Lesson Plan Template 1

Art Education Lesson Plan: ART 133

Group 1 2 3 4 5 6 (please circle)
Print First and Last Names: Zachariah Amelio Claudia Cuevas Rosy Castaeda Emily Bakken

Lesson Title*: Different Forms of Life Big Idea*: Life Grade Level*: 2nd
21st Century Art Education Approach(es): Meaning-Making

Inspiration Artists, including those from underrepresented populations: Deborah Butterfield, Tim Pugh, Michelle Reader, and Yong Ho Ji

Lesson Overview (~3 complete sentences)*: Students will create an animal (real or imaginary) that represents their life. This will showcase the students
ability to explore and use the elements and principles of art. They will also understand the meaningful connections between art and life.

Background Knowledge (~3 complete sentences): Students have learned about life cycles. Students have knowledge of basic animals. Students will use that
prior knowledge to choose an animal most like themselves. Additionally, students have motor skills in cutting and gluing.
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. Life is defined as the active existence of plants and animals/living 1. What is life?
things. 2. What different forms of life are there?
2. Life is anything that exists as either plant, animal, or human. 3. How do artists use art to communicate and express their lives?
3. Art both reflects and informs life. 4. How can personal life influence your interpretations of art?
4. Life consciously and unconsciously influences our interpretation.
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 will (TSW) be able to Formative Assessment strategy (of assigned reading): How will you assess
demonstrate comprehension about the Big idea, life, and the Literacy? What will you be looking for?*
importance of meaning-making in art. At the beginning of class, students will be required to take out their notes and
highlight or circle the most essential part of the reading. They will be required to
2. Content area 1 Visual Art : The students will (TSW) be able to create answer a question as a group and then report back to the class. Answers must
a work of art that represents their lives by using nature, different art include the Big Idea and 21st century approach.
mediums, and techniques.
Summative Assessment strategy (of studio investigation): How you will assess
3. Content area 3 Science : The students will (TSW) be able to explore Visual Art and Science ? What will you be looking for?*
different living objects in nature and develop a working definition of what Students will be required to make connections and call upon their previous life
it means to be alive. experiences to make a meaningful work of art and maintain a discussion with
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peers. The students will be continuously assessed throughout the lesson. During
studio time, teachers will walk around asking students questions about their
artistic process as well as the reason why they chose a specific animal. Students
will use their art skills and knowledge to design and create their animal;
additionally, they will also reflect back on how their experiences give their
animal a sense of life. At the end of class, students will also fill out a written
reflection.

Common Core State Standards (2-3): L ist grade-specific standards. California Visual and Performing Arts Standards (grades 1-6 only) (3-5): Check all
ELA (pp. 10-43, link HERE) that apply and add number and description of applicable content standard.
Math (pp. 10-52, link HERE) (pp. 122-143), link HERE)
1.Grade 2-Standard #8 for Writing- Recall information from experiences ___1.0 Artistic Perception:
or gather information from provided sources to answer a question. X 2.0 Creative Expression:
2.2 Demonstrate beginning skill in the use of art media, such as oil
2. Grade 2- Standard #1- Participate in collaborative conversations with pastels, watercolors, and tempera.
diverse partners about grade two topics and texts with peers and adults in 2.3 Depict the illusion of depth (space) in a work of art, using
small and large groups. overlapping shapes, relative size, and placement within the picture.
A) Follow agreed-upon rules for discussions. X 3.0 Historical & Cultural Context:
B) Build on others talk in conversations by linking their comments to the 3.1 Explain how artists use their work to share experiences or
remarks of others. communicate ideas.
C) Ask for clarification and further explanation as needed about the t opics X 4.0 Aesthetic Valuing:
and texts under discussion. 4.1 Compare ideas expressed through their own works of art with ideas
expressed in the work of others.
___5.0 Connections, Relationships, Applications:
Materials: List all materials needed in the columns below.
Have Purchase
Vocabulary: Identify and define vocabulary that connect the art form with Leaves
the other two identified content areas.* Pebbles
1. Life: Active existence of plants and animals. Construction Paper
2. Nature: Physical universe and its forces. Glue
3. Biology: The study/science of plants and animals. Hot Glue
4. Transformation: Change the form or condition of something. Googly Eyes
5. Experiences: Things one has done or lived through. Acrylic Paint
6. Meaning-making: the process of how persons construe, understand, or Paint Brushes
make sense of life events, relationships, art, and the self.
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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.

