Lesson Plan: 1 Main Teacher’s Name: Molly Hanson Title: Narrative in Art Length: 45 minutes

Enduring Understanding - Big Ideas

What are the big ideas you would like students to explore during this lesson? What are lasting values you would like students to learn beyond the classroom?

The 3rd grader’s class theme of the year is “Purpose.” This year, 3rd grade students will learn about
why artists make art, as well as the 6 big purposes of art: persuasive, functional, exploratory,
expressive, and narrative. This week, we have dived into narrative art.

Art Concepts
Mediums, Forms, Art Genres/Styles/Movements/Disciplines, Techniques/Methods/Practices, Terms
Students will learn about the concepts of purpose in art, narrative, and visual storytelling. Students will learn about how art is used in
conjunction with telling stories. They will utilize 2d drawing medium, such as pencil, marker, crayon, and pastels. Students will create art in
the form of drawing, collage, and 3 dimensional paper sculpture.

Art Education Approach(es):

e.g. Choice Based (TAB), Arts Integration/STEAM, Media/Skill Based, Studio Habits of Mind, Visual Culture, Environmentalism, Social Justice, Community Based, Contemporary Art Practice, Socially Engaged Art,
Museum Education, Historical, Technology/Media Arts/Maker Space, Design, DBAE, Art History
This lesson is heavily based on the TAB approach. The students will not be asked to create anything specific during the allotted creation time,
rather they will be encouraged to create art while reflecting on the mini lesson presented to them beforehand.
Technology and literacy will be integrated into the lesson through a Seesaw activity asking students to share the story of their artwork.
Students are taught and reminded of the Studio Habits of Mind in class throughout the year
Student collaborative art-making is encouraged

Objectives/Outcomes/Learning Targets: (TCQS 1a)

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What do you hope the students will learn/What do you want the students to get out of this lesson?
(Use verbs from Blooms Taxonomy)
I analyze how contemporary artists utilize narrative in their artwork.
I can create a piece of art that tells a story.
I can describe my artwork and explain the narrative it conveys.
I can use a variety of visual elements such as color, line, shape, and texture to convey meaning in my narrative art.

Standards/Studio Habits of Mind

How do your objectives align with the Colorado (Visual Art) Academic Standards (use Grade Level Expectations) (TCQS 1a)
Which Studio Habits of Mind do your objectives connect with?
Objective Standard Studio Habits of Mind
I analyze how Third Grade, Standard 4. Relate and Connect to Transfer Understand Art Worlds, Observe
contemporary artists “Visually and/or verbally articulate how visual art and design are
utilize narrative in their a means for communication.”
artwork.
I can create a piece of art Third Grade, Standard 3. Invent and Discover to Create Express, Envision, develop craft
that tells a story. “Plan and create works of visual art and design recognizing
various purposes and intentions.”
I can describe my artwork Third Grade, Standard 2. Envision and Critique to Reflect Reflect, Engage and Persist
and explain the narrative “Practice critical and analytical skills by using academic
it conveys. language to discuss works of art and visual culture.”
I can use a variety of Third Grade, Standard 1. Observe and Learn to Comprehend Develop Craft, Stretch and Explore
visual elements such as “Create works of visual art and design that demonstrate
color, line, shape, and increasing levels of expertise in skills and techniques”
texture to convey
meaning in my narrative
art.

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What do my students already know/don’t know?
Encourages and provides opportunities for students to make connections to prior learning (TCQS 1c)
Anticipates student misconceptions related to learning and addresses those misconceptions during instruction (TCQS 1c)
Students already know “narrative,” “storytelling,” and “envision.” They understand how to use materials provided.
They have learned how art can aid in written and oral storytelling.
They do not yet know how other artists tell stories through their art. They do not yet know how they can use line, shape, color, and materials to tell
stories in their own art.

Assessment (General)
Use formal and informal methods to assess student learning, provide feedback and use results to inform planning and instruction. (TCQS 3b)
What strategies and methods will you use to determine what students have learned? How does your assessment connect to objectives and standards?
e.g.: pre/post assessment, rubrics, student reflections/journaling, documentation, quiz, portfolio review, art critique, etc.
Students will use Seesaw to post documentation of their work, as well as participate in a reflective activity discussing their work.

Student reflective/inquiry activity (This is a specific method of assessment that should generally be used)
Sample questions and activities (i.e. games, gallery walk, artist statement, interview) intended to promote deeper thinking, reflection and refined understandings precisely related to the grade level expectations. How will
students reflect on their learning? A participatory activity that includes students in finding meaning, inquiring about materials and techniques and reflecting about their experience as it relates to objectives, standards and
grade level expectations of the lesson.)
Students will use Seesaw to create a captioned photo or video post sharing their artwork and describing how they utilized narrative in art. They
will reflect on their artmaking process and understandings of narrative.

After this lesson, students will know how to represent narrative or tell a story within their artwork. Students will also be able to talk about their
own artwork.

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Interdisciplinarity (Arts Integration)
Connect to a variety of content areas/disciplines and emphasize literacy and mathematical practices. (TCQS 1b)

Literacies – Visual, Oral, Written

Please describe how students are being engaged in practices of literacy through art production, art criticism, visual culture, art history, visual culture.
Technology will be integrated into this lesson through the students’ reflective activity. Students will gain written or oral literacy by choosing to explain their artwork through
writing or filming a video talking about their art.

