Art Integration Unit Plan Template

Art Integration Unit Plan Template

LTC Art for Children

Unit Title & Big Idea: (Define the BIG IDEA?) What is the big idea that is being investigated in this lesson? How will
you connect the big ideas about art and artists work with the art making part of this lesson?
The big idea being investigated in this lesson is the importance of citizen ship and what it means
to be a good citizen. The way that I will connect this idea to art and artists is that I will have the
students create their own image of what a good citizen looks like. We will also look at artists and
historical figures in order for students to develop their own idea of what a good citizen is.
Unit Overview/Summary: Why is this important to teach? What do you hope to accomplish?
This is important to teach so that students will be introduced to the three types of citizenship:
personally responsible, participatory, and justice oriented citizens. I hope that students will be
able to discover for themselves that we need all three types of citizens and that they do not just
have to be one type of citizen. We should work towards being justice-oriented citizens.

Grade Level/Class Periods

Required:
Grade 3 & 3+ class
periods

Materials/Equiptment/Etc:
MATERIALS, TEACHING
RESOURCES/REFERENCES
Materials
What If Everybody Did
That by Ellen Javernick
White paper
Black construction paper
Black mark making tools
Glue
Scissors
Resources
Information on and
works by Camille
Pissarro, Pablo
Picasso, and Andy
Worhol
Information on Martin
Luther King Jr.,
Ghandi, and Malala
Yousafzai, or other
important figures

Art Integration Unit Plan Template

Key Concepts (3-4)

What will students learn and KNOW about art and art making from this
lesson?
Using famous historical figures as a starting point, such as
Martin Luther King Jr., Gandhi, and Malala Yousafzai, students
will be able to discover that famous artists went and broke
the law in order to change the world of art forever. From the
process of art making, students will learn to tell different
stories through the process of creating two black and white
pictures. From social studies, students will be able to uncover
what makes a person a good citizen.

Essential Questions
lesson?

(3-4)

What questions guide the investigation in this

What does it mean to be a good citizen?

Are there people who you know that are good citizens?
What are there characteristics?
What about those who didnt follow the rules? Are they
good citizens?
Is there a time where you did not follow the rules?

Unit Objectives: (Excellent resource at http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html?for_printing=1&detoured=1)

What learners will DO? List beginning with the student will
*(NOTE: Evidence of the objectives and concepts attained make up your assessment criteria below)
The students will create three black and white pieces of art depicting their definition of a good citizen.
The students will critique works of art, artists, and historical figures in order to help refine their definition of a good citizen.
Grade Level Expectations (GLEs)

(3-4)
(http://dese.mo.gov/divimprove/curriculum/GLE/)

National Core Art Standards

(http://www.nationalartsstandards.org)
GLEs
Big Idea 1: PS 1 Understanding Self as an Individual
and as a Member of Diverse Local and Global
Communities
o Concept C: Being a contributing member of a
diverse global community

Core Academic Standards (Common Core State Standards)

4)
(http://www.corestandards.org/)

C3 Framework for Social Studies

D2.Civ.2.3-5
D2.Civ.7.3-5
D2.Civ.10.3-5
D2.Civ.12.3-5
D2.Civ.14.3-5

(3-

Art Integration Unit Plan Template

GLEGrade 3
National Core Art Standards
VA:Cr1.2.3a
VA:Re.7.2.3a
VA:Re8.1.3a
VA:Cn11.1.3a
Content Areas Integrated:
1. Visual Art
2. Social Studies: Civics/Citizenship
Lesson Titles in Sequence/Order with TIME and MATERIALS
needed for each portion
1. Introduce the question What makes a good citizen?
(Time: 2-5 minutes)
2. Creating black & white picture #1 and discuss (Time: 15-20
minutes; Materials: White paper cut into squares, black
mark making utensils, black construction paper, glue,
scissors)
3. Read What If Everybody Did That by Ellen Javernick (Time:
10-15 minutes)
4. Introduction of famous artists who did not follow the rules
(Time: 15-30 minutes)
5. Create black & white picture #2 (Time: 15-20 minutes;
Materials: White paper cut into squares, black mark making
utensils, black construction paper, glue, scissors)
6. Introduction of famous historical figures that did not follow
the rules (Time: 15-30 minutes)
7. Create black & white picture #3 (Time: 15-20 minutes;
Materials: White paper cut into squares, black mark making
utensils, black construction paper, clue, scissors)

