Art Integration Unit Plan Template

Art Integration Unit Plan Template

LTC Art for Children
Unit Title & Big Idea: (Define the BIG IDEA?) What is the big idea that is being
investigated in this lesson? How will you connect the big ideas about art and artists
work with the art making part of this lesson?

Grade Level/Class
Periods Required:
5th grade
7 class periods required

Students in this lesson will investigate the FEARS that they possess. This lesson will not only be
focused on discovering their fears, but on TRANSFORMING these fears through a warrior mask
that students will create. Fifth grade is a typically transformative year for students as they get
ready to transition into a new world in middle school. I want my students to acknowledge their
fears so that they are no longer a hindrance in their life, but rather a tool, or mask that they can
remove in order to face their fear and allow it to serve as a tool of empowerment. To do this, we
will discuss their fears and how they can turn their negative fear into positive language. For
example, I will discuss my fear of failure with students. I will tell them that my fear of failure
could positively mean that I always strive to do my best, whether that be in school, work, or the
relationships I hold dear to me. Students will create a reflective writing in which students discuss
their fears and how they can transform these fears from a negative to a positive as I did. We will
then take a trip to the MU Museum of Art and Archeology to research the history behind the
masks that sit at that museum. Additionally, I will present information about modern day mask
maker artists including Jeff Semmerling. We will use these historic warrior masks, as well as the
modern day creations of Semmerling, as inspiration for students to create a warrior mask that will
represent the person behind the mask (the student) being able to face and overcome these fears
that were previously discussed. We will discuss symbols that represent the positive strengths
behind these fears. Students will represent their fear transitioned to strength through symbols on
their masks.
Unit Overview/Summary: Why is this important to teach? What do you hope to
accomplish?
As humans we all have fears. Fears are only a hindrance in our lives until we face them, which is
a vitally important lesson for students to learn. Especially in such a pre-transitional year such
as fifth grade, students minds are likely swimming with insecurities and worries. Instead of
allowing students to continue to be swallowed, or overcome by their fears, I want to encourage
them to face them and to be empowered by them. Students will represent their fear transitioned
to strength through symbols on their masks. This lesson not only incorporates a vitally important
life skill of facing fears, but also important content. This content includes visual art within the

Materials/Equiptment/E
tc: MATERIALS,
TEACHING
RESOURCES/REFERENC
ES- (Books (Teacher
and Childrens),
posters, articles,
websites) and
PREPARATION

Art Integration Unit Plan Template

mask making, literacy within the reflective writing piece, and social studies when we research the
warrior mask at the MU Museum of Art and Archeology and the modern day mask maker Jeff
Semmerling.

REQUIRED- what
materials, tools, and
resources do you need
for this class?
-Cardboard, scissors, tape,
elemers glue, water,
newspaper, paint,
feathers, construction
paper.
What do you need to
practice and prepare
for this lesson?
-I need to practice the
best ways to tape my
mask together and work
through the process of
paper macheting..
-I need to obtain
cardboard materials from
school cafeteria.
-I needed to go to the MU
Museum of Art and
Archeology in order to
research the history and
explore warrior masks
throughout history.
- I also needed to research
artists that have created
art with masks in order to
share this research with
my students.
What did you learn
from creating your

Art Integration Unit Plan Template

teaching exemplar?:
-Techniques to tape mask
together
-How to paper machete
-More about the process of
painting
-Symbolically representing
through art making
-How relaxing and freeing
the process of art making
can be
Materials referenced:
Masks at MU Museum of
Art and Archeology,
Michelle Liveks expertise
and suggestions, and the
modern day works of Jeff
Semmerling.

Key Concepts (3-4)

What will students learn and KNOW about art and art
making from this lesson?
List as facts about art and artists and works of
art. What will they learn from an art, art history, and
art criticism discussion? What will they learn from the
art production part of the lesson? What key concepts
from other core subjects will they uncover?
-Students will learn about the concept of warrior mask
making, through both a historical and modern day lens,
through the historical warrior masks that sit at the MU Museum
of Art and Archeology, as well as the modern day masks that
artist Jeff Semmerling creates.

Essential Questions (3-4) What questions guide the

investigation in this lesson?
What will students discover and investigate both
about art and art making? What will you ask that will
guide the purposeful exploration of materials and
ideas that will produce meaningful content to the
creative production?
While at the MU Museum of Art and Archeology, I will
conduct visual thinking strategies session to spur student
thinking about the art that is in front of them and how it
relates to a mask they could create representing their own
now transforming fear. I will ask questions such as,

Art Integration Unit Plan Template

-Students will learn about the differences and similarities
between these. This incorporates both social studies and art
content. They will learn that mask making is both historical
and modern and that it has always held much symbolic power.
-Students will learn that much inner turmoil can be expressed
through art making and even negative feelings can be
transformed to positive empowerment through the immensely
powerful process of art making, specifically mask making in
this case.
-Students will engage in image walks and visual thinking
strategy sessions with teacher as leader of these discussions.
-Through their reflective writing, students will incorporate
language arts standards in which students analyze how visual
and multimedia elements contribute to the meaning and
determine figurative meaning.

