Art Integration Lesson Plan Template 1

Art Integration Lesson Plan Template

LTC 4240: Art for Children
Lesson Title & Big Idea*: Culture
Lesson Overview/Summary*: In this three day lesson plan, students will have an understanding of culture through

discussion and a pop art piece in which they will make. Students will also be able to see how culture plays an
important role in peoples lives and how we can see culture through Visual Art, Literacy and Social Studies.

Key Concepts (3-4): What you want the students to know.*

1.Visual Art
An artist can represent many different cultures in one piece.
Each piece of artwork represents how we see culture.
2. Literacy:
How culture is portrayed through various genres of writing.
How a text is written is the way the author portrays a certain culture.
3. Social Studies:
Through experience and observation, students can identify central ideas of
cultures and distinguish cultures throughout history.

Grade Level*:5th
Class Periods Required:
(please circle)
1

Essential Questions (3-4)*:

1. How can students represent different cultures in art?
2. How can you combine social studies and literacy to create visual art?
3. How can you represent culture in colors and symbols?

Lesson Objectives: (Excellent resource at http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html?for_printing=1&detoured=1): What you want the students to do. *
1. Visual Art: The students will be able to represent either their own culture in their artwork or represent the present culture through pop art.
2. Literacy: The students will be able to connect to a story from their family history or a current event which also represented in their pop art.
3. Social Studies: The students will be able to find similarities of their culture with other cultures, or be able to connect a current event to an event in the
past.
Grade Level Expectations (GLEs) (3-4) (http://dese.mo.gov/divimprove/curriculum/GLE/)
1. Visual Art:
Create an original artwork that communicates ideas about the
Following themes: United States, Patriotism, World, Time (e.g., past, present,
future).
Discuss and develop answers to questions about art, such as: Who decides
what makes an artwork special, valuable or good?
2. Literacy:

Identify & define common vocabulary that connect the art form with the
other identified content areas:
1. Culture
2. Pop Art
3. VTS
4. Representation

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Identify messages conveyed in various media
Identify media techniques used to convey messages.
3. Social Studies:
Identify how a person becomes a member of a group or institution and what
factors influence inclusion or exclusion from a group.
Content Areas Integrated*:
1. Visual Art (Inspiration Artist: Andy Warhol)
2. Literacy
3. Social Studies

Lesson Activities & Procedure(s) (please be very specific):

Day One:
1. Begin the class by displaying Andy Warhols artwork (Statue of liberty,
Campbell soup cans, and Marilyn) on the smart board.
2. Have the students VTS each of the three works of art by Andy Warhol
3. Explain what pop art is and how Andy Warhol uses this in his works of art.
4. Point out, to the students, how pop art uses color and repetition to
express to the audience what the artist is feeling.
5. Dismiss the students to their seats, while they are headed back to their
desks instruct them to grab one of the culture books you have provided for
them to independently read and take notes on key words and symbols that
they could use for their pop art.
6. For Homework: Explain that their pop art assignment is to pick one
symbol to explain culture. Then have them also pick out four colors in which
they will use. Then explain that the pop art we will do will have 4 squares in
total, using one symbol, four times with different colors. Have the students
choose whether they want to base their pop art off of their own personal
culture or modern culture. After they figure what their theme of their pop
art is, have them sketch a plan out on paper to bring to the next class.
Day Two:
1. I will start off the class, by sharing my own pop art idea and explain my
thought process in color choices and the symbol I used.
2. I will call the class to come around and watch me do a demonstration of
my pop art. Before class, I would have already created one of my four
squares of my pop art, and then I will demonstrate another square in front
of the class showing how I use the same symbol, but different colors.
3. I will then explain to the class, why I chose the colors I did. All the while
explaining how different colors make me feel. (For example, how dark colors
create a sense of sadness and how bright colors make people happy).
4. I will then tell the kids to go back to their seats and start on their own

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pop art.
5. I will tell the students while they are working on their pop art to jot down
notes and sketches so when it comes time to write two paragraphs and
present their pop art they will know what to say.
6. For Homework: Tell the students if they havent finished their pop art to
take it home and take the supplies they were using. When they finish their
pop art, they are to write two paragraphs explaining it and be ready to
present it to the class the next time the class meets.
Day Three:
1. Instruct the students, while they are coming in for class, to take tape and
display their pop art on the board.
2. After they are done taping up their pop art, they are to turn in their two
paragraphs on my desk.
3. When the whole class is present, have the student come down to the
carpet to get ready for the presentations of the pop art.
4. One by one have each student get up and summarize their pop art:
- What their culture is?
-Why they chose the colors and the symbols?
Anticipatory Set (Gaining Attention)*:
1. Visual Art: VTS of Andy Warhols statue of liberty, Campbell Soup Cans,
Marilyn
2. Literacy: In this part, I will provide many different books on the different
cultures represented in our class. I will also have a book on modern culture
and past cultures. These will serve as a resource for the children to read and
look for key words and symbols for them to start sketching out their pop
art.
3. Social Studies: This part will be a discussion in which the teacher will kead,
stemming from two questions: (This can start out in a Pair and share
activity if students are participating)
What makes our personal culture or our current event different from our
classmates personal cultures or current events?
How is our personal culture or current event represented, through colors?
Through objects?

