Monica Shih

ECE Art Integration Unit Plan

LTC 4240: Art for Children

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Unit Title & Big Idea: Childrens Self Identity Grade Level: Kindergarten Unit Overview/Summary: This unit will integrate art, social studies, literacy, and fine motor skills. The students will use Class Periods Required: fine motor skills to cut, rip, pinch, squeeze, carefully place, etc. to develop their self-identity by creating images of Three themselves using a variety of materials. Key Concepts (3-4) Essential Questions (3-4) The students will be able to make their own choices as an artist as they Who are you? choose what materials they use. What do you look like? The students will develop self-identity and confidence as they use artwork (Look in the mirror) what do you see? to represent their self-portrait. What is something really special about you? The students will be able to rip, cut, squeeze, etc. different materials and tools to create their self-portraits. Unit Objectives: (Excellent resource at http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html?for_printing=1&detoured=1) The students will use various tools and materials to create their self-portraits. The students will use materials creatively and originally to represent themselves in their self-portraits. The students will develop a sense of self-identity by making their own choices in their artwork (what to use & how to use it). Grade Level Expectations (GLEs) (3-4) (http://dese.mo.gov/divimprove/curriculum/GLE/) Core Academic Standards (Common Core State Standards) (3-4) (http://www.corestandards.org/) S I, 1, A, Grade K: Produce a line using crayon, pencil, or marker CCSS.ELA-Literacy.RL.K.1 With prompting and support, ask and answer S I, 2, A, Grade K: Uses scissors with control questions about key details in a text. S I, 3, A, Grade K: Portrait: Create an original picture of self or other person CCSS.ELA-Literacy.SL.K.1a Follow agreed-upon rules for discussions (e.g., S I, 3, C, Grade K: Create original artwork that communicates ideas about listening to others and taking turns speaking about the topics and texts the following themes: under discussion). o People (e.g., self, family, friends) CCSS.ELA-Literacy.SL.K.6 Speak audibly and express thoughts, feelings, o Indoors (e.g., classroom, kitchen, bedroom) and ideas clearly. o Outdoors (e.g., seasons, nature) Content Areas Integrated: Identify & define common vocabulary/concepts that connect the art form 1. Visual Art with the other identified subject area(s): Using New Oxford American Dictionary 2. Social Studies (Self Identity) Self-identity the recognition of one's potential and qualities as an individual, esp. in relation to social context 3. Physical (Fine Motor Skills) Represent depict (a particular subject) in a picture or other work of art Alike (of two or more subjects) similar to each other 4. Literacy Different not the same as another or each other; unlike in nature, form, or quality Attribute regard a quality or feature as characteristic of or possessed by (someone or something)

Monica Shih

ECE Art Integration Unit Plan

LTC 4240: Art for Children

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Lesson Titles in Sequence/Order 1. I Like Who I Am! 2. How Should I Represent Myself? 3. This Is Me

Characteristic a feature or quality belonging typically to a person, place, or thing and serving to identify it Express convey (a thought or feeling) in words or by gestures and conduct Brief Lesson Descriptions (2-3 sentences each) 1. I Like Who I Am! This lesson will start off by reading the book A Bad Case of Stripes by David Shannon. We will then discuss self-identity concepts (both physical and non-physical), recognizing how we are alike and different, and conclude that its great to be alike/different from each other. We will conclude by pairing and sharing with a partner what our favorite quality, attribute, or characteristic of ourselves are (just like Camille states she loves lima beans). 2. How Should I Represent Myself? We will start the lesson by reading the book Stand Tall, Molly Lou Melon by David Catrow. We will then pair and share with a partner and use a mirror to describe our physical characteristics just like Molly Lou Melon does. After the teacher introduces all the materials and tools, the students will begin working on their self-portraits using all different types of mediums and tools. 3. This Is Me The students will continue and finish up creating their self-portraits. We will then gather on the carpet so each student can share his or her artwork and explain/verbalize his/her decisions on what materials they used, how they used them, and why. After sharing, each child will call on 3 peers to answer questions and 3 peers to share a nice comment about the child or his/her art.

What student prior knowledge will this unit require/draw upon? This unit will draw upon students prior knowledge of themselves as a person and characteristics such as gender, height, and other physical characteristics. This unit will also draw on students prior knowledge of themselves in terms of their personality such as their likes, dislikes, and so on. The unit may draw upon students prior knowledge of how they should treat each other, for example, being kind to one another and using respectful language. This unit will draw upon students experiences seeing themselves in pictures and in the mirror. What activities will you use to engage students in imagining, exploring, and/or experimenting in this unit? Activities I will use in this unit to engage students in imagining, exploring, and experimenting are discussions, read alouds, and the self-portrait art project. The read alouds will prompt students to ask questions and engage in discussions that will expand and enhance their thinking. The self-portrait art project will

Monica Shih

ECE Art Integration Unit Plan

LTC 4240: Art for Children

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support students imagination and allow them to experiment with different tools and materials as well. How will this unit permit/encourage students to solve problems in divergent ways? This unit will encourage students to solve problems in different ways because in the book Stand Tall, Molly Lou Melon, the character goes through bullying, yet smiles and laughs through it all through the advice of her grandma. This book can be an example of how students can respond to name-calling or bullying. This book and A Bad Case of Stripes lead to great discussions of how to deal with situations in which the main characters dealt with such as peer bullying. The discussions of these books will encourage students to find alternative ways to respond including ignoring the bullying behavior, telling an adult figure, and simply accepting and embracing yourself. How will you engage students in routinely reflecting on their learning/learning processes? I will engage students to routinely reflect on their learning process and experiences by asking them lots of questions. I will ask questions during the read alouds, throughout the discussions as I facilitate, and as they are working on their self-portrait. Some questions I will ask them during their self-portrait work include questions such as Why did you decide to use that for your eyes? These kinds of questions will allow students to really reflect and think about the choices they made and why they made them. How will this unit engage students in assessing their own work and the work of peers? This unit will engage students in assessing their own work by giving them all the power and control as the artist to create their self-portrait however they want. In assessing their own work, they will be reflecting on the choices they made as an artist, and can build up their pride as they judge their work (thinking about how hard they worked and how great it looks). This unit will engage students in assessing the work of their peers because they will get to see others work during share time. They will also get the chance to ask questions or give compliments to the person and/or their artwork. What opportunities/activities will students be given to revise and improve their understandings and their work? With two read aloud books, and two separate discussion times, these opportunities will give students the chance to revisit the same themes and ideas, while also extending upon old ones. The self-portrait studio will take place during two different times, allowing students to take a break from their work, revisit it later, edit it or make changes, and so on. What opportunities/activities will you provide for students to share their learning/understanding/work in this unit? Again, during and after reading the books, students will be sharing with partners and with the whole group about their thoughts or ideas about the main concepts. The students will also get a chance to share with each other when they share their artwork, ask questions of each other, and compliment each other. How will you adapt the various aspects of this lesson to differently-abled students? To adapt this lesson to differently-abled students, I may allow students with shorter attention spans to refrain from participating in the lengthier discussions. Almost all students can still participate in creating self-portraits, but perhaps need easer materials to manipulate, and may need help with cutting, gluing, etc. References Catrow, D. (2001). Stand Tall, Molly Lou Melon. New York, NY: G. P. Putnams Sons. Shannon, D. (1998). A Bad Case of Stripes. New York, NY: The Blue Sky Press. Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from http://www.americansforthearts.org/networks/arts_education/publications/spec ial_publications/Defining%20Arts%20Integration.pdf