Art Education Lesson Plan Template: ART 133

Group 1 2 3 (4) 5 6
Print First and Last Names: April Hurtado, Brittany King, Victoria Mata, Sonia Mendonca

Lesson Title: Fantasy Masquerade Big Idea: Fantasy Grade Level: 5th

21st Century Art Education Approach(es): Choice-based/ Learner-directed

Inspiration Artists, including those from underrepresented populations: Tanya Schultz, Lorra Lee Rose

Lesson Overview (~3 complete sentences)*:

Everyone creates their own form of imagination and their own different fantasies. Making art is a way to express our realities and fantasies through exploring
with different mediums, styles, processes, and perspectives. In this lesson imagination and various forms of media are utilized to create a fantastical mask

Background Knowledge (~3 complete sentences): Students should by now understand how art reflects life. (VAPA 3.1) They should also be able
to understand how to use language to clarify ideas in response to art works and an understanding of a persons own experiences affect the
works they make and how they respond to others works.

Align Big Idea with both Key Concepts and Essential Questions, below

Key Concepts (3-4): What you want the students to know.
1. Fantasy Utilizes imagination
2. Fantasy is improbable
3. Reality and Fantasy are related
4. Imagination brings Fantasy into Reality
Essential Questions (3-4): Restate Key Concepts using open-ended questions.*
1. What is Fantasy?
2. How do fantasies influence reality?
3. How does imagination promote fantasy
4. How does reality affect fantasy?
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 . . . use terms to effectively communicate
their ideas to peers and educator.
2. Content area 1 Visual Art : The students will
(TSW) be able to . . . utilize a variety of mediums to create
a fantastical representation of an individual.
3. Content area 3 Math: The students will (TSW) be able
to . . . utilize measuring techniques and tools to construct a
3-dimensional object that may feasibly be worn.
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?
* Students will demonstrate literacy skills and comprehension through discussing
and answering questions from the assigned reading.
Summative Assessment strategy (of studio investigation): How you will assess
Visual Art and Math? What will you be looking for?
*Students will use visual arts in making masks through various techniques with
multiple materials.
*Students will utilize math with geometry by measuring and cutting their face
masks to form their own face.
Common Core State Standards (2-3): List grade-specific
standards.
ELA (pp. 10-43, link HERE)
Math (pp. 10-52, link HERE)
SL.5.1: Comprehension and Collaboration-
Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacherled) with diverse
partners on grade 5 topics and texts, building on others
ideas and expressing their own clearly.
SL.5.4: Presentation of Knowledge and Ideas-
Report on a topic or text or present an opinion, sequencing
ideas logically and using appropriate facts and relevant,
descriptive details to support main ideas or themes; speak
clearly at an understandable pace
5.MD.C.5: Measurement and Data-
Understand concepts of volume and relate volume to
multiplication and to addition.
Vocabulary: Identify and define vocabulary that connect
the art form with the other two identified content areas.
1. Fantasy: involving variation on an existing work or
the imaginative representation of a situation or
story; a fantasia.
2. Reality: the state of having existence.
3. Imagination: forming new ideas, images, or
concepts of external objects that are not present.
4. Improbable: not true or likely.
5. Masquerade: appearance that is a mere disguise or
a show
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)
1.0 Artistic Perception:
1.2 Identify and describe characteristics of representational, abstract, and
nonrepresentational works of art.
2.0 Creative Expression:
2.7 Communicate values, opinions, or personal insights through an original
work of art.
___3.0 Historical & Cultural Context:
4.0 Aesthetic Valuing:
4.1 Identify how selected principles of design are used in a work of art and how
they affect personal responses to and evaluation of the work of art.
4.4 Assess their own works of art, using specific criteria, and describe what
changes they would make for improvement.
___5.0 Connections, Relationships, Applications:
Materials: List all materials needed in the columns below.
Have: Purchase:
Cardstock, paper plates, construction paper, cardboard, None
String, wooden dowels, elastic
paint, ink, sequins, glitter, glitter glue, puffy paint other
miscellaneous decorative items
Tools:
Scissors, cutting board, tape, stick glue, hot glue, stapler
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?

Opening: (~5 min)

Welcome in the class and introduce self.
Collectively use thought provoking questions to allow the students to settle in. Each teacher will ask one question to 1 or 2 students chosen at
random. The questions will all relate to fantasy.
Victoria- Do you believe in aliens? Why or why not?
Brittany- If you can have any superpower, what would it be and why?
April- Can you please share one dream or daydream you remember?
Sonia- What magical power would you use to make your life easier?
-Tell students all of these questions have our big idea in common, Fantasy!
April- Point out clearly each table or group is labeled 1-5.