Inquiry and Ideation (Connecting students to the big idea)

How will this lesson use questioning strategies to develop students’ critical thinking skills and problem-solving skills (TCQS 3d)
Inquiry – What essential questions will you ask to facilitate student’s critical thinking and problem solving about the Big Idea (be specific)?
Ideation – What strategies will you use to help students develop ideas for their work?
Inquiry:
What are some stories that we would like to share through art?
What types of shapes, colors, and lines can help us create a narrative in our art?
How can we share a story in just one picture?

Ideation:
Watching a reading of The Dot for inspiration, talk about narrative in art, scaffolding from previous lessons this week

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Student Abilities:
Engage students as individuals, including those with diverse needs and interests, across a range of ability levels by adapting teaching for the benefit of all students. (TCQS 2c)

Explain specifically how you attend to the range of student abilities. Describe the strategies you will use for students who are already proficient and need growth beyond what you have planned for the rest of the class, as
well as modifications for students with physical and/or cognitive challenges. Students must still meet the objectives.

Differentiation: Access (Resources and/or Process) Expression (Products and/or Performance)

(Multiple means for students to access content and
multiple modes for student to express understanding.)
Choose at least one strategy from Chapter 6 of
Differentiated Instruction
Access to laptops and ipads for activity, translation devices, Product is up to students- few guidelines for finished work.
etc. Students are given written and verbal instruction for ease Materials are accessible to students, motor friendly utensils,
of understanding. like pencils and scissors available.

Extensions for depth and complexity: Access (Resources and/or Process) Expression (Products and/or Performance)
Students will be encouraged to try new materials or Students will be encouraged to create a series of
techniques and explore material properties narrative works with a common theme to extend
narrative ideation

Diversity, Equity & Inclusion:

How does the lesson exhibit an awareness of, a commitment to, and a respect for multiple aspects of diversity (TCQS 2b)
Identity and self-expression through personal narratives, accessible and adaptable materials and techniques, open dialogue and respectful language
throughout class time, autonomy and celebration of individuality.

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Lesson Pragmatics/Logistics:

Resources (These are the resources used by the teacher to support/develop the lesson.)
Artists/Artworks (include images!), Designers/Creators, Books, Videos,
Purposes of Art Slideshow by Cole Zawadzki

Illustration by Queenbe Monyei

The Dot by Peter H. Reynolds
Mr. Z’s Learning Page
I am a Story by Dan Yaccarino

Materials and Technologies

Integrates available technology to enhance creativity, use of information, and collaboration (TCQS 3c)
Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools. (These are the materials students will use.) List all materials in a bulleted format.
Laptops/iPads
Seesaw website
Drawing Station: pencils, crayons, colored pencils, markers, plain paper, oil & chalk pastels, drawing references, how to books, texture boards
Paper Station: colored paper, origami paper, magazines, glue, rulers, hole punches, scissors, specialty scissors

Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.
Checklist/To Do list
Teacher Example

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Create lesson plan
review videos
post seesaw assignment- “Share the story of your art! Use photo, video, and/or microphone to tell us about the story of your art! How did you use
line, shape, color, and materials to tell a story?”
email teacher to have students bring laptops
ensure materials are stocked

Safety: (TCQS 2a)

Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.
remind students about responsible art room habits- walk safely with scissors, keep materials away from mouth, eyes, and face.
remind students about online safety

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 Instruction:
Give a detailed account (in bulleted form) of what you will teach. Be sure to include approximate time for each activity and instructional methodology: skills, lecture, inquiry, etc. Include motivation and
ideation/inquiry where appropriate; including what student will understand as a result of the art experience

Day/Date Instruction (Process) - The teacher will... (Be specific about what Learning (Product)- Students will... i.e.: explore ideation by making Time
concepts, information, understandings, etc. will be taught.) connections, How long will
Identify instructional methodology. KNOW (Content) and DO comparing, contrasting; synthesize possibilities for each painting technique; you spend on
(Skill) etc. (Be specific about what will be the intended result of the instruction facilitating this
as it relates to learning.) UNDERSTAND activity
List your steps clearly:
🡪How you will start the lesson?
🡪How will you guide students to appreciate, research, experiment,
explore, and/or make art?
🡪How will you lead the students to appreciate and conclude their
learning?
Date Purposes of Art- Narrative re-intro Students will revisit the idea of narrative in art and begin to think about 3 minutes
stories in art
The Dot read aloud video Students will listen to the story and think about how storytelling can be art 4 minutes
Group Reflection- I will ask inquiry questions- What are some Students will participate in discussion and share the connections they made, 3 minutes
stories that we would like to share through art? What types of and how differents artists can apply narratives in art
shapes, colors, and lines can help us create a narrative in our art?
How can we share a story in just one picture?- to guide reflective
discussion
Seesaw sign in 5 minutes
Work time- I will discuss with students individually or in small Students will use inspiration and ideation from the story and discussion to 15-20 minutes
groups about their artwork and how they utilize materials and guide their artwork, While building skills and applying techniques from
techniques to tell a story. previous lessons
Seesaw Submissions (or additional work time if already completed) Students will reflect on their own artwork and share the narratives they 5 minutes
chose to create in their artwork. This will provide closure to their
Clean up artmaking 5 minutes
Share Time- I will guide students to share the story of their artwork Clean up time will build TAB studio responsibility and self sufficiency 5 minutes
and guide others to provide their own connections or questions Students will reflect on their own and their classmates artwork and
about the pieces narratives and make connections to each other or the story from the
Line up beginning of the lesson. This will build reflection and community skills

Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to students.