Creative Arts Methods, ARE 361

Lesson Plan Name and date: Lindsay Pombier 10/2/18

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Presenter: Lindsay Pombier

Lesson title: Sharing Traditions
Age range: 4th grade (ages 9-10)
Medium: Paint

A. Description:
During this ELA with arts integration lesson, students will write a narrative about a family,
community, or cultural tradition that is an important part of their lives. Students will also
create a meaningful work of art that reflects this tradition to share with the community of
the classroom. This will help enhance students ELA and art abilities while also sharing
multiple cultures within the classroom creating an understanding and thoughtful
environment.

B. Objectives (the participant will…):

 Art Objectives:
o Students will be able to analyze components of paintings that reveal the artist’s
message by looking at and discussing several works of art.
o Students will be able to create meaningful art that reflects cultural traditions.
 ELA Objective:
o Students will be able to compose a narrative that uses descriptive language to
portray a cultural tradition.

C. Arizona Visual Arts and/or Media Art Standards:

 VA.CN.10.4: Create a work of art that reflects community or cultural traditions.
 VA.RE.7.4b: Analyze components (such as elements and principles in modern art, visual
traditions of various indigenous people, etc.) in imagery that convey messages.
 VA.CR.1.4: Collaboratively set goals and create artwork that is meaningful and has
purpose to the makers (such as individual works with a similar purpose or group work
with shared goals).

 ELA Standard 4.W.3: Write narratives to develop real or imagined experiences or events
using effective technique, descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator and/or
characters; organize an event sequence that unfolds naturally.
b. Use dialogue and description to develop experiences and events or show the
responses of characters to situations.
c. Use a variety of transitional words and phrases to manage the sequence of events.
d. Use concrete words and phrases and sensory details to convey experiences and
events precisely. e. Provide a conclusion that follows from the narrated experiences or
events.
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D. Instructional Framework(s):
The instructional framework present in this lesson is arts integration. Arts integration is a
teaching approach that integrates fine arts as a pathway to learning. This art lesson is
combined with an English language arts lesson. Students begin by looking at three pieces of
art that were inspired by familial and cultural traditions as shown below. Students have the
opportunity to discuss the images before thinking about their own traditions. Students then
write a narrative using the writing process, such as brainstorming, writing rough drafts, and
editing. While writing their narrative, student will also create their own artistic
representation of this tradition through painting. Both the art and ELA lessons will implore
students to paint a picture where readers/viewers feel as if they are also a part of the
tradition. The integration of art and ELA will enhance all students’ learning.
E. Vocabulary to Address with Participants:
 Tradition: behaviors and actions that one engages in again and again with a specific
purpose; they can be big or small
o Importance: pass on cultural heritage; provide source of identity; create lasting
memories
 Community: a group of individuals with shared attribute and/or a strong connection
between them
 Imagery: visually descriptive or figurative language; visual symbolism
 Narrative: a spoken or written account of connected events; a story
 Painting: an image (artwork) created using pigments (color) on a surface such as
paper

F. Materials:
 Example images of paintings that reflect various traditions (images found in
resources section)
 Paper for each student to paint on
 Pencils/erasers to sketch their image and to write their narrative
 Paint and paintbrushes
 Paper for students to write/print their narrative
 Computers/laptops for students to type their narrative

G. Resources:
Definition and importance of traditions found at:
https://www.artofmanliness.com/articles/creating-a-positive-family-culture-the-
importance-of-establishing-family-traditions/
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Artist: Terry Redlin (https://redlinart.com/collection/family-traditions)

Artist: Walt Curlee (https://fineartamerica.com/featured/porch-music-and-flatfoot-dancing-

mountain-music-appalachian-traditions-appalachia-farm-walt-curlee.html)
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Artist: Timothy Jones (https://fineartamerica.com/featured/tradition-timothy-jones.html)

H. Activities:
Step-by-step sequence of the lesson (could span several days):
1. The teacher will introduce the lesson with the following question: what is a
tradition?
2. Students will quick write/brainstorm their thoughts on the question
3. The teacher will show the students the three paintings found above one at a time
giving them ample time to look at each piece
4. The whole class will have a discussion on each painting with the following prompts
which relate to the visual thinking skills: What is going on here? What else do we
see? How does this connect to your ideas about traditions?
5. Students will then brainstorm their own traditions in relation to their families and/or
culture
6. Students will each choose one of their brainstormed ideas to write about
7. Students will go through the steps of the writing process by creating an outline of
the narrative, writing a rough draft, revising and editing, and writing a final draft by
hand or through typing
8. After students have written their first draft of the narrative, they can begin to sketch
out their painting
o Beginning their painting prior to completing their narrative is important as
creating the visual representation may aid them in using descriptive language
within the paper
o Likewise, the written narrative may aid them in deciding what details to
include in the painting
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9. After sketching, students may begin to add paint to their art

o Their art should represent the tradition discussed in their narrative in some
way such as the people they share it with, the location where it takes place,
etc.
10. Once both pieces are complete, students will share them in an exhibition with the
other students and their families

