Lesson Plan Template 1

Art Education Lesson Plan Template: ART 133

Group 1 2 3 5 (please circle)

Print First and Last Names:

Sophia Santiago
David Stone

Linda Reynoso Simran Nokewal Shannon Myers

Lesson Title
*
: Dreams-Fantasy
Big Idea
*
:Fantasy where dreams are concerned Grade Level
*
:6
st
21Century Art Education Approach(es):
Big Idea
Fantasy gives students an opportunity to connect on an infinite number of levels.
Lesson Overview (
~3 complete sentences)
*
:
The students will learn that it is okay to believe in the impossible. Students as a whole will also learn that it

is normal to be different. It is okay to dream and imagine unlimited possibilities.

Key Concepts
(3-4)
: What you want the students to
know
.
*
1. Fantasy is to wish, to hope, to want, as well as to yearn
2.Fantasy can force one to be lost in thought
3. Fantasy is the breaking down visual images

Essential Questions
(3-4)
*
:
1.What is fantasy to you?
2. What is a dream?
3. What does it mean to dream?
4. How do your fantasies tie into your dreams?

Lesson Objectives:
(Excellent resource at
http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html?for_printing=1&detoured=1
)
:
What you want the students to

do
.
*
1. Content area 1
Visual Art
: The students will (TSW) be able to work cooperatively.

2. Content area 2 ___________: TSW be able to discuss their thought process behind their work.
3. Content area 3 ___________:TSW be able to make connections between their work and their thought processes.
Common Core State Standards (
2-3)
:
Please list grade-specific standards.
Identify &
define
vocabulary that connect the art form with the other
1. Engage effectively in a range of collaborative discussions
identified content areas
*
:
2. Present claims and findings, sequencing ideas logically and using
1. Fantasy-the faculty or activity of imagining things, especially things that
pertinent descriptions, facts and details
are impossible or improbable
3.Interpret information presented in diverse media and formats (e.g.,
2.Dream-a series of thoughts, images, and sensations occurring in a
visually, quantitatively, orally) and explain how it contributes to a topic,
person's mind during sleep
text, or issue under study
3.Psychology. an imagined or conjured up sequence fulfilling a
psychological need; daydream

Lesson Plan Template 2

4. art:the quