Lesson Plan Template

Art Education Lesson Plan Template: ART 133

Group 1 2 3 4 5 (please circle)
Print First and Last Names:
_____Amanda Thomas_________
____Tala Tabrizi_________________
___Jessica Johnson____________
____Emily Oxendine______________

_____Endy Bun______________________
___Elizabeth Hogan___________________

Lesson Title*: WHAT DOES FAMILY MEAN TO YOU?

Big Idea*: FAMILY
21st Century Art Education Approach(es): BIG IDEA, MEANING MAKING, CHOICE BASED

Grade Level*: 4

Lesson Overview (~3 complete sentences)*:

Students will be able to present knowledge and clearly express their ideas. Students will be able to use identified content
area in their artwork. Students will be able to create artwork that reflects family and culture.

Key Concepts (3-4): What you want the students to Essential Questions (3-4)*:
know.*
1. WHAT IS YOUR DEFINITION OF FAMILY?
1. FAMILY CAN BE HUMAN AND/OR NONHUMAN.
2. IS THE DEFINITION OF FAMILY THE SAME IN EVERY CULTURE?
3. HOW SHOULD FAMILY MAKE YOU FEEL?
2. FAMILY CAN MAKE YOU FEEL DIFFERENT
4. DO FAMILY MEMBERS NEED TO BE HUMAN AND LIVING?
EMOTIONS.
3. FAMILY ARE PEOPLE YOU CAN TRUST.
4. FAMILY IS SUPPORTIVE AND RELIABLE.
Lesson Objectives: (Excellent resource at http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html?for_printing=1&detoured=1): What you
want the students to do. *
1. Content area 1 Visual Art
: The students will (TSW) be able to . . .connect family with visual art by creating their family in
a choice based studio.
2. Content area 2 SOCIAL SCIENCE: TSW be able to connect their idea of family to different cultures and different ideas of
family.
3. Content area 3LANGUAGE ARTS: TSW be able to connect their homework of reading the articles about culture, families, and
teaching with language arts.
Common Core State Standards (2-3): Please list grade-specific
Identify & define vocabulary that connect the art form with
standards.
the other identified content areas*:
1. SPEAKING/LISTENING. PRESENTATION OF KNOWLEDGE AND
1. LINE- a long, narrow mark or band
IDEAS (Pg 24 N. 4 )
2. SHAPE/FORM- areas or masses which define objects in
2. READING. INTEGRATION OF KNOWLEDGE AND IDEAS (Pg. 12 space

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N. 9)
3. SPEAKING/LISTENING. COMPREHENSION AND
COLLABERATION (Pg. 24 N.1)

National Core Art Standards: Visual Arts (grades 1-6 only) (4):
Please list number and description of Anchor Standard.
1. Creating: #2, 2.1, 4a, Explore technique and approach
2. Presenting: #5, 5.1, 4a, Consider various location/setting for
artwork
3. Responding: #9, 9.1, 4a, Apply criteria to personal works of
art
4. Connecting: #10, 10.1, 4a, Create art that reflects cultural
traditions.
California Visual and Performing Arts Standards (grades 1-6
only) (3-5): Please check all that apply and add number and
description of applicable content standard.
___1.0 Artistic Perception: 1.4, Describe concept of proportion
___2.0 Creative Expression: 2.3, Use additive/subtractive
processes
___3.0 Historical & Cultural Context: 3.1, How art plays roles in
life
___4.0 Aesthetic Valuing 4.2, Describe persons and culture
___5.0 Connections, Relationships, Applications
List all materials needed in the columns below.
Have:
Purchase:
NA
Clay
Paint
Scissors
Exacto knife
Crayons
Paper

