Lesson Plan Template 1

NAME__Maddie Steiner_________
Date: December 1st 2014
ECE Art/Art Integration Lesson Plan Template
LTC 4240: Art for Children
Lesson Title & Big Idea: Aerial Snowman (Perspective)

Grade Level /Month:

1st grade, January
Class Periods Required:
One 60 minute class period

Lesson Overview/Summary:
Aerial Snowman: This investigation with 1st or 2nd grade helps students to gain an understanding of difference of
perspective. Students are asked to create a snowman with the only instructions being that they choose a ground- level,
front or aerial viewpoint. The students will have access to different colored paper, scissors, and oil pastels to look at
layering and viewpoint.
Key Concept (s):
Essential Questions (Found on the national visual arts standards chart):

Art Standards:
VA:Cr2.1.1a
Explore uses of materials and tools to create works of art or design.

Content Areas Integrated:

1. Visual Art
2. Science
3.

Core Academic Standards (Common Core State Standards and Missouri

State Standards)

Identify & define common vocabulary/concepts that connect the art form
with the other identified subject area(s):

Lesson Plan Template 2

Procedure:

Procedure Continued:

Take students on a nature walk to the nearest body of water and ask
questions about the nature of the water and the surface. Discuss the
reflective qualities of the water. Discuss the water cycle.
1. Show the students pictures from the book and ask them what they
think the book will be about. Read the Book Monets Water Lilies.
Ask the students about the book and how it could relate to making a
painting like Monet.
1. VTS session with Monets piece with the Japanese Bridge
2. Prepare for painting.
3. Demonstrate how to load a paintbrush with tints. Demonstrate how
to paint like an impressionist artist.
4. Clean up
5. Fill the page with water surface, and then add the reflected clouds or
other details that were discovered during the nature walk.
6. Clean up
7. Prepare artwork to hang. Ask the students how they would like to
present their work, where and how to hang it.
8. Ask students to create a short (one sentence) artists statement about
their painting.
9. Clean up and store work
10. Hang work together and VTS the presentation of the work.
What prior knowledge will this lesson require/draw upon?
What activities will you use to engage students in imagining, exploring, and/or experimenting in this lesson?

How will this lesson encourage students to solve problems in divergent ways?

What opportunities/activities will students be given to revise/reflect and improve their understandings and their work?

What opportunities/activities will you provide for students to share their learning/understanding/work in this lesson?

Lesson Plan Template 3

How will you adapt the various aspects of this lesson to differently-abled students?
When appropriate for the students the students will have the opportunity to use other materials, divergent ways to observe water, and will be given the
greatest environmental (and classroom) accommodations for learning. Students whom have exceeded this understanding will be prompted to create
another image that discusses another aspect of water.

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%20Integration.pdf

Lesson Plan Template 4

NAME__Maddie Steiner_________
Date: December 1st 2014
ECE Art/Art Integration Lesson Plan Template
LTC 4240: Art for Children
Lesson Title & Big Idea: Aerial Snowman (Perspective)

Grade Level /Month:

1st grade, January
Class Periods Required:
One 60 minute class period

Lesson Overview/Summary:
Aerial Snowman: This investigation with 1st or 2nd grade helps students to gain an understanding of difference of
perspective. Students are asked to create a snowman with the only instructions being that they choose a ground- level,
front or aerial viewpoint. The students will have access to different colored paper, scissors, and oil pastels to look at
layering and viewpoint.
Key Concept (s):
Essential Questions (Found on the national visual arts standards chart):

Art Standards:

Core Academic Standards (Common Core State Standards and Missouri

State Standards)

Content Areas Integrated:

1. Visual Art
2. Science
3.

Identify & define common vocabulary/concepts that connect the art form
with the other identified subject area(s):

Lesson Plan Template 5

Procedure:

Procedure Continued:

Take students on a nature walk to the nearest body of water and ask
questions about the nature of the water and the surface. Discuss the
reflective qualities of the water. Discuss the water cycle.
2. Show the students pictures from the book and ask them what they
think the book will be about. Read the Book Monets Water Lilies.
Ask the students about the book and how it could relate to making a
painting like Monet.
11. VTS session with Monets piece with the Japanese Bridge
12. Prepare for painting.
13. Demonstrate how to load a paintbrush with tints. Demonstrate how
to paint like an impressionist artist.
14. Clean up
15. Fill the page with water surface, and then add the reflected clouds or
other details that were discovered during the nature walk.
16. Clean up
17. Prepare artwork to hang. Ask the students how they would like to
present their work, where and how to hang it.
18. Ask students to create a short (one sentence) artists statement about
their painting.
19. Clean up and store work
20. Hang work together and VTS the presentation of the work.
What prior knowledge will this lesson require/draw upon?
What activities will you use to engage students in imagining, exploring, and/or experimenting in this lesson?

How will this lesson encourage students to solve problems in divergent ways?

What opportunities/activities will students be given to revise/reflect and improve their understandings and their work?

What opportunities/activities will you provide for students to share their learning/understanding/work in this lesson?

Lesson Plan Template 6

How will you adapt the various aspects of this lesson to differently-abled students?
When appropriate for the students the students will have the opportunity to use other materials, divergent ways to observe water, and will be given the
greatest environmental (and classroom) accommodations for learning. Students whom have exceeded this understanding will be prompted to create
another image that discusses another aspect of water.

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%20Integration.pdf