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Art Integration Unit Plan Template 1

Krystal Van Houten

Art Integration Unit Plan Template

LTC Art for Children


Unit Title & Big Idea: (Define the BIG IDEA?) What is the big idea that is being investigated in this lesson? How will
you connect the big ideas about art and artists work with the art making part of this lesson?
The big idea is Myself (Individuality) and learning to appreciate and love the little things about
yourself. In this lesson the students are exploring the different aspects and characteristics of
themselves. While doing this the students will look at the self-portraits of different artists. We will
look the artists portraits to have the students try to determine how the artists portrayed
themselves. The art making of the lesson is ties in the different meanings of the color wheel and
allows the students to be creative while still being able to focus on what each color means and
how to represent themselves in a work of art.

Grade Level/Class Periods


Required:
3rd grade
This will be in 3 separate
class sessions about an
hour each or a very long 3
our session.

Unit Overview/Summary: Why is this important to teach? What do you hope to accomplish?

Materials/Equiptment/Etc:

In this lesson the students are going to be learning how to view the benefits and positive about
each individual person. This is a very important aspect to teach children. When the students can
feel confident it shows in other aspects of their life. The wellness of our student is one of the most
important aspects to teaching. Their confidence can help them become better students as well.
The students will also learn that portraying themselves is important as well. When looking at how
artists drew self-portraits can help the students to see how portrayal can affects how people view
them. In the end the students should be able to recognize some color aspects used in art as well
as being able to appreciate the things that make each of their classmates different from each
other and something that they might think is a weakness or something bad can be viewed as
something that a particular classmates really likes about themselves. They will have more respect
for each other as well as respect for others.

-I Like Myself! By Karen


Beaumont
-Simply google selfportraits of the following
artists:
Mary Cassatt, Van Gogh,
Frida Kahlo, and LouisLeopold Boilly
-To learn the meanings of
colors: http://www.colorwheel-pro.com/colormeaning.html
-art making materials:
Construction paper, glue,
colored pencils, markers
To practice for this lesson
one might want to read
some simple information
on some of the artists that
are unfamiliar to
reacquaint with the artists

Art Integration Unit Plan Template 2


Krystal Van Houten
and their art. Also try to
read the book before
making the exemplar and
try to get into the mind of
a third grader. Reading
and going through the
lesson lets the teacher
feel and think like a third
grader to see what all they
could get out of the
lesson.
From making the exemplar
I learned that there are
aspects of everyones life
that they like and dislike
but it is possible to find
things that everyone likes
about themselves. Some
colors might be harder to
think of exact things but it
is possible.
Key Concepts (3-4)
What will students learn and KNOW about art and art making
from this lesson?
The students will be learning about self-portraits and the
meaning of colors. The students will know that there are
different ways to portray yourself and that there are positives
in everyone and things to like about every part of yourself. As
a class we will look at some self-portraits of famous artists;
from these we will discuss what the students see from them
and what they think it means to see certain things.
Looking at the portraits the students will learn:
Boilly focuses on the silly things in life. This is evident in his

Essential Questions (3-4)


What will you ask that will guide the purposeful
exploration of materials and ideas that will produce
meaningful content to the creative production?

What are some of the differences in the portraits?


Do you think they are trying to say something?
Are the colors different?
Why are the colors different?
The students will learn the meaning of colors in pictures and

portraits because of the facial expressions he puts into his


works.
Kahlo focuses on herself and always has a stern look, the
students might be able to decipher that she had a rough life
and in some paintings she was sadder than in others.
Cassatt focuses on the proper women and doesnt portray
women as anything other than proper ladies
Van Gogh painted two self-portraits very close together. From
these examples the students can see the differences in color.
They can tell that one is darker than the other. They might
even be able to tell you why they are different. The darker one
was done at a time when Van Gogh was agitated and mad
while in the lighter portrait he was more confused and not as
angry.

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Krystal Van Houten
how colors can have a deeper meaning than just simply
looking pretty. The will learn that visuals can be just as
important as the words describing a picture. Without knowing
what some of the colors represent can help them to better
understand some works of art as well as help them when
making art in the future. They can put more meaning behind
their work instead of mixing colors that look pretty
together.
What do you think (insert color) means?
What would happen if I put blue instead of yellow as a
background color?
Would this change the mood?
Would this change the meaning of the color?

From this lesson the students will learn about colors and
how to use colors to help portray meaning and thoughts solely
on the colors used. This will be used to help the students blend
colors together to show a meaning of a work of art though
color. This is a task to help them better show and understand
stories and meanings of pictures based on the colors alone.
The concept of visual meaning in pictures relates to stories
and story comprehension based on pictures instead of words
for visual learning.
Unit Objectives: (Excellent resource at http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html?
for_printing=1&detoured=1)
What learners will DO? List beginning with the student will
*(NOTE: Evidence of the objectives and concepts attained make up your assessment criteria below)
The students will be able to:
-Assess the meaning of a work or picture based on the picture
-Explain the meaning of the piece based on colors associated within the work
-Write positives about themselves and associate them with a corresponding color of the color wheel
Grade Level Expectations (GLEs) (3-4)
Core Academic Standards (Common Core State Standards)
(http://dese.mo.gov/divimprove/curriculum/GLE/)
(3-4)
Big Idea 1 A: Identify positive characteristics and areas for
(http://www.corestandards.org/)
personal growth.

Big Idea 1 C: Identify the personal characteristics needed to


contribute to the classroom.
Big Idea 6 A: Identify education goal-setting and selfassessment skills.
National Core Art Standards
(http://www.nationalartsstandards.org)
VA:Cr1.2.3a: Apply knowledge of available resources, tools,
and technologies to investigate personal ideas through the artmaking process.
VA:Cr3.1.3a: Elaborate visual information by adding details in
an artwork to enhance emerging meaning.
VA:Re7.2.3a: Determine messages communicated by an
image.
VA:Re8.1.3a: Interpret art by analyzing use of media to
create subject matter, characteristics of form, and mood.
Content Areas Integrated:
1. Visual Art
2.Reading
3. Personal and social development

Lesson Titles in Sequence/Order with TIME and MATERIALS


needed for each portion
1. I like Myself
about 40minutes
Book and Smart Board
2. Artists and Colors
45minutes to an hour
google pictures or artists, http://www.color-wheel-

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Krystal Van Houten
CCSS.ELA-LITERACY.R7: Explain how specific aspects of a
texts illustrations contribute to what is conveyed by the
words in a story (e.g., create mood, emphasize aspects of a
character or setting).
CCSS.ELA-LITERACY.SL1: . Engage effectively in a range of
collaborative discussions (one-on-one, in groups, and
teacherled) with diverse partners on grade 3 topics and texts,
building on others ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL3: Ask and answer questions about
information from a speaker, offering appropriate elaboration
and detail.

Identify & define common vocabulary/concepts that


connect the art form with the other identified subject area(s):
1.
Self-Portrait: a portrait of an artist produced or created
by that artist.
2.
Color: the aspect of the appearance of objects and
light sources that may be described in terms of hue,
lightness, and saturation for objects and hue, brightness, and
saturation for light sources
Brief Lesson Descriptions (2-3 sentences each)
1. We will gather at the carpet and read the book I Like
Myself. after the book is finished we will discuss the
main take away and do some small brainstorming of
ideas we might like about ourselves if time allows.
2. We will view different artists self-portraits and discuss
what we can learn from their portraits. Then we will

pro.com/color-meaning.html, paper for brainstorming


3. I Am.
45minutes to an hour
Scissors, markers, construction, notes, http://www.colorwheel-pro.com/color-meaning.html

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Krystal Van Houten
discuss the colors in the portraits and what the
different colors could represent. Lastly we will discuss
what the colors could represent in the pictures and
how we could use them; all of this discussion and the
students will brainstorm things they like about
themselves that coordinate with the colors' meanings.
3. We will then begin creating the art for this unit. We will
write I Am in the middle of the piece of white paper.
Then the students will put colored strips of
construction paper around the outside in a sun shaped
patters. On the strips of paper the student will write a
characteristic they like about themselves that
coordinates with the selected color.

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


The students will have to think back to characteristics about themselves that they like or have ben given compliments about.
They will have to sue some prior knowledge of famous artists and what they can remember them being like from art class or
reading articles about them. They will also have to recollect on their knowing of colors and what the specific color could mean,
if that knowledge is already known.
What activities will you use to engage students in imagining, exploring, and/or experimenting in this unit?
The students will be allowed to research and look at some different examples of colors and the meanings of colors before they
are expected to turn in their final project. They will also have time to brainstorm and think more deeply about what and why
they chose the particular color and words. The extra time allows them to really develop what they want to portray in the colors
and characteristics in whatever pattern or fashion they want to on the paper.
How will this unit permit/encourage students to solve problems in divergent ways?
Each student has to think about their own life and their own characteristics. This means that they have to really think about
what they want to portray I their art. Before they even get to the art making part they all are thinking about colors and what
they represent. To each student the colors could represent something different. The color orange could be happy and fun to
some but to other students the colors could be representing a piece of fruit from Florida where they have family and they
could have characteristics similar to that relative. These different meaning can make each student think differently about
themselves and the things around them. In the end the students would have learned to think about the true meanings of

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colors as well as how to arrange the colors on the paper to best represent what they want portrayed.
How will you engage students in routinely reflecting on their learning/learning processes?
The students will have to be continually thinking about if the colors they choose make sense as well as if the characteristics
they have written on the paper have made sense with the color and thought process put into making the decisions about
colors. The students will also have to think about if the thoughts they are having about the artists makes sense with what they
are trying to portray within their portraits.
How will this unit engage students in assessing their own work?
Once everyone is finished the students can explain to the class their reasoning behind the pictures and characteristics they
chose. The art will then be hung near the childs desk to be a constant reminder to always remember the characteristics about
you that are liked. The assessment will be a summative assessment. This assessment isnt over how well the art turned out
but if the student was able to explain their choices and reasoning clearly. Most of the students will be able to explain their
reasoning to an extent which is all that is asked in this assessment.
What opportunities/activities will students be given to revise and improve their understandings and their work?
They will take their brainstorming activity and if they wasnt to revise they can before creating the final project and if they
want to not put all their ideas into the final project they do not have to. The student will have multiple opportunities to revise
their ideas before putting it onto the final project but as a teacher I would advise the students to map and lay out all of the
pieces ot the project before any permanent marks are made.
What opportunities/activities will you provide for students to share their learning/understanding/work in this unit?
The student will have an opportunity to share their art with the class and give their explanations and then the art will be hung
around the room as a constant reminder of the positive characteristics we all find within ourselves.
How will you adapt the various aspects of this lesson to differently-abled students?
If the higher level students finish early they can help a table partner or add to their piece already. If they refuse these things have them research more artists
self-portraits to compare with the ones we have already viewed. If there are some disabled students have them work with a buddy to help them finish all of the
desired parts. If the student wants to work alone but cannot use scissors have them color the parts f their page where the paper would be and write directly onto
the paper. If the student is slower guide them more and help them brainstorm exactly what they want where so the student can stay on track with the rest of the
students.

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TEACHER REFLECTION: How will you know that this lesson is successful and meaningful? List indicators.
-the students will be able to better understand the meanings of colors behind a work of art.
-the students can guess moods and meanings of pictures in books and works of art because of the color schemes used by
artists
-the student will build confidence because they have been brainstorming positive attributes about themselves