Identify & define common vocabulary/concepts that

connect the art form with the other identified subject area(s):
Citizen: a person who belongs to a county and has the
rights and protection of that country
Brief Lesson Descriptions (2-3 sentences each)
1. Teaching civics helps students develop their own virtues
and principles. This question is to see what students think
a good citizen is.
2. After posing the question, students will be able to use art
in order to create an image of a good citizen. Through
this, students will be able to investigate their personal
idea of what it means to be a good citizen. Afterwards, we
will discuss as a class what everyone drew and write down
everyones characteristics of a good citizen on chart
paper/smart board.
3. This book tells of a boy who considers the consequences
of his actions. This book would most likely reinforce the
students ideas of citizenship (personally responsible
citizen). We would then discuss the book.
4. Camille Pissarro, Pablo Picasso, and Andy Worhol
are some of the artists that we will discuss. These artists
went ahead and changed the world of art by not following
the typical art conventions of that time period. We will
compare the art of these artists with the artwork typical of
that time period.
5. Students will create an image of when they did not follow
the rules. We will discuss everyones picture once they are

Art Integration Unit Plan Template

done.
6. Martin Luther King Jr., Ghandi, and Malala Yousafzai
are some of the people we would discuss. We would
discuss the historical context and what lead to them
breaking the rules. In all of these cases, these people
didnt follow the rules because they did not agree with the
rules. They sought for change in order to better
everyones lives.
7. Using what they have learned, students will be able to
create a new image of what it means to be a good citizen.
Afterwards, we will discuss everyones picture and write
on the chart that we can previous created.

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

Students will be able to draw upon their knowledge of different civil rights movements.
What activities will you use to engage students in imagining, exploring, and/or experimenting in this unit?
Describe, specifically, how you will allow the students to engage with the media, the concepts, and other objectives in a
playful manner before they are excpected to produce the final work. This section should accentuate how the PROCESS
informs the product
For their fist b&w picture, the students will be able to explore their own idea of what it means to be a good citizen. The first
picture will be used as a gauge to see what the students know. The last final picture will be used to see what the students
had learned.

Art Integration Unit Plan Template

How will this unit permit/encourage students to solve problems in divergent ways?
Deeply describe how this lesson allows for students to solve problems, aesthetically as well as scholastically? What about this
lesson allows for divergent outcomes?
In order to answer the questions and show what they have learned/know, students will have to use the medium and mark
making tools to do so. Since the students are creating their own image using their own techniques, each image will come out
looking different from one another.
How will you engage students in routinely reflecting on their learning/learning processes?
What art talk questions can you engage your students in that will help them in reflecting not only on the product, but also
the product? What reflective practices can you think of that will help them in transitioning from start to stop?
One question that I can ask is if there was a particular reason that they chose their specific mark making tools that they chose.
I can also ask them if there is a story behind their pictures or if their image is something that they came up with upon the spot.
Students will also be able to reflect on what they learned after each picture when sharing out the picture with the group.
How will this unit engage students in assessing their own work?
What opportunities will you allow your students to display, describe, or evidence their learning?
In this case, the art is used as a way for the teacher to assess what the student knows. The students will be able to discuss
what they know after the creation of the pictures. At the end, the end, the students will take what they know in order to refine
their definition of a good citizen.
What opportunities/activities will students be given to revise and improve their understandings and their work?
Students will use the first picture to show what they know before instruction. Throughout instruction, students will be able to
take what they have learned in order to create their revised pictures and definitions of what it means to be a good citizen.

What opportunities/activities will you provide for students to share their learning/understanding/work in this unit?

Art Integration Unit Plan Template

Students will be able to share and discuss their work after they have finished their drawings in class. We will also create a
chart of what we have created before and after this lesson to show what the students have learned.
Presenting the work in a meaningful way. How will this be accomplished?
Since students are creating works of art, each student will be able to employ their own art techniques in order effectively
communicate their definition of a good citizen.
How will you adapt the various aspects of this lesson to differently-abled students?

In order to keep students engaged, I will ask for students to pair with a partner and share with each other before sharing with the class. To
challenge highly talented students, I can ask for them to create their pictures using construction paper for their mark making tool and they cannot
use scissors. They must rip everything up. For those who finish making their art early, I will ask for them to add more details to the picture. I will
also ask for them to write a short description at the back of the picture.

TEACHER REFLECTION: How will you know that this lesson is successful and meaningful? List indicators.
The way that I will know that this lesson is meaningful and successful is if the students are able to say that those who break
the rules (in order to make society a better place) are not necessarily bad citizens. Students will be able to see that all forms of
citizens exist and are all equally important in our society.

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

Art Integration Unit Plan Template