Lesson Plan Template 1

Art Education Lesson Plan Template: ART 133 SEC 007/008

Group 1 2 3 4 5 6 (please circle)
Print First and Last Names: _________Liana Foxx __________ _______Madison Coluzzi____________
________Kelly Peng____________ _______Kayleen Vang______________
Lesson Title*: Celebration of You-ness Big Idea*: Celebration Grade Level*: 1st
21 Century Art Education Approach(es):
st

Modified Learner-Directed
Meaning-Making
Inspiration Artists, including those from underrepresented populations:
Ubiomo Chinedu Ogheneroh
Lesson Overview (~3 complete sentences)*:
Discuss the topic and types of celebrations that one another celebrates. After sharing their celebrations, introduce the celebration of you-ness(you as in each
individual student) and read Hooray for you! leading into tvs and background knowledge of the inspiration artist: Chinedu Ogheneroh. Finishing off the
lesson plan, will be the explanation and studio of self portraits done by each student using construction paper and option of color utensils. In the background
of their self portraits will be images or decorations of their celebrations or favorite things. If spared a few minutes towards the end of class, students will be
given a chance to do a show and tell of their self portraits.

Background Knowledge (~3 complete sentences): How will you tap into students experiences and prior knowledge and learning?
Regardless of what shape or form, everyone have celebrations. Whether it be family culture, holidays, or more, students have a basic idea on what
celebrations are. Most importantly, the celebration of themselves and self value.

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. Meaning of celebration and reasons as to why people celebrate. 1. How does artwork reflect the value of celebrations?
2. Importance of celebration and why people value celebrations within 2. How are celebrations viewed differently?
their culture. 3. How do life experiences influence art?
3. Different ways people celebrate and how one can celebrate different 4. How do self portraits express identity?
aspects of their identity/personal life.
4. Qualities of a self-portrait and how self-portraits can express the
celebration of ones identity.
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 (TSW) be introduced to the Formative Assessment strategy (of assigned reading): How will you assess
book Hooray for You! A Celebration of You-Ness!by Marianne Literacy? What will you be looking for?*

Richmond in order to understand the idea of celebration within ones
identity. TSW be able to create a small self description of their self
portrait explaining what the subject is they chose to celebrate in their
artwork. Students will use a fill in the blank template given to them to
describe the content of their artwork and what they choose to celebrate
about their identity.
2. Content area 1 Visual Art : The students will (TSW) be able to create
a unique self-portrait using construction paper, coloring utensils, and
watercolor in order to express themselves and what subject(s) they
choose to celebrate about their identity. Students will use assorted
techniques including collage, background, design and drawing in order to
understand the components of a self-portrait.
3. Content area 3 Social Studies: The students will (TSW) be able to
explore the multiple reasons for celebrating by learning about another
cultures celebration and why people around the world celebrate
differently. Students will use artist Ubiomo Chinedu Ogheneroh as
inspiration when creating their own self-portrait.
Common Core State Standards (2-3): L ist grade-specific standards.
ELA (pp. 10-43, link HERE)
Math (pp. 10-52, link HERE)
1. Retell stories, including key details, and demonstrate
understanding of their central message or lesson.
2. Students compose and decompose plane or solid figures (e.g., put
two triangles together to make a quadrilateral) and build
understanding of part-whole relationships as well as the
properties of the original and composite shapes. As they combine
shapes, they recognize them from different perspectives and
orientations, describe their geometric attributes, and determine
how they are alike and different, to develop the background for
measurement and for initial understandings of properties such as
congruence and symmetry
3. Ask and answer questions about key details in a text read aloud or
information presented orally or through other media
Lesson Plan Template 2
1.Literacy will be assessed through students ability to write about what subject
they chose to celebrate about their identity and why. Their ability to complete
the fill in the blank template to create a complete sentence and their word
choice in doing so will be important in expressing their identity in their artwork.
Summative Assessment strategy (of studio investigation): How you will assess
Visual Art and Social Studies? What will you be looking for?*
2. Visual art will be assessed through students ability to create the imagery
while using the materials provided (construction paper, coloring utensils, and
watercolors) to create their self-portrait. They will be able to relate and
assemble imagery representing their celebrations within their identity using
techniques such as collage, background, design and drawing which is important
in understanding the components of a self-portrait.
3. Social Studies will be assessed through the students understanding of
celebration amongst other cultures, as well as their own culture by
incorporating imagery, words, and the subject(s) they choose to celebrate
related to their identity within their self-portrait.
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__1.3 Artistic Perception: Identify the use of metaphor, subtext, and symbolic
elements in scripts and theatrical productions.
_x__2.0 Creative Expression: Students apply processes and skills in acting,
directing, designing, and scriptwriting to create formal and informal theatre,
film/videos, and electronic media productions and to perform in them.
_x__3.2 Historical & Cultural Context: Analyze the impact of traditional and
nontraditional theatre, film, television, and elec
tronic media on society.
_x__4.2 Aesthetic Valuing: Draw conclusions about the effectiveness of informal
and formal productions, films/videos, or electronic media on the basis of intent,
structure, and quality of the work.
_x__5.1 Connections, Relationships, Applications: Create projects in other
school courses or places of employment, using tools, techniques,
and processes from the study and practice of theatre, film/video, and electronic
media.
 Lesson Plan Template 3

