Professional Documents
Culture Documents
Abbie Kent
Unit Title & Big Idea: (Define the BIG IDEA?) My big idea is History and it will be used to integrate art into a history
lesson. During the teaching of the Civil War, we will talk about the time period and what/ who was popular during the
1800s. During this time Vincent Van Gough was one of the top artist, we will briefly study his work and create an original
piece that mimics his technique and tells a story of our history. The work can be of anything the student wants, they could
tell the story of an American historical event, of family history, of foreign history, whatever story they want to share.
Unit Overview/Summary: Why is this important to teach? What do you hope to accomplish?
Grade:
5th
Class Periods Required:
- Whole lesson: 4
weeks
- Van Gogh part: 3
class periods
Materials/Equiptment/Etc:
- American History
textbooks
- PowerPoint of Van Gogh
- Vincent Van Gogh books
- Pictures of Van Goghs
work
- Large white paper
- Oil Pastels
- Pencil (for lightly
sketching outline of art)
I think this lesson is important to teach because it shows students that there are many events
and people that tie together that we may not even realize. We all know that the Civil War took
place and we all know whom Vincent Van Gogh is and what he was famous for, but does everyone
know that during the Civil War was when Vincent Van Gogh was creating all of this work? Even
though the Civil War took place in America and Van Gogh was European, it is still a connection in
time that students can understand and get a feeling about what life was like for both sides. By
the end of this lesson I am hoping my students understand historical events and facts about the
Civil War and that time period. As well as having some newfound knowledge about Van Gogh and
his type of work. I am also hoping the students can see relationships between the two since they
took place during the same time period, as well as being able to see how the over all theme,
history, stretches across the Civil War, Van Gogh and their art work.
Key Concepts (3-4)
Essential Questions (3-4)
What will students learn and KNOW about art and art making from this
What questions guide the investigation in this lesson?
lesson?
- What is a story from history (can be yours or someone
elses) that you want to tell through your work?
- Civil War
- What type of media do you think would best resemble
- 1800s time period figures and events
Van Goghs?
- Van Goghs drawing, painting, print making, oil paintings
How can we share our stories through this art in a
and water color
unique was that is still readable?
- Material Mixing
- Should the story be obvious or can it be a piece that
needs to be explained by the artist?
- Can multiple forms on media be used within one piece?
(3-4)
(http://dese.mo.gov/divimprove/curriculum/GLE/)
(3-
4)
(http://www.corestandards.org/)
STRAND I: Product/Performance
3. Communicate ideas about subject matter and themes in artworks
created for various purposes
- Create an original artwork that communicates ideas about the
following themes: United States Patriotism World Time (e.g.,
past, present, future)
This unit will create opportunities for students to solve problems because they will have to think or what media will look the
most like Van Gogh as well as how to make their picture readable to an audience member. They will need to experiment with
lots of different media to get the look they want and this will require lots of creativity and problem solving. They will also need
to figure out how they can tell their whole history story through one picture, I think this is the biggest problem they have to
solve because they have to be able to tell a whole historical story that a viewer can read.
How will you engage students in routinely reflecting on their learning/learning processes?
What art talk questions can you engage your students in that will help them in reflecting not only on the product, but also
the product? What reflective practices can you think of that will help them in transitioning from start to stop?
I think the students will be able to reflect on their work by continually adding to their story and being able to tell if the story is
readable through the piece of art. They will be able to look back and see the steps that they needed to take to get to this
finished work and discuss with other students about their story and if it is clear in the piece. Students will also be given time to
test out their media and see what they think looks best, during this time they can reflect back to the story they have picked
and decide what mixing of materials will work best for it.
How will this unit engage students in assessing their own work?
What opportunities will you allow your students to display, describe, or evidence their learning?
(Describe what student success looks like and what evidence you have that learning has taken place). You should include formative and summative
assessments. (See Beattie and Stewart/Walker texts)
After students are done with their work we will have time to share our pieces with the whole class. At this time the student will
be given the chance to explain whos history they chose to tell about and then tell the class the story they portrayed. During
this time I will be able to see their piece and hear their story and formatively assess their work and see if they were able to
clearly show the story within the picture. During the time that they are working I will be able to walk around and ask about the
technique they are using and how that is related to Van Goghs work.
What opportunities/activities will students be given to revise and improve their understandings and their work?
What happens when revision is needed? How will you handle that in this situation?
TEACHER REFLECTION: How will you know that this lesson is successful and meaningful? List indicators.
References
Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from
http://www.americansforthearts.org/networks/arts_education/publications/special_publications/Defining%20Arts
%20Integration.pdf