3. SHADE- the darkening or coloring of an illustration

4. PROPORTION- a part, share, or number in relation to a
whole
5. BALANCE- a distribution of weight or color to create an
even or steady object or illustration
Lesson Activities & Procedures (please be very specific)*:
1. Be setting up and finished setting up studio while peers are
walking into class and getting settled
2. Introduce ourselves (Amanda, Tala, Endy, Emily, Elizabeth,
Jessica)
3. Open PowerPoint, read title, introduce grade level for
lesson plan, and big idea-family, and 21 century approaches
(Amanda)
4. Tala reads and goes over our lesson overview on
PowerPoint
5. Endy then goes over our essential questions on the
PowerPoint
6. Emily will discuss the key concepts on the PowerPoint
7. Elizabeth will ask some students to sit on the floor near the
screen and the rest of the students move their chairs up
close in order to facilitate VTS
8. Jessica will give instructions for VTS
9. Students will participate in VTS for 10-15 minutes while
Elizabeth and Jessica are pointing to the students
observations and summarizing what they say
10. Elizabeth will close VTS and have students go back to
seats
11. Endy will discuss the author of choice on PowerPoint
12.Endy will also show a quick video from author
13. Amanda will start a class discussion about the readings
for homework and on essential questions
14. Emily will go over studio and materials that will be
available for students

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Water color pencils

Foil
Rulers
Sharpies
Watercolor pain
Paint brushes
Water cups
Sponges
Pencils
Tissue paper
Glue stick
Sequins/sparkles/googly eyes

Anticipatory Set (Gaining Attention)*:

VTS (2 family pictures)
Video (Artist: Elliott Hundley)

Formative Assessment strategy (of HW via creating,

evaluating, analyzing, applying, and/or understanding [Bloom,
n.d.])*:
Discussion after power point about the two articles that were
to be read as homework, and about what a family is to
individuals within the class.

15. Tala, Elizabeth, Jessica, Amanda, Endy, and Emily will give
examples of each example of their studio
16. Amanda will ask if there are any questions the class has
17. Class will then have 40 minutes to work on their own
studio
18. Within those 10 minutes students will start wrapping up
and cleaning
19.Cleaning will be completed and class will go back to
original seats
20. Endy will ask students to clear everything off of their
desks except their studio in order to start a studio walk
among the class
21. Tala will place white index cards next to everybodys
studio work and discuss the rules for a studio walk
22. Students will participate in a studio walk for about 5
minutes
23. Elizabeth will ask students to have a seat in their original
spots
24. Emily will facilitate las discussion for about 5 minutes
25. Jessica will ask class if they have any further questions or
feedback about lesson
Closure (Reflecting Anticipatory Set): Discussion with
students and as a class about their artwork and their decision
making.

Summative Assessment strategy:

Ask peers for feedback and close with any lingering questions
about lesson plan.

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What student prior knowledge will this lesson require/draw upon?
Students will have read the assigned articles, but students in class should have a prior knowledge that not everybody is the
same, which means that every family is different and they are not all the same, but they could all be just as important.
How will you engage students in creating, evaluating, analyzing, and/or applying (see Blooms new taxonomy, n.d.) in
this lesson?
We will discuss, together as a class, the two different readings and what family means to the students.
How will this lesson allow for/encourage students to solve problems in divergent ways?
Students will have to solve problems by deciding which materials to use within their studio that best represents themselves
and what family means to them or what their family is.
How will you engage students in routinely reflecting on their learning?
After the presentation, we plan on facilitating another discussion to allow the students to share about their studio material
choices and anything about their family, if they wish. We will also participate in a class studio walk to allow everybody to see
the different family ideas that each individual has.
How will you adapt the various aspects of the lesson to differently-abeled students?
We plan on giving students different options of using multiple supplies in hopes that every student can find what works best
for them and represents their idea of family when making their artwork.
What opportunities/activities will you provide for students to share their learning in this lesson?
Students will participate in a studio walk which will allow for the connection to the big idea of family. Students will also be able
to participate in a discussion to share their studio among their peers.
Lesson Resources/References (use APA; please identify, with an asterisk, article or chapter due for HW):
* Carteret, Marcia. (2011). Culture and Family Dynamics. Dimensions of Culture. Retrieved from
http://www.dimensionsofculture.com/2010/11/culture-and-family-dynamics/
* Davis, Carol., & Yang, Alice. (2006). Welcoming Families of Different Cultures. Responsive Classroom. Retrieved from
https://www.responsiveclassroom.org/article/welcoming-families-different-cultures
Hundley, Elliott. (2014). Art21-Elliott Hundley. Retrieved from http://www.pbs.org/art21/artists/elliott-hundley
* Include this information during the peer Presented Lesson Plan.
Reference

Lesson Plan Template

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