Lesson Plan Template 1

Art Education Lesson Plan Template: ART 133

Group 1 2 3 4 5 (please circle)
Print First and Last Names:
_____Amanda Thomas_________
___Jessica Johnson____________

____Tala Tabrizi_________________
____Emily Oxendine______________

_____Endy Bun______________________
___Elizabeth Hogan___________________

Lesson Title*: WHAT DOES FAMILY MEAN TO YOU?

Big Idea*: FAMILY
st
21 Century Art Education Approach(es): BIG IDEA, MEANING MAKING, CHOICE BASED

Grade Level*: 4

Lesson Overview (~3 complete sentences)*:

Students will be able to present knowledge and clearly express their ideas. Students will be able to use identified content area in their artwork. Students
will be able to create artwork that reflects family and culture.

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

Essential Questions (3-4)*:
1. FAMILY CAN BE HUMAN AND/OR NONHUMAN.
1. WHAT IS YOUR DEFINITION OF FAMILY?
2. FAMILY CAN MAKE YOU FEEL DIFFERENT EMOTIONS.
2. IS THE DEFINITION OF FAMILY THE SAME IN EVERY CULTURE?
3. FAMILY ARE PEOPLE YOU CAN TRUST.
3. HOW SHOULD FAMILY MAKE YOU FEEL?
4. FAMILY IS SUPPORTIVE AND RELIABLE.
4. DO FAMILY MEMBERS NEED TO BE HUMAN AND LIVING?
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. Content area 1 Visual Art
: The students will (TSW) be able to . . .connect family with visual art by creating their family in a choice based studio.
2. Content area 2 SOCIAL SCIENCE: TSW be able to connect their idea of family to different cultures and different ideas of family.
3. Content area 3LANGUAGE ARTS: TSW be able to connect their homework of reading the articles about culture, families, and teaching with language arts.
Common Core State Standards (2-3): Please list grade-specific standards.
Identify & define vocabulary that connect the art form with the other
1. SPEAKING/LISTENING. PRESENTATION OF KNOWLEDGE AND IDEAS (Pg 24
identified content areas*:
N. 4 )
1. LINE- a long, narrow mark or band
2. READING. INTEGRATION OF KNOWLEDGE AND IDEAS (Pg. 12 N. 9)
2. SHAPE/FORM- areas or masses which define objects in space
3. SPEAKING/LISTENING. COMPREHENSION AND COLLABERATION (Pg. 24 N.1) 3. SHADE- the darkening or coloring of an illustration
4. PROPORTION- a part, share, or number in relation to a whole
5. BALANCE- a distribution of weight or color to create an even or steady
object or illustration
National Core Art Standards: Visual Arts (grades 1-6 only) (4): Please list
Lesson Activities & Procedures (please be very specific)*:
number and description of Anchor Standard.
1. Be setting up and finished setting up studio while peers are walking into
1. Creating: #2, 2.1, 4a, Explore technique and approach
class and getting settled
2. Presenting: #5, 5.1, 4a, Consider various location/setting for artwork
2. Introduce ourselves (Amanda, Tala, Endy, Emily, Elizabeth, Jessica)

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3. Responding: #9, 9.1, 4a, Apply criteria to personal works of art
4. Connecting: #10, 10.1, 4a, Create art that reflects cultural traditions.
California Visual and Performing Arts Standards (grades 1-6 only) (3-5): Please
check all that apply and add number and description of applicable content
standard.
___1.0 Artistic Perception: 1.4, Describe concept of proportion
___2.0 Creative Expression: 2.3, Use additive/subtractive processes
___3.0 Historical & Cultural Context: 3.1, How art plays roles in life
___4.0 Aesthetic Valuing 4.2, Describe persons and culture
___5.0 Connections, Relationships, Applications
List all materials needed in the columns below.
Have:
Purchase:
NA
Clay
Paint
Scissors
Exacto knife
Crayons
Paper
Water color pencils
Foil
Rulers
Sharpies
Watercolor pain
Paint brushes
Water cups
Sponges
Pencils
Tissue paper
Glue stick
Sequins/sparkles/googly eyes
Anticipatory Set (Gaining Attention)*:
VTS (2 family pictures)
Video (Artist: Elliott Hundley)