PowerPoint: (30~35 min)

April: -Share PowerPoint title
-Introduce Big Idea of Fantasy & the 21st century approach: choice-based and learner directed. (1 min)
Victoria: -Reads class lesson overview (1 min)
Brittany: -List off key concepts
-Instructs class to popcorn read the vocabulary -chooses first student to read at random (2 min)
-Tell students to bring out memos & read over one more time
-highlight, star, underline, & circle key terms or anything you find important and useful (3 min)
Sonia: -Reads aloud Essential Questions for students to discuss amongst selves
-Students report out according to table/group number called upon (5 min)
Victoria: - Read aloud Article reading discussion questions.
-Assign each table/group questions to discuss (5 min)
-Each table/group will report out (5 min)
April: -Introduce Inspiration Artist Tanya Shultz & share why the group chose her. How her big idea is similar to hers. Show slides with
pictures of her installation pieces. (2 min)
 -Play YouTube Pip & Pop video (~2 min)
-Share how Tanya collaborated with a fashion designer and created an original piece to be featured in the show. And the designer was
inspired by Pip & Pop their collection reflects Tanyas art heavily.
-Play Romance Land video (~3 min)
Sonia: -Introduce second inspiration artist Lorra Lee Rose
- Discuss how her method in her art relates to fantasies. Show slides with pictures of the different pieces she makes and introduce the
concept of masks (2 min)
Sonia: -Go over learning objectives (1 min)
Brittany: -Cover Studio Investigation slide
-Shows materials available to use and where they are placed in the classroom. (2 min)

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

Demonstrations: (~8 min)

-Remind students to consider and use the terms when imagining and explaining their project objectives.
-Demonstrate how the different kinds of medium might be used on their mask. If any medium are particularly new or strange be sure to
model the techniques that can be used.
-Go over safety protocols with scissors, cutting board, and hot glue.
-Demonstrate how cutting and taping/gluing the mask in certain ways will allow it to become 3 dimensional.
-Explain and give examples of techniques on creating a way to hold or wear mask; such as a headband of string/construction paper (will
require measuring the head and likely collaboration to do so), or a wooden dowel (student will need to measure how distance from where
they want the mask to be to where they want their hand to rest)

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?
-What is fantasy?
-How do fantasies influence reality?
-How does imagination promote fantasy?
-How does reality effect fantasies?

How will you organize students?

-Students will be organized and seated in their original seats. Students will talk in their small group at their tables (groups of 4) among each
other.
-Tables will be labeled 1-5 to designate group numbers.
-During studio, students will be able to freely roam the classroom to retrieve materials and may work wherever they want in the classroom.

What will you do/say during each learning activity?

-See above lesson procedures.

What will the students do (see Lesson Objectives)?

-The students will (TSW) be able to . . . use terms to effectively communicate their ideas to peers and educator.
-The students will (TSW) be able to . . . utilize a variety of mediums to create a fantastical representation of an individual.
-Content area 3 Math: The students will (TSW) be able to . . . utilize measuring techniques and tools to construct a 3-dimensional object that
may feasibly be worn.

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?

-During the PowerPoint a slide will give students to discuss and ultimately answer questions regarding the assigned reading. They will share
ideas with their peers and listen to gain new and different perspectives.

-For determining a way to actually wear the mask, students will help one another take measurements and double check them to be sure that
they can construct a headband, adjustable-closure, or otherwise devise a method of wearing the mask.
Students will be encouraged to, if they feel comfortable, share their masks with one another and if they like explain the ideas and inspiration
behind the methods they used on their mask.

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?

-Students will be working on their own masks and conceptualizing their own idea of a fantastical identity. The concept of Fantasy will be explored
as the students utilize their imagination and acquired technical skill in order to conceptualize a fantastical (improbable/impossible) identity and
bring it into Reality. Students will work and explore Reality and Fantasy, determining the ways that the two are related, such as how one affects
the other. They will also reflect on the Fantasy that they imagined and the way Reality allowed them to execute this concept; they should
consider the things that are impossible, as well as the things they could do to expand and make other things possible. What do they need to
practice and develop their skills in to realize their ideas.

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?
At 1:35pm students will clean up for 5 minutes. Then sit in their original assigned seats and group share what their mask are and why they chose
that as their fantasies.
 Please respond to the following questions thoroughly and in complete sentences.

1. How will you adapt the various aspects of the lesson for differently-abled students, including English language learners and advanced
learners?
Students are able to work at their own pace and are able to take home or rent materials needed to finish their project. English language
learners can be helped through visual learning and can have extra demonstrations if instructions are unclear. Students who lack fine-motor skills
will have pre-cut out templates of their face masks.

2. How will this lesson allow for/encourage students to solve problems in divergent ways?
This lesson allows and encourages students to solve problems in divergent ways by giving them the opportunities to have free choice in what
they decide to create. The lesson encourages imagination and self direction as students are free abled to create what they desire.

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

Before assigning tables a question on the assigned reading, they will review their own memo. Going back over it one more time to see if they
can highlight any key terms or star* something they find important.
During studio investigation all four teachers will be roaming the classroom and visiting each student. Asking them where they got their inspiration
or how they were lead to a specific idea.

4. How will you (a) address potential safety issues and (b) assure necessary precautions are followed? See OEHHA, link HERE
We can address potential safety issues by ensuring all art materials are safe and making sure what the dangers are on the art products.
Walking around the room engaging with students will be helpful to watch over the students and make sure no student is handling the product
unsafely. If paint is used, it is important to ensure ventilation in the classroom. It is also important to keep food and drinks away from the art
products so students are not at risk of inhaling or swallowing any material. Lastly, a proper clean up with wiping down tables and desks is
necessary to make sure everything is stored away and out of reach.

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

F. (2008). Masquerade and Mardi Gras Masks. Retrieved November, 2017, from
https://www.firstpalette.com/tool_box/printables/masquerademask.html

*Gude, O. (2010). Playing, Creativity, Possibility. Art Education, 63(2), 31-37.

 Interview: Pip and Pop. (2014). Retrieved November, 2017, from http://www.hotngoldmag.com/pip-and-pop

* Include this information during the peer Media and Techniques Workshop 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