Ms.

Victoria Payne

Art Integration Unit Plan Template

LTC Art for Children

Unit Title & Big Idea: (Define the BIG IDEA?) What is the big idea that is being investigated in this lesson? How will
you connect the big ideas about art and artists work with the art making part of this lesson?

Grade Level/Class Periods

Required: 3rd to 5th

You Can Change the World! Students will use the art of filmmaking to find the Superhero within.

10-20 Class periods

Unit Overview/Summary: Why is this important to teach? What do you hope to accomplish?

Materials/Equiptment/Etc:
MATERIALS, TEACHING
RESOURCES/REFERENCES(Books (Teacher and
Childrens), posters, articles,
websites) and PREPARATION
REQUIRED- what materials,
tools, and resources do you need
for this class? What do you need
to practice and prepare for this
lesson? What did you learn from
creating your teaching exemplar?
Tools: Computer/iPad with
iMovie, fabric for capes,
markers, construction paper,
scissors, tape, string, yarn,
popcorn, DVD player

Students will find traits or characteristics about themselves that they deem valuable. They will use these traits to help them
to build a superhero that will fight for what they believe in. They can look to influential historical figures that they identify
with that will help them to become invincible. Students will create a movie about their superhero/ alter ego by creating a
problem and solving it by highlighting what they stand for or believe in. Students will realize that they can change the
world.

I would need to be familiar with

the iMovie program to help assist
students. I will need a clip
present so students can have an
idea of what I am looking for.

Ms. Victoria Payne

I was able to capture the essence
of doing my lesson. I started
working on it and it was fun to
create. I bounced ideas off with
my classmates as hey assisted me
with the making of the lesson.
The book, "Great Peacemaker"
by Ken Beller and Heather Chase
will help expose students to
inspirational/ influential people
help build a superhero.
Areas designated for filmingplayground, gym, hallway

Key Concepts

(3-4)

What will students learn and KNOW about art and art making from this
lesson? Students will learn how filmmaking can enhance the mood, tone, and
beauty of the written language.
List as facts about art and artists and works of art. What will they learn
from an art, art history, and art criticism discussion? What will they learn from
the art production part of the lesson? What key concepts from other core
subjects will they uncover?
Students will learn about film production, story making, acting, and
creating a script. Students will use their standard, morals, values, and beliefs to

Essential Questions
lesson?

(3-4)

What questions guide the investigation in this

What will students discover and investigate both about art and art
making? What will you ask that will guide the purposeful exploration of
materials and ideas that will produce meaningful content to the creative
production?
Students will learn how filmmaking can enhance the mood, tone, and
beauty of the written language. Students will make their written words come
to life. They will use film to tell a story, highlight a social issue, and provide
a resolution. This video may evoke emotion, inspire, and uplift children into

Ms. Victoria Payne

help design their symbol and costume. They will see the importance of
symbolic representation in film. To build a plot and characters, students will be
looking to historical figures who fought for a cause/stood up for what they
believed in to find a social cause worth fighting for.

believing that they can change the world.

Film has the power to tell stories, express emotions, and trigger ideas.

Script: what is the story? (Characters, plot, climax, resolution, moral,

emotions, audience, etc.)

What are some important features of the script you really want to highlight
and make visible to the audience?

Visual/audio: sound effects, music, filters, location, lightening, etc).

Character Acting: consider how characters will contribute to the story. Who are
they? What is their purpose?

Unit Objectives:

What is the mood you are trying to set?

How have filmmakers done some of the same things?

(Excellent resource at http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html?for_printing=1&detoured=1)

What learners will DO? List beginning with the student will
Students will be able to recall on historical figures and social issues to help them to create a superhero to fight for an important cause. Students will
think critically about morals and values as they artistically design their costume and symbol. They will be able to analyze social justice issues to help build a
script. Students will transform the script into an iMovie.
*(NOTE: Evidence of the objectives and concepts attained make up your assessment criteria below)

Grade Level Expectations (GLEs)

(3-4)
(http://dese.mo.gov/divimprove/curriculum/GLE/)

Core Academic Standards (Common Core State Standards)

4)

(3-

Ms. Victoria Payne

National Core Art Standards
(http://www.nationalartsstandards.org)
Communication Arts- 6. Participation in informal and formal presentations and
discussions of ideas and issues.

