Lesson Plan Template 1

Art Education Lesson Plan Template: ART 133

Group 1 2 3 4 5 6 (please circle)
Print First and Last Names: ____Camille Lopez________
_________Kendra Blazer____
Lesson Title*: Edible Portraits
21st Century Art Education Approach(es): VTS- Visual Culture
__________Nadine Deckert_______ _____Rebecca Goodfrey_____
________________________________ ________________________________
Big Idea*: Nutrition Grade Level*: 1

Inspiration Artists, including those from underrepresented populations: Giuseppe Arcimboldo

Lesson Overview (~3 complete sentences)*: Introduce nutrition, VTS and visual culture. DIscuss inspirational artist. Investigate project, demonstrate and
complete art project. Conclude lesson with token exchange.

Background Knowledge (~3 complete sentences): How will you tap into students experiences and prior knowledge and learning? Have experience of working
with books, how they work (not necessarily reading books). The students are familiar with art materials used for this lesson such as; rice, beans, corn, and
pasta. The students will need to be familiar with class and group discussion.

Align Big Idea with both Key Concepts and Essential Questions, below
Key Concepts (3-4): What you want the students to know. Essential Questions (3-4): Restate Key Concepts using open-ended questions.*
1. Represented through culture 1. How is nutrition represented through culture?
2. Important to good health 2. How is nutrition important to good health?
3. Is the balance of vitamins and minerals 3. How does the balance of vitamins and minerals support good health?

Lesson Objectives: What you want the students to do via three content Align Assessment with Lesson Objectives in left column.
areas.*
1. Content area 2 Literacy : The students will (TSW) be able to Formative Assessment strategy (of assigned reading): How will you assess
understand the difference between a story and a factual book and apply Literacy? What will you be looking for?*
new learned information to big idea. Include a short discussion about the differences and similarities between a story
2. Content area 1 Visual Art : The students will (TSW) be able to make and factual book.
self portraits using unique materials.
3. Content area 3 _History/Social Studies_: The students will (TSW) be Summative Assessment strategy (of studio investigation): How you will assess
able to understand the importance of nutrition in different cultures. Visual Art and _History/Social Studies? What will you be looking for?*
Having students go around and give tokens for their peers art work.
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Common Core State Standards (2-3): List grade-specific standards.
1. CCSS.ELA-LITERACY.RL.1.5
Explain major differences between books that tell stories and books that
give information, drawing on a wide reading of a range of text types.
2. VAPA 1.3 Identify the elements of art in objects in nature, in the
environment, and in works of art, emphasizing line, color, shape/form,
and texture.
3. MATH 1 G: 1. Distinguish between defining attributes (e.g., triangles
are closed and three-sided) versus non-defining attributes (e.g., color,
orientation, overall size); build and draw shapes to possess defining
attributes.
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.
___1.0 Artistic Perception: 1.3 Identify the elements of art in objects in nature,
in the environment, and in works of art, emphasizing line, color, shape/form,
and texture.
___2.0 Creative Expression: 2.1 Use texture in two-dimensional and three-
dimensional works of art.
2.8 Create artwork based on observations of actual objects and everyday scenes.
___3.0 Historical & Cultural Context: 3.2 Identify and describe various subject
matter in art (e.g., landscapes, seascapes, portraits, still life).
3.3 View and then describe art from various cultures.

___4.0 Aesthetic Valuing: 4.2 Identify and describe various reasons for making
Vocabulary: Identify and define vocabulary that connect the art form with art.
the other two identified content areas.* 4.3 Describe how and why they made a selected work of art, focusing on the
1. Nutrition media and technique.
2. Culture
3. Vitamins and minerals ___5.0 Connections, Relationships, Applications: Class discussion and questions
4. Protein and answers about nutrition and culture will be examined.
5. Composition Materials: List all materials needed in the columns below.
Have Purchase

Dried rice noodles Corn

Dried pasta noodles Googly eyes

Dried beans Glue

Rice Paper plates

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Lesson Procedures: Outline the steps that will happen first, second, etc. in the Procedures that follow to teach what you expect the students to learn.
Procedures should be the longest section in the Lesson Plan, and should be very specific and detailed, including individual roles of group members, and time
spent on each task. Describe directions you plan to give the students, teaching models/strategies you plan to use during the lesson, different activities your
students will do, etc. Be sure to include management issues such as transitions, room arrangements, and student groupings.

Focus Lesson (teacher does): 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?

Camille, will introduce the class lesson with the Big Idea of nutrition, and 21st century art education approach of VTS and Visual Culture. Camille will
introduce the lesson with a powerpoint presentation. The presentation will guide the class lesson as well as support Camille in order to maintain time
recordings and easy class transitions. Camille will introduce the lesson, first with lesson overview. Once completed Camille will transition into speaking about
key concepts for the big idea of nutrition. Following key concepts, Camille will have a group discussion of essential questions relating to the Big Idea of
nutrition to get a sense of what students already know about nutrition as well as explain meaning of vocabulary words that may be unfamiliar. Following
essential questions, Rebecca will introduce literature and read allowed for students in regards to the Big Idea of nutrition. Nadine will follow in presentation
order and incorporate VTS and visual culture through a picture book and inspirational artist.

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).

Nadine will model the lesson objectives for the class. The lesson objectives are focused before the art project, that students will complete. Incorporating the
lesson objectives at the end of the lesson and beginning of the art project, students will be introduced to what they will be focusing on for their art project as
well as keep the objectives in mind while evaluating their art. Nadine will complement three learning objectives with definitions and explanation.

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)?

Are three essential questions that we are asking are students to help facilitate learning are how is nutrition represented through culture, how is nutrition
important to good health, and how does the balance of vitamins and minerals support good health? these questions will help students have a better
understanding of nutrition and its importance in the world around them. Students are going to be organized by sitting at tables, with 4 students per table. To
choose where the students will be sitting they based off of the playing card they are handed when walking through the door and finding its match at an
assigned seat. The first activity will be going over the big idea and how it is important to students by going over the key concepts and big ideas. Unfamiliar
 Lesson Plan Template 4

vocabulary will then be explained to the students so they understand it and then a book that ties into the big idea of nutrition will be read. Next the students
will do VTS to an image of one of Giuseppe Arcimboldos works and then learn about him. The students will then be introduced to the lesson's objectives and
have the project they are going to be doing modeled for them. They will then be allowed time to do their projects. Once the time is up students will be
brought back together as a whole and clean up everything that isnt their projects. Once that is done the student s will be given tokens and told that they are
to go around to their peers artwork and give out tokens as they see fit but while also keeping in mind to make sure everyones piece of work gets a token. A
group discussion about the tokens and review of what students learned for the day will take place to end the class. By the end of the lesson students should
have a better understanding that there is a difference between story books and factual books, that art can be made using unique materials, and that
nutrition is different throughout different cultures.

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

After time is up for students to work on their projects they will be given tokens and told to go around and award them to their peers who they believe to
deserve a token. The students will be reminded to make sure that everyone gets a token so no one feel left out. Once all tokens are distributed students will
be able to review the tokens they were rewarded and then a discussion on the tokens will take place so the students have a chance talk about their work of
art.
Independent Learning (students do alone): What activity will the students complete independently to apply their newly formed understanding to novel
situations? What will the students explore independently?

The students will be working on their self portraits individually. The materials provided will encourage the students to apply their new understanding of
nutrition. They will be able to use the materials and create a self portrait and they will understand that the materials provide different nutritional values.

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?

Kendra, will provide a five minute warning for students to complete their art project. After the five minute warning, Kendra will randomly assign three
students to be her clean up helpers. While students are putting materials away and setting out their completed art projects, Kendra will also demonstrate
good cleaning skills and help students complete cleaning desks and putting away art materials. Once students have placed their completed art projects on
their desks, Kendra will pass out four tokens with positive words such as; Most Creative, Most Diverse, Most Thoughtful, and Most Detailed, to all students.
Kendra will instruct the students to be mindful and empathetic towards all students while passing out tokens. Students will have three minutes to exchange
tokens. Once tokens are distributed by classmates, students return back to their seats and review their tokens. A two minute group discussion of tokens will
shared and the class will close to an end.

Please respond to the following questions thoroughly and in complete sentences.

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1. How will you adapt the various aspects of the lesson for students with disabilities?
PowerPoint: In order to compensate for students with disabilities, the powerpoint will be altered. The introduction of the class will be focused on discussion
rather than direct teacher instruction. Students will be given a printed handout of different pictures that relate to nutrition, culture, and vitamins and
minerals. After students have time to evaluate the pictures, the instructor will hold a group discussion based on essential questions. The teacher will
communicate the key concepts to the class along with the Big Idea.

Following the group discussion, the teacher will handout books for students to share in relation to the topic of nutrition. The teacher will read sections of the
books and encourage students to ask questions at the end. The teacher will ask three main questions to the students and have each student write down
responses to questions. Once the students complete their responses, the teacher will ask students what they wrote down. After the teacher introduces the
beginning section of the class, the teacher will transition into the powerpoint with pictures of the inspirational artist.

Studio Investigation: Rather than using smaller unique art materials used for the studio investigation, larger art materials will be used for the art project.
Fabrics, papers and foam will be colored and shaped into food objects. Students will use the larger art materials for their edible portraits. Larger art materials
would be useful due to the accessibility and design that students will be able to create. Small materials such as rice grains, beans and corn may be difficult for
some students to grab and or work on. Though they incorporate sensory benefits, they may not be as easy to work with for all students.

2. How will you adapt the various aspects of the lesson for English language learners?
PowerPoint: To compensate for English Language learners, visual representations as well as simple sentences would presented in the class lesson. In order to
ensure effective presentation and class content, visual representations by handouts and powerpoint slides would be used.
The introduction of the class will be focused on class discussion rather than direct teacher instruction. Students will be given a printed handout of different
pictures that relate to nutrition, culture, and vitamins and minerals. The teacher would introduce the categories of the pictures by having the students bring
each handout to the front of the board. The teacher will write in large letters the words nutrition, culture and vitamins and minerals. The teacher then would
stick one handout about each written word. Students would be asked to examine the photos and encourage to say the words. The teacher would then
incorporate key concepts as well as essential questions. The students will examine the essential questions in a group discussion with help from the teacher
when needed. In transition to the inspirational artist, the powerpoint will be used.

Studio Investigation: All of the materials needed for the art project, will be lab and organized in separate boxes in order to incorporate words and spelling for
English language learners. The students will be encouraged to be creative with the materials provided as well as create something different from the step by
step demonstration.
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3. How will this lesson allow for/encourage students to solve problems in divergent ways?
This lesson will encourage students to solve problems in divergent ways by having them think about different cultures. We will be introducing them to
different cultures and how different food groups provide nutrition to the people from a specific culture. The lesson will allow students to think of new foods
that provide them nutrition. It will encourage students to try different foods that they may not be used to and they will understand how these new foods are
nutritious. The lesson will also allow for students to solve problems in new ways because the materials used for the project are materials they are not used to
creating with. It will influence them to come up with new ways to create a self portrait.

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

To make sure that the students are engaged and reflecting on the learning we will be asking open ended questions throughout the lesson. After the book
about corn has been read to the class, we will ask the students different questions that pertain to the book to help ensure the students were paying
attention and following along. While the class is working on their individual portraits we will walk around the classroom and ask the students about their
artwork. We will be asking the students questions about how they feel about their artwork and asking them different questions about how they think the
different materials used for their artwork provide nutrition.

5. How will you (a) address potential safety issues and (b) assure necessary precautions are followed?
We will remind the students at the beginning of the activity that all the foods are not to be eaten and are only for the project. We will also tell the students
that the food items are to remain in their designated containers and that if they need more of a certain food item they are to raise their hand and tell the
teacher so the teacher can give them more.. The glue we use for gluing the materials down will also be safe for the classroom.

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

Aliki. (1976) Corn is Maize. New York, NY: HarperCollins Publishers Inc.
Britannica. (n.d.). Retreived November 11, 2017 from Britannica: https://www.britannica.com/biography/Giuseppe-Arcimboldo
Kindler, A. M. (2003) Visual Culture, Visual Brain, and (Art) Education. Studies in Art Education 44:3, pages 290-296.
Cultural Consideration in Nutrition and Food Preparation
http://www.cdss.ca.gov/agedblinddisabled/res/VPTC2/9%20Food%20Nutrition%20and%20Preparation/Cultural_Consider_in_Nutrition_and_Food_Prep.pdf
Images in powerpoint in order of appearance:
https://www.google.com/culturalinstitute/beta/asset/rudolf-ii-of-habsburg-as-vertumnus/TAGn3nhWHkbIBA
https://www.giuseppe-arcimboldo.org/Self-Portrait.html
http://2018.avenueprimary.org/2014/05/23/fruit-faces/
https://www.pinterest.com/pin/280841726743999578/
http://accidentalartteacher.blogspot.com/2010/12/week-9-thanksgiving-pasta-collage.html
https://i.pinimg.com/736x/ae/e1/d9/aee1d9ff3c58b4265c91d5d8cfd6455b--pasta-art-summer-art.jpg
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* 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

Reference

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