Lesson

Plan Tem

Art Education Lesson Plan Template: ART 133

2 3 4 5 6 (please circle)
t and Last Names: Johanna Goldberg, Amandeep Kaur, Rachel Lapastora and Songsong Zhang
le: Stringing Together Conflict Big Idea: Conflict Grade Le
ry Art Education Approach(es): VTS and Structured learning
n Artists, including those from underrepresented populations:
l Gil Pena
verview:
will obtain an understanding of conflict in many elements of life using visual culture, historical events, and expressive art. They will create s
marionette puppets utilizing the given materials. This will showcase the students understanding of form/shapes and creative expression.
nd Knowledge (~3 complete sentences): How will you tap into students experiences and prior knowledge and learning?
g to Common Core State Standards for 3rd grade, students can compare and contrast the themes, settings, and plots of stories wr
author about the same or similar characters (e.g., in books from a series). They can also describe characters in a story (e.g., their
ns, or feelings) and explain how their actions contribute to the sequence of events. Prior to the lesson, we will also ask students
erstanding of conflicts.

epts: What you want the students to know.
is composed of opposing forces
may be natural or human made
captures and documents cultural outcomes
utilize conflict for synthesis and change
bjectives: What you want the students to do via three content
Essential Questions: Restate Key Concepts using open-ended questions.
1. How do artists use opposing forces to express emotions in their work?
2. In what ways can conflict be natural or human made?
3. In what ways can artists capture and document cultural outcomes?
4. In what ways do artists utilize conflict synthesis and change?
Align Assessment with Lesson Objectives in left column.

area 2 Literacy : The students will (TSW) be able to
and contrast different types of conflict such as internal
nd external conflict. Students will also be able to recognize
f conflict such as how conflicts are created and solved.
area 1 Visual Art : The students will (TSW) be able to . . .
in depth a character, setting or event in the picture, such as
cter's thoughts, actions, and the intention of the artist.
area 3 Social Studies: The students will (TSW) be able to . . .
he events, cause and effect in the content of conflicts,
what happened and why.
Formative Assessment strategy (of assigned reading): How will you asse
Literacy? What will you be looking for? Assessing literacy will be done
form of a group discussion based off the readings that were assigned pri
class. We will be looking for a thoughtful discuss with points that are sim
some made ideas brought up based on the reading.
Summative Assessment strategy (of studio investigation): How you will
Visual Art and Social Studies? What will you be looking for? Social Stud
be assessed during VTS as one of the images we are VTSing is a war im
will also address this subject in way of our inspiration artist who draws f
current historical events.

Core State Standards: List grade-specific standards.
Compare and contrast the treatment of similar themes and topics
sition of good and evil) and patterns of events (e.g., the quest) in
yths, and traditional literature from different cultures.
dy : Describe in depth a character, setting, or event in a story or
wing on specific details in the text (e.g., a characters thoughts,
actions).
dies: Explain events, procedures, ideas, or concepts in a
scientific, or technical text, including what happened and why,
pecific information in the text.
y: Identify and define vocabulary that connect the art form with
wo identified content areas.
: a serious disagreement or argument, typically a protracted one.
the study of past events, particularly in human affairs
ion: a resolve, a decision or determination
ette: A puppet manipulated from above by strings attached to
limbs
ent: Use of lines, shapes, colors, etc. to direct the eye of the
from one part of the design or picture.
Lesson Plan Tem
California Visual and Performing Arts Standards (grades 1-6 only) (3-5)
all that apply and add number and description of applicable content stan
(pp. 122-143), link HERE)
_x_1.0 Artistic Perception: 1.2 Identify and describe scale (proportion) a
to two-dimensional and three-dimensional works of art
_x_2.0 Creative Expression: 2.5 Interpret reality and fantasy in original
dimensional and three-dimensional works of art
_x_3.0 Historical & Cultural Context: 3.1 Describe how art plays a role
reflecting life (e.g., in photography, quilts, architecture)
3.2 Identify and discuss the context of works of art in the past and presen
focusing on the different cultures that have contributed to Californias h
heritage.
_x_4.0 Aesthetic Valuing: 4.1 Explain the intent of personal work of art
possible parallels between it and the work of a recognized artist.
_x_5.0 Connections, Relationships, Applications: 5.4 Read biographies
stories about artists and summarize the readings in short reports, telling
artists mirrored or affected their time period or culture.
Materials: List all materials needed in the columns below.
Have Purchase
Popsicle sticks Beads
Hot glue
Colored construction paper
Yarn
Hole Puncher
Scissors
Mini shattered ornaments
Mini jingle bells
 Lesson Plan Tem

