Lesson Plan Template 1

Art Education Lesson Plan Template: ART 133

Group 1 2 3 4 5 6 (please circle)
Print First and Last Names: ______Lexi Mccoy______________ _ ______Paula Colin_________________ ___Kyle Ostertag___________________
______Kristen Roderick___________
Lesson Title: Unity Quilt Big Idea: Unity Grade Level:5th
21st Century Art Education Approach(es):
Swarm Intelligence

Inspiration Artists, including those from underrepresented populations:

Andy Warhol and Jean-Michael Basquiat

Lesson Overview (~3 complete sentences):

Today each group will be designing a patch for a collaborative quilt. We will use Swarm Intelligence and collaborative skills to work together in table groups
and design a Unity Quilt. The Unity Quilt represents the entire table group.

Background Knowledge (~3 complete sentences):

The students’ prior knowledge of using fibers and other materials to create a simple weaving will scaffold today’s sewing techniques. The students studied
how art plays a role in reflecting life. The students previously demonstrated understanding of how a person’s own culture influences responses to art.

Align Big Idea with both Key Concepts and Essential Questions, below
Key Concepts (3-4):
1. Some examples of unity are religion, clubs, organization, sports,
hobbies, school, etc.
2. People come together to unite positively and negatively
3. Unity is being joined as a whole
4. Unity means creating common ground
Lesson Objectives:
1. Content area 2 Literacy : The students will (TSW) be able to . . .
Use language knowledge to collaborate with group members.
2. Content area 1 Visual Art : The students will (TSW) be able to . . .
Communicate and express a collaborative value, opinion, or insight
through meaningful art.
3. Content area 3 Math____ __: The students will (TSW) be able to . . .
Use measurement data to create meaningful art.
Essential Questions (3-4):
1. What is unity?
2. What ways do people unite?
3. Where do people unite?
Formative Assessment strategy (of assigned reading): The teacher will assess
clear understanding of the article by reviewing the assigned memos. We will
observe the students cooperatively discussing ideas and creating meaningful art
exercising unified strategies.
Summative Assessment strategy (of studio investigation): We will observe the
students cooperatively discussing ideas and creating meaningful art exercising
unified strategies. For math, we will observe the students utilizing measurement
and data strategies while creating their art. The students will use tokens to
identify and describe design in classmate’s art work.
 Lesson Plan Template 2

Common Core State Standards (2-3):
ELA (pp. 10-43, link HERE)
Math (pp. 10-52, link HERE)
1. ELA; Knowledge of language: Use knowledge of language and its
convections when writing, speaking, reading, or listening.
2. Math; 5.MD.B.2 Measurement and Data: Represent and interpret
data.
Vocabulary:
1. Swarm Intelligence: a social network of individual’s behaving for a time
like windily or self similarly
2. Unity: the state of being joined as a whole
3. Collaborate: working together on an activity to create something
4. Contribution: something you give in order to achieve something
5. Block: a square that is put together with other blocks to make a quilt
6. Quilt: a covering made fabric and kept in place by lines of stitching
California Visual and Performing Arts Standards (grades 1-6 only):
_x_1.0 Artistic Perception: 1.1 Identify and describe the principles of design and
visual compositions, emphasizing unity and harmony.
_x_2.0 Creative Expression: 2.7 Communicate values, opinions, or personal
insight through and original work of art.
___3.0 Historical & Cultural Context:
_x__4.0 Aesthetic Valuing: 4.2 Compare the different purposes of a specific
culture for creating art.
_x_5.0 Connections, Relationships, Applications: 5.2 Identify and design icons,
logos, and other graphic devices as symbols for ideas and information.
Materials: List all materials needed in the columns below.
Have: Purchase:
Various fabrics, needles, buttons, 1 spool of thread
watercolor crayons, glue sticks, 12 9”x12” felt fabric sheets
scissors, permanent markers
 Lesson Plan Template 3

Focus Lesson (teacher does):

Lexi (5 minutes): Greet the students at the door. At 2:00PM start an icebreaker discussion. DOES ANYONE HAVE A FAVORITE MUSIC GROUP? WHY ARE THEY
YOUR FAVORITE? HOW DOES THIS GROUP WORK TOGETHER?
Kyle (5-10 minutes): Invite students from the back to sit at the front. Facilitate VTS using intro statement card.
Kristen (2 minutes): Introduce inspiration artists and inspiration previous artists’ works.
Paula (2 minutes): Introduce the Big Idea, Key Concepts, and Essential Questions.