(http://www.corestandards.org/)

CCSS.ELA-LITERACY.SL.5.1A: Come to discussion prepared, having read

or studied required material; explicitly draw on that preparation and other
information known about the topic to explore ideas under discussion.

Social Studies- 6. Relationship of the individual and groups to institutions and

cultural traditions.

CCSS.ELA-LITERACY.SL.5.2: Summarize a written text out loud or

information in diverse media and formats, including visually, quantitatively,
and orally.

5. The major elements of geographical study and analysis (location, place,

movement, regions) and their relationships to changes in society and
environment.

CCSS.ELA-LITERACY.RL.5.7: Analyze how visual and multimedia

elements contribute to the meaning, tone, and beauty of a text.

Fine Arts- 1. Process and techniques for the production, exhibition, or

performance of one or more visual arts.
Creating: Anchor 2. Organize and develop artistic ideas and work.
Content Areas Integrated:
1. Visual Art
2. Social Studies
3. Language Arts

Identify & define common vocabulary/concepts that

connect the art form with the other identified subject area(s):
Symbol: An object that represents, stands for, or suggests an idea, visual
image, belief, action or material entity
Story: a report of connected events presented in a sequence often or spoken
words in a sequence of moving pictures
Idea: concepts or mental representations that brings life to a new story; where
the story comes from
scriptwriting: the art and craft of writing scripts for mass media
Casting: e-production process for selecting a certain type of actor, singer,
dancer for a particular role or part in a script involving a dramatic production
meant for an audience

Ms. Victoria Payne

Shooting: recording of the story including the cast
Screening: the finished product before an audience that may result in a film
release
Lesson Titles in Sequence/Order with TIME and MATERIALS
needed for each portion
1. Finding Who I Am (15 minutes- paper and pencil):
2. What is a Peacemaker/ or Inspirational Person? (30-45 minutes book)
3. Have students to research an inspirational figure they identify with. (1-2
class periods- computer, paper, pencil)
4. Identify a problem that is occurring in our world today. (1-2 class periods to
research and discuss- computer, history books, encyclopedias, newspapers,
Times Magazines, pencil, paper)
5. Create/Design a superhero that is inspired by the student and their
inspirational figure of their choosing who will come and save the world (solve
the problem identified in part 4). (1-2 class periods- pencil, paper, crayons,
markers, scissors, fabric for capes, yarn/string)
6. Write the script! (2-4 class periods as needed- paper, pencil) May include
student and peer revisions.
7. Film Day! (1-2 class period including discussion- tv, DVD player/ VCR,
computer, or SMART board, and clips of film)
8. Lights, Camera, Action! (1-6 class periods to fil, all of the movies for every
group member- iPads, iMovie, video recorder or digital camera) Students will
be put into group of four and will take on the roles of actor, director,
filmmaker, and screen writer.

Brief Lesson Descriptions

(2-3 sentences each)

Finding Who I AM: Students will be figuring out who they are. Ask students
questions to get them thinking about their characteristics, morals, and values.
What are your standards/ values/ morals? What are some things you believe
to be right/wrong? What do you like about yourself? What are some nice
things people say about you? What are your strengths? How could the world
be a better place?
What is a Peacemaker? Students will begin to identify social problems in our
world and analyze people who devote their lives to save the world. Read
"Great Peacemakers: True Stories from Around the World" by Ken Beller and
Heather Chase. This book highlights and honors nonviolence, making peace,
diversity, and value all life on the planet. This will help students to identify
with people who believe in the same things they believe in. Take time reflect
on any historical event that was covered in the classroom that had a hero.
Someone who stood up for a cause and those that were weak. (Civil war
leaders, presidents, civil rights leaders, etc).
Research an inspirational figure you can relate to. What are some
characteristics you can use to describe your person? How are you and your
person alike? What do you believe to be right? What do they believe? What
did your person fight for? What was the problem/ situation? How did they
solve it? What did you like about their methods or the process/route they
took? What would you have done differently?
Identify a social problem/ issue. Use newspapers as a resource and reflect on
social justice issues, political issues, and issues occurring in the community
(school, home, etc.). Make sure students has an emotional connection

Ms. Victoria Payne

Screening! (1-2 class periods- tv, computer, or SMART Board so can display
iMovies to the class)

because this must be an issue they believe is worth fighting for.