Closure (Reflecting Anticipatory Set): Have the students display their pop art
on the board for the entire class to see, and then have all the students
gather to the carpet. One by one, the students will present their pop art to
the class.

Formative Assessment strategy:

Summative Assessment strategy*:

Art Integration Lesson Plan Template 4

1. Visual Art: Is it clear that pop art is their strategy?
2. Literacy: Does the pop art provide enough meaning for the student to write
about what they have created?
3. Social Studies: Does the pop art represent an object from the students
personal cultural history or an object representing this day in age?

1. Visual Art: The students pop art has an object that has meaning behind it.
2. Literacy: the student will be able to write two paragraphs about the
meaning behind their pop art.
3. Social Studies: The object in the students pop art is something from their
personal family history or the current times.

What student prior knowledge will this lesson require/draw upon?

1. Students will have had an understanding of culture.
2. Students will have had some experience with mixed media.
3. Students will have had some experience with VTS with other creations they have produced throughout the year.
How will you engage students in imagining, exploring, and/or experimenting in this lesson?
1. Doing VTS actively engages the students to put themselves in the artists shoes to try and imagine why the artist used the colors, objects and
symbolism in their artwork.
2. This is also a time where the students explore their personal history or the history of the current event to get a deeper understanding of meaning
and purpose.
3. This is also a time of experimenting with different colors, shapes and repetition to also get the students thoughts out on their artwork.

How will this lesson allow for/encourage students to solve problems in divergent ways?
1. This lesson allows students to solve problems in divergent ways because the topic, culture, is broad. This forces the students to connect to either a
personal culture or the present culture and be able to communicate to many different peers what their culture means to them through art. This
forces the students to think of objects and colors that will communicate a certain message to their diverse audience.

How will you engage students in routinely reflecting on their learning?

1. I will have the students, throughout the days, write down and complete multiple sketches of their pop art. This forces the students to constantly
keep improving, revising and reflecting on their pop art to keep them on track.
How will you adapt the various aspects of the lesson to differently-abeled students?
1. This lesson is designed for the students to almost have full range, the topic is broad enough so the students have different ways to attack the task
they are given.
2. I will have all the art supplies, and the four squares precut so that the students dont have to gather and prep the materials for their project.

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What opportunities/activities will students be given to revise and improve their understandings and their work?
1. After the first day, the students will get time to improve on which idea they want to represent in their pop art.
2. After the second day, the students will be able to take home their pop art and improve on certain areas before they present their pop arts in class.
What opportunities/activities will you provide for students to share their learning in this lesson?
1. In the beginning when we VTS Andy Warhols works of art, will provide a sharing time for the students. During this time, the students will be able to
share their ideas of why Andy Warhol would use certain colors and certain objects.
2. In the end, the students will be presenting their pop arts to the rest of the students in class, this will be their sharing portion, not only for them to
teach their peers what they learned, but to help me, as the teacher, see what they are representing in their art work.
Lesson Resources/References (please be very specific by providing links, authors, titles, etc.):
1. Lesson 8: Warhol and Pop Art (Scholastic Publishes Literacy Resources and Children's Books for Kids of All Ages)
http://www.scholastic.com/browse/lessonplan.jsp?id=1483
2. WARHOL POP ART PORTRAITS (Andy Warhol "Pop Art" Portraits)
http://www.kinderart.com/arthistory/popartportraits.shtml
3. History, Art and Culture (warhol: History, Art, and Culture)
http://www.warhol.org/education/resourceslessons/themes/History,-Art-and-Culture/
4. Grade-Level Expectations (Home Page)
http://dese.mo.gov/divimprove/curriculum/GLE/

* Include this information during the Popplet presentation.

References
http://www.scholastic.com/browse/lessonplan.jsp?id=1483
http://www.kinderart.com/arthistory/popartportraits.shtml
http://www.warhol.org/education/resourceslessons/themes/History,-Art-and-Culture/

Art Integration Lesson Plan Template 6