Vocabulary: Identify and define vocabulary that connect the art form with
the other two identified content areas.*
1. Identity: The way you think about yourself and the characteristics that
define you
2. Celebration: An act or event to show appreciation of something or
someone special and/or enjoyable Materials: List all materials needed in the columns below.
3. Self portrait: A picture of yourself Have Purchase
4. Culture: Peoples way of life and how a group of people do things for - Basic gluesticks -Pacon Multicultural Construction
example traditions - Child scissors Paper
5. Background: The area that is behind the main thing in this case the self - Crayola colored markers, crayons, - Blick Construction Paper
portrait coloring pencils
- Variety of colored tissue paper
- Cardstock face shape stencils(made
by teacher)
- Glitter glue
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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.

1. 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?
First, the teacher (Liana, Madison, Kelly, and Kayleen) will introduce themselves to the class (1 minute)
Second, the teacher (Liana and Madison) will review the assigned reading To Ink or Not To Ink with the class and discuss the questions assigned for their
homework in order to ensure the class has made the connection between the reading and the big idea of celebration. (5 minutes)
Transition: The teacher (Madison) introduce the topic of celebration and ask the question What are some of the popular festivals or celebrations within
your family? displayed on the powerpoint in order to link the lesson to the students prior knowledge of the big idea of celebration(3 minutes)
Third, the teacher (Madison) will ask students to pair-share their answer to the question projected on the powerpoint and encourage students to share their
answers out loud once the discussion with their peers has ended. The teacher (Madison) will also pair share her own personal celebrations (6 minutes)
Fourth, The teacher (Madison) will explain what the definition of celebration is according to the vocabulary list (2 minutes)
Fifth, The teacher (Kayleen) will discuss todays classroom agenda as well as objectives(2 mins)
Sixth, The teacher(Kayleen) will motivate students by reading the book Hooray For You by Marianne Richmond to the class. The book supports the big idea
of Celebration and relates to the art studio in which the students will focus on the celebration of identity (10 minutes)
Transition: The teacher (Kayleen) will ask students about what they thought about the book and go into a discussion about the books theme of celebration
of identity(5 minutes)

2.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)?
First, the teacher (Liana) will conduct a VTS with the students using inspiration artists, Ubiomo Chinedu Oghenerohs, portraits of Igbo women in order to
explore the idea of celebration of identity (5 -8 minutes)
Second, the teacher (Liana) will provide background information on inspiration artist Ubiomo Chinedu Ogheneroh to summarize why his artwork helps to
portray the celebration of identity ( 5 minutes)
Transition: The teacher (Liana) will discuss to the class the idea of celebrating your identity and how it relates to the book Hooray For You by Marianne
Richmond, as well as the artwork of Ubiomo Chinedu Ogheneroh (2 minutes)
Third, the teacher (Kelly) will provide a recap of Ubiomo Chinedu Oghenerohs artwork and his use of portraits and then introduce the concept of
self-portraits and what they are (3 minutes)
Transition: The students will answer the essential questions with the students such as : How does artwork reflect the value of celebrations?, How are
celebrations viewed differently?, How do life experiences influence art?, and How do self portraits express identity?(4 minutes)
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Student Groupings: The students will break into three groups of four and one group of five at each table in order to prepare for the demonstration of how to
conduct their artwork during their studio time(2 minutes)