Create/Design a superhero, super powers, colors, and symbols. When reading
a comic book what are some features or characteristics of a superhero?
Students should mention superheroes having costumes (capes and masks) and
a symbol. What are your colors? What do those colors represent? What will
be your symbol? What do you stand for?
Write the Script! Students will build a script using their superhero as the main
character and savior. The plot will include the social issue of their choosing.
Make sure to meet with students to evaluate their writing and making sure
they are meeting your standards.
Film Day! Student will be watching clips from Tim Burton's and Marvel's
films to analyze it. Students should pay attention to how the multimedia was
used to evoke emotional responses, contribute to meaning, tone and beauty of
the script. This will help students to envision how they will film their movie
to bring life to the script. Allow time for students to brainstorm and express
their ideas for their film.
Lights, Camera, Action! Students will split into groups of no more than five
and will consume the roles of actor, recorder, director, and screenwriter. The
director will edit while filming and make sure it is filmed jut as the author
would like for it to be (the author will be one of the actors because everyone
has to play the superhero). The screenwriter will make sure actors are
following the script and making sure the props are in place; should know the
script like the back of their hand. The author will make all final edits to
ensure their movie is made the way they would like it.
Screening! iMovies will be presented to the class. Make this a Red Carpet
Affair featuring small fun clips from throughout the process. Eat popcorn and
enjoy!

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

Ms. Victoria Payne

Students will need to be able to communicate their thoughts and ideas effectively. They should have been exposed to any social issues from around the world.
Students should be familiar with reading and writing to help build a script.
What activities will you use to engage students in imagining, exploring, and/or experimenting in this unit?
Students will be researching and exploring worldly issues and historical figures/ peacemakers. They will then use this information to help create a superhero
who resembles themselves (perhaps alter ego). This superhero will come and save a world in need of justice and peace. Students will get to identify a problem
and experiment with how it is solved, ending of their action packed adventure.
Describe, specifically, how you will allow the students to engage with the media, the concepts, and other objectives in a
playful manner before they are expected to produce the final work. This section should accentuate how the PROCESS
informs the product
Students can experiment with the iMovie app and its functions by creating a short film about their influential figure. This can help with brainstorming ideas for
their alter ego/ super hero. They can figure out how they would want to use the features for their superhero film. (Would they like to incorporate a narrator,
words, or pictures?) They will be encouraged to incorporate words, voice overs, pictures, filters, and sound or music for the influential figure film.
How will this unit permit/encourage students to solve problems in divergent ways? Students are given the opportunity to create or
find an issue or a problem worth solving. There can be many appropriate solutions, their solution must highlight what they believe in. Everyone's beliefs,
morals, and values may be different so everyone's solution to their problem will be different. The solution will become a product of the student's theory or
viewpoint about the world.
Deeply describe how this lesson allows for students to solve problems, aesthetically as well as scholastically? What about this
lesson allows for divergent outcomes? The problem that the superhero must conquer will be based off a real situation. This may not be our problem,
but it is definitely someone else's. Students have to consider what is wrong. How is this a problem? What makes this situation a problem? Who is being hurt?
How are they being hurt? Why? It then becomes the student's job to fix it by standing for something. Students will have to look within and identify who they
are and what they want to be so they can transform and save the day. I want this to be an experience much like a real superhero, who at first didn't know their
place in the world and then trusts and believes in themselves to conquer evil.
How will you engage students in routinely reflecting on their learning/learning processes? There could be short writing prompts that
gets students to write about their film. These prompts can be used to establish connections (between filmmaking and English, between the student and
inspirational figure) or help write the script (finding a plot or building characters).
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? Students can watch a