I. Closure:
As closure for this lesson, students will have the opportunity to share their written
narratives and paintings with the local community through an exhibition. The students’
works could be placed around the classroom or another public area such as the school
library or gymnasium. Then, students and their families could be invited to come enjoy the
students’ narratives and paintings. The exhibition could include a gallery walk of the
paintings, and it could feature the opportunity for students to read their narratives. This
allows students to share their culture and traditions with others.

Possible Discussion Questions:

1. What is the importance of traditions in terms of one’s family and cultural history?
2. What techniques or strategies can we use to portray meaningful memories or stories
to others (both through written language and through artwork)?
3. How do one’s traditions impact individuals? Families? Communities?

J. Assessment:
Informal assessments will be conducted throughout the entire lesson. For example, the
teacher will check in with students throughout their writing process and art making process
in order to make sure they are on track. During discussions, the teacher will encourage all
students to participate. This can be done through think-pair-shares, allowing students to
brainstorm their ideas on whiteboard slates, etc. In order to assess the students on their
final written narrative, the teacher will use a rubric. This rubric will be based on the 6+1
writing traits which include organization, ideas, voice, word choice, fluency, conventions,
and presentation. Participation in the art exhibition will act as part of the assessment of the
painting. The other part of the assessment will be in the form of self-assessment where
students will determine how they think they did in making artistic choices to visually depict
a tradition. This will be done through a short written self-assessment following the art
exhibition and the end of the unit.

K. Accommodations for Different Abilities and Identities:

In order to support the learning of all students with various language-based abilities, the
teacher will provide sentence starters/sentence frames for the written narrative. This will
help students translate their ideas into written words. Students will also be given the choice
to handwrite or type their narrative. In order to create a safe space for all students, the
teacher will establish clear objectives at the beginning of the lesson. The teacher will explain
that everyone’s cultures, ideas, art, etc. is important to our classroom community. We will
discuss ways to show respect to everyone. In order to make the lesson inclusive for all
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students, the teacher will establish the concept that art is unique to each artist, and
everyone has different abilities and strengths. The art will not be judged or critiqued on
how it looks at the end; instead, students will be assessed on their participation, effort, and
ideas presented. The project can also be adapted to meet the needs of individual students.
For example, students with disabilities may require extra support in the form of stencils or
objects they can trace in order to create artwork. Students can also be given the
opportunity to sit wherever they choose when working on the narrative and painting.

L. Enrichment Activities:
A few ideas that provide extra challenges for students who finish early or who ask for
additional activities:
 Read book(s) that have strong ties to the theme of traditions. Students could
compare and contrast their traditions with those presented in the books. Some
examples include:
o Sona and the Wedding Game by Kashmira Sheth
o Bringing in the New Year by Grace Lin
o Abuelita’s Secret Matzahs by Sandy Eisenberg Sasso
o The Keeping Quilt by Patricia Polacco
 Write a poem that connects to their narrative and painting.
 Read their narrative during the art exhibition in front of other students and their
families.

M. Sequencing:
A lesson that could come prior to this lesson would allow students time to explore various
paintbrushes and paint colors on paper. Another previous lesson could look at the traditions
of different cultures through read alouds of books such as those listed above or through
videos of cultural celebrations. A lesson that could come after this one could turn their
narrative and painting into a children’s book. The book would allow students to lengthen
their narrative into a longer story and provide more illustrations that also tell the story.

N. Pictures:
Pictures of the paintings students discuss at the beginning of the lesson are provided above
in the resources section.
Instructor Samples:
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(Sketch Example) (Painting Ex. – painting I made in the past)

Student Work (brainstorming and sketches):
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O. Notes and Reflections About How the Lesson Went:

Overall, I think my lesson went well. My peers had a lot of ideas and came up with many
different traditions during their brainstorming time. They were also excited to talk about their
various traditions with each other. I also had them complete a sketch of one of their chosen
traditions before sharing it with each other. They were very supportive of everyone’s traditions
and drawings. Overall, much of their feedback was positive. They identified some of the
strengths of my lesson as the ELA integration, sequence of activities, and accommodations for
students. However, there are also ways I could improve this lesson. One of my peers suggested
an additional activity following the exhibition. She suggested that students could choose one
tradition that was presented by their classmates that they would want to partake in sometime in
the future. This could be done through a discussion or a short writing assignment. I think this is a
great way to create a community within the classroom that is understanding and supportive of
everyone.