3.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).
First, the teacher (Liana, Madison, Kayleen, and Kelly) will display to the students their own teacher sample of their self-portrait which they created
beforehand and discuss the part of their identity which they wished to celebrate in order for students to have a visual sample as guidelines for their work and
an idea as to how the project relates to the big idea of celebration (2 minutes)
Second, the teacher (Liana, Madison, Kayleen, and Kelly) will introduce the materials used to curate the self-portrait the students will create (2 minutes)
Third, the teacher (Liana, Madison, Kayleen, and Kelly) will display to the class the proper safety etiquette in using the materials, such as scissors (1 minute)
Fourth, the teacher (Liana, Madison, Kayleen, and Kelly) will briefly discuss how to trace the head of for the self-portrait using the stencils provided and how
to trace your hand (1 minute)
Fifth, the teacher (Liana, Madison, Kayleen, and Kelly) will demonstrate how to properly use the glue sticks and glitter glue in order to prevent loss of studio
time and a quicker clean up time (1 minute)
Sixth, the teacher (Liana, Madison, Kayleen, and Kelly) will briefly demonstrate how to create the figure of the self-portrait using the different construction
paper cut outs and glue and display the different materials the students can use in order to create a background (2 minutes)
Transition: The Teacher (Liana, Madison, Kayleen, and Kelly) will point out where the different materials are located in the class for students to use for their
self portrait ( 1 minute)

4. 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 create a self-portrait using the materials provided to them in class in order to express the idea of celebration of identity (30 minutes).
The students will fill out a fill in the blank template discussing what they chose to celebrate about themselves and why to attach to their artwork.
The students will be able to distinguish their identity or any other unique information about them related to this self-portrait.
The students will explore the multiple meanings that relate to celebration of identity through their final stages of artwork.
Transition: The students will clean up their messes at their table and properly put away materials where they belong(10 minutes)

5.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?
The students will participate in a quick show and tell displaying their artwork to the class and sharing with one another what aspect of their identity they
chose to celebrate and why (3 minutes)

6.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?
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At the end of class, the teacher will facilitate a class discussion of the self-portraits and how they relate to celebration of identity. The teacher will ask the
students what they learned about celebration and how they felt creating their self-portraits.

The teacher will focus on why celebrating your identity is important and how it is important to recognize that people have many different ways of
celebrating, which need to be acknowledged and respected.

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

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

In regards to students of disabilities, theres a variety of ways the teacher can accommodate these students. If limited to fine motor skills (such as difficulty
with using scissors), one can draw out the entire portrait instead of using scissors to cut out construction paper or rip the construction paper to create the
self-portrait. If neither of these options are feasible for the student, the teacher can have construction paper pre-cut for these students to use.

For students who are easily distracted, the teacher will help students stay on task by consistently checking up on students and asking them questions about
their project in order to keep them on track.

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

EL students would benefit from this lesson by sitting in small group discussions because it would avoid putting pressure on them in front of a large class. The
teacher will also accommodate ESL students by using hand gestures, as well as visual demonstrations in order to communicate the creation process of the art
studio.

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

This lesson will encourage students to explore and celebrate their identity through their own work, as well as acknowledge and respects others celebrations
of identities. The use of VTS will enable students to formulate thoughts and opinions about artwork they most likely have not been exposed to yet.
Additionally, the art studio will allow students to experiment with different art materials and help them better understand the celebration of identity.

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

 Lesson Plan Template 7

The teacher will be asking open ended questions that refer back to the key concepts and the essential questions which will reinstate their knowledge in the
subject matter.

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

I will ensure my students safety by providing properly labeled products and purchasing the correct materials according to their grade level. I will also go over
proper use of scissors in order to prevent students from harming themselves or others. Additionally, I will supervise my students when they are working with
their art materials in order to make sure they are using the products properly and safely. Students will also receive a warning to not have any food or drink
near their art supplies and to wash both their hands and surfaces after completing their art project.

Lesson Resources/References (use APA; please identify, with an asterisk, article or chapter due for HW):
To Ink or Not to Ink: The Meaning of Tattoos Among College Students by Lynda Dickson, Richard L. Dukes, Hilary Smith, and Noel Stapko *

* 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