Art Integration Lesson Plan 1

Art Integration Lesson Plan by Ellen Braverman

LTC 4240: Art for Children
Lesson Title & Big Idea: Stories
Lesson Overview/Summary: Through our discussion and creation of stories, the students will have gained insight as to
how perception and stories play into peoples lives through the forms of Visual Art, Literacy, and Social Studies.

Grade Level: 4th

Class Periods Required:
(please circle)
1

Key Concepts: What you want the students to know.

1. Visual Art:
An artist portrays stories through different perspectives.
Each vase conveys its own story and how we perceive it is our own
story.
2. Literacy:
Stories can be told to connect people.
Important events can be told through stories.
3. Social Studies:
Stories from each culture have different lessons in them.
Stories can connect cultures.
Stories show different cultures perspectives.

Essential Questions:
1. How do people create stories within their art?
2. What stories are the vases trying to tell?
3. How does culture draw from their experiences and surroundings in
order to create stories?

Lesson Objectives: What you want the students to do.

1. Visual Art: The students will be able to represent their own stories through creation of their vases with oil pastels.
2. Literacy: The students will be able to create their stories that will connect to their vases they create.
3. Social Studies: The students will be able to identify how different cultures create different stories through their artwork.
Grade Level Expectations (GLEs)
1. Visual Art: -Layer two or more colors using crayon, colored pencil, or oil
pastel.
-Strand I: Product/Performance 3C VA1 FA1: Create an original artwork that
communicates ideas about the following themes: Missouri, the environment,
or time.
2. Literacy: -Writing 2B CA 4, 2.1: Compose text with a clear controlling idea,
relevant details/examples

Identify & define common vocabulary that connect the art form with the
other identified content areas:
1. Perspective: a particular attitude toward or way of regarding something; a
point of view
2. Culture: the arts and other manifestations of human intellectual
achievement regarded collectively
3. Story: an account of imaginary or real people and events told for
entertainment or an account of past events in someone's life or in the

Art Integration Lesson Plan 2

-Writing 2C CA 4, 2.1: Compose text with a beginning, middle, and end, a
logical sequence of events, and sentence variety.
3. Social Studies: -Elements of Geographical Study and Analysis 5G SS5 3.8:
Use geography to interpret the past and predict future consequences
-Tools of Social Science Inquiry 7A SS7 1.5, 1.7: Use and evaluate primary and
secondary sources (diaries, letters, people, interviews, journals and photos)
Content Areas Integrated:
1. Visual Art (Vases from the mid 5th c. in the Louvre, Paris museum)
2. Literacy
3. Social Studies

evolution of something
4. History: the study of past events, particularly in human affairs
5. Oil pastel: called wax oil crayon, is a painting and drawing medium with
characteristics similar to pastels and wax crayons

Lesson Activities & Procedure(s) (please be very specific):

Day 1:
1. Call students to carpet and show story vase images on a PowerPoint
2. Explain that each vase has a story
3. VTS about 2 or 3 vases to get them thinking about stories
4. Explain Greek culture on vases and share a few Greek myths-ask students
how each story could be portrayed on vases
5. Students will go back to seats and discuss with each other the importance
of stories and how each vase has a different meaningful story
6. (For homework: students will create a list of possible stories they can
create on their own vases)
Day 2:
1. I will share my story and vase and how I portrayed my story on the vase
2. I will have a table in front with Styrofoam cups, oil pastels, colored
pencils, and pencils. I will give a quick demonstration of how to use the oil
pastels.
3. I will refer back to my art that is finished to show the colorful designs that
helped create my story
4. I will tell the students that they will be creating their own story vases to
represent stories they have.
5. Students will go back to their seats and finish writing and then drawing
their story ideas out.
6. Once they are finished with their stories, they have to get approved by
me to start on their vases
Day 3:
1. Students will finish their vases
2. Once everyone is finished, students will present their vases to the class

Art Integration Lesson Plan 3

Anticipatory Set (Gaining Attention):

Visual Art: VTS of Greek vases
Literacy: Tell students about the Greek myths
Social Studies: Student lead discussion about importance of cultures and
stories told.
Formative Assessment strategy:
Visual Art: Is the story being told through their vase?
Literacy: Is the students story following all basic elements of a story?
Social Studies: Is the story important to the students life?
-How does your drawing on the vase show importance?

while the class asks questions about each story. The student that presents
will explain.
Closure (Reflecting Anticipatory Set):
Have students present their stories and representative vases to the class.

Summative Assessment strategy:

Visual Art: Students artwork has portrayed their story in their own way.
Literacy: Students will have a story written that has basic elements and
shows importance.
Social Studies: Students vases show importance to them and portray the
story they created.

What student prior knowledge will this lesson require/draw upon?

1. Students will know how to do VTS on pictures.
2. Students will know that the basic elements of a story have a beginning, middle, and end.
3. Students will have knowledge of other cultures around the world.
How will you engage students in imagining, exploring, and/or experimenting in this lesson?
1. Doing VTS allows students to imagine whats happening while exploring.
2. Students are encouraged to find stories that are important to them to create colorful vases.
3. Students will also explore ways to write the stories.
How will this lesson allow for/encourage students to solve problems in divergent ways?
Each of the tasks I have the students perform requires them to interpret them in different ways and create their own artwork. They will be looking at
different cultures and creating stories that are important to them. This requires me to openly interpret them.
How will you engage students in routinely reflecting on their learning?
Throughout the three days, I will refer to the Greek vases and the stories they portray to see if the students can portray their stories on their vases.
How will you adapt the various aspects of the lesson to differently-abled students?
ADD/ADHD: Students will be assigned to just create a story and drawing unless the student proves they can work on the vase. They must check in with me
after each task. They have the option to present to the class.
Autism: Students will create a drawing on paper and explain to me what story it represents. They have the option to present their drawing.

Art Integration Lesson Plan 4

What opportunities/activities will students be given to revise and improve their understandings and their work?
The students will chat with me before they present their vases. After they have talked to me they can revise and improve their work with help of the tips I
give them.
What opportunities/activities will you provide for students to share their learning in this lesson?
VTS allows students to share their ideas of the vases and why they are created a certain way. At the end of the lesson, students are able to share their vases
and stories with the class.
Lesson Resources/References (please be very specific by providing links, authors, titles, etc.):
1. Greek Vases. Retrieved November 30, 2014, from http://www.beazley.ox.ac.uk/tools/pottery/painters/keypieces/redfigure/niobid.htm
2. Tales of Terror from Ancient Greece. National Geographic Kids. November 30, 2014. Web. Retrieved from http://www.ngkids.co.uk/did-youknow/Greek-Myths