Ms. Victoria Payne

short clip from the productions of famous filmmakers (Tim Burton or Marvel Comics) and write their immediate responses. How did you feel? What do you
remember? What color do you see? What do you think was going on? As a class, discuss what the filmmaker may have done intentionally to evoke an
emotional response or to set the mood or tone. What made you feel that emotion? How did the director create that emotion? What did they do?
How will this unit engage students in assessing their own work? Before the student meets with their peers or the teacher for writing
conferences, they have to fill out a sheet that will serve as the main focus of the meeting. Students will record what they love about their script and what they
have questions about or is unsure of. The peer and the teacher will also do the same before the end of the conference by telling the student what they liked and
had questions about.
What opportunities will you allow your students to display, describe, or evidence their learning? Students are always able to brainstorm
and reflect on a class discussion. During social studies I may highlight a particular social issue students may want to receive more information on or to have a
deeper discussion. Students will always be able to share their reactions, thoughts, and ideas in hopes to build more conversation. Student will always be
encouraged to work in groups or with pod mates as I try to meet individually with students. Students can share their progress and assist one another.
(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) Students should have formed a relationship between them and a peacemaker/ influential figure. They
should know that person's history, characteristics, strengths, and values. They should have a found connection in these areas (should not have picked a person
because they agreed with what they have done. Why do you agree with their actions?). Their symbol must represent what they stand for and students should be
able to express that visually. Graphic organizers can be used as a formal assessment. Students can record their responses and notes pertaining to these questions
that they can always refer to in the future.
What opportunities/activities will students be given to revise and improve their understandings and their work?
Students will be meeting with the teacher and their peers to read their script. They can determine if the script makes sense and get some quality feedback. Did
your script do what you thought it would? What was the readers response (thoughts, ideas, emotions)? Was it what you anticipated? The teacher will be
making the sure the student is meeting their standards and guidelines for writing. During the film editing stage students will be able to reuse and edit their piece
to meet their own standards.
What happens when revision is needed? How will you handle that in this situation? I will ask the student what they thought about their
work. What did others think? Could it be clearer? Students will know that revisions are necessary in writing because it can make the story better than what it
was. I may require to see at least one other revision to make revisions more of a positive routine and not because the student did something wrong.
What opportunities/activities will you provide for students to share their learning/understanding/work in this unit? Screening Day
is designated for students to share their iMovies to the entire class.

Ms. Victoria Payne

Presenting the work in a meaningful way. How will this be accomplished? Students should be proud of their work and I will treat this
screening like a Red Carpet Affair. I can be the host and treat my students as celebrities featuring small interviews, and inviting parents, staff, and younger
grades to join in on the event. Displayed on the screen would be pictures and small clips from throughout the process to highlight and celebrate their hard
work. This can be a movie night with popcorn and drinks for everyone to love and enjoy.
How will you adapt the various aspects of this lesson to differently-abled students? Students will be working in groups to help
brainstorm ideas and methods. They are given rotational jobs so everyone can have an experience at being an actor, recorder, director, or screenwriter even if
they are not good at. They can work together as a team for an outstanding creation. I incorporated the use of many skills that are not heavily dependent on each
other. They do not necessarily rely on the other in order to have a successful film.
How will you differentiate for your diverse classroom population? How will you keep students engaged? What will you do to challenge students who are
highly talented? What have you planned for those who finish early? Students are required to film their script and be present as the superhero in the movie. I can
push students to consider the mood and tone of the film. What can they use or do to bring about a certain emotion? They can begin playing with filters, adding
pictures, words, audio, or sound effects to bring the script alive and making the film sharp and clean. This entire film is about them and they are the star. They
get to become the superhero and save the world. I have to remain excited and constantly motivate them. I should be complimenting their work and noticing
how hard they are working. Let them know I am excited to see what they put together. I have provided many different outlets for students to express
themselves. The students worked hard to find a huge inspirational figure that they identified with and I can constantly remind them that they are just like that
figure and they can do anything. They should be able to shine at either writing, directing, acting, recording, creating, or designing. All of which are skills most
have not tried at all; thus it is new to everyone.

TEACHER REFLECTION: How will you know that this lesson is successful and meaningful? List indicators.
If the students are emotionally attached to their films then I have done my job. This film is about them becoming a superhero. They should be proud of their work
and want to share it with others. The stories should be powerful because they highlight real world issues. I should know my students way better than I did before. I
am asking them to draw on their strengths, characteristics, beliefs, morals, and values to build this movie. Everything comes from within. I have created a platform
for everyone to see them in a brand new light; they have become fearless.

Ms. Victoria Payne

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

10

Ms. Victoria Payne

11