ocedures: Outline the steps that will happen first, second, etc. in the Procedures that follow to teach what you expect the students to learn.
s should be the longest section in the Lesson Plan, and should be very specific and detailed, including individual roles of group members, a
ach task. Describe directions you plan to give the students, teaching models/strategies you plan to use during the lesson, different activities
ill do, etc. Be sure to include management issues such as transitions, room arrangements, and student groupings.

son (teacher does): Detail opening activities by exploring the following questions. How will you motivate the students to want to learn the
see Key Concepts) and strategies/skills (see Lesson Objectives)? How will you introduce the Big Idea of the lesson? How will you link this l
ts prior knowledge?

n will start with an overview of the key concepts and essential questions. Rachel will introduce our Big Idea and 21st Art Education Approac
sson overview. We will display the slides and (Rachel) will then ask the students to popcorn style reading the key concepts out loud calling
n to continue the reading. (5 minutes)

tive Learning (students do together): What activity will you include so that students have an opportunity to negotiate understandings and
with peers?

will then ask the students to pull out their Memo 7 to look over and discuss as in small groups (4 to a table) what the readings talked about.
is occuring teachers will circulate between groups listening in on conversations. Once discussion has come to a lull, (Johanna) will ask for
m each group to share out something they learned from the reading. We will collect Memo 7 at this time.

(teacher does): Name and demonstrate the content area strategies/skills (see Lesson Objectives) that are the focus of the lesson. Explain an
ose. Use analogies or other concrete examples to explain concepts (see Key Concepts).

p) Will present the vocabulary to the class

p) Will then facilitate VTS on our first image (15 minutes). Upon completing our first session of VTS, our video on conflict will be showed

) Once the video has ended we will ask the class what are a few things the video talked about. What was the first step in dealing with confli
we do when we encounter conflict?

will facilitate VTS on our second image. (10 minutes).

will then talk about the Inspiration Artist, and what the meaning of his work that we VTSd represents.

nstruction (teacher and students do together): Detail main activities by exploring the following questions. What Essential Questions will y
o facilitate learning? How will you organize students? What will you do/say during each learning activity? What will the students do (see Le
)?
 Lesson Plan Tem

g) Will go over what the students will learn, having each student popcorn read the TSWs.

Prior to the modeled demonstration the discussion of what types of conflicts can occur in school. (This will be especially helpful in an elem
ssroom, as students are most likely experiencing some sort of conflict with classroom friends at this time.) For presentation purposes we can
of conflicts we think our future students could be experiencing and how we as future educators would possibly solve it. (5-10 minutes)

ent Learning (students do alone): What activity will the students complete independently to apply their newly formed understanding to nov
? What will the students explore independently?

Will introduce our activity of making Marionette puppets. She will ask the class to gather at the back table in a way that everyone will be abl
of marietta puppet making done by (SongSong)! (10 minutes)

g) The students will already have the supplies they would need to create the puppets on their tables. The teacher would describe the content
the table of the materials available. We would discuss potential safety hazards and remind them how to handle each hazard such as the hot g
mentary classroom setting this is extremely important.) (5 minutes)

e independent learning time teachers will circulate the classroom stopping to engage with different students and asking them questions about
Why did you choose to dress your puppet in that way? Is there story about your puppet that you may be comfortable sharing? (45 minute

