Art Integration Lesson Plan Template

Art Integration Lesson Plan Template

LTC 4240: Art for Children

Lesson Title & Big Idea*: Heroism

Lesson Overview/Summary*: I will start the lesson by bringing my class together to talk about what a
hero means to them. We will discuss people in history as well as people that are important to each of
us and why they qualify to be a hero. As a class we will read the story by Gwendolyn Brooks called
Bronzeville Boys and Girls. After reading this book, I will prompt my students to look back on previous
material we have learned in social studies and to think of characters that have had an impact on their
community group. Then, I will explain that they will be making a 3D honorary statue of someone who
exemplifies heroic characteristics. Along with that they will write a summary of what that hero did and
achieved that showed heroic characteristics that would be on their memoir. Students will then share
this with the rest of the class.
Key Concepts (3-4): What you want the students to know.*
1. Visual Art: Students will understand how different shapes,
colors, and objects are relate to a different heroes
throughout cultures
2. Visual Arts: Students will figure out how to incorporate
different objects to represent emotions
3. Literacy: Students will be able to discuss and share what
they know about a heroes within a large group
4. Literacy: Students will discover how to write a memoir for
their hero
5. Social Studies: Students will look back in history and
reflect on how what was considered a hero today, is
different in history
6. Social Studies: Students will consider how different groups
of people might consider characteristics of heroism
differently across cultures

Grade Level*: 3
Class Periods Required:
(please circle)
1

Essential Questions (3-4)*:

1. How do various cultures reward / recognize their heroes?
2. What is the role of a hero in a culture?
3. Do the attributes of a hero remain the same over time?

Lesson Objectives: What you want the students to do. *

1. Visual Art: Students will be able to design their own 3-D statue of their Hero

Art Integration Lesson Plan Template

2. Literacy: Students will be able to write a statement, explaining their hero and why they choose that hero
3. Social Studies: Students will be able to reflect on past events or people to choose for their Hero
National Core Visual Arts Standards:
Identify & define common vocabulary that connect the art form
1. H3.3.1A - Explain how the actions of heroes and heroines
with the other identified content areas:
make a difference, i.e., community members, military
Hero: a person noted for courageous acts or nobility of
veterans and fictional characters
character: a person who, in the opinion of others, has special
2. W.3.1 - Write opinion pieces on topics or texts, supporting
achievements, abilities, or personal qualities and is regarded as
a point of view with reasons.
a role model or ideal: the principal male character in a story,
3. Describe the character traits and civic attitudes of
play, film, etc.
influential people
Artist Statement: an artist's written description of their work.
4. Identify and describe the historical significance of the
The brief verbal representation is for, and in support of, his or
individuals from Missouri who have made contributions to
her own work to give the viewer understanding
our state and nation.
Memoir: a historical account or biography written from personal
5. Compare the cultural characteristics of regions in the
knowledge or special sources.
United States
Content Areas Integrated*:
1. Visual Art (Inspiration Artist: Niki de Saint Phalle)
She realized some of the most ambitious, immersive
sculptural environments of the twentieth century, and
also made intensely personal, inward-looking work that
reflected on her inner life and relationships.
Known for her sculptures that represent woman
empowerment through different objects
2. Literacy: Students will be able to justify their reasoning for
creating a
certain hero through a short statement
3. Social Studies: Students will expand on some of their prior
knowledge of heroes throughout history to compare and
contrast similarities and differences of traits we think of
today through a group discussion

Lesson Activities & Procedure(s) (please be very specific):

Day 1:
Introduce the class to the idea of heroes and what
classifies someone as a hero. Ask students to share what
a hero does.
I will make a list on the board for the whole class to see
As a class we will all have a group discussion on what we
think of when we think of a hero
Who is a hero? What are characteristics of heroes?
I will then ask them to think through people we have
studied that year in social studies who have these
characteristics
I will then ask them to respond to these questions: Who
sets the standards for a hero? And depending on who
you are can peoples ideas of heroes differ on their sheet

Art Integration Lesson Plan Template

of paper to include when they share their artist statement

As a class, we will read the book Bronzeville Girls and
Boys by Gwendolyn Brooks
Then will talk about observations from the book
I will ask the class if heroes have to wear a cape and
have super powers

