Art Education Lesson Plan Template: ART 133

Group 1 2 3 4 5 6 (please circle)

Print First and Last Names: Sydney Steele, Megan Theep, Rebeca Orozco-Chavez, Vanessa Stott, and Christopher Wong

Lesson Title*: My Comic Hero Big Idea*: Heroes Grade Level*: 3rd

21st Century Art Education Approach(es): Learner-Directed

Inspiration Artists, including those from underrepresented populations: Alex Ross

Lesson Overview (~3 complete sentences)*: In this lesson, we hope to explore what heros mean to each individual through creating
a narrative comic book that identifies each students personal hero. A hero is a different person to everyone; family, historical figures,
artists, friends, and so on. We aspire to teach each student about heros and discover the different meanings of hero through each
art project.

Background Knowledge (~3 complete sentences): How will you tap into students experiences and prior knowledge and learning?
Students should, by 3rd grade, have experience with creating stories. Also, students should understand and be able to identify
fictional and nonfictional characters that inspire them at such a young age; thus, we aim to connect the students storytelling skills
with the creation of a personalized comic.

Align Big Idea with both Key Concepts and Essential Questions, below
Key Concepts (3-4): What you want the students to know.
Heroes:
1. influence our lives in positive ways.
2. are admired for being courageous.
3. Inspire artists to create an artwork through use of
storytelling.
4. encourage acquisition of noble qualities that can be
portrayed artistically.
Lesson Objectives: What you want the students to do via three
content areas.*
1. Content area 2 Literacy : The students will (TSW) be
able to . . .comprehend who is a hero/heroine by viewing a
video segment from the Inspiration Artist and tying that
information to the main idea of the assigned reading.
2. Content area 1 Visual Art : The students will (TSW) be
able to . . create an artwork of a hero in their life by bringing a
self portrait photo of their own heroic figure and customizing
the image to make them a Comic hero.
.3. Content area 3 Social Studies: The students will (TSW) be
able to . . .understand what qualities, characteristics, and
duties are entailed with being a hero/heroine by discussing
their narrative about why they chose their Hero/Heroine with
each other.
Essential Questions (3-4): Restate Key Concepts using
open-ended questions. *
1. How do heroes influence our lives in positive ways?
2. Why are heroes admired for being courageous?
3. How do heroes help create artistic works through storytelling?
4. How do heroes encourage acquisition of noble qualities that can
be artistically portrayed?
Align Assessment with Lesson Objectives in left column.
Formative Assessment strategy (of assigned reading): H ow will you
assess Literacy? What will you be looking for?*
Each group will will answer the article discussion questions. We will
assess the Literacy aspect through provided group and class
discussion.
Summative Assessment strategy (of studio investigation): H ow you
will assess Visual Art and Social Studies? What will you be looking
for?* Students work will be assessed with the completion of their
Write-up and art piece (comic) and during the Gallery Walk.
Students should see a personal connection between the writer and
their artwork that ties in with the Big Idea.
Common Core State Standards (2-3): List grade-specific
standards.
ELA (pp. 10-43, link HERE)
Math (pp. 10-52, link HERE)
1. Reading Standards for Informational Text K5 .
2. Reading Standards for Foundational Skills K-5.
3.
Vocabulary: Identify and define vocabulary that connect the art
form with the other two identified content areas.*
1. Hero: a person noted for courageous acts or nobility of
character.
2. Ethnicity: the fact or state of belonging to a social group that
has a common national or cultural tradition.
3. Civic Duties: relating to the duties or activities of people in
relation to their town, city, or local area.
4. Narrative: a spoken or written account of connected events;
a story.
5. Identity: the fact of being who or what a person or thing is.
California Visual and Performing Arts Standards (grades 1-6 only)
(3-5): Check all that apply and add number and description of
applicable content standard.
(pp. 122-143), link HERE)
___1.0 Artistic Perception: 1.2, 1.4
1.2 Describe how artists use tints and shades in painting.
1.4 Compare and contrast two works of art made by the use of
different art tools and media (e.g., watercolor, tempera, computer).
___2.0 Creative Expression: 2.1, 2.2, 2.4
2.1 Explore ideas for art in a personal sketchbook.
2.2 Mix and apply tempera paints to create tints, shades, and
neutral colors.
2.4 Create a work of art based on the observation of objects and
scenes in daily life, emphasizing value changes
___3.0 Historical & Cultural Context: 3.2, 3.5
3.2 Identify artists from his or her own community, county, or state
and discuss local or regional art traditions.
3.5 Write about a work of art that reflects a students own cultural
background.
___4.0 Aesthetic Valuing: 4.1, 4.3
4.1 Compare and contrast selected works of art and describe them,
using appropriate vocabulary of art.
4.3 Select an artists work and, using appropriate vocabulary of art,
explain its successful compositional and communicative qualities.
___5.0 Connections, Relationships, Applications: 5.4
5.4 Describe how artists (e.g., architects, book illustrators,
muralists, industrial designers) have affected peoples lives.
Materials: List all materials needed in the columns below.
Have Purchase
Construction Paper N/A
Glue Sticks
Stickers
Paint
Paintbrushes/Palettes
Masking Tape
Transparency Sheets
Scissors/Paper Cutting
Board/Xacto Knives
Lesson Procedures: Lesson Procedures: (100 minutes)
1) Instructor/Student engaging activity (2 minutes) -Christopher
2) Introduce big idea, 21st century art education approach(es), and grade level (1 minute) -Megan
3) Go over PowerPoint with class
-Article Discussion with class (5 minutes) -Rebeca
-Discuss main points
-Address questions
-Inspiration Artist (10 minutes) -Megan
-Brief History
-Lesson Overview (3 minutes) -Rebeca
-Vocabulary- Vanessa (5minutes)
(Have the tables describe each vocabulary word with their own definition).
-Key Concepts (1 minute) -Rebeca
-Essential Questions (1 minute) -Rebeca
-Alex Ross Video (13 minutes) -Megan
-Learning Objectives (2 minutes)- Vanessa
- Materials and Safety (2 minutes) - Chris
- Studio Investigation Instructions (5 minutes) - Sydney
4) Demo (10 minutes) -Megan
5) Students gather materials needed (3 minutes) -Students
6) Studio time (30 minutes)- Everyone helps students
-Instructors walk around to answer any questions and help when needed
7) Wrap up studio time, begin filling out Superhero handout while paint dries (10 minutes)
8) Table-share (10 minutes) - Students

Focus Lesson (teacher does): Megan Detail opening activities by exploring the following questions. How will you motivate the
students to want to learn the new concepts (see Key Concepts) and strategies/skills (see Lesson Objectives)? How will you
introduce the Big Idea of the lesson? How will you link this lesson to the students prior knowledge?
Megan will be introducing the lesson and big idea to the class and motivate the class by explaining why heros as a big idea is
exciting to explore through reading, writing and art making. Connecting the big idea heroes with the students personal choice of
their own hero will connect the students to the lesson in a unique and interesting way and will get the class excited to learn about
heroes, then creating their own mini comic book to emphasize why their hero is important to them. Introducing them to the inspiration
artist will also get them excited to create their own artwork.

Modeling (teacher does): Name and demonstrate the content area strategies/skills (see Lesson Objectives) that are the focus of
the lesson. Explain and show their purpose. Use analogies or other concrete examples to explain concepts (see Key Concepts). F or
literacy- Megan will show a film about the illustration artist and discuss why Alex Ross reflects on the concept of the artwork of Our
Comic Hero. Next for Visual Art- Sydney will discuss the studio investigation instructions and Chriss will announce the materials
and safety. Everyone will demonstrate how the artwork is to be made with allowance of the students personalizing their images to
how they see their hero. For social studies- An article was provided to be read by the students and a discussion following such
bases off the students memos they will have written. Also during the lesson a PowerPoint is displayed with a review of the
vocabulary that Vanessa will discuss involving the words; Hero, Civic Duties, ethnicity, narrative and identity that will help the
students understand the characteristics, etc. of the artwork and overall lesson of Our Comic Hero.

Guided Instruction (teacher and students do together): Detail main activities by exploring the following questions. What Essential
Questions will you ask students to facilitate learning? How will you organize students? What will you do/say during each learning
activity? What will the students do (see Lesson Objectives)?
Throughout the lesson, we would like for each student to be able to personally answer all 4 essential questions.
Students will work with their group members from the beginning of the class. Christopher will begin by engaging the students through
an introductory informal activity. Megan will then introduce the lesson. Then, Rebeca will provide instructions for the article
discussion. Each group will discuss and answer the following article questions together: What is a comic? What are the differences
between a film and a comic? How can you avoid character stereotyping? What is the relationship between the reader and character?
Rebeca will ask a group member from each table to share their responses to the questions. After discussing the article, Megan will
give a brief introduction of our artist, Alex Ross. Rebeca and Vanessa will then address the Lesson Overview and will point out to the
students vocabulary words that we think are important for our lesson. Rebeca will then address the Key Concepts and Essential
Questions and ask students if they think they are able to answer at least one question with what they will have seen so far
throughout the lesson. Next, Megan will introduce a video on the inspirational artist. The video is lengthy, so we will allow students to
stand up and move around if needed. Once the video ends, Vanessa will discuss the Learning Objectives and ask if there are any
questions to what has been covered thus far. This will facilitate introduction into Studio Time once Sydney addresses the materials
and safety instructions we have designated for the activity. All 5 presenters will do a class demonstration on the activity. We want
students to see various stages of completion of the comic they will make. Therefore, two presenters will bring in completed works to
show to the class while the other 3 show how students can set up their art piece. We will clarify at this point that the students can
create their own comic presentation as long as they include all pieces of the handout we will give them to help with brainstorming
and organization of the comic. Students should be able to answer Essential Questions #1, 3, and 4 now if they havent already. We
will tell students where they can grab materials to begin working on their art piece. Students will have approx. 30 minutes to
complete their comic. All instructors will be available to answer questions and provide assistance. The instructors will announce
Wrap Up time and cleanup after the 30 minutes have passed. During this time we will also inform students that they will do a Table
Share once their area is clean. During Table Share the students will take turns in reading their comic to all group members.
Christopher will provide Closure questions once Table Share time expires. We will end our lesson by giving thanks to the class for
participating and, if time allows, provide us with feedback on positive or negative aspects of the lesson that may or may not have
occurred.

Collaborative Learning (students do together): The collaborative learning will take place during the discussion portion of the
lesson. We will have the students discuss with each other the main points of the article and the importance of those main points in
relation to art and heroes in everyday life.

Independent Learning (students do alone): T he students will complete the studio and writing portion of the lesson independently
to further explore the meaning of heroes and their newfound understanding of the art education approaches. The students will first
glue the picture of their personal hero on the construction paper, next they will attach the transparent film with electrical tape and cut
to size of desired border. Next the students will paint the transparent film to create their own superhero. While the paint dries, the
students will fill out the handout provided. Once the handout is completed, the students will glue the handout to the back of the
construction paper. Once the groups are finished with the studio, they will peer-share their art and why they chose this person as
their superhero.

Closure: How will you end the lesson to solidify learning? How will you and/or students summarize concepts and strategies/skills
(see Key Concepts and Lesson Objectives) for the day? C lass will go around the room for a gallery walk learning about other
students heros. They will read about different types of heros. Chris will talk about the concepts and talk about how each hero is
different. Ask how does each student feel looking at other people's heros. What can we say to our heros?
 Please respond to the following questions thoroughly and in complete sentences.

1. How will you adapt the various aspects of the lesson for students with disabilities?
The group believes that using teaching strategies and lesson plans that are geared toward all different learning styles, such as ours,
and incorporating hands-on activities as well as literacy and reading will allow students with disabilities to be able to succeed in the
lesson being taught. If needed, students with disabilities will be provided one-on-one help by fellow students or instructor.

2. How will you adapt the various aspects of the lesson for English language learners?
We can include complete/partial translation for Spanish-speakers throughout the lesson, if needed. For other languages, we can
provide key word points that may help the ELL student with understanding what they are to do during the lesson. Also, during
Discussion and Studio Time ELL student(s) may ask for clarification from classmates and/or the instructor. Our goal as a group is
to provide all students with an inclusive lesson in which they can participate.

3. How will this lesson allow for/encourage students to solve problems in divergent ways?
Students will be encouraged to think outside the box for there is not one right way to make art. This lesson is personal to each
student because theyre allowed to bring in a personal image of their hero and turn him/her/it into a Comic Hero. Our goal is to help
students analyze their personal decisions: Problems exist, but they may be deterred if one analyzes the situation of the existing
problem.

4. How will you engage students in routinely reflecting on their learning?

The students will be asked questions (essential questions, for example) which will allow them to reflect on the purpose of their work.
The information shown throughout the presentation will allow for self-reflection since we focus on a learner-based approach. The
students will be required to create a write-up by addressing a questionnaire that will be introduced previous to Studio Time. With this
activity, students will reflect on why they have chosen whomever to be their hero.
5. How will you (a) address potential safety issues and (b) assure necessary precautions are followed? See OEHHA, link HERE
Students will be verbally informed about safety precautions when Studio Time is introduced. The studio activity may require that
students use either scissors or paper cutting boards, thus, precaution statements will be addressed beforehand.

Lesson Resources/References (use APA; please identify, with an asterisk, article or chapter due for HW):
ELUS: Multi-Ethnic
*Royal, D. P. (2007). Introduction: Coloring America: Multi-Ethnic Engagements with Graphic Narrative. M
Literature of the United States, 32( 3), 7-22.

* Include this information in the form of a PPT, Prezi, etc.

On the day of the presentation or the day before, one person from the group should email two files to each student via
Blackboard: the finished (a) Lesson Plan Template; and (b) PPT, Prezi, etc. Login to Blackboard/My SacCT, click on ART
133, click on Course Tools > Send Email > All Users.
A helpful link to get you started: http://sacstatearted.weebly.com/visual-art-education.html

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