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Art Education Lesson Plan Template: ART 133

2 3 (4) 5 6
and Last Names: April Hurtado, Brittany King, Victoria Mata, Sonia Mendonca

tle: Fantasy Masquerade Big Idea: Fantasy Grade Lev

ury Art Education Approach(es): Choice-based/ Learner-directed

n Artists, including those from underrepresented populations: Tanya Schultz, Lorra Lee Rose

verview (~3 complete sentences)*:


creates their own form of imagination and their own different fantasies. Making art is a way to express our realities and fantasies through exp
nt mediums, styles, processes, and perspectives. In this lesson imagination and various forms of media are utilized to create a fantastical m

nd Knowledge (~3 complete sentences): Students should by now understand how art reflects life. (VAPA 3.1) They should also
and how to use language to clarify ideas in response to art works and an understanding of a persons own experiences affect t
y make and how they respond to others works.

Align Big Idea with both Key Concepts and Essential Questions, below

epts (3-4): What you want the students to know. Essential Questions (3-4): Restate Key Concepts using open-ended questi
ntasy Utilizes imagination 1. What is Fantasy?
ntasy is improbable 2. How do fantasies influence reality?
eality and Fantasy are related 3. How does imagination promote fantasy
agination brings Fantasy into Reality 4. How does reality affect fantasy?
bjectives: What you want the students to do via Align Assessment with Lesson Objectives in left column.
ent areas.*
nt area 2 Literacy : The students will Formative Assessment strategy (of assigned reading): How will you assess
able to . . . use terms to effectively communicate Literacy? What will you be looking for?
s to peers and educator. * Students will demonstrate literacy skills and comprehension through discu
nt area 1 Visual Art : The students will and answering questions from the assigned reading.
able to . . . utilize a variety of mediums to create
cal representation of an individual. Summative Assessment strategy (of studio investigation): How you will ass
nt area 3 Math: The students will (TSW) be able Visual Art and Math? What will you be looking for?
ze measuring techniques and tools to construct a *Students will use visual arts in making masks through various techniques
onal object that may feasibly be worn. multiple materials.

*Students will utilize math with geometry by measuring and cutting their fac
masks to form their own face.
Core State Standards (2-3): List grade-specific California Visual and Performing Arts Standards (grades 1-6 only) (3-5): Ch
. that apply and add number and description of applicable content standard.
10-43, link HERE) (pp. 122-143), link HERE)
10-52, link HERE) 1.0 Artistic Perception:
1.2 Identify and describe characteristics of representational, abstract, an
omprehension and Collaboration- nonrepresentational works of art.
ffectively in a range of collaborative discussions
ne, in groups, and teacherled) with diverse 2.0 Creative Expression:
on grade 5 topics and texts, building on others 2.7 Communicate values, opinions, or personal insights through an orig
expressing their own clearly. work of art.

esentation of Knowledge and Ideas- ___3.0 Historical & Cultural Context:


a topic or text or present an opinion, sequencing
cally and using appropriate facts and relevant, 4.0 Aesthetic Valuing:
e details to support main ideas or themes; speak 4.1 Identify how selected principles of design are used in a work of art a
an understandable pace they affect personal responses to and evaluation of the work of art.
4.4 Assess their own works of art, using specific criteria, and describe w
: Measurement and Data- changes they would make for improvement.
nd concepts of volume and relate volume to
ion and to addition. ___5.0 Connections, Relationships, Applications:
ry: Identify and define vocabulary that connect
m with the other two identified content areas.
ntasy: involving variation on an existing work or
Materials: List all materials needed in the columns below.
e imaginative representation of a situation or
ory; a fantasia.
eality: the state of having existence.
Have: Purchase:
agination: forming new ideas, images, or
Cardstock, paper plates, construction paper, cardboard, None
ncepts of external objects that are not present.
String, wooden dowels, elastic
probable: not true or likely.
paint, ink, sequins, glitter, glitter glue, puffy paint other
asquerade: appearance that is a mere disguise or
miscellaneous decorative items
show

