Art Integration Unit Plan Template 1

LEVI SMITH

Art Integration Unit Plan Template

LTC Art for Children

Unit Title & Big Idea:

In this unit, students will be discussing characteristics of DIVERSITY! Students will spend a
considerable amount of time discussing the role crayons play in our world. The final message will
be that We are a box of crayons, each one of us unique, but when we get together, the picture is
complete! This is the last line in the book, The Crayon Box that Talked, by Shane Derolf.

Unit Overview/Summary: Why is this important to teach? What do you hope to

accomplish?
In my future classroom, I will be implementing a CHARACTER WORD OF THE MONTH in which
students will be participating in lessons and community building activities that fulfill the definition
of the character word. DIVERSITY is such a strong and powerful word that can cover so many
topics. In this unit, I hope students will know that each one of them are unique and make up a
wide range of colors in the crayon box. Without one, the picture would not be complete. This is
the ultimate definition of diversity. At the conclusion of the lesson, I hope that students will see
how their artwork can be an aspect of diversity. Students will develop ADJECTIVE CRAYONS, SELFPORTAITS, ARTWORK NARRATIVES, and CRAYON BURSTS that will demonstrate the idea of
diversity and the important roles that each students have in the world that they live in.

Key Concepts (3-4)

1. Diversity through childrens texts.
a. Students will develop an understanding of diversity
through The Crayon Box that Talked a childrens

Grade Level/Class
Periods Required:
This unit of study will take
precisely two hours each
day for one week. This
could be spread out over
the span of one month.
(See Character Word of
the Month in Unit
Overview).
Materials/Equiptment/E
tc:
BUNCH of Crayons
Hot Glue Gun
Contact Paper
Pencils
Hair Dryer
Adjective Crayons (See
Attached)
The Crayon Box that
Talked
Student Writer Notebooks
La Serveuse by Duilio
Barnab
Bulletin Board
Stapler (Adhesive)

Essential Questions (3-4)

1. What does DIVERSITY mean to you?
a. This question will be asked throughout the entire
unit covering both diversity on a global context and

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book that discusses disputes among crayons but
soon realize that they cannot exist without each
other.
2. Diversity through artwork created by Duilio Barnabe.
3. Using a variety of art supplies and strategies to create a
crayon burst which implies the importance of diversity in
society.

diversity in the art context.

2. How does personal adjectives relate to diversity?
3. How do artists such as Duilio Barnabe portray DIVERSITY
in his pieces?
4. With the materials given throughout the unit, how can
they be used to portray an image of diversity in each
piece?
5. What is the importance of DIVERSITY?
6. As a class, how can we protect the idea of DIVERSITY?

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

Students will display an understanding of diversity through childrens texts.
Students will be able to effectively use a variety of art supplies to create an image of diversity.
Students will develop an understanding of historical paintings and how they create an image of diversity.
Grade Level Expectations (GLEs)

(3-4)

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

Big Idea 1: Demonstrate the personal characteristics to

maintain a positive self-concept.
Big Idea 2: Demonstrate respect for individuals within diverse
groups.
Big Idea 3: Evaluate various coping skills for managing life
changes or events.
National Core Art Standards
(http://www.nationalartsstandards.org)
Anchor Standard #1: Generate and conceptualize artistic ideas
and work.
Anchor Standard #2: Organize and develop artistic ideas and
work.
Anchor Standard #7: Perceive and analyze artistic work.
Anchor Standard #8: Interpret intent and meaning in artistic
work.
Anchor Standard #10: Synthesize and relate knowledge and

Core Academic Standards (Common Core State

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

CCSS.ELA-LITERACY.RL.5.1
Quote accurately from a text when explaining what the text
says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.RL.5.2
Determine a theme of a story, drama, or poem from details in
the text, including how characters in a story or drama
respond to challenges or how the speaker in a poem reflects
upon a topic; summarize the text.
CCSS.ELA-LITERACY.RL.5.3
Compare and contrast two or more characters, settings, or
events in a story or drama, drawing on specific details in the
text (e.g., how characters interact).