3. Open PowerPoint, read title, introduce grade level for lesson plan, and big
idea-family, and 21 century approaches (Amanda)
4. Tala reads and goes over our lesson overview on PowerPoint
5. Endy then goes over our essential questions on the PowerPoint
6. Emily will discuss the key concepts on the PowerPoint
7. Elizabeth will ask some students to sit on the floor near the screen and
the rest of the students move their chairs up close in order to facilitate VTS
8. Jessica will give instructions for VTS
9. Students will participate in VTS for 10-15 minutes while Elizabeth and
Jessica are pointing to the students observations and summarizing what
they say
10. Elizabeth will close VTS and have students go back to seats
11. Endy will discuss the author of choice on PowerPoint
12.Endy will also show a quick video from author
13. Amanda will start a class discussion about the readings for homework
and on essential questions
14. Emily will go over studio and materials that will be available for students
15. Tala, Elizabeth, Jessica, Amanda, Endy, and Emily will give examples of
each example of their studio
16. Amanda will ask if there are any questions the class has
17. Class will then have 40 minutes to work on their own studio
18. Within those 10 minutes students will start wrapping up and cleaning
19.Cleaning will be completed and class will go back to original seats
20. Endy will ask students to clear everything off of their desks except their
studio in order to start a studio walk among the class
21. Tala will place white index cards next to everybodys studio work and
discuss the rules for a studio walk
22. Students will participate in a studio walk for about 5 minutes
23. Elizabeth will ask students to have a seat in their original spots
24. Emily will facilitate las discussion for about 5 minutes
25. Jessica will ask class if they have any further questions or feedback about
lesson
Closure (Reflecting Anticipatory Set): Discussion with students and as a class
about their artwork and their decision making.

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Formative Assessment strategy (of HW via creating, evaluating, analyzing,
applying, and/or understanding [Bloom, n.d.])*:
Discussion after power point about the two articles that were to be read as
homework, and about what a family is to individuals within the class.

Summative Assessment strategy:

Ask peers for feedback and close with any lingering questions about lesson
plan.

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

Students will have read the assigned articles, but students in class should have a prior knowledge that not everybody is the same, which means that every
family is different and they are not all the same, but they could all be just as important.
How will you engage students in creating, evaluating, analyzing, and/or applying (see Blooms new taxonomy, n.d.) in this lesson?
We will discuss, together as a class, the two different readings and what family means to the students.
How will this lesson allow for/encourage students to solve problems in divergent ways?
Students will have to solve problems by deciding which materials to use within their studio that best represents themselves and what family means to them
or what their family is.
How will you engage students in routinely reflecting on their learning?
After the presentation, we plan on facilitating another discussion to allow the students to share about their studio material choices and anything about their
family, if they wish. We will also participate in a class studio walk to allow everybody to see the different family ideas that each individual has.
How will you adapt the various aspects of the lesson to differently-abeled students?
We plan on giving students different options of using multiple supplies in hopes that every student can find what works best for them and represents their
idea of family when making their artwork.
What opportunities/activities will you provide for students to share their learning in this lesson?
Students will participate in a studio walk which will allow for the connection to the big idea of family. Students will also be able to participate in a discussion
to share their studio among their peers.
Lesson Resources/References (use APA; please identify, with an asterisk, article or chapter due for HW):
* Carteret, Marcia. (2011). Culture and Family Dynamics. Dimensions of Culture. Retrieved from http://www.dimensionsofculture.com/2010/11/culture-andfamily-dynamics/
* Davis, Carol., & Yang, Alice. (2006). Welcoming Families of Different Cultures. Responsive Classroom. Retrieved from
https://www.responsiveclassroom.org/article/welcoming-families-different-cultures
Hundley, Elliott. (2014). Art21-Elliott Hundley. Retrieved from http://www.pbs.org/art21/artists/elliott-hundley
* Include this information during the peer Presented Lesson Plan.

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Reference
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