Art Education Lesson Plan Template: ART 133

Group 1 2 3 4 5 6 (please circle)

Print First and Last Names: Johanna Goldberg, Amandeep Kaur, Rachel Lapastora and Songsong Zhang

Lesson Title: Stringing Together Conflict Big Idea: Conflict Grade Level: 4th
st
21 Century Art Education Approach(es): VTS and Structured learning
Inspiration Artists, including those from underrepresented populations:
Ana Isabel Gil Pena
Lesson Overview:
Students will obtain an understanding of conflict in many elements of life using visual culture, historical events, and expressive art. They will
create self-identified marionette puppets utilizing the given materials. This will showcase the students understanding of form/shapes and
creative expression.
Background Knowledge (~3 complete sentences): How will you tap into students experiences and prior knowledge and learning?
According to Common Core State Standards for 3rd grade, students can compare and contrast the themes, settings, and plots of stories written
by the same author about the same or similar characters (e.g., in books from a series). They can also describe characters in a story (e.g., their
traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. Prior to the lesson, we will also ask students
what is their understanding of conflicts.

Essential Questions: Restate Key Concepts using open-ended

Key Concepts: What you want the students to know. questions.
1. Conflict is composed of opposing forces 1. How do artists use opposing forces to express emotions in their
2. Conflict may be natural or human made work?
3. Conflict captures and documents cultural outcomes 2. In what ways can conflict be natural or human made?
4. Artists utilize conflict for synthesis and change 3. In what ways can artists capture and document cultural outcomes?
4. In what ways do artists utilize conflict synthesis and change?
Lesson Objectives: What you want the students to do via three content
areas.
Align Assessment with Lesson Objectives in left column.
1. Content area 2 Literacy : The students will (TSW) be able to

Formative Assessment strategy (of assigned reading): How will you
Compare and contrast different types of conflict such as internal
assess Literacy? What will you be looking for? Assessing literacy will
conflict and external conflict. Students will also be able to recognize
be done in the form of a group discussion based off the readings that
patterns of conflict such as how conflicts are created and solved.
were assigned prior to class. We will be looking for a thoughtful
2. Content area 1 Visual Art : The students will (TSW) be able
discuss with points that are similar to some made ideas brought up
to . . .
based on the reading.
Describe in depth a character, setting or event in the picture, such as
the character's thoughts, actions, and the intention of the artist.
2. Conflict may be natural or human made
3. Conflict captures and documents cultural outcomes
4. Artists utilize conflict for synthesis and change
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
Compare and contrast different types of conflict such as internal
conflict and external conflict. Students will also be able to recognize
patterns of conflict such as how conflicts are created and solved.
2. Content area 1 Visual Art : The students will (TSW) be able
to . . .
Describe in depth a character, setting or event in the picture, such as
the character's thoughts, actions, and the intention of the artist.
3. Content area 3 Social Studies: The students will (TSW) be able
to . . .
Explain the events, cause and effect in the content of conflicts,
including what happened and why.
Common Core State Standards: List grade-specific standards.
Literacy : Compare and contrast the treatment of similar themes and
topics (e.g., opposition of good and evil) and patterns of events (e.g.,
the quest) in stories, myths, and traditional literature from different
cultures.
Visual Study : Describe in depth a character, setting, or event in a story
or drama, drawing on specific details in the text (e.g., a characters
thoughts, words, or actions).
Social Studies: Explain events, procedures, ideas, or concepts in a
historical, scientific, or technical text, including what happened and
why, based on specific information in the text.
Vocabulary: Identify and define vocabulary that connect the art form
with the other two identified content areas.
1.Conflict: a serious disagreement or argument, typically a protracted
one.
2.History: the study of past events, particularly in human affairs
3. Resolution: a resolve, a decision or determination
work?
2. In what ways can conflict be natural or human made?
3. In what ways can artists capture and document cultural outcomes?
4. In what ways do artists utilize conflict synthesis and change?
Align Assessment with Lesson Objectives in left column.
Formative Assessment strategy (of assigned reading): How will you
assess Literacy? What will you be looking for? Assessing literacy will
be done in the form of a group discussion based off the readings that
were assigned prior to class. We will be looking for a thoughtful
discuss with points that are similar to some made ideas brought up
based on the reading.
Summative Assessment strategy (of studio investigation): How you
will assess Visual Art and Social Studies? What will you be looking
for? Social Studies will be assessed during VTS as one of the images
we are VTSing is a war image. We will also address this subject in
way of our inspiration artist who draws from current historical events.
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)
_x_1.0 Artistic Perception: 1.2 Identify and describe scale (proportion)
as applied to two-dimensional and three-dimensional works of art
_x_2.0 Creative Expression: 2.5 Interpret reality and fantasy in
original two-dimensional and three-dimensional works of art
_x_3.0 Historical & Cultural Context: 3.1 Describe how art plays a
role in reflecting life (e.g., in photography, quilts, architecture)
3.2 Identify and discuss the context of works of art in the past and
present, focusing on the different cultures that have contributed to
Californias history and heritage.
_x_4.0 Aesthetic Valuing: 4.1 Explain the intent of personal work of
art and draw possible parallels between it and the work of a recognized
artist.