Whats going on in this image? What do you see that makes

you say that? What more can you find?. They will examine
the historic masks on display in these museums to learn
about the history behind them and how that history relates
and is different between cultures, as well as how this history
relates and is different from their own goal in mask making.
Additionally, I will present information about modern day
mask maker artists including Jeff Semmerling. I also want
students to examine and learn about the mask making
process of these historic masks and compare and contrast
this to our own class mask making process, as well as to
modern day masks and mask making from artists like Jeff
Semmerling. Regarding the work of Jeff Semmerling, as a
class, we can again engage in an image walk using visual
thinking strategies.
When students are ready to begin making their own masks, I
will create a sort of Iron Chef environment for them to
create in. This means I will have set materials for the base of
the mask, for the surface of the mask, and for decoration of
the mask. However students will encounter creative freedom
in decorating the mask and in the creation of the symbols
that they think represent their transforming fear. To guide
exploration, I will ask questions such as: What is your fear?
How did you transform this into a powerful strength that you
possess? What are symbols that you decided represent these
strengths/fears? How can we make a mask that is a power
and positive representation of these symbols?

Unit Objectives: (Excellent resource at http://www.teachervision.fen.com/curriculum-planning/newteacher/48345.html?for_printing=1&detoured=1)

What learners will DO? List beginning with the student will
*(NOTE: Evidence of the objectives and concepts attained make up your assessment criteria below)
Include KFO (Kid friendly language). Do Teacher and KFO.

Art Integration Unit Plan Template

-The student will discuss (either verbally or on paper) the concept of fears and the fears they possess.
-The student will realize that fear can be transformed into something empowering and a positive aspect of who they are.
-The student will write a reflective piece in which they will write what they fear, as well as how this fear can be transformed
into a positive strength.
-The student will visit the MU Museum of Art and Archeology and will examine historic masks on display.
-The student will examine the historic masks on display in this museum.
-The student will engage in teacher conducted visual thinking strategies.
-The student will obtain information about modern day mask maker Jeff Semmerling.
-The student will sketch and create their own warrior mask.
Grade Level Expectations (GLEs) (3-4)
(http://dese.mo.gov/divimprove/curriculum/GLE/)
National Core Art Standards
(http://www.nationalartsstandards.org)
Anchor Standard # 1
Anchor Standard # 2
Anchor Standard # 3
Anchor Standard # 6
Anchor Standard # 7
Anchor Standard # 10
SS7 1.2, 1.4, 2.1
ICTL4A.5.a-b

Core Academic Standards (Common Core State

Standards) (3-4)
(http://www.corestandards.org/)

Content Areas Integrated:

1. Visual Art
2. Literacy
3. Social Studies

Identify & define common vocabulary/concepts that

connect the art form with the other identified subject
area(s):
-Fears, visual literacy, negativity, positivity, transformation,
power, warrior, masks, historical thinking, reflective writing,
reflective thinking, and creation.
Brief Lesson Descriptions (2-3 sentences each)
(Extremely specific like if you had a sub)

Lesson Titles in Sequence/Order with TIME and

MATERIALS needed for each portion (Basic)
1. Teachers and students will engage in a class discussion
regarding fears and how fears can be transformed into
being representative of strengths. (Teacher should allot

CCSS.ELA-LITERACY.RL.5.7
CCSS.ELA-LITERACY.RL.5.4
CCSS.ELA-LITERACY.RL.5.6

1. Teacher will guide class discussion regarding fear.

Students will discuss or jot down their fears. Teacher

Art Integration Unit Plan Template

one 50 minute class session).
2. Students will create a reflective writing piece that first
represents the negative aspect of their fear and then
the positive transformational possibility within their fear.
(Teacher should allot one 50 minute class session).
3. Students will then travel to the MU Museum of Art and
Archeology to study and discuss the historical warrior
masks that are on display. (Teacher should allot two 50
minute class sessions).
4. Teacher and students will engage in research and
discussion of modern day mask maker Jeff Semmerling.
(Teacher should allot one 50 minute class session).
5. Students will sketch and design their warrior mask.
6. Students will then begin to make their masks using
cardboard, scissors, tape, elemers glue, water,
newspaper, paint, feathers, and construction paper.
(Teacher should allot two 50 minute class sessions).

