Names: ___Laura, Denis, Bree, Jacquelyn, _____ Date: ______10/1/2019________________

Directions: With a small group, you will create a 7-10min mini-lesson/activity in one of the
visual and performing arts and present this to the class. You will complete this in the module
area you completed first.
Visual and Performing Arts Mini Lesson/Activity
Name of Activity “Finding Your Artistic Style”

Grade Level Grade level 3

Content Area/Component Strand
(Dance: D. Aesthetic Valuing)
California Standards (VAPA)
Learning Objective
By the end of this lesson, students
will be able to…
Materials/Resources Needed
Visual arts: Artistic Perspective
1.4 Compare/ Contrast two works of art made by
making own art, exploring different art tools and
media
Students will be able to define the elements of art, be
able to create their own art piece based on an element
of art, they will also know which art tools are best to
use for specific elements and be able to be more
confident to create artwork.
Colored pencils, crayons, watercolors, paint brush,
paper, markers, paint

Summary of How Activity
Unfolds/ Instructional Sequence
(Be specific! Explain what the
teacher is saying and doing and
what you anticipate the students to
say and do.)
What is the teacher saying
and doing?
The teacher will define,
explain, and display
different examples of the
specific element of art the
students will be learning
about that day.
The teacher will provide
art tools and give specific
instructions.
During the activity the
teacher will walk around,
visit every table and
compliment the students’
work.
What are the students
saying and doing?
The students are
learning about the
elements of art and
grasping what each one
of them looks like.
They will explore art
tools by using different
kinds to figure out which
tool is best to represent a
specific art element.
They will tell their
classmates what they like
about their artwork.

Checking for
Understanding/Assessment
How will you gauge students’
understanding the lesson?
How will you check if students are
meeting the learning objective?
These do not need to be formal
assessment but may be through
observation or through student
While the students are creating their artwork, the
teacher will walk around and make sure the students
have a clear understanding of the elements of art and
what they look like. If a student is showing confusion
or is not clearly demonstrating the element of art
chosen that day the teacher should further explain
and demonstrate what those elements look like and
what they mean.
Names: ___Laura, Denis, Bree, Jacquelyn, _____ Date: ______10/1/2019________________
work samples
Accommodations/Modifications: Pictures of elements of art up on the walls with a
Bilingual Learners definition and in English and translated in other
How will you meet the needs of language student speaks.
students who are learning English? Also, pictures and translations of art tools.
Accommodations must go beyond
‘translating’.
Students with disabilities For students with hearing disabilities we can show
How will you meet the needs of videos of the arts of elements defining them with
students with varying abilities? subtitles.
Consider students with mild to We could keep instructions on the board/ projector
moderate and students with screen. Students with disabilities can also work in
moderate to severe disabilities. groups or pairs who can provide them support.
(use what you are learning in SPE 480)

VPA Mini-lesson Reflection

1. Who was in your team (first and last name)

Bree Zepeda, Denis Kassai, Jacquelyn Stewart
2. How was your experience working in a team?
Working as a team allowed me to listen to other ideas from other perspectives in order to
get a better result for the assignment.
3. What was your role in this assignment?
My role was to contribute to discussing about our lesson plan, share my ideas, type and
print out the lesson plan for our professor.
4. In your opinion, was the work equally distributed? Why or why not?
Yes we all contributed to getting the final result of our lesson plan.