including what happened and why.
Common Core State Standards: List grade-specific standards.
Literacy : Compare and contrast the treatment of similar themes and
topics (e.g., opposition of good and evil) and patterns of events (e.g.,
the quest) in stories, myths, and traditional literature from different
cultures.
Visual Study : Describe in depth a character, setting, or event in a story
or drama, drawing on specific details in the text (e.g., a characters
thoughts, words, or actions).
Social Studies: Explain events, procedures, ideas, or concepts in a
historical, scientific, or technical text, including what happened and
why, based on specific information in the text.
Vocabulary: Identify and define vocabulary that connect the art form
with the other two identified content areas.
1.Conflict: a serious disagreement or argument, typically a protracted
one.
2.History: the study of past events, particularly in human affairs
3. Resolution: a resolve, a decision or determination
4. Marionette: A puppet manipulated from above by strings attached
to its
jointed limbs
5. Movement: Use of lines, shapes, colors, etc. to direct the eye of the
viewer from one part of the design or picture.
Have
Popsicle sticks
Hot glue
Colored construction paper
Yarn
Hole Puncher
Scissors
Mini shattered ornaments
Mini jingle bells
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
we are VTSing is a war image. We will also address this subject in
way of our inspiration artist who draws from current historical events.
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)
_x_1.0 Artistic Perception: 1.2 Identify and describe scale (proportion)
as applied to two-dimensional and three-dimensional works of art
_x_2.0 Creative Expression: 2.5 Interpret reality and fantasy in
original two-dimensional and three-dimensional works of art
_x_3.0 Historical & Cultural Context: 3.1 Describe how art plays a
role in reflecting life (e.g., in photography, quilts, architecture)
3.2 Identify and discuss the context of works of art in the past and
present, focusing on the different cultures that have contributed to
Californias history and heritage.
_x_4.0 Aesthetic Valuing: 4.1 Explain the intent of personal work of
art and draw possible parallels between it and the work of a recognized
artist.
_x_5.0 Connections, Relationships, Applications: 5.4 Read biographies
and stories about artists and summarize the readings in short reports,
telling how the artists mirrored or affected their time period or culture.
Materials: List all materials needed in the columns below.
Purchase
Beads
5. Movement: Use of lines, shapes, colors, etc. to direct the eye of the
viewer from one part of the design or picture.

Materials: List all materials needed in the columns below.

Have
Popsicle sticks
Hot glue
Colored construction paper
Purchase
Yarn
Beads
Hole Puncher
Scissors
Mini shattered ornaments
Mini jingle bells
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?

The lesson will start with an overview of the key concepts and essential questions. Rachel will introduce our Big Idea and 21st Art Education
Approach along with the lesson overview. We will display the slides and (Rachel) will then ask the students to popcorn style reading the key
concepts out loud calling on the next person to continue the reading. (5 minutes)

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?

(Johanna) will then ask the students to pull out their Memo 7 to look over and discuss as in small groups (4 to a table) what the readings talked
about. (5min) While this is occuring teachers will circulate between groups listening in on conversations. Once discussion has come to a lull,
(Johanna) will ask for one person from each group to share out something they learned from the reading. We will collect Memo 7 at this time.

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).

Amandeep) Will present the vocabulary to the class

(Amandeep) Will then facilitate VTS on our first image (15 minutes). Upon completing our first session of VTS, our video on conflict will be
showed.
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).

Amandeep) Will present the vocabulary to the class

(Amandeep) Will then facilitate VTS on our first image (15 minutes). Upon completing our first session of VTS, our video on conflict will be
showed.

(Songsong) Once the video has ended we will ask the class what are a few things the video talked about. What was the first step in dealing with
conflict? What shouldnt we do when we encounter conflict?

(Johanna) will facilitate VTS on our second image. (10 minutes).

(Rachel) will then talk about the Inspiration Artist, and what the meaning of his work that we VTSd represents.

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)?

(SongSong) Will go over what the students will learn, having each student popcorn read the TSWs.

(Johanna) Prior to the modeled demonstration the discussion of what types of conflicts can occur in school. (This will be especially helpful in an
elementary school classroom, as students are most likely experiencing some sort of conflict with classroom friends at this time.) For
presentation purposes we can discuss what type of conflicts we think our future students could be experiencing and how we as future educators
would possibly solve it. (5-10 minutes)

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?