Guided Instruction (teacher and students do together):

Paula (5 minutes): Go over the key concepts and essential questions (students will popcorn read essential questions) Introduce the 21st century approach –
Play video https://www.youtube.com/watch?v=UcNm1c8kggE (STOP at 0:00 – 0:23)
Lexi (5 minutes): Give a quick overview of the day’s studio and briefly explain the lesson instructions (in PowerPoint): AFTER #3 EXPLAIN UNITY KEY
CONCEPTS ABOUT COMING TOGETHER FOR ONE CAUSE! Tell the students where the materials are laid out: left side of the room: thin and thick fabrics, glue
sticks, crayons, and 2 navy spools of threads, and half embroidery thread; right side of the room: white thread and half embroidery thread
(On the table: 2 pieces felt, 4 bases for the quilts, permanent makers, needles, and scissors)
Paula (1 minute): Sign out sheet for materials ***PERMANENT MARKERS & NEEDLES***

Collaborative Learning (students do together):

Give students time (5-7 minutes) to create a group work plan, allowing them to plan for deadlines, and divvy up responsibilities.

Modeling (teacher does):

Kristen (5-7 minutes): Will go over the steps for the different types of hand sewing stitches, ways to use the thin fabrics (glue stick) vs. thick fabrics (NO glue
stick, must sew), and an example of an idea of unity (Teacher example).

Independent Learning (students do alone):

Students will be creating their individual patches using the art making technique, sewing (40 minutes)

Closure:
Kyle (10 minutes): Wrap up warning 20 minutes before (3:30). Clean up 15 minutes before (3:35). Token walk 10 minutes before (3:40): Light bulb – ORIGINAL
DESIGN – Artists that used a new design technique. Brain - BIG IDEA – Art work that shows the big idea UNITY. Art supplies – ALL THE MATERIALS – Artists that
used all of the material available for this art activity. Magnifying glass – A LOT OF DETAIL – Art work that has a lot of small parts (DETAILS).
Discuss tokens received. Question: How does the Unity Quilt demonstrate unity?
 Lesson Plan Template 4

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?
The students will use a bigger needle instead of a small needle. The larger needle has a larger eyelet that is easier to thread, and the larger needle size is
easier to manipulate.
2. How will you adapt the various aspects of the lesson for English language learners?
We will use pictures to describe the lesson instructions, and we will also demonstrate the actual lesson one on one at a slower pace depending on the
student’s English language fluency.
3. How will this lesson allow for/encourage students to solve problems in divergent ways?
This lessons will allow the students to communicate and collaborate with their peers. In divergent thinking, there is no such thing as a bad idea, and this
is a similar thinking process when working in a collaborative group setting. Working in a group encourages creativity and new ideas, and the group
environment promotes independent problem solving skills.
4. How will you engage students in routinely reflecting on their learning?
We will engage students by asking open ended questions about unity, making connections to similar ideas (music groups), encourage students to
collaborate on their ideas, and using forms of the word unity in order to offer a realistic example of the abstract idea and label students’ actions that
promote unity.
5. How will you (a) address potential safety issues and (b) assure necessary precautions are followed? See OEHHA, link
During the teacher demonstration, the teacher will talk about safety in regards to using the needles and permanent markers. The teacher will also
explain the harmful repercussions. Needles and Sharpies should be distributed using a sign-out sheet in order to keep track of all the needles and
Sharpies distributed and to make sure they are returned.
Lesson Resources/References (use APA; please identify, with an asterisk, article or chapter due for HW):

Rolling, J. (2016). Swarm intelligence and collaboration. Art Education, 69:5, 4-6 *

https://www.youtube.com/watch?v=UcNm1c8kggE