Day 2:
Go over the list we made the day before
Introduce the project to the students telling them that they
can choose someone they had learned about previously
in history for inspiration, or create a new hero with
different characteristics to make their very own hero
Provide materials for students and let them know that
they should be thinking about their artist statement and
how they are going to justify their hero using things that
we have learned in class
Let them know that they should be answering the
questions talked about the day before while writing their
artist statement
Have students share their piece along with their artist
statement with the rest of the class
Anticipatory Set (Gaining Attention)*: Students will be introduced
to the story Bronzeville Girls and Boys by Gwendolyn Brooks.
This story illuminates the joy of heroes in peoples everyday life.
This book will hopefully change the view students have on heroes
to be less about super heroes and more about ordinary people
that do extraordinary things

Closure (Reflecting Anticipatory Set): After students get to see

how heroes are all around us and ordinary people, they will
have the chance to produce their own hero and explain. The
book will hopefully inspire them to reconsider the word hero.

Formative Assessment strategy: Group discussions at the Summative Assessment strategy*: The summative

Art Integration Lesson Plan Template

beginning of the lesson can be used as a formative assessment assessment will be the artist statements at the end of the project
to see where my students already know about heroes and how that explains to others the reason they made what they did as
they view them.
well as why their piece shows characteristics of a hero

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

This lesson will require students to think about people we see as heroes in our cultural for example: Founding Fathers, Celebrities,
Martin Luther King Jr. Veterans. Must have cultural knowledge as well as historical knowledge to see heroes in their everyday life.
How will you engage students in imagining, exploring, and/or experimenting in this lesson?
I will engage students in imagining a person who holds qualities that they as children or students admire. I will also engage students
in imagination while they explore different types of examples of heroism and how this might differ for each person. Lastly, the
students will have the opportunity to use materials they will use to present these qualities to other.
How will this lesson allow for/encourage students to solve problems in divergent ways?
This activity encourages students to solve problems in divergent ways. Each student is different and each student has something
unique to bring to the table. This means children come from unique backgrounds and cultures that expose them to a plethora of
experiences. All of our students have special experiences that helped shape their identity. Therefore, each student will interpret this
lesson differently and tailor their idea of the way they see heroes a different way.
How will you engage students in routinely reflecting on their learning?
To engage students routinely, I will challenge students idea of heroism throughout the two day period we will be working on the
project. Students will have the opportunity to brainstorm a list of ideas for their project. As we read Bronzville and collaborate as a
class students will have the opportunity to revise this list. As the two days go on, I hope to move their idea of a superhero, to an
everyday hero that they can relate to.
How will you adapt the various aspects of the lesson to differently-abeled students?
Nowadays teachers have a wide variety of students coming into the classroom. A few adaptions I plan to make in my lesson are with
regards to SPED students and my English Language Learners. First, for my SPED kids, I will provide them with a stronger student to
act as their buddy to assist them in anyway they need. Second, for my ELLs, I plan to bring in the ELL teacher to help assist them

Art Integration Lesson Plan Template

with any confusion they may have with language barriers. Also, I am excited to allow EL students to share their unique perspectives
and varied cultural experiences as insight into different ways cultures view heroism.
What opportunities/activities will students be given to revise and improve their understandings and their work?
Before letting my students complete their final draft, I will allow time for brainstorming on a piece of paper beforehand. This will
include time to write a rough draft for the artist statement, as well as things they would like to include in their statue.
What opportunities/activities will you provide for students to share their learning in this lesson?
After they have finished their project, they will have the opportunity to stand and share their individual piece with the rest of the class
including what they learned while they were making their hero.
Lesson Resources/References (please be very specific by providing links, authors, titles, etc.):
Niki de Saint Phalle Biography, Art, and Analysis of Works. (n.d.). Retrieved December 05, 2016, from
http://www.theartstory.org/artist-de-saint-phalle-niki.htm
Brooks, G. (1999). Bronzville Boys and Girls. New York: Perennial Classics.

* Include this information during your final presentation.

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