will guide discussion regarding how students can

transform their fear, which holds a negative
connotation into something that is positive. Teacher
will share own fear (of which I will use failure as an
example.) I will demonstrate how my fear of failure
can actually represent how I am a hard worker and like
to try my hardest in all and for all that I am passionate
about. (Teacher should allot one 50 minute class
session).
2. Students will next write a reflective piece. In this piece
students will have a blank sheet of paper. On the front
side of this paper students will write what they fear,
using negative words, imagery, and symbols. On the
back of this same paper, students will work to
transform this fear into a positive strength, using
positive language, imagery, and symbols. (Teacher
should allot one 50 minute class session).
3. During the next class session, the class will travel to
the MU Museum of Art and Archeology. They will
examine the historic masks on display in this museum
to learn about the history behind them and how that
history relates and is different between cultures, as
well as how this history relates and is different from
their own goal in mask making. This aspect of
museum exploration will be accomplished with heavy
guidance from museum personnel and teacher.
Museum personnel will be able to share immense
knowledge of artifacts and serve as the class expert.
The teacher will conduct a visual thinking strategies
session to spur student thinking about the art that is in
front of them and how it relates to a mask they could
create representing their own now transforming fear.
After a tour and more guided exploration of the

Art Integration Unit Plan Template

museum, learners will be able to explore the museum

artifacts in a less restrictive manner, taking notes and
making observations in a more personal way as they
look at the mask artifacts (Teacher should allot two 50
minute class sessions).
4. When students return to school, teacher will present
information about modern day mask maker artists Jeff
Semmerling and his works. As a class, we can again
engage in an image walk using visual thinking
strategies. (Teacher should allot one 50 minute class
session).
5. Students will now begin to sketch and design their
warrior mask, keeping in mind symbols that represent
their positive qualities. which have been transformed
from their fear and how this will be represented within
their warrior mask. (Teacher should allot two 50 minute
class sessions).
6. Students will begin art making. Teacher will create a
Iron Chef environment for them to create in. This
means, the teacher will have set materials for the base
of the mask (cardboard), for the surface of the mask
(paper machete materials), and for decoration of the
mask (paint, feathers, construction paper). However
students will encounter creative freedom in decorating
the mask and in the creation of the symbols that they
think represent their transforming fear, using the
historic masks as reference. (Teacher should allot two
50 minute class sessions).

What student prior knowledge will this unit require/draw upon?

This unit will require students to delve within themselves, something that many strictly content based lessons lack. They will
refer to their prior knowledge of symbolism, reflective thinking and writing, examination of a visual media (masks), and

Art Integration Unit Plan Template

obtaining and analyzing information they receive both in a linguistic and textual manner during their time at the museum.

What activities will you use to engage students in imagining, exploring, and/or experimenting in this unit?
Through the creation and designing of the warrior mask, students will be able to imagine what their warrior mask will look like
and what symbols represent their negative and transformed fear. When pondering on and discussing the concept of fears,
students will be able to explore the fears that rest within them. They will be able to further explore how these fears can be
transformed into a positive and powerful characteristic within themselves.
Students will experiment with the process of reflectively writing, thinking, creating symbols, and in the process of art making
their warrior masks.
Describe, specifically, how you will allow the students to engage with the media, the concepts, and other
objectives in a playful manner before they are excpected to produce the final work. This section should
accentuate how the PROCESS informs the product
Students will be able to openly discuss and brainstorm the idea of fears with guidance from the teacher in order to help them
become familiar and comfortable with this sometimes uncomfortable topic. They will be able to sketch out their warrior mask
before actually creating a physical model of the mask. After a tour and more guided exploration of the museum, learners will
be able to explore the museum artifacts in a less restrictive manner, taking notes and making observations in a more personal
(and less guided) way as they look at the mask artifacts. As far as art making, students will be able explore the materials at
hand before they actually start creating. They can refer to their sketch and reflective piece as inspiration and personal
guidance.

How will this unit permit/encourage students to solve problems in divergent ways? Deeply describe how this
lesson allows for students to solve problems, aesthetically as well as scholastically? What about this lesson
allows for divergent outcomes?
This unit permits students to think and solve problems in a multitude of divergent ways. Students are allowed to think in a
historic sense and in a modern sense regarding the concepts of masks and mask making because they are examining masks

Art Integration Unit Plan Template

made throughout history at the MU Museum of Art and Archeology and modern day masks that have been produced by a
modern day artist. They also see these processes through the lenses of history and through the lens of art making. This is
because they both obtain historical content and are able to make their own art piece, allowing students to solve the problem
of mask making both in an aesthetic and scholastic manner. Additionally, students are able to solve the problem of turning
their fears from a negative to a positive in both an aesthetic and scholastic manner when they both write about them and
create art about it. This lesson allows for divergent outcomes as everyones mask and fear and symbolic representations will
all likely be very different as compared to their classmates.

