Lesson Plan Template 1

Art Education Lesson Plan Template: ART 133

Group 3
Print First and Last Names: Gabrielle Austin, Julia Duncan, Jennilee Fisher, Hannah Pierce

Lesson Title: Aspiration Wheel Big Idea: Dreams Grade Level: 1st
st
21 Century Art Education Approach(es): Meaning Making and Modified Play

Inspiration Artists, including those from underrepresented populations: Dan Keplinger

Lesson Overview: Students will be able to examine an art piece using critical thinking and provide feedback on their interpretation of the piece.
Students will then go over their reading assignment in groups and be able to explain in their own words what they read and what points they
found the most important. Lastly, there will be a demonstration on how to make their own personalized art pieces during their allotted studio
time.
Background Knowledge: We are going to talk about what culture is, what respect is, how respect relates to culture, how we can respect
cultures and differences in others, how respect makes others feel, and give a hypothetical situation where someone is being disrespectful.
We’re also going to hold a VTS where we look at different paintings and talk about different techniques the painter might have used.
Align Big Idea with both Key Concepts and Essential Questions, below
Key Concepts: What you want the students to know. Essential Questions: Restate Key Concepts using open-ended questions.
1. Diversity can be beneficial for the 1. How can diversity be beneficial for the community?
community. 2. What can setting goals help individuals achieve?
3. What can cooperation and teamwork help individuals accomplish?
2. Goal setting can influence motivation.
4. Why are aspirations important?
3. Teamwork and cooperation can help individuals achieve
their specific goals.
4. Aspirations are goals or tasks that individuals wish to
achieve.
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Lesson Objectives: What you want the students to do via three Formative Assessment strategy (of assigned reading): How will you
content areas. assess literacy and what will you be looking for?
1. Content area 2 Literacy : The students will be able to Providing students with time to discuss in groups what influences
motivation, and why it is important for students to set goals they want to
define and use key terms used within the lesson.
achieve in their lives. We will be looking for students creating posters with
2. Content area 1 Visual Art : The students will be able to doodles, sketches, visual symbols, and quotes to represent the vocabulary
use their critical thinking skills when observing an art piece and that correlates with the images that they chose to incorporate in their
posters.
explain their own interpretations to their peers.
3. Content area 3: History : The students will be able to
understand the importance of being respectful to their own and
other cultures; as well as, their customs and appreciate the

differences that they share, because the community includes
members from various cultures.
Summative Assessment strategy (of studio investigation): How you will
assess Visual Art and History? What will you be looking for?* A
summative assessment strategy for visual art in the studio investigation,
will be having students identify the big idea of “dreams” and represent
their goals in life through the painting on their Aspiration Wheels. The
instructors will be looking for student participation during the group
discussion and that the students are creating the doodles, quotes, and
visual sketches that relate to the vocabulary words onto their posters. A
summative assessment strategy for history in the studio investigation will
be having the students discuss in both small groups and as a class how
various cultures, the unique differences and customs of others can
benefit the community. The students will also proceed to have a gallery
walk after their aspiration wheels are completed to display the various
aspirations that each student dreams to achieve.
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Common Core State Standards (2-3): List grade-specific standards. California Visual and Performing Arts Standards (grades 1-6 only) (3-5):
ELA (pp. 10-43, link HERE) Check all that apply and add number and description of applicable
content standard.
Math (pp. 10-52, link HERE)
(pp. 122-143), link HERE )
1. Speaking and Listening: Participate in collaborative
conversations with diverse partners about grade 1 topics _x_1.0 Artistic Perception: 1.2 Distinguish among various media when
and texts with peers and adults in small and larger groups. looking at works of art (e.g., clay, paints, drawing materials).
a. Follow agreed-upon rules for discussions (e.g., ___2.0 Creative Expression:
listening to others with care, speaking one at a time _x_3.0 Historical & Cultural Context: 3.3 View and then describe art from
about the topics and texts under discussion). various cultures.
b. Build on others’ talk in conversations by responding _x_4.0 Aesthetic Valuing: 4.2 Identify and describe various reasons for
to the comments of others through multiple making art.
exchanges. ___5.0 Connections, Relationships, Applications:
c. Ask questions to clear up any confusion about the Materials: List all materials needed in the columns below.
topics and texts under discussion.
Have: Purchase:
2. Math: Measurement and Data 1.MD: Measure lengths ● Paper plates ● Feathers
indirectly and by iterating length units. ● Yarn ● Hemp cords
a. Order three objects by length; compare the lengths ● Beads
of two objects indirectly by using a third object.
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● Tissue paper
3. History and Social Science: 1.1 Students describe the rights ● Construction paper
● Pencils
and individual responsibilities of citizenship.
● Markers
2. Understand the elements of fair play and good ● Scissors
sportsmanship, respect for the rights and opinions of others, and ● Glue sticks
respect for rules by which we live, including the meaning of the ●
“Golden Rule.” Whole punchers
●
Paint brushes
●
1.4 Students compare and contrast everyday life in different Water buckets
●
times and places around the world and recognize that some Paint palette
●
aspects of people, places, and things change over time while ● Acrylic paint
others stay the same. ● Ruler
3. Recognize similarities and differences of earlier ● Tape
generations in such areas as work (inside and outside the home), Poster paper (discussion
dress, manners, stories, games, and festivals, drawing from activity)
biographies, oral histories, and folklore.

1.5 Students describe the human characteristics of familiar

places and the varied backgrounds of American citizens and
residents in those places.
1. Recognize the ways in which they are all part of the same
community, sharing principles, goals, and traditions despite their
varied ancestry; the forms of diversity in their school and
community; and the benefits and challenges of a diverse
population.
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Vocabulary: Identify and define vocabulary that connect the art

form with the other two identified content areas.
1.Aspirations
2.Ambitions
3.Confidence
4.Dedication
5.Perseverance
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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?

● The beginning of the lesson will be facilitated by Julia in which she will introduce the new key concepts, big idea, 21st century art
education approach, and vocabulary terms into the classroom through a series of different group activities and discussions that require
critical thinking skills when answering the given question prompts with their groups.
● Next, Gabby will introduce the inspired artist through a VTS activity that will be done together as a whole classroom. it will consists of
two different images in which students will analyze one at a time and share with the classroom what they see. After the classroom is
done analyzing the images, Gabby will then go into more detail of Dan Keplinger’s background story, what his dream was, and how he
reached it. After, Gabby will ask students how the big idea and vocabulary relates to Dan Keplinger.
● We will then transition into the cultural background for our studio so students understand the importance of respecting one’s culture
by learning about the Ojibwa tribe. Hannah Pierce: (around 5 mins on PowerPoint.) Will stand to the side of the screen as to address
topic. Will be addressing students. “There are many ways that we can appreciate diversity around the world. One of the most
beautiful things about our world is that it is a diverse place! Please remember to keep our essential question in mind: How can diversity
be beneficial for the community? We ethically and morally cannot make the Aspiration Wheel without giving credit to the Ojibwa
people and their original dream catcher idea. It would be wrong and a serious form of cultural appropriation. The Aspiration Wheel
project is inspired by the Ojibwa tribe’s dream catchers. They are a native American tribe. The Ojibwa are most well known for being
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the first tribe in the 1600’s to make contact with Europeans to become active members of the French fur trade. They are also known as
the Chippewa, Ojibwa, and Ojibwe to name a few. While they sound like different tribes, all of these names do refer to the same people.
However, they call themselves Anishinabe in their native language, which translates directly in their native language to “first man.”
There are over 150 different bands of the Ojibwa, and they are one of the largest native American tribes with 175,000 tribal members
today. The Ojibwa originally inhabited regions near Lake Superior, such as Minnesota, Wisconsin, Michigan, Ontario, Manitoba, and
Saskatchewan. This region is the perfect climate for Birchwood trees to grow in. Birchwood trees require subpolar climates with long
cold winters and short cool summers. The bark can be easily stripped from the tree. Major characteristics of Birchwood bark are that it’s
lightweight and flexible. These trees grew in great quantities in the location of where the Ojibwa tribe settled in. Spring time is the most
important season for the Ojibwa, as that is when birch bark is at its easiest to remove. Women tribal members would remove bark from
birch trees and pound it into large rolls so it would be easier to transport. The bark was used all year long, in everything from sturdy
wigwams to live in, snowshoes to walk in, utensils and dishes to eat off of, homes to live in, and pails to carry water. One of the more
well known items that the Ojibwa were famous for making were fast, lightweight canoes, called “bark canoes.” These canoes were
meant for fast-paced travel through rivers and shallow waters. Because Birchwood is so flexible, it makes it very versatile. Not only did
the Ojibwa use it to make homes, canoes, and dishes, but they also used it in making arts and crafts. Ojibwa people are considered the
first tribe to create the dreamcatcher. It is important to remember that it’s a misconception and stereotype that all Native American
tribes made dream catchers. The majority of tribes do not consider dream catchers to be a part of their traditional culture! Ojibwa
dream catchers were typically decorated with totem animals, extremely intricate beadwork, and stones, and were very small, about 3
inches in diameter. Grandparents would make them for newborn grandchildren to help them sleep peacefully. They believed that bad
dreams would be trapped in the webbing because they could not find a way out. Once the morning sun rose, the bad dreams would be
destroyed. Unlike the bad dreams, good dreams knew their way around the webbing and would travel down through the feathers and
into one’s mind providing a good night’s rest. Many Native American tribes taught lessons through nature because it influenced their
everyday lives and chances of survival. Like other tribes, the Ojibwa stories involve elements from the biosphere. There is actually an
Ojibwa legend that tells how the dream catcher came to be. It is said that the dream catcher came to be because of who the Ojibwa call
“Spider Woman,” who is the female force of all creation. Spider Woman took care of her children, who are the people of the earth. She
is the one who brings the sun to the people. She does this by building a special web every day before dawn, and the Ojibwa say you can
see how Spider Woman has captured the rays from the sunrise in the dew on her web. Long ago, the Ojibwa nation was said to be
factioned into several clans who lived together in one place. When the Ojibwa clans made the decision to split, each faction moved to
one of the 4 corners of the North American continent. Because they were so widespread, Spider Woman could not make the journey to
all the different areas to bring sunlight in her web, so she instructed all the tribal women to weave a magical web (the dream catcher) for
new babies. The circular shape of the dream catcher represents how the sun moves across the sky. Ojibwa dream catchers typically
have 8 points that connect to the center, which is also typically circular, to represent Spider Woman’s 8 legs and her relationship to the
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sun. Weaving is done in the same fashion that traditional Ojibwa snowshoes are woven in. Some Ojibwa dream catchers also have a
feather in the center of the dream catcher to symbolize breath, which is essential for life. The type of feather also matters as well! The
feather of an owl is said to be a woman’s feather, and represents wisdom, while an eagles feather is said to be a man's feather and
represents courage. It is made VERY CLEAR in the Ojibwa culture that dream catchers be hand crafted! Buying one at the store is
blasphemy to the Ojibwa. If the dream catcher is not hand crafted, they lose their meaning without the time and care it takes to
handcraft one. As in traditional Ojibwa custom, the Story of the Seven Fires should also be told while making a dreamcatcher.

2. 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).

The students will be able to demonstrate defining and using key terms used within the lesson by watching the PowerPoint, listening to the
vocabulary words and making posters on the words, as well as performing a VTS on two images. The students will demonstrate being able to
use their critical thinking skills when observing an art piece and explain their own interpretations to their peers through VTS, as well as the
studio walk through at the end of the lesson. The students will demonstrate being able to understand the importance of being respectful to
their own and other cultures; as well as, their customs and appreciate the differences that they share by performing our large group
discussion on diversity and why various cultures benefit the community. Our key concept “diversity can be beneficial for the community” can
be said as “community is like a sea of fish, every fish as its own special role.” Our key concept “Goal setting can influence motivation” can be
said as “your motivation is your reason for doing something. Our key concept “teamwork and cooperation can help individuals achieve their
specific goals” can be said as “Hard work can be finished with the help of a good buddy.” Our key concept “Aspirations are goals or tasks that
individuals wish to achieve” can be said as “A dream is a something you want to do more than anything else.”

3. 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)?

● Julia (Appx. 12-15 minutes) Julia will present powerpoint slides two through eight. She will start by stating the 21st century art
approaches in which we will be addressing throughout our studio. These art approaches consist of meaning making and modified play.
On the next slide, Julia will then explain the definitions of these 21st century approaches and how students will accomplish meeting
these requirements through their own studios. The next slide that she will present will be the key concepts. These consist of: 1.
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Diversity can be beneficial for the community, 2. Goal setting can influence motivation, 3. Teamwork and cooperation can help
individuals achieve their specific goals, and 4. Aspirations are goals or dreams that individuals wish to achieve. The next slide, Julia will
state the essential questions in which the students are to keep in mind throughout the rest of the powerpoint and studio. The essential
questions that Julia will ask are: How can diversity be beneficial for the community? What can setting goals help you achieve? What can
cooperation and teamwork help individuals accomplish? and Why are aspirations important to have? Julia will then organize the
students into small groups of 4, where the students will discuss questions 1 & 2 if they are in groups 1,2, and 3, or questions 3 & 4 if
they are in groups 4,5, and 6 for about 2-3 minutes. The students will then engage in a class discussion on each of the essential questions
for about 2-3 minutes, so that each student has an understanding of each essential question. After this, Julia will then correlate a quote
from the article into the discussion and will pose the question “why are setting goals important for people to progress, and what can you
do as an individual to become motivated?”. This think/share will take appx. 3 minutes. Next, Julia will state the five vocab words for the
students to keep in mind throughout their studio. These consist of aspiration, ambition, confidence, dedication, and perseverance. Julia
will then wrap up her section of the powerpoint by leading a small group activity in which students will draw in doodles, sketches, visual
symbols, or quotes, on the poster paper provided at each table, about what the vocab words, ASPIRATIONS, AMBITION, DEDICATION,
PERSEVERANCE, and CONFIDENCE mean to them as the students. This will take appx. another 5 minutes. Students will then pass their
posters from table to table to share their ideas with fellow classmates, until the poster returns back to them.
● (Gabby Approx. 20 minutes) The VTS activity will be facilitated by Gabby where students will analyze two different images that will be
completely unknown as to where and when they were made and who made them. For each image, students will be given around 5
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minutes each to look and use their critical thinking skills to dissect the image in front of them. When a student sees something in the
image, they will raise their hand and Gabby will call on the student to ear what they have to say. After listening carefully, Gabby will
paraphrase what they said as best as she can so others around them may have a better time understanding their point of view by hearing
it in other words. After the VTS activity is over, Gabby will introduce our inspired artist, Dan Keplinger, for the lesson and how he
connects to our big idea, dreams, for about 3 minutes. When discussing Keplinger, Gabby will then bring the vocabulary words back into
play by asking the class how the terms can relate to Keplinger. In groups, students will come up with how Keplinger relates to the terms
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● for about 4 minutes and will immediately report back to the classroom to show their answers for about 2 minutes.
Jennilee (Appx. 5 minutes for instruction and 10 minutes for demonstration) The studio investigation will be introduced by Jennilee.
She will inform the students that the “Aspiration wheels” were inspired by dream catchers from the Ojibwa tribe. Jennilee will then
inform the students that the “Aspiration wheels” should convey a dream that the individual students wish to achieve in their lives. The
briefing of the aspiration wheels should be explained within 2 minutes. The materials needed will be verbally announced to the students
and a slide on the powerpoint will be presented, so that students can listen to what they will be expected to use when creating their
artwork and have a visual list to refer to before obtaining the needed materials. The materials will be organized on the left and right
counters of the classroom, to enable individuals the ability to access the material they need quickly and efficiently. The procedures will
be conducted by Jennilee for 3 minutes in the front of the classroom with a projection of the written steps on the powerpoint presented.
Jennilee will then ask the first two groups at the front of the classroom to move towards the back of the classroom to and gather around
Jennilee to observe the demonstration on how to create the “Aspiration wheel”. This transition of students moving from the
front of the classroom to the back of the classroom should take less than 2 minutes. The materials needed to conduct the demonstration;
a paper plate, acrylic paint, paint palette, water bucket, hole puncher, hemp string, and a few feathers should already be set up at the
back table where the demonstration will occur. The demonstration should take no more than 10 minutes. Jennilee will remind the
students of a specific vocabulary word and assess the student’s understanding on the definition of aspirations. Jennilee will then inform
the students that they will be painting their goals they wish to accomplish on the face of the paper plates. The dreams can either be goals
that are intangible or tangible through occupations; such as, living happy lives or becoming an astronaut. Students will be informed that
they will only be allowed to take up to 6 feathers, and use up to 10 inches of string per string. This is to conserve the materials that are
limited to each student. Once Jennilee decides on a dream she chooses to paint on her paper plate, she will hole punch the aspiration
wheel, show the students how to tie the strings onto the plate, and demonstrate how to tie the feathers onto the strings. Jennilee will
remind the students that they should help their buddies, or individuals in their group, whenever someone needs help tying on a string or
etc. This will emphasize peer assistance, which permits students to teach, inspire, or assist one another when needed. To incorporate the
21st century art education approach of modified play, Jennilee will inform the students to experiment with the various material
organized on the left or right of the counters. The artwork should convey the aspirations the students wish to accomplish, thus the
individual aspiration wheels should be different in appearance from one another. The play is modified because the students will be
required to use acrylic paint, string, and feathers to create their artwork. However, the students are responsible for designing their
artwork to be unique and meaningful towards their specific goals in life. The various material that will be available for students within the
classroom may potentially influence the students to feel confident within themselves to utilize the different materials. The duration of
the studeo
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investigation should be about 50 minutes, in which Jennilee, Julia, Gabby, and Hannah will be visiting each student individually to quickly
ask about the meaning to their aspiration wheel, and answer any questions. When the students have been work for 35 minutes, Jennilee
will inform the students to finish wrapping up because there is only 15 minutes left of the class time used for studio. After the students
have been working for 50 minutes, Jennilee will conduct the students to engage in a gallery walk as a closure.

4. 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? Students will engage in group discussions where they will discuss ideas and
findings based upon the article assigned.

Julia will facilitate an activity that goes over what students took from Bowman’s reading. The discussion time taking place in small groups to
answer the two questions on the powerpoint. Another activity Julia will be conducting is students will discuss why setting goals are important
for people to progress, and what you can do as an individual to become motivated. After students come up with their answer, they will share
their responses with the rest of the class. Julia will then facilitate a collaborative learning activity where students will work in their same groups
to work together for by filling out a poster defining the vocabulary words: aspirations, ambitions, confidence, dedication, perseverance. After
students are done filling out their posters with definitions, quotes, sketches, and/or visual symbols, they will begin passing around their work to
other groups and compare and contrast the differences and similarities they have with their own poster.

5. 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 independently explore their own dreams and aspirations when creating their aspiration wheels during the studio investigation
within the 50 minutes they are given to create their aspiration wheels. The students will also use their new awareness of recognizing the various
cultures within society and how the diversity within a community helps individuals succeed in achieving their own goals in life. Furthermore,
students will be able to understand how the unique traits and cultures of others can contribute prosocially towards society for everyone to
progress in achieving their individual goals or completing certain tasks. Introducing meaning making to students will enable children to relate
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information they learn within the classroom and inspire them to independently practice relating content learned in an academic setting with
their experiences outside of the classroom.

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?

Jennilee will inform the class for 1 minute that the students will be engaging in a gallery walk. We will end the lesson to solidify learning by doing
a gallery walk around the classroom, so that the students will be able to observe the various dreams or aspirations that each individual wishes to
achieve. Furthermore, diversity within the community would also be demonstrated through the unique Aspiration wheels that the
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students created through meaning making artwork. This will allow students to view other individual pieces of art and and reflect on their own as
well. Students will then recognize the different dreams that others wish to accomplish and then potential be available to support one another in
achieving each other’s goals and maintain their motivation.

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?

For students with disabilities, we will adapt the various aspects of the lesson depending on the individual student’s needs. For instance, if a
student has a physical disability such as being handicapped, we will make sure that all of the materials needed for completing the project are
easily accessible. We will also emphasize helping one another in the classroom. By establishing a randomized buddy system, the pairs can help
each other when needed and share one another’s strengths. When it comes to students with intellectual disabilities, such as autism, the
students can help their partners out, and by doing this the entire class is receiving help rather than singling out one child in specific. If a child
then requires more help or attention, then it will be our job as the teacher to walk through the processes with them and help them achieve the
assignment along with every other child.

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

For students who are English Language Learners, we will use plenty of visual aids, such as the VTS technique. We will also be using lots of
gestures and hands on learning through our demonstration of how to build an aspiration wheel. We could also use a buddy system where
English language learners are paired up in a randomized buddy system so that everybody has somebody to rely on for help throughout this
project. If the student needs further help, then we as educators can try out hardest to work them through the project. If this doesn’t work well,
we could also call in a translator.
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3. 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 since there are aspects in which students will communicate and
work together. For instance, before actually starting the making of the aspiration wheels, students will discuss within their groups the readings
in which were assigned. Not all students may agree, but they will learn to solve their disagreements by staying respectful listeners to other
student’s opinions. Students will also need to solve the problem of balance when actually constructing their aspiration wheels. In order for the
wheel to sit properly, students will discover trial and error to achieve the balance required.

* Include this information in the form of a PPT, Prezi, etc.

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

We will engage students in routinely reflecting on their learning by asking discussion questions throughout the powerpoint presentation. In
doing this, the students will be discussing what they are learning and reflecting on how this relates to their own lives. At the end of the activity,
students will also be encouraged to reflect on their aspiration wheels and the process in which it took to create them.

5. How will you address potential safety issues and assure necessary precautions are followed?

We are addressing the potential safety issues by handling the materials they will need ourselves so students will not have to walk around the
classroom handling anything sharp. We also checked the list of toxic and dangerous materials that are prohibited from the classroom by
checking the OEHHA guidelines posted on their website before incorporating them in our lesson plan.

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

Bowman, Richard F., Jr. (2007). How can students be motivated: A misplaced question?(Report). The Clearing House, 81(2), 81-86.

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