed, so always build in time for peer feedback.

What to Expect

Successful learning looks like students confidently using shapes, colors, and symbols to create clear instructions for performance. They should be able to explain why they chose specific visual elements to represent sound, and how their score relates to what they intended to convey.

Watch Out for These Misconceptions

Common Misconception

During Peer Teaching: Score Interpreters, students might think graphic notation is just drawing.

What to Teach Instead

Show students examples of professional graphic scores by composers like Percy Grainger or Cathy Berberian. Have students identify which symbols represent specific sounds or actions, then ask them to explain how these symbols instruct a performer.

Common Misconception

During Gallery Walk: The Silent Concert, students may believe any drawing can be a score.

What to Teach Instead

Before the gallery walk, give students a set of criteria to evaluate each score. For example, ask them to check if symbols are consistent and if they can predict how the piece should sound. Discuss why unclear symbols fail to communicate.

Assessment Ideas

Peer Assessment

After Peer Teaching: Score Interpreters, have students swap their graphic scores and perform them using classroom instruments or found objects. The original composer provides feedback on whether the performer captured the intended loudness, speed, or texture, while the performer shares what was clear or confusing.

Quick Check

During Gallery Walk: The Silent Concert, present students with a pre-made graphic score (4-6 symbols). Ask them to write down what each symbol represents in terms of sound, such as 'loud crash' or 'soft hum'. Review responses to assess their understanding of visual-auditory connections.

Discussion Prompt

After Collaborative Investigation: The School Soundscape, facilitate a class discussion. Ask students: 'How did using colors change how you thought about the music? What was the most challenging part of translating sound into a drawing? What symbol did you find most effective for showing a quiet sound, and why?'

Extensions & Scaffolding

• Challenge early finishers to create a graphic score for a piece of music they’ve never heard before, using only a title to guide their interpretation.
• Scaffolding for struggling students: Provide a template with labeled sections (e.g., 'loud', 'fast', 'start here') to help them organize their ideas.
• Deeper exploration: Invite students to research and present on a composer known for using graphic notation, then recreate a short section of their work.

Key Vocabulary

Graphic Score	A visual representation of music that uses symbols, shapes, lines, and colours instead of traditional musical notes. It allows for flexible interpretation of sound.
Dynamics	The variation in loudness or softness in music. In graphic scores, this can be shown through line thickness, size of shapes, or colour intensity.
Tempo	The speed at which a piece of music is played. Fast tempos might be represented by jagged lines or rapid shapes, while slow tempos could use smooth, flowing lines.
Timbre	The unique quality or 'colour' of a sound, distinguishing different instruments or voices. This can be represented using different colours or textures in a graphic score.