Lesson Plan Template 1

NAME: Jess Treese

ECE Art/Art Integration Lesson Plan Template
LTC 4240: Art for Children
Lesson Title & Big Idea:
Grade Level /Month:
Shields: I feel safe behind..
Kindergarten, fall semester
The big idea of this lesson is safety. During this lesson students will explore who, what, when, and where they feel safe.
The shields represent who, what, when, and where they can stand behind/in/with to feel safe.
Lesson Overview/Summary:
Class Periods Required:
Young artists will investigate safety through creating a personal shield. A variety of materials will be available for them to This lesson will take 1- 60 minute
represent who, what, when, and where they feel safe. Some materials will include magazine scraps, photos, markers,
session. This session will be used
crayons, colored pencils for drawing, and construction paper. Each child can design the shape of their shield and make
to cut out and decorate their
decisions about what to include on the shield.
shield.
Key Concept (s):
Essential Questions (Found on the national visual arts standards chart):
Different people, places, and things can make us feel safe. A variety of
How do artists and designers create works of art or design that effectively
materials can be used to represent various things. Words, photos, and
communicate? How do objects, places, and design shape lives and
drawings can be used to signify meaning. A shield is an expression of safety.
communities? How and why might criteria vary?
Art Standards:
Responding: Understanding and evaluating how the arts convey meaning.
Perceive and analyze artistic work. Describe what an image represents.
Connecting: Relating artistic ideas and work with personal meaning and
external context. Synthesize and relate knowledge and personal experiences
to make art. Create art that tells a story about a life experience.

Content Areas Integrated:

1. Visual Art (the art itself, art making)
2. Social skills (exploring safety)

Core Academic Standards (Common Core State Standards and Missouri

State Standards):
CCSS.ELA-LITERACY.SL.K.4
Describe familiar people, places, things, and events and, with prompting and
support, provide additional detail.
CCSS.ELA-LITERACY.SL.K.5
Add drawings or other visual displays to descriptions as desired to provide
additional detail.
CCSS.ELA-LITERACY.SL.K.6
Speak audibly and express thoughts, feelings, and ideas clearly.
Identify & define common vocabulary/concepts that connect the art form
with the other identified subject area(s):
Safety, protect, comfort, shape

Lesson Plan Template 2

Procedure:
Procedure Continued:
1. Discuss the meaning of vocabulary words such as safety, comfort, and
9. Have children decorate their shield with who, what, when, and
protect(ion).
where they feel safe, including words, phrases, photos, drawings,
2. Write categories on the board for who, what, when, and where we
etc.
feel safe.
10. After the shields are decorated, put materials away (except scissors,
3. Brainstorm things to put into these categories, helping fill in more
construction paper and glue).
examples where lists are lacking.
11. Demonstrate how to make a handle for the back of the shield.
4. Discuss the shape of a shield, recognizing not all shield are the same.
12. Have children cut the piece for their handle.
5. Demonstrate that you can fold a paper in half and cut the shape of
13. Glue the handle on the back of the shield.
the shield and it will be the same on both sides.
14. Put the rest of the supplies away.
6. Draw examples on the board for different shapes of shields.
15. Place shields on drying rack.
7. Give each child paper and assist in cutting the shape of their shield
16. Revisit who, what, when, and where the students feel safe, adding
where necessary.
anything to the list that is necessary.
8. Put of various supplies at each table including markers, colored
17. Depending on time, lead into a discussion around ways to feel safe
pencils, crayons, magazines, scissors, glue, and photos children
when something threatens us or makes us feel uncomfortable that
provided (if applicable).
can transition into a future lesson.
What prior knowledge will this lesson require/draw upon?
Children will draw upon various aspects of their life that make them feel safe. They will need to listen to peers and build off of each others ideas.
What activities will you use to engage students in imagining, exploring, and/or experimenting in this lesson?
Children can explore across the questions (who, what, when, and where) to represent safety. They can also experiment with different materials and modes
to embody their own ideas about safety.
How will this lesson encourage students to solve problems in divergent ways?
Not all children will have the same ideas about safety. For example, one childs dad may be their central image of safety, but another child may not have a
father in their life. Children will have to decide what safety means to them specifically and respect that others have different ideas.
What opportunities/activities will students be given to revise/reflect and improve their understandings and their work?
Students will have a discussion in regards to what they chose to represent on their shield and refer back to their charts. If children would like to add to their
shield at a later time, they can do this at home or during a choice time.
What opportunities/activities will you provide for students to share their learning/understanding/work in this lesson?
See above. The conversation will be an opportunity for sharing.
How will you adapt the various aspects of this lesson to differently-abled students?
This will be dependent on the students in my class. However some examples include, a lap buddy or a rough surface (the rough side of Velcro or sandpaper)
on the underside of the table to feel while giving directions and discussing definitions. Have important terms in the home language and English for students

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whose first language is not English. For students who have different physical abilities accommodations will be made (and already in place from the beginning
of the year) in regards to cutting and other needs they have. All other needs will be met as appropriate for the individualized child and their abilities.

References
Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from
http://www.americansforthearts.org/networks/arts_education/publications/special_publications/Defining%20Arts%20Integration.pdf