ART EDUCATION LESSON PLAN

Lesson Developed by spring 2021 Grade level: Theme/Big Idea:

Miami University (OH) students:
5th grade Determination
Josephine Durst
Heather Furbee
Tara McVeigh
Olivia Snow

Time Frame for Lesson: Two days: Day 1- Introduce lesson, discussion questions, and project (have students
brainstorm what they would like to do for their posters). Day 2- Create poster and hang poster, posing in front.
Reflection and group discussion.

Anchor Image:

Lesson Title: Determination on Display

Lesson Overview: Creating a poster board describing something the student is

determined to do and creating the background. Then, the

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Tell the story of what you’ll be doing in your
lesson/unit. Think of this as a brief and concise
description you could give to parents to describe
what your students are doing in class.
Remember, this is not your procedure, this is the
overall story of the lesson and why it is
important. (1 paragraph)
Essential Questions:
What are the 3-4 guiding questions for your
lesson? This should cover more than just the “art
part”, but also address the theme/big idea. These
should be broad enough to encourage deeper
level thinking and invite discussion from
students. Be intentional about sequence of the
questions--broadest to more directed, but all
should engage with individual student
experience.
Objectives:
What will the students know and be able to do as
a result of this lesson? Objectives begin with the
phrase, “students will” but then each objective
should start with a Bloom’s verb. Use Bloom’s
Taxonomy as a guide with active verbs that are
concrete actions that can be assessed
(examples below). Objectives should match the
rest of the lesson plan well. 3-5 objectives is
enough. End with connected standard in
parentheses.
Standards (Ohio Visual Arts Standards):
Remember that each standard listed will need to
be addressed in the objectives and the
assessment. (Include one for each, PE, PR, RE)
All should be either 4th grade or 5th grade.
Ohio Social Emotional Learning Standards
Materials:
Are there safety issues related to any of these
materials? Are they grade level appropriate? Is
special training needed for the safe use of these
student will take a picture of them in front of the posterboard so
they are the foreground of what they are determined to do. This
allows the student to put a visual aspect to their goals and
determination, as well as visualizing themselves achieving the
goal.
Ideas:
What is something you have felt determined to do?
Have you ever felt discouraged in doing something you’re
determined about?
How are you able to stand up for something and express your
beliefs?
Students will:
● Identify things they are determined to do in order to
personally relate to the lesson plan and their artwork.
(analysis) (2RE, A2. 1.b)
● Create a poster “protesting” for the things they are
determined to do then pose in front of the poster for a
photo to stand up for their beliefs. (synthesis) (3PR)
● Assess the historical and cultural importance of artists
using artwork to stand up for their beliefs in a group
discussion following the creative project. (evaluation)
(2PE)
5th Grade Ohio Visual Art Standards:
● 2PE Identify and communicate how historical and cultural
contexts influence ideas that inform artists.
● 3PR Experiment with various ideas and visual art media to
solve a problem that addresses a contemporary social
issue.
● 2RE Describe how personal experiences can influence
artistic preferences.
Ohio Social Emotional standard (Grades 3-5):
● Self Awareness
○ A2. 1.b Identify personal strengths based on
interests and qualities
● Poster Board
● Markers/Crayons/ any other drawing materials
● Access to a camera
● A means for propping up posters upon completion (tape,
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materials? If sharp tools are being used, how will
they be accounted for at the end of the class
period?
Lesson Vocabulary: (Include age appropriate
definitions) 3 art terms + any additional terms.
What vocabulary words related to art, artists,
media, technique, history or culture will the
students learn or need to know to participate in
the lesson? The vocabulary should be reflected
in the objectives and the assessments. Make
sure that definitions are written in language that
matches the developmental level of the students.
Historical information about the image:
What background knowledge of the artist, art
history, styles, cultures, or media is used to teach
this lesson? List the important information about
the image needed to present the lesson to the
class.
Questions for your image:
What open-ended questions and method of
inquiry will you use for the images you chose?
Remember to avoid yes/no questions as well as
leading questions. Use your questions as guides
into the images and the concepts you want them
to explore.
Visual Culture Component:
(this is often used as the hook for the
lesson): How will the students engage visual
culture in the lesson? Visual culture can be the
focus of the entire lesson, or present only in a
portion of the lesson, such as the motivation,
presentation, art making or in the discussion.
Include thumbnails and citations/links.
tacks, magnets, etc.)
● Determination: a positive emotional feeling that involves
persevering towards a difficult goal despite obstacles.
● Foreground: the part of the image that is nearest to the viewer
● Background: the area or scenery behind the main object, or
foreground
● Visualization: the representation of an instance, idea, or information
in the form of a picture
● Documentary Photography: a form of photography used to
portray or record a certain event
● Suffrage: the right to vote in political elections
Herbert Randall, artist
Travelled to Hattiesburg, Mississippi to photograph African
Americans and volunteers who were fighting for black voter
registration in the south.
Randall worked as a custodian and bus driver before donating
nearly 2,000 of his negatives to the University of Southern
Mississippi.
Documentary photography was the type of photography Randall
used. This is a style that is a very straightforward and accurate
representation of people and events.
● How do you think she is feeling?
● What does the writing behind the woman mean?
● How does the woman in the picture show determination?
● Why are voting rights so important?
https://www.youtube.com/watch?v=No7ewLdJU_Y
1:18- end
This is a short video of the history of voting rights. It explains how
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Procedure:
Provide specific details for what the teachers
need to do for each step of the lesson as well as
what the students are expected to do. Write the
steps detailed enough so that a substitute
teacher could walk into your room and teach the
lesson. Procedures should be written beginning
with the lesson introduction all the way through
the evaluation. Do not forget to allow time for
cleanup and include a detailed procedure for
clean up. Include a meaningful closure to the
lesson.
Assessment:
on paper it seemed like all men could vote, but there were many
factors prohibiting african american voters. Protestors were met
with tear gas and whips when they refused to turn back. Because
of these protestors, the Voting Rights Act was signed.
Questions:
1. Why do you think it so important for so many people to
gain voting rights?
2. How did these peaceful protestors show determination?
3. Have you ever been so determined to do something?
Total Time: 1 hour and 40 minutes
Step 1: Discuss the essential questions related to the historical
anchor image. To help add context to the image, include the visual
culture component. 25mins
(https://www.youtube.com/watch?v=No7ewLdJU_Y)
- Explain the historical and cultural context of the photo as
related to civil rights and the determination it took to
demand voting rights. Use the video to first give an
overview.
- Discuss how suffrage influenced the artwork of artists and
how the students personal beliefs would influence them.
- Talk about how determination can achieve things despite
discouragement.
- Discuss ways to express beliefs, incorporating the use of
posters/flyers.
Step 2: Begin brainstorming what the kids feel determined to
speak out about. These ideas can range from the smaller things
(more recess, better cafeteria food, favorite sport, etc.) to bigger
global issues. 10mins
Step 3: Have the children create a poster (using poster board,
paper, markers, etc.) expressing what they personally feel
determined about. 30mins
Step 4: Hang the poster on the wall and take a photo of the child
standing and posing in front of their own poster. If there is access
to a printer, these can then be printed and hung on display.
15mins
Step 6: Evaluate how seeing these posters makes the children
feel, and how these posters could have been influential in the
historical contexts of suffrage. 20mins
- Do they inspire you to join the cause?
- Do they get a message across?
In a discussion reflection:
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Include formative and summative considerations
as well as self-assessment and, most
importantly, HOW and WHEN the assessment
will be used to improve student learning. What
evidence will demonstrate that students know
and/or can do each aspect of the lesson
objectives? How will the lesson be graded?
Make sure to keep it developmentally
appropriate and useful.
❏ How important is it to stand up for what you believe in?
❏ How are each of us different in what we believe in, and
how does that affect what each person created?
Did you?
❏ Do you understand something new about how artists are
influenced by current events?
❏ Create a background image for something you are
determined to do?
❏ Stand in the foreground of the image and create a
photograph?

Example images of completed *see examples below chart*

activity/project:
Include how-to process images to help others
understand how the work is created

Resources:
What resources are required to teach this
lesson? List the websites, books, magazines,
etc., where images or information can be found.
Make it clear what the resources are for. Include
the URL’s for any videos you create with this
lesson.
● https://www.pbs.org/wgbh/americanexperience/features/fr
eedomsummer-at50-herbert-randall-photographer/
Herbert Randall video
● https://specialcollections.usm.edu/agents/people/737
Herbert Randall Special Collections at University of
Southern Mississippi
● https://www.youtube.com/watch?v=tT3EIKmKpaQ - brain
pop about civil rights movement

Verb examples for objectives (Bloom’s Taxonomy):

Knowledge: define, draw, list, locate, outline, record, repeat, select, state, write
Comprehension: confirm, defend, describe, distinguish, document, match, predict
Application: apply, build, construct, make, perform, produce, show, sketch, use
Analysis: analyze, categorize, debate, contrast, investigate, research, take apart
Synthesis: create, compose, construct, design, develop, invent, originate, revise
Evaluation: critique, appraise, conclude, justify, recommend, solve

Example:

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