Tools:
Scissors, cutting board, tape, stick glue, hot glue, stapler
rocedures: Outline the steps that will happen first, second, etc. in the Procedures that follow to teach what you expect the stud
cedures should be the longest section in the Lesson Plan, and should be very specific and detailed, including individual roles
embers, and time spent on each task. Describe directions you plan to give the students, teaching models/strategies you plan
lesson, different activities your students will do, etc. Be sure to include management issues such as transitions, room arrang
nt groupings.

sson (teacher does): Detail opening activities by exploring the following questions. How will you motivate the students to wan
new concepts (see Key Concepts) and strategies/skills (see Lesson Objectives)? How will you introduce the Big Idea of the less
ou link this lesson to the students prior knowledge?

(~5 min)
in the class and introduce self.
ly use thought provoking questions to allow the students to settle in. Each teacher will ask one question to 1 or 2 students chos
The questions will all relate to fantasy.
Do you believe in aliens? Why or why not?
f you can have any superpower, what would it be and why?
you please share one dream or daydream you remember?
hat magical power would you use to make your life easier?
students all of these questions have our big idea in common, Fantasy!
nt out clearly each table or group is labeled 1-5.

nt: (30~35 min)


Share PowerPoint title
Introduce Big Idea of Fantasy & the 21st century approach: choice-based and learner directed. (1 min)
-Reads class lesson overview (1 min)
-List off key concepts
-Instructs class to popcorn read the vocabulary -chooses first student to read at random (2 min)
-Tell students to bring out memos & read over one more time
-highlight, star, underline, & circle key terms or anything you find important and useful (3 min)
-Reads aloud Essential Questions for students to discuss amongst selves
-Students report out according to table/group number called upon (5 min)
- Read aloud Article reading discussion questions.
Assign each table/group questions to discuss (5 min)
Each table/group will report out (5 min)
ntroduce Inspiration Artist Tanya Shultz & share why the group chose her. How her big idea is similar to hers. Show slides with
f her installation pieces. (2 min)
Play YouTube Pip & Pop video (~2 min)
Share how Tanya collaborated with a fashion designer and created an original piece to be featured in the show. And the design
spired by Pip & Pop their collection reflects Tanyas art heavily.
Play Romance Land video (~3 min)
Introduce second inspiration artist Lorra Lee Rose
Discuss how her method in her art relates to fantasies. Show slides with pictures of the different pieces she makes and introdu
ncept of masks (2 min)
Go over learning objectives (1 min)
-Cover Studio Investigation slide
-Shows materials available to use and where they are placed in the classroom. (2 min)

(teacher does): Name and demonstrate the content area strategies/skills (see Lesson Objectives) that are the focus of the les
nd show their purpose. Use analogies or other concrete examples to explain concepts

rations: (~8 min)


emind students to consider and use the terms when imagining and explaining their project objectives.
emonstrate how the different kinds of medium might be used on their mask. If any medium are particularly new or strange be s
odel the techniques that can be used.
Go over safety protocols with scissors, cutting board, and hot glue.
emonstrate how cutting and taping/gluing the mask in certain ways will allow it to become 3 dimensional.
xplain and give examples of techniques on creating a way to hold or wear mask; such as a headband of string/construction pap
quire measuring the head and likely collaboration to do so), or a wooden dowel (student will need to measure how distance from
ey want the mask to be to where they want their hand to rest)

nstruction (teacher and students do together): Detail main activities by exploring the following questions. What Essential Qu
sk students to facilitate learning?
antasy?
antasies influence reality?
s imagination promote fantasy?
s reality effect fantasies?

ou organize students?
will be organized and seated in their original seats. Students will talk in their small group at their tables (groups of 4) among ea
ill be labeled 1-5 to designate group numbers.
udio, students will be able to freely roam the classroom to retrieve materials and may work wherever they want in the classroom

you do/say during each learning activity?


ve lesson procedures.

l the students do (see Lesson Objectives)?


dents will (TSW) be able to . . . use terms to effectively communicate their ideas to peers and educator.
dents will (TSW) be able to . . . utilize a variety of mediums to create a fantastical representation of an individual.
area 3 Math: The students will (TSW) be able to . . . utilize measuring techniques and tools to construct a 3-dimensional obje
bly be worn.

ative Learning (students do together): What activity will you include so that students have an opportunity to negotiate
dings and engage in inquiry with peers?

e PowerPoint a slide will give students to discuss and ultimately answer questions regarding the assigned reading. They will sh
their peers and listen to gain new and different perspectives.

mining a way to actually wear the mask, students will help one another take measurements and double check them to be sure
construct a headband, adjustable-closure, or otherwise devise a method of wearing the mask.
will be encouraged to, if they feel comfortable, share their masks with one another and if they like explain the ideas and inspirat
e methods they used on their mask.

ent Learning (students do alone): What activity will the students complete independently to apply their newly formed underst
ituations? What will the students explore independently?

will be working on their own masks and conceptualizing their own idea of a fantastical identity. The concept of Fantasy will be e
dents utilize their imagination and acquired technical skill in order to conceptualize a fantastical (improbable/impossible) identity
o Reality. Students will work and explore Reality and Fantasy, determining the ways that the two are related, such as how one
They will also reflect on the Fantasy that they imagined and the way Reality allowed them to execute this concept; they should
he things that are impossible, as well as the things they could do to expand and make other things possible. What do they need
nd develop their skills in to realize their ideas.

How will you end the lesson to solidify learning? How will you and/or students summarize concepts and strategies/skills (see K
and Lesson Objectives) for the day?
m students will clean up for 5 minutes. Then sit in their original assigned seats and group share what their mask are and why the
eir fantasies.
Please respond to the following questions thoroughly and in complete sentences.

will you adapt the various aspects of the lesson for differently-abled students, including English language learners and advan

s are able to work at their own pace and are able to take home or rent materials needed to finish their project. English language
an be helped through visual learning and can have extra demonstrations if instructions are unclear. Students who lack fine-mot
pre-cut out templates of their face masks.

will this lesson allow for/encourage students to solve problems in divergent ways?
on allows and encourages students to solve problems in divergent ways by giving them the opportunities to have free choice in
de to create. The lesson encourages imagination and self direction as students are free abled to create what they desire.

will you engage students in routinely reflecting on their learning?


signing tables a question on the assigned reading, they will review their own memo. Going back over it one more time to see if
ght any key terms or star* something they find important.
udio investigation all four teachers will be roaming the classroom and visiting each student. Asking them where they got their ins
ey were lead to a specific idea.

will you (a) address potential safety issues and (b) assure necessary precautions are followed? See OEHHA, link HERE
address potential safety issues by ensuring all art materials are safe and making sure what the dangers are on the art products
round the room engaging with students will be helpful to watch over the students and make sure no student is handling the pro
If paint is used, it is important to ensure ventilation in the classroom. It is also important to keep food and drinks away from the
so students are not at risk of inhaling or swallowing any material. Lastly, a proper clean up with wiping down tables and desks is
y to make sure everything is stored away and out of reach.

esources/References (use APA; please identify, with an asterisk, article or chapter due for HW):

). Masquerade and Mardi Gras Masks. Retrieved November, 2017, from


ww.firstpalette.com/tool_box/printables/masquerademask.html

O. (2010). Playing, Creativity, Possibility. Art Education, 63(2), 31-37.


: Pip and Pop. (2014). Retrieved November, 2017, from http://www.hotngoldmag.com/pip-and-pop

his information during the peer Media and Techniques Workshop in the form of a PPT, Prezi, etc.
y of the presentation or the day before, one person from the group should email two files to each student via Blackboa
a) Lesson Plan Template; and (b) PPT, Prezi, etc. Login to Blackboard/My SacCT, click on ART 133, click on Course To
il > All Users.
nk to get you started: http://sacstatearted.weebly.com/visual-art-education.html
Reference

L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from


.americansforthearts.org/networks/arts_education/publications/special_publications/Defining%20Arts%20Integration.pdf