(Rachel) Will introduce our activity of making Marionette puppets. She will ask the class to gather at the back table in a way that everyone will
be able to see the demo of marietta puppet making done by (SongSong)! (10 minutes)

(SongSong) The students will already have the supplies they would need to create the puppets on their tables. The teacher would describe the
contents of each basket on the table of the materials available. We would discuss potential safety hazards and remind them how to handle each
hazard such as the hot glue gun. (In an elementary classroom setting this is extremely important.) (5 minutes)

During the independent learning time teachers will circulate the classroom stopping to engage with different students and asking them questions
about their puppets. Why did you choose to dress your puppet in that way? Is there story about your puppet that you may be comfortable
sharing? (45 minutes)
contents of each basket on the table of the materials available. We would discuss potential safety hazards and remind them how to handle each
hazard such as the hot glue gun. (In an elementary classroom setting this is extremely important.) (5 minutes)

During the independent learning time teachers will circulate the classroom stopping to engage with different students and asking them questions
about their puppets. Why did you choose to dress your puppet in that way? Is there story about your puppet that you may be comfortable
sharing? (45 minutes)

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?
(Amandeep) At the end of the lesson we would recap what key concepts and objectives were with a series of questions. We would ask our
students what the big idea is and how we demonstrated recognizing the big idea using our 21st Art Education Approach. Making a connection to
conflict in both the students life and in history. (5 minutes)

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

How will you adapt the various aspects of the lesson for students with disabilities?

The various aspects of the lesson can be adapted for students with disabilities, by offering the project to be done with partners to assist one
another with tying the strings to the puppet. By partnering each student with one another in this manner the student needing extra assistance
will not be singled out. In this case exact measurements are not needed for our strings to give our puppets mobility, however; we could also pre-
cut all yarn to be the same length in order to prevent conflict in the classroom itself of yarn overuse or to elevate the frustration for the student
or students with disabilities as they try to cut their yarn the correct lengths they desire. This can also be done by appointing the teacher as the
yarn cutter. By using images, text and reading aids the lesson will be reaching each type of learner to ensure our students have a better
understanding of the concept and idea.

How will you adapt the various aspects of the lesson for English language learners?

During the group reading discussion, students will be placed in small groups of four to make sure he/she feels comfortable to discuss amongst
each other their thoughts about the assigned reading. The student will also be able to ask any lingering questions amongst his/her peers in a
smaller setting. By doing so, the student will not feel as intimidated or centered out in front of the whole class.

How will this lesson allow for/encourage students to solve problems in divergent ways?

This lesson will allow for/encourage students to solve problems in divergent ways as we discuss not only conflict in our society but also conflict
within the classroom. Our video aid shows how best to deal with conflict and what could happen if we do not deal with conflict. We could also
use our puppetry activity to demonstrate a conflict solving play put on by the class, with the students in charge of deciding the conflict and how
they think we should go about solving it. This lesson allows for the subject of conflict to be easily talked about.

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

As the students are creating their puppetry a general discussion can be held about different times they may have experienced some sort of
 During the group reading discussion, students will be placed in small groups of four to make sure he/she feels comfortable to discuss amongst
each other their thoughts about the assigned reading. The student will also be able to ask any lingering questions amongst his/her peers in a
smaller setting. By doing so, the student will not feel as intimidated or centered out in front of the whole class.

How will this lesson allow for/encourage students to solve problems in divergent ways?

This lesson will allow for/encourage students to solve problems in divergent ways as we discuss not only conflict in our society but also conflict
within the classroom. Our video aid shows how best to deal with conflict and what could happen if we do not deal with conflict. We could also
use our puppetry activity to demonstrate a conflict solving play put on by the class, with the students in charge of deciding the conflict and how
they think we should go about solving it. This lesson allows for the subject of conflict to be easily talked about.

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

As the students are creating their puppetry a general discussion can be held about different times they may have experienced some sort of
conflict in their own lives, and what they did to help solve the conflict. Following the assignment and lecture students would return from home
to school with new observations of different forms of conflict they noticed in their environment, media, or on T.V. Leading the discussion by
asking each student if what they say specifically said the word Conflict in the art or if they just felt the image implied some sort of conflict
was occurring or could be occurring from it.

How will you (a) address potential safety issues and (b) assure necessary precautions are followed? See OEHHA, link HERE

Before studio time begins, students will be informed where materials such as construction paper, markers, paint brushes, etc. are placed.
Students will also be reminded to be cautious when using the glue guns because they are very hot. Written signs in red ink stating, CAUTION,
VERY HOTwill also be placed at the glue gun stations as an extra precaution.

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

Dictionary.com. (n.d.). Retrieved November 11, 2017, from http://www.dictionary.com/

INTIMATE ILLUSTRATIONS ON THE CATALAN-SPAIN CONFLICT ANA ISABEL GIL. (n.d.). Retrieved November 9, 2017, from
https://www.booooooom.com/submissions/intimate-illustrations-on-the-catalan-spain-conflict-ana-isabel-gil/

* 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

Freedman, Kerry & Stuhr, Patricia (2004). Curriculum Change for the 21st Century: Visual Culture in Art Education. In Eisner, E., & Day, M.
(2004). Handbook of research and policy in art education. Mahwah, N.J.: National Art Education Association : Lawrence Erlbaum Associates.