How will you engage students in routinely reflecting on their learning/learning processes? What art talk
questions can you engage your students in that will help them in reflecting not only on the product, but also the
product? What reflective practices can you think of that will help them in transitioning from start to stop?
Students will reflect on their own learning processes through their reflective writing piece, class discussions with teacher and
classmates, and conversation with the museum expert. These reflective practices will also help students in their transitioning
throughout this unit. Teacher can engage in art talk questions such as, Whats going on in this image? What do you see that
makes you say that? What more can you find?, as well as reflective questions such as What is your fear? How did you
transform this into a powerful strength that you possess? What are symbols that you decided represent these strengths/fears?
How can we make a mask that is a power and positive representation of these symbols?.

How will this unit engage students in assessing their own work?
What opportunities will you allow your students to display, describe, or evidence their learning?
(Describe what student success looks like and what evidence you have that learning has taken place). You
should include formative and summative assessments. (See Beattie and Stewart/Walker texts)
There will be bounds of assessment that takes place throughout this unit, which includes both formative and summative.
Formative assessment will take place throughout the lesson, especially during the discussion portions of the lesson, including
in class, teacher guided discussions when class discusses fears, negative to positive transformations of these fears, and
symbolism. Teacher will also guide discussion about warrior masks, both historical and the masks made by modern day artist
Jeff Semmerling. During these times, teacher can guide and assess through using visual thinking strategies to probe student
thinking and aid in assessment of student knowledge and learning. Teacher will also have an opportunity to formatively assess
during discussion held during the museum trip. Students will be assessed summatively through the reflective writing and

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through the final product of the mask that they create. Teachers will possess evidence that learning has taken place when
students are able to reflect on their fears and be empowered by these fears, as well as when they can successfully contrive a
mask that possesses symbolic representation.
What opportunities/activities will students be given to revise and improve their understandings and their work?
What happens when revision is needed? How will you handle that in this situation?
If revision is needed, this will be noted during formative assessment during the many class discussions. For example, when a
student is looking at and examining the historic and modern art, the student is unable to reach the point in art analysis that
the teacher believes the student is capable, the teacher will probe the students thinking further with visual thinking
strategies, asking questions such as, Whats going on in this image? What do you see that makes you say that? What more
can you find?.
What opportunities/activities will you provide for students to share their learning/understanding/work in this
unit? Presenting the work in a meaningful way. How will this be accomplished?
Students will share their learning and understanding during this unit through discussions that they share as a class wherein
they will be in a safe environment in which they can share their thoughts, feelings, and learning. They can transform this
sensitive and difficult topic of fears into a strengthening tool of a warrior mask, of which they can share and explain to
classmates and their teacher, creating a sense of class and individual empowerment.
How will you adapt the various aspects of this lesson to differently-abled students? How will you differentiate
for your diverse classroom population? How will you keep students engaged? What will you do to challenge
students who are highly talented? What have you planned for those who finish early?
This lesson could be adapted in a variety of ways. For example, if a student did not feel comfortable with the many discussion
portions of the lesson, they would be welcome to write out or draw their thoughts, feelings, and responses. Likewise, if a
student was not a fluent writer, they would be welcome to draw or discuss these thoughts, feelings, and responses. Students
that are highly talented or finish early could add more complexity, symbols, or details to their masks.

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TEACHER REFLECTION: How will you know that this lesson is successful and meaningful? List indicators.
When student have met unit objectives, (which are:
-The student will discuss (either verbally or on paper) the concept of fears and the fears they possess.
-The student will realize that fear can be transformed into something empowering and a positive aspect of who they are.
-The student will write a reflective piece in which they will write what they fear, as well as how this fear can be transformed
into a positive strength.
-The student will visit the MU Museum of Art and Archeology and will examine historic masks on display.
-The student will examine the historic masks on display in this museum.
-The student will engage in teacher conducted visual thinking strategies.
-The student will obtain information about modern day mask maker Jeff Semmerling.
-The student will sketch and create their own warrior mask.)
I know the lesson has been successful. However, I will know that the lesson has been meaningful when I hope that students
will truly be able to transform a fear into an empowering aspect of who they are. In order to be able to determine whether or
not this lesson has been personally meaningful for a student, I think that this will be gauged through my personal relationship
with this student. I hope that I will be able to see personal growth within each student that they are able to carry within
themselves within my class and as they move on in their own lives. I hope that this is a lesson that has an impact on who they
are in the now and who they grow to be. I hope that they grow in confidence and are able to realize that we all have fears, but
we can transform these fears into empowerment of ourselves.

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

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