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personal experiences to make art.
Content Areas Integrated:
1. Visual Art
2. Literacy
3. History

Lesson Titles in Sequence/Order with TIME and

MATERIALS needed for each portion
1. Introduction
a. Teacher will read the book, The Crayon Box That
Talked, by Shane Derolf 15 Minutes
i. Materials: The Crayon Box That Talked
b. Book Discussion 15 Minutes
c. Writers Notebook Reflection 15 Minutes
i. Materials: Student Writer Notebooks
d. La Serveuse by Duilio Barnab Discussion 30
Minutes
i. Materials: La Serveuse Painting, History of Artist,
Description of Piece
e. Writers Notebook Reflection 15 Minutes
i. Materials: Student Writer Notebooks
2. Discussion and Demonstration
a. Teacher Generated Adjective Crayon 10 Minutes
b. Students make adjective crayon 30 Minutes
i. Materials: scissors, pencil, crayons, and crayon cutout
c. Student Self Portait 1 Hour
i. Materials: hard white surface (canvas), pencil, and
student picture (optional)
d. Project Demonstration 30 Minutes
i. Materials: crayons, hot glue gun, hair dryer, selfportrait on canvas or hard white surface
3. Studio Time/Procedure

Identify & define common vocabulary/concepts that

connect the art form with the other identified subject area(s):
1. Diversity: this term can be used among many different
topics used to describe the unique characteristics that
make up a wide range of people, places, objects, etc.
2.
Brief Lesson Descriptions (2-3 sentences each)
1. Introduction
a. The Crayon Box that Talked by Shane Derolf is a
book that discusses the confrontation among the
variety of crayons in a typical crayon box. The story
concludes by showing that the crayons cannot exist
without each other.
b. After the conclusion of the book, the teacher would
then discuss with the students about the general
idea of diversity and the importance that each
crayon has in a box (i.e. refer to the final sentence
in the book.)
c. Have the students write in the writers notebooks
reflecting on the idea of having one crayon missing
from a crayon box. Each student could be
designated a color or they can pick their own. The
students should write about how the world would
be different if their color wasnt a part of the crayon
box.
d. La Serveuse by Duilio Barnabe is an interesting
piece that alters the traditional human form. It
gives symmetry and visual contrasts among a
single human figure. This piece would be interesting
to discuss with students regarding how a single
person can have two unique personalities or have

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a. Crayon Burst 2, 1 Hour Class Periods
i. Materials: crayons, hot glue gun, hair dryer, selfportrait on canvas or hard white surface
b. Adjective Addition 30 minutes
i. Materials: Adjective Crayon, Crayon Burst, and
Writing Utensil
4. Clean Up and Closure
a. Clean Up 15 Minutes
b. Publication of Piece 1 Hour
i. Materials: bulletin board and stapler (or other type
of adhesive).
c. Final Message 15 Minutes
i. Materials: The Crayon Box That Talked
d. Writers Notebook Reflection 15 Minutes
i. Materials: Student Writer Notebook

two different sides.

e. At the conclusion of the painting discussion,
students can write a personal entry in their writers
notebooks that reflects on their own personality.
Students are encouraged to discuss a side of them
that they may not show to the rest of the world (i.e.
a football player might like to have dance lessons
on the weekend).
2. Discussion and Demonstration
a. Teacher creates his/her own adjective crayon (See
Attachment Below). The teachers name goes in the
oval. Surrounding the oval, the teacher would write
a variety of descriptive adjectives that describe the
teachers personal characteristics. The teacher
would then share his/her adjective crayon with the
class.
b. Students would then be given time to make their
own adjective crayon that would be based on the
teacher exemplar. The student, however, would
then have to write their own descriptive adjectives.
Students are encouraged to color their adjective
crayon with their favorite color. Once these are
made, the students can then paste them into their
writers notebooks where they will be visited later
again in the unit.
c. Students would compile a self-portrait on their
white support. The support must be durable and
hard. A canvas or white cardboard would be ideal
for this part of the lesson. Students can do their
portrait using any type of media. The teacher must
also draw their own self-portrait for teacher
exemplar.
d. Teacher
then
demonstrates
the
project!