Focus Lesson (teacher does): One of the first activities is a class discussion. Here e students are asked to take a minute to draw an animal that they identify
with before the presentation and lesson begins. This activity is meant to be spontaneous and a sort of brainstorming activity. Its meant to be quick and to
give the students an opening to what our lesson could be about, as well as a precursor to what we will be doing during the studio investigation time. Animals
and life are directly linked together, so it combines meaning-making, science, and imagination. Students immediately think what animal they want, draw it
out, and then talk with their peers about why that animal was the one that they chose.

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?

Modeling (teacher does): Presenter demonstrates how to do the studio. The presenter will show how to make an animal with materials that have been
previously gathered. First we will cover safety, how to use a glue gun, proper use of scissors, and the careful choice of plants to be gathered. The teacher will
show the class how to assemble the animal with outdoor materials. Once the animal has been created, students will be shown the results of gluing together
the animal and how they are able to combine meaning-making with life. They will be shown how to use nature to create something new and unique. For
instance, if they choose certain colors to symbolize a certain energy to their art piece, it will help them form a more meaningful piece.

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).

Guided Instruction (teacher and students do together): The lesson plan has many different essential questions that apply to the topic of life. For example,
questions can be simple as Where does life exist? or How do artists use art to communicate and express their lives? In order to organize the classroom,
students will be placed into groups of four at each table. Each learning activity stresses the importance of the big idea of life and reaffirms the students
connection with life and the animal that they are creating. Ultimately, the students will be creating an animal that they most identify with and then taking life
outside of the classroom (i.e. sticks, leaves, and pebbles) to create their animal in the classroom.

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)?
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Collaborative Learning (students do together): Students will be required to work with their assigned groups to discuss their understanding of the reading.
This will allow them to compare ideas and see how others have different or similar interpretations of the same reading. Students will later discuss why they
chose the animal that they most identify with. This will allow students to hear each other's ideas as well as decide if they want to change their animal.

What activity will you include so that students have an opportunity to negotiate understandings and engage in inquiry with peers?

Independent Learning (students do alone): Students will begin by going outside for ten minutes to look for materials. After they find their leaves, students
will take their drawing and transform that drawing with the materials they gathered. By taking the leaves and turning it into the animal that they most
identify with, students will explore the life cycle using the outdoor materials and choosing an animal to represent themselves.
The students will be provided with materials such as leaves, glue, and paint so that they can use their previous life experiences to create an animal that
represents their life.

What activity will the students complete independently to apply their newly formed understanding to novel situations? What will the students explore
independently?

Closure: After finishing with the studio, students will have ten minutes to clean up. One person from each group will make sure that the tables are clean and
the supplies are returned to where they need to be. Then, the teacher will pass out a blank piece of paper for students to answer the following prompt: Why
did you pick this animal, and how does it represent your life?

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?

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?

English Language Learners: Provide instructions in the language that the student speaks. A visual demonstration is helpful as the student can view the project
visually and better understand what the class is creating.

Advancer Learners: The students will create more animals or design a scenic background to go along with their animal.

Differently-abled students: Students with less developed motor skills can use their leaves to create a collage.

2. How will this lesson allow for/encourage students to solve problems in divergent ways?
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It allows students to be creative and to use leaves to create their own animals. They can change the color of the leaves, blend them together, cut them out,
and make them as realistic as they would like when constructing the animals.

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

The teacher will walk around the classroom and ask each student why they identity themselves with that animal, why they chose those leaves, and why the
animal is important to them.

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

The potential safety issues that the project has revolves around the use of hot glue and scissors. Its important to remind the students not to eat the nature
materials and to be cautious when using the hot glue gun and scissors. The necessary precaution that follows would be for the students to wash their hands
afterwards.

Lesson Resources/References (use APA; please identify, with an asterisk, article or chapter due for HW):
*Gude, O. (2013). New school art styles: Project the of art education. Art Education, 66(1), 6-15.
*Vasko, Z. (2015). Connections between artistic practice and experiences in nature: Considerations for how art education can engender ecological
awareness. Canadian Review Of Art Education: Research & Issues, 42(2), 69-79.

Videos:
[Smithsonian American Art Museum]. (2017, November 2). Deborah Butterfield on Horses in Art and Life [Video File]. Retrieved from
https://www.youtube.com/watch?v=LIGtgfvQrwE
[TOYO TIRES JAPAN]. (2017, November 2). Lion made from TOYO Tires [Video File]. Retrieved from https://www.youtube.com/watch?v=fGftc4Hn4mo

* 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
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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