How will you end the lesson to solidify learning? How will you and/or students summarize concepts and strategies/skills (see Key Concepts
jectives) for the day?
p) At the end of the lesson we would recap what key concepts and objectives were with a series of questions. We would ask our students
and how we demonstrated recognizing the big idea using our 21st Art Education Approach. Making a connection to conflict in both the stu
ory. (5 minutes)

Please respond to the following questions thoroughly and in complete sentences.

will you adapt the various aspects of the lesson for students with disabilities?
us aspects of the lesson can be adapted for students with disabilities, by offering the project to be done with partners to assist one another w
to the puppet. By partnering each student with one another in this manner the student needing extra assistance will not be singled out. In thi
surements are not needed for our strings to give our puppets mobility, however; we could also pre-cut all yarn to be the same length in order
nflict in the classroom itself of yarn overuse or to elevate the frustration for the student or students with disabilities as they try to cut their ya
gths they desire. This can also be done by appointing the teacher as the yarn cutter. By using images, text and reading aids the lesson will b
ach type of learner to ensure our students have a better understanding of the concept and idea.
 Lesson Plan Tem

will you adapt the various aspects of the lesson for English language learners?
e group reading discussion, students will be placed in small groups of four to make sure he/she feels comfortable to discuss amongst each oth
bout the assigned reading. The student will also be able to ask any lingering questions amongst his/her peers in a smaller setting. By doing s
ll not feel as intimidated or centered out in front of the whole class.

will this lesson allow for/encourage students to solve problems in divergent ways?
n will allow for/encourage students to solve problems in divergent ways as we discuss not only conflict in our society but also conflict withi
. Our video aid shows how best to deal with conflict and what could happen if we do not deal with conflict. We could also use our puppetry
trate a conflict solving play put on by the class, with the students in charge of deciding the conflict and how they think we should go about s
n allows for the subject of conflict to be easily talked about.

will you engage students in routinely reflecting on their learning?

dents are creating their puppetry a general discussion can be held about different times they may have experienced some sort of conflict in th
what they did to help solve the conflict. Following the assignment and lecture students would return from home to school with new observa
orms of conflict they noticed in their environment, media, or on T.V. Leading the discussion by asking each student if what they say specific
Conflict in the art or if they just felt the image implied some sort of conflict was occurring or could be occurring from it.

will you (a) address potential safety issues and (b) assure necessary precautions are followed? See OEHHA, link HERE
dio time begins, students will be informed where materials such as construction paper, markers, paint brushes, etc. are placed. Students will
to be cautious when using the glue guns because they are very hot. Written signs in red ink stating, CAUTION, VERY HOTwill also be p
un stations as an extra precaution.

sources/References (use APA; please identify, with an asterisk, article or chapter due for HW):

y.com. (n.d.). Retrieved November 11, 2017, from http://www.dictionary.com/

TE ILLUSTRATIONS ON THE CATALAN-SPAIN CONFLICT ANA ISABEL GIL. (n.d.). Retrieved November 9, 2017, fro
ww.booooooom.com/submissions/intimate-illustrations-on-the-catalan-spain-conflict-ana-isabel-gil/

his information in the form of a PPT, Prezi, etc.

 Lesson Plan Tem

y of the presentation or the day before, one person from the group should email two files to each student via Blackboard: the finished (a
plate; and (b) PPT, Prezi, etc. Login to Blackboard/My SacCT, click on ART 133, click on Course Tools > Send Email > All Users.

link to get you started: http://sacstatearted.weebly.com/visual-art-education.html

Reference

, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from

tp://www.americansforthearts.org/networks/arts_education/publications/special_publications/Defining%20Arts%20Integration.pdf

n, Kerry & Stuhr, Patricia (2004). Curriculum Change for the 21st Century: Visual Culture in Art Education. In Eisner, E., & Da
andbook of research and policy in art education. Mahwah, N.J.: National Art Education Association : Lawrence Erlbaum Assoc