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Surrounding the self-portrait, the teacher will hotglue crayons that will surround the self-portrait.
Cut out contact paper in any particular shape and
place it over the self-portrait ensuring that the
portrait is sealed shut. Blow dry the tip of the
crayons using the hair dryer. The teacher can blow
dry them in any particular direction signifying the
burst of the crayons. This should dry for at least
five to ten minutes. Remove contact paper and the
self-portrait should be sustained in its original form.
3. Studio Time/Procedure
a. Students are given time to create their own crayon
burst following instructions similar to those given in
the teacher exemplar (see above). The teacher will
more than likely have to give more detailed
instructions based on class necessities.
b. Once the crayon burst is complete, the students will
then be given time to refer back to their adjective
crayon. The adjectives they used to describe
themselves must be incorporated in their crayon
burst in some fashion. Students can simply write
them, draw images, paste other pictures, etc.
4. Clean Up and Closure
a. Each step above is NOT going to be completed in
one day. However, it is crucial that students be
given enough time to clean up. Plan for at least
fifteen minutes of clean up time for each activity.
b. Publication of this unit is perhaps the most exciting
part. A hallway display would be ideal for this unit
because it provides an opportunity for a schoolwide teaching moment. The bulletin board can have
the message We are a box of crayons, each one of
us unique, but when we get together, the picture is

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complete! The students work can then be
displayed around this message!
c. Reread The Crayon Box that Talked and refer back
to the students original notebook entry regarding
their reflection.
d. For a final notebook entry, have students write
about what they have learned throughout the unit
drawing on the importance of diversity.
What student prior knowledge will this unit require/draw upon?
Diversity is such a unique topic all on its own. Although this unit provides a clear enough definition of diversity, it might be
crucial for teachers to give a min-lesson about what diversity is. Throughout this unit, students will be given the opportunity to
critically analyze literary works as well as artistic pieces. Teachers might find it helpful to discuss strategies to complete these
activities. In addition, many of the activities in this unit allow students to freely use art supplies. It is crucial that they are given
expectations and guidelines to ensure that all supplies are used in a safe and respectful way (i.e. hot glue gun and hair dryer).
What activities will you use to engage students in imagining, exploring, and/or experimenting in this unit?
The big idea for this unit is DIVERSITY. The important concept to remember is uniqueness. Each student should have the
opportunity to create their own, unique piece. Therefore, it is crucial that teachers refrain from using strict guidelines
throughout the learning process. Although it is important to always set standards, students should be given free range to how
they want to create their own piece because it is indeed DIVERSITY that is being taught in this unit. Teachers might find it
helpful to allow students to experiment with crayons before working on the crayon burst. The teacher may also consider
allowing students to participate in the teacher exemplar. Allow them to see how the direction of the melting crayon can be
manipulated by how the blow dryer is applied.
How will this unit permit/encourage students to solve problems in divergent ways?
Diversity is indeed a means for solving problems in divergent ways. The important idea to remember while teaching this unit is
to allow students the free range to compile their opinions and ideas in whatever manner that suits their personal uniqueness.
Although the final message in this unit is, We are a box of crayons, each one of us unique, but when we get together, the
picture is complete, it should be emphasized that students should draw on their personality while compiling notebook entries
as well as their crayon burst to ensure they are given the most abundant amount of opportunities to learn about diversity. No
student will think entirely alike or compile the same piece of artwork in this unit.

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How will you engage students in routinely reflecting on their learning/learning processes?
Students learn better when given the opportunity to discuss and reflect with their classmates. In this unit of study, students
are given numerous opportunities to write reflections after certain activities in their writer notebooks. It is essential that
students are continuously given the opportunity to reflect on their learning, especially in an emotional topic such as DIVERSITY.
The most effective strategy is to provide time to hold whole class discussions so that each student is given an opportunity to
discuss his/her opinions and ideas about the issue of DIVERSITY.
How will this unit engage students in assessing their own work?
In this unit of study, students are given numerous opportunities to write reflections after certain activities in their writer
notebooks. These reflections can serve as a means for formatively assessing students. In addition, class discussions are a way
to ensure that the class is understanding ideas and concepts surround the topic of DIVERSITY. At the conclusion of the unit, the
crayon bursts that will be displayed in a hallway bulletin board will be the summative assessment to this unit. Teachers can
use the student-generated crayon burst to ensure that the concept of diversity and uniqueness is evident in their learning.
Additionally, the final reflection piece in the student writer notebook will ensure the transformation of their knowledge from the
beginning of the unit to their knowledge at the conclusion of the unit.
What opportunities/activities will students be given to revise and improve their understandings and their work?
Revision might be slightly difficult during the crayon burst activity. Consequently, it is important for teachers to emphasize that
there is never truly a mistake in the art making process. Any mistake can be made into an art form. Another teaching
moment could be emphasized in this situation. For example, in life people will go through their own mistakes and life lessons.
However, it is the lesson learned from each of these mistakes that make them the unique person that they are today. However,
students will be given the opportunity to revise their understanding through the numerous writer notebook entries that is
required throughout the lesson. It will be quite intriguing for students to see their own transition from their initial notebook
entry to their final notebook entry.
What opportunities/activities will you provide for students to share their learning/understanding/work in this unit?
The most crucial moment in this unit that allows students to display their learning and understanding is indeed in the final
product. I believe that students will be able to share their understanding of DIVERISTY through the bulletin board that will be
compiled of all the students crayon bursts. It might be beneficial to also provide students with the opportunity to present their
crayon burst to their classmates before being displayed on the hallway bulletin board. This would serve as a way for students
to learn presentation skills by sharing with classmates the diverse characteristics that make up the uniqueness of each
student. Yet, the more individualized learning opportunities will occur during whole class discussions in each segment of the
unit.

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How will you adapt the various aspects of this lesson to differently-abled students?
Students on any academic level may seek assistance during the learning process of this unit. The topic of diversity can
sometimes be especially difficult for students to understand. It might be helpful to have students create mental maps (mind
maps) about what concepts surround the idea of DIVERISTY. For example, students might have a clear understanding if they
can link synonyms such as differences, unique, acceptance, etc. to the word DIVERSITY. This might also serve as an additional
activity for students who finish early. For more advanced students who may finish early, an additional activity might be useful
in expanding their knowledge beyond the classroom lesson. They can draft a letter to the principal or local government official
discussing the idea of DIVERSITY and how it can be addressed on a community level. For example, students can address the
idea of DIVERSITY to their principal by suggesting that the school should hold a multi-cultural night.

TEACHER REFLECTION: How will you know that this lesson is successful and meaningful? List indicators.
Diversity is such an emotional topic for me. All my life, I have been portraying an image of someone who I wasnt. I pretended
to be someone that society wanted me to be. I felt like I was in my own prison where no one would accept me because I was
different that everyone else. Yet, when I was given the opportunity to express my personality and ideas freely, I felt happy for
once in my life. At the conclusion of this lesson, I hope that students will understand the importance of diversity and the role
that each of us plays in society. As the final message says, each one of us is unique and we cannot have a completed picture
without someone missing. If students can display this understanding through their notebook reflections and crayon bursts, I
know that I have achieved my goal of making this unit successful! I want my students to feel safe in my classroom. I want
them to express who they are in every assignment, project, or classroom activity regardless of what others think. I want them
to respect each other as if they are their own family members.

References

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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
DeRolf, S. (1997). The Crayon Box that Talked. Random House Inc. New York, New York.