Art Integration Unit Plan Template 1

ECE Integration Unit Plan Template

LTC 4240: Art for Children Unit Title & Big Idea: Cultures Unit Overview/Summary: Students will learn about how cultures can differ from one another. They will also interview their parents, grandparents, relatives, or family friends on customs the customs they grew up with as well as what customs they practice now. Then, the students will draw what they learned from the interview and present it to the class. Grade Level: 3rd Class Periods Required: This unit will take approximately a week. One day will be needed to introduce the topic of cultures and read the story. Then, the students will need a few days to interview their parents or relatives. Lastly, the children will need time to create their art piece and present to the class.

Key Concepts (3-4) Essential Questions (3-4) A culture is a society or group of people that share beliefs and ways of What is a culture? life. What are some different cultural groups? Cultural groups share a race or nationality with one another. What traits make cultures different from one another? Traits that make cultures different from one another include social groups, language, religion, government, history, economy, and art. Unit Objectives: (Excellent resource at http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html?for_printing=1&detoured=1) Students will describe what a culture is Students will identify different cultural groups Students will determine the difference between cultural groups. Students will interview their parents or relatives about their own cultures. Students will draw what they learned from the parent interview.
(3-4) (http://dese.mo.gov/divimprove/curriculum/GLE/)

Grade Level Expectations (GLEs)

Core Academic Standards (Common Core State Standards) (3-4)

(http://www.corestandards.org/)

Visual Art Strand I: Product/Performance 3C. Create an original artwork that communicates ideas about the following themes: Community; Group identity

CCSS.ELA-Literacy.SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

Art Integration Unit Plan Template 2 Communication Arts Listening and Speaking 2A: Speak clearly, stay on topic, and use appropriate volume and pace when sharing ideas. Information Literacy 1C: Use resources to: Identify relevant information; Record main ideas and important details in own words; Record information using organizational strategies Content Areas Integrated: 1. Information Literacy 2. Visual Art 3. Communication Arts CCSS.ELA-Literacy.SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

CCSS.ELA-Literacy.L.3 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Lesson Titles in Sequence/Order 1. How My Parents Learned to Eat 2. Parent interview 3. Parent interview drawing and presentation

Identify & define common vocabulary/concepts that connect the art form with the other identified subject area(s): Culture: Society or group of people that share beliefs and ways of life. Traits of a culture: Social groups, language, religion, government, history, economy, art. What do people have in common in cultural groups: Race and/or nationality. Brief Lesson Descriptions (2-3 sentences each) 1. The teacher will introduce the topic of cultures to the students and have a discussion on the meaning of culture and how every person has a cultural background. They will explore a website: http://www.exploreandmore.org/world/default.htm. Then, she will read the book How My Parents Learned to Eat (Friedman, 1984). 2. The class will conduct a list of interview questions to ask parents, relatives, or neighbors, regarding cultural background, customs, and traditions. The teacher will then type up the interview questions into a handout for the students to write on while interviewing. Then, each student will ask these questions to the interviewee to collect information. Some questions may include: What countries do your relatives come from? What is your heritage? What are some traditional foods? 3. The students will use what they learned from the interview to create an original drawing/art piece using materials of their choosing, including cloud clay, water colors, crayons, colored pencil, markers, construction paper, tissue paper, magazines, pastels, glue,

Art Integration Unit Plan Template 3 and scissors. Different uses for these materials can involve collages, sculptures, crayon resist, drawing, paper mosaics, and painting. They will have a few days to work on their art pieces and should be able to explain why they chose the specific medium for their art. To get an idea on what to do, I can show the children different examples that other children have done in the past, but emphasize that their piece should be unique from the examples shown. Each student will present/describe the art piece to the class and how it demonstrates what they learned. What student prior knowledge will this unit require/draw upon? Students should be familiar with the current traditions and customs they practice at home. They also might already have some knowledge of their parents or other family members cultural backgrounds. What activities will you use to engage students in imagining, exploring, and/or experimenting in this unit? The students will be able to explore different cultures, imagine different cultures through literacy, and experiment with art to represent information. How will this unit permit/encourage students to solve problems in divergent ways? The students will be able to choose who they want to interview as well as how they want to present their findings through art. Since every family shares different cultural values and customs, every student should learn something different from the other students. How will you engage students in routinely reflecting on their learning/learning processes? The students will be able to reflect on their learning process as a class by developing a set of interview questions together. They will then each reflect on their own learning to make a meaningful art piece that demonstrates their own understanding of the interview. The students will also present as well as watch their peers present, causing them to reflect on their own performance. How will this unit engage students in assessing their own work and the work of peers? The students will be able to see each others final art pieces to wrap up the unit. They will present their projects to the class to demonstrate their learning. Also, the students will be able to ask questions use encouragement to their peers to acknowledge their hard work. A self-assessment could be used as well with questions such as how well did you prepare for the presentation? and If you could do anything differently for next time, what would it be and why? What opportunities/activities will students be given to revise and improve their understandings and their work? Students will be able to improve their understandings by turning the interview answers into an art piece. This will show how they synthesized the information and made it meaningful to them. They will also be able to add or revise interview questions if they feel like they need more information. What opportunities/activities will you provide for students to share their learning/understanding/work in this unit? Students will be able to share their work at the end of the unit with the whole class.

Art Integration Unit Plan Template 4

How will you adapt the various aspects of this lesson to differently-abled students? To support differently-abled students, we can either add or take away interview questions. Some students may have a difficult time coming up with their own way to express their findings through art, so the teacher can make suggestions like colors they could use or what they might want to draw.

Project Examples:

http://acorntooakart.com/2011/11/04/egyptian-art-lesson/

http://www.lbrummer68739.net/4th-grade/japanese-kokeshi-doll/

Art Integration Unit Plan Template 5

http://cmae-adayinthelife.blogspot.com/2011/11/this-n-that.html References

Art Integration Unit Plan Template 6 Explore & More Childrens Museum (2013). Cultures for Kids. Retrieved from http://www.exploreandmore.org/world/default.htm Friedman, I. R. (1984). How My Parents Learned to Eat. New York, NY: Houghton Mifflin. Missouri Department of Elementary and Secondary Education. (2008). Communication Arts Grade Level Expectations. Jefferson City, MO: Department of Elementary and Secondary Education. Retrieved from http://dese.mo.gov/divimprove/curriculum/GLE/documents/cur-ca-gle-1008.pdf Missouri Department of Elementary and Secondary Education. (2007). Visual Art Grade Level Expectations. Jefferson City, MO: Department of Elementary and Secondary Education. Retrieved from http://dese.mo.gov/divimprove/curriculum/GLE/documents/cur-visual-arts-gle-0407.pdf National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards. Washington, DC: Authors.