Teacher: Autumn Carter Grade Level: 4th – 5th Date:

Lesson Title: Group Project – Wall Mural

Kansas College and Career Ready Standards Unit Goal(s)

Addressed
Cr1.2.4 Collaboratively set goals and create artwork Students will be able to (SWBAT): collectively work
that is meaningful and has purpose to the makers. together to create artwork.
Cr2.1.5 Experiment and develop skills in multiple art-
making techniques and approaches through practice.
Lesson Objectives/Goals
Identify Bloom’s and/or Depth of Knowledge Levels

Create – create an artwork reflecting the goal.

Key Vocabulary Where Does Lesson Fit Within Unit?

Mural Lesson 1

Safety Precautions List of Resources/Technology

Using oil pastels, so use caution to not get on clothes Teacher Students
Paper See below
Oil pastels
Pencil
Image w/ grid

Art Materials for Lesson

Paper squares, pencil, oil pastels, image with grid

Introduction (Engage)/ Anticipatory Set

At desks: Who knows what a mural is? Where do they go? Who knows what pop culture means? What is an
example of pop culture?

Preassessment/ Learning in Action

1. Do students know this concept
2. Lesson readiness skills
3. Ability to work collaboratively

Instructional Procedures (Explore/Explain/Expand)

1. AS
2. We are starting a group project where the class will be split into two groups and creating a mural to go
up on the wall.
3. Show them examples of murals, pop culture references, and transferring an image to a bigger scale via
grid.
4. Show teacher example by taking out 6x6” pieces of paper and an image with pre-drawn gridlines.
Washburn University Department of Education 8/8/2019
 5. Cover all squares on image except one and sketch that square onto 6x6 paper. Tell them that they will
need to work together to make sure their lines match up. Show another square to emphasize this.
6. Take oil pastel and color in the shapes to match the square on the image BUT do not color match. Want
lots of color to make the image pop.
7. Make sure students have understanding of what they are doing.
8. Group students into two large groups and have them search for a pop culture image online that they
would all like to do.
9. Have them print out image and grid the image so that each student has equal work (help if necessary).
10. Pass out the paper accordingly (i.e. 5’ x 7’ = 140 squares). Will probably not be this big!
11. Dismiss them to work on sketching in pencil first and then once they have completed full sketch, give
them oil pastels to start working.
12. Once complete with oil, will have them put together, flip over and tape together to form large mural.

Informal or Formal Formative Assessments (Evaluate)

1. Students discuss challenging part of this process
2. What was their favorite thing about this process?

Summative Assessment (Evaluate)

This assessment is based on working collaboratively together as a group to create an artwork and developing
skills in art making.

Closure
This was a challenging project, but working together you created one large artwork. Thank you for working so
hard together to create fun and colorful pieces. Dismiss to line up

Differentiation or Modifications/Accommodations
Tier 1: students are expected to be able to work together and form an artwork from smaller paper into a large
mural. Also transferring a small image into a bigger scale. Some students may struggle with this. May use this
opportunity to reach out to their peers for help.

Extension: advanced students can help students who may be behind in their sketches or coloring.
SAMR – Provide SAMR Levels and Why It Fits

Reflection (Complete After Teaching)

Split them into more groups or give them a limit on size and image to avoid confrontation between students
who cannot agree.

Washburn University Department of Education 8/8/2019

CAMA Resources
Contemporary Resources
Takashi Murakami
Art Historical Resources
A Historical Overview of Murals
Multicultural Resources
Washburn University Department of Education
Overview Authentic Source
Known for brightly colored and TheArtStory.org
maniacally cheerful works that
merge pop culture and the
country’s artistic legacy.
Obliterating distinction
between commodity and high
art.
Broadly defines as a painting or Crpbatarea.org
other work of art executed
directly on a wall, ceiling, or
other permanent surface.
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