Needs Assessment Chart

Who
Age Gender Mix Interests Cultural Awareness Continuum of
Learners
9-11 Roughly 50/50 Friends Predominantly
4th & 5th Sports White students, less Background
graders Art than 10 students in knowledge to
Music this group are of prepare
Socializing another ethnicity students
including Hispanic began on the
and African first day of
American. class this
school year.

See “Prior
knowledge”
below.

Group size

119

What
Topic for Will the students Hands-on? Computers Resources?
Instruction have any prior available?
knowledge of this I will have a Information
Learning about topic? variety of A computer and will be handed
career speakers projector/screen will out about each
opportunities discussing their be available for presenter
that require an Students began the careers and their presentations.
education in school year by background in the
the arts. learning about a arts. The goal is
variety of to have some
opportunities speakers involve
artists have as well students in their
as careers an artist presentation.
may choose to go
into as a means to
motivate their
learning in the art
room this school
year.

When
During school Saturdays Summer How many hours for Total number
hours: N/A N/A each session? of hours

Friday 1 session 9-10:30 1 hr 40

December 1st minutes
5 speaker sessions
@ 20 minutes

Where
Setting Location Space Safety Concerns

School Chesapeake School cafeteria No safety concerns

Cafeteria Terrace Elementary at this time

7E Integrated Learning Plan  

Age range: Children ages 9-11 in 4th & 5th Grade

Topic: Careers in the Arts!

Objectives:  Students will attend an assembly featuring a variety of local professionals

who have careers in the arts. Students will be invited to include comments and ask
questions during presentations as well as interact with presenters & examples of their
work.
Materials
Laptop
Projector/Screen
Microphone & PA hook up
Extension Chords
Print outs
Artist examples

Engage
 How will you capture interest?

I have chose speakers who are lively, informative and entertaining for students
to learn about. My speakers range from Acting camp coordinator to yoga
instructor. As part of their presentation, presenters will show examples of work,
interact with students, bring hands on examples for students to see in person as
well as perform.

Elicit
  What do you need to know?

Students need to understand why they receive training in visual arts, music, and
instrumental music as part of their everyday education and why it is important.

 What do you already know?  

Students know that they are required to take classes in the arts to blossom
their creativity, critical thinking skills, and problem solving skills.

 How do we know this?

Students consistently demonstrate as well as reflect on their artwork, and

performances as part of their assessments every quarter.
Explore- Doing
 Academic concepts (science, math, etc.) and/or

Academic concepts will be presented in following classes, as students will learn

about careers they may not have considered such as architecture and fashion
design, which requires measurements and math.

 Real life learning (how to do…)

Students will be asked to participate in an assembly wide discussion, they may

also be asked up by presenters to volunteer with things such as: playing an
instrument and/or acting out a scene, etc. As a follow-up to our assembly
students will be given a variety of resources available to them in their
community to follow art inspired interests such as Dance, Theatre, Music, and
Art.

 Other?

Students will be asked in their art classes during the week of December 4th to
reflect on a speaker/career by completing the assessment below. As time was a
factor for this assembly and because of it’s success with my administration and
students, I would like to hold another Career in the Arts! Assembly in the spring
featuring more performance based speakers. I may pair this with our annual art
show.

Explain
 Share understandings

The goal is for students to gain an appreciation for the arts but to also
 understand why it is such an important part of our education and our future.
Many students do not realize the wide variety of possible future careers that
would require them to have refined skills in drawing (Architects and Video
Game designers), Music (Writing, teaching, performing music), Dance (Many
athletes particularly in the NFL right now are perfecting their athletic skills by
taking dance), Drama/Acting (Many businessmen and women study acting as a
way to perfect their sales game). There are so many more examples than what I
gave but I want students to know about those jobs they may not have
considered. Careers in the arts are REAL jobs, and students need to feel
comfortable pursuing them.

Elaborate
 While listening to speakers discuss their career choices and their involvement in
the arts, students will also have the opportunity to see live performance and
examples of work from each speaker. This will help motivate students and
encourage them to continue pursuing their education in the arts.
Evaluate
 Students will be formatively assessed throughout the presentation by their
engagement in activities and ground conversation

 Students will be summatively assessed by reflecting on the speaker/career they

found the most interesting and writing about what they enjoyed most about
the presentation as well as how their elementary education is preparing them
now for future career opportunities.
Extend
 Many children are not encouraged to follow careers and interests in the arts as
they are generally thought of as futureless endeavors that do not always lead to
a successful outcome. While it is true that many artists, musicians, actors, and
dancers do not always end up with traditional “careers” (depending on what
you would consider successful), many do lead to careers that require a
background in arts education. My hope is that this will motivate my students to
continue succeeding throughout their education in the arts but also give them
dreams or goals to set for themselves as a potential career choice.
Resources: websites, books, etc. you use to design and teach this lesson (APA format)

Miller, A. L., & Dumford, A.D. (2015). The Influence of Institutional Experiences on the

Development of Creative Thinking in Arts Alumni. Studies in Art Education: A Journal Of

Issues And Research In Art Education, 56(2), 168-182.

Sowden, P.T., Clements, L., Redlich, C., & Lewis, C. (2015). Improvisation facilitates
divergent thinking and creativity: Realizing a benefit of primary school arts education.

Psychology Of Aesthetics, Creativity, And The Arts, 9(2), 128-138. Doi:10.1037/aca0000018

Bowen, D. H., & Kisida, B. (2017). The Art of Partnerships: Community Resources for Arts

Education. Phi Delta Kappan, 98, no. 7: 8-14.

Lim, M., Chang, E., & Song, B. (2013). Three Initiatives for Community-Based Art

Education Practices. Art Education, 66(4), 7-13.

Reflection on the Career In The Arts! Assembly

Which career presentation was the most interesting to you and why?
_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Which career presentation was the least interesting to you and why?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Would you consider a career in an arts related field? Why or why not?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

How does our art education in school prepare us for our future?

_____________________________________________________________________________________
_____________________________________________________________________________________

_____________________________________________________________________________________
Please circle one of the following as an answer to the question below:
Would you like to attend another event in the future to learn about different careers in the arts?

Yes! That would be awesome! It’s kind of cool, so maybe.

No way Mrs. B, I was totally bored

Please explain why:

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Name: _______________________________________________________

Grade:________________________________________________________

Teacher Homeroom:___________________________________________________

(This sheet will be duplicated, cut up, and put out on tables for students to reference while filling out the
assessment)

Presenters to choose from

 Ashly Fishell- Actress
Jenn Smutek- Photographer
Tricia Mack- Make-up artist and creator
Ricky Siegert- Sculptor and Car Restoration
Carla Crisp & Crystal Crisp- Art is for everyone/Yoga

Presenters to choose from

Ashly Fishell- Actress

Jenn Smutek- Photographer
Tricia Mack- Make-up artist and creator
Ricky Siegert- Sculptor and Car Restoration
Carla Crisp & Crystal Crisp- Art is for everyone/Yoga

Presenters to choose from

Ashly Fishell- Actress

Jenn Smutek- Photographer
Tricia Mack- Make-up artist and creator
Ricky Siegert- Sculptor and Car Restoration
Carla Crisp & Crystal Crisp- Art is for everyone/Yoga

REFLECTION ON LESSON
My lesson was taught on Friday, December 1st. Unfortunately, due to timing of the event a few
of my presenters were unable to make it so I changed some of my plans around. The presenters
 discussed the following information: Acting, Photography, Creating vegan mineral make-up,
Sculpting, Car restoration, Mindfulness & yoga. When I planned this assembly, my principal
allowed me 1 block of 50 minutes or 2 blocks of 50 minutes because we had to be sure
classroom teachers received their planning periods. 50 minutes seemed too short so I opted for
the 2 50 minute blocks. I was concerned that students would be sitting for too long and become
bored. Everything worked out great, in fact, my presenters were so engaging that I had zero
behavior issues and all students were focused and intrigued. Each presenter either had them
interact, answer/ask questions, and assist with visuals and examples. Students were up and
down the entire time and were able to settle themselves during quiet moments. By the end of
the assembly I had students talking about wanting to be photographers and actors! It was
encouraging. My principal was pleased and agreed that it was engaging and informative. I
would like to have another assembly like this or perhaps pair it with our annual art show where
I focus more on performing arts. During my cafeteria duty I walked around, stopped and had a
chat with random students about their thoughts of the speakers, and majority of them really
enjoyed it. The speaker who is an actress discussed her disability with reading and how she
became good at memorizing lines because of how hard she had to work at reading a
memorizing in school. I think that resonated big time with many of my students because by 4 th
grade they start to compare their abilities with others and that self-consciousness kicks in. It
was all around a great opportunity for the speakers, my students, and me. I just wanted to
share some of my thoughts about how it went. I constantly reflect on everything I do at school
and it’s nice to share it!