Art Integration Lesson Plan Template

LTC 4240: Art for Children Lesson Title & Big Idea*: Family Lesson Overview/Summary*: Students will learn about the artist Faith Ringgold and create their own quilt squares to represent their families. The class will put all of their quilt squares together to create one family quilt for the classroom. Key Concepts (3-4): 1. Understanding the concept of family. 2. Not all families are similar. 3. It is perfectly fine to include members in your family you arent related to. Grade Level*: 1st Class Periods Required: (please circle) 1 2 3

Essential Questions (3-4)*: 1. Who do you consider family? 2. How do you visualize your family? 3. How can you express your family through art?

Lesson Objectives: (Excellent resource at http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html?for_printing=1&detoured=1): Students will be able to understand the concept of family and that some families may appear different than others. Students will review the artwork of Faith Ringgold and compare her view of her family compared to their own. Students will be able to design a quilt square representing their families.

Grade Level Expectations (GLEs)

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

Identify & define common vocabulary that connect the art form with the other identified content areas: 1. Family: a person or people related to one and so to be treated with a special loyalty of intimacy. 2. Faith Ringgold: an African-American artist, best known for her painted story quilts. 3. Quilt: a warm bed covering made of padding enclosed between layers of fabric and kept in place by lines of stitching, typically

SS6 1.9- Describe how needs are met by families and friends. VA 1- Create an original artwork showing family members. CA 1, 6, 2.1, 2.3- Speak clearly when sharing ideas and asking questions in small and large groups.

applied in a decorative design.

Content Areas Integrated*: 1. Visual Art (Inspiration Artist: Faith Ringgold) 2. Literacy 3. Social Studies

Lesson Activities & Procedure(s) (please be very specific): Day One: 1. Gather the classroom together on a rug, floor, open area and the teacher will begin by reading Dinner at Aunt Connies House by Faith Ringgold to the class. This story is based on one of Faith Ringgolds pieces called The Dinner Quilt and is what the lesson is based off of. 2. Discuss as a class about what a family is. Who do students include in their families? Mom, Dad, Brother, Sister, Pets? Friends? Teachers? Stuffed Animals? There is no wrong answer to whom students believe is part of their family. 3. Dismiss the class to quietly find their seats and wait to explain the directions. 4. Describe the project to the class. Students will think about their own representations of their families and sketch a portrait of who they consider their family on a piece of 10x10 inch square piece of fabric the teacher hands out to them.

Day Two: 1. Review the story Dinner at Aunt Connies House and go over the concept of families and the different people students consider part of their families. 2. Students will return to their sketches of whom they consider to be part of their family. 3. Students may use oil pastels and permanent markers to color in and outline their quilt designs. 4. Students will write an artist statement and present to the class their finished quilt pieces and who they consider to be part of their family. 5. When all of the fabric squares are completed, the teacher can sew the pieces of fabric together, or ask students if theyd like to help. The quilt pieces will be sewn together to create a classroom quilt, representing that their classroom can be considered a family as well. Anticipatory Set (Gaining Attention)*: The teacher will read to the students Dinner at Aunt Connies House by Faith Ringgold. This story is based on Faith Ringgolds piece The Dinner Quilt and is about how two children find their Aunts paintings of famous black women. She tells her story to the children about each famous black women and how the stories became part of the families traditions. This story is to have students begin to think about who they consider to be part of their family. Just like how Faith Ringgold painted different pictures of famous black women that she considered part of her family. The students should begin to understand that families dont always have to be Closure (Reflecting Anticipatory Set): Students will reflect and present to the class their own quilt fabric squares by writing an artist statement. They should explain who they included in their family on their quilt square and why they included them. The student should also be able to explain how they drew their picture if they drew it a certain way. Ask questions to the student about the colors they used or why they chose the colors they did.

the people who live in your household.

Formative Assessment strategy: Asking each student individually about his or her own piece of artwork. The teacher can walk around to each student and ask questions such as, Who did you include on your quilt piece?, Why did you include them? By asking each student individually, the teacher can see if the student grasped the concept. What student prior knowledge will this lesson require/draw upon?

Summative Assessment strategy*: The presentation and artist statement of the students quilt would be the summative assessment. By explaining their quilt square, the teacher can determine if the student understands the concept of family and how they see their own family.

Students will need to understand the concept of a family. Students should also be able to express how they feel about their family and understand who their family is. How will you engage students in imagining, exploring, and/or experimenting in this lesson? Students can imagine their families however they wish. Students should explore their imagination and include other members of their families besides the ones they live with. Students will explore the artwork of Faith Ringgold and create their own quilt pieces based on their imagination from her artwork. There is no limit what students can draw as their families on their quilts. The students are using their imagination as well as their emotions. How will this lesson allow for/encourage students to solve problems in divergent ways? This lesson will encourage students to compare their families to the families of their classmates. Students should see that not all families are the same and that its perfectly fine to include people in their family that they arent related to. This lesson should create a sense of community in the classroom and create a way for students to have a more open mind about the world around them.

How will you engage students in routinely reflecting on their learning? As the teacher, I will conference with every student asking them about their artwork. Also, the students are able to present their work to the class, presenting how they reflect their own families as well as the other students families in the class. By discussing their own artwork, it will show the teacher how well the student understands the concept.

How will you adapt the various aspects of the lesson to differently-abeled students? ELL Students: have the students draw their own cultural traditions on their quilt square and explain to the class in English how they celebrate it. The student should compare it to a tradition another student has in the class and see how their traditions are similar or different. Mild Learning Disabilities: Give the student more time to think about whom they consider to be part of their family. The teacher can work with this student to give them ideas about who they want to include and why they should include them in their quilt square. Gifted Learners: Give the students another story that can relate to Faith Ringgold and the concept of families. Have the students present this information to the class while they present their own quilt designs and how it compares to Faith Ringgolds story and their o wn family.

What opportunities/activities will students be given to revise and improve their understandings and their work? Students have two class periods to complete this art studio. If a student needs help understanding the concept of families, or who they should include in their families, they can ask the other students around them, or the teacher for more help. By discussing the students artwork with each other, this should help their understanding of the topic and the objective of the lesson. What opportunities/activities will you provide for students to share their learning in this lesson? The students will be able to individually share their own piece of quilt fabric square to the class. They should share whom they drew on their quilt square, why they chose the people on their square, and how they are related to his or her family. The students and teacher may ask questions to the

presenter if they have any questions about their artwork. Lesson Resources/References (please be very specific by providing links, authors, titles, etc.): Dinner at Aunt Connies House by Faith Ringgold Pictures of Faith Ringgolds quilts for inspiration 10x10 fabric squares enough for every student in the class

* Include this information during the 5-minute class Popplet presentation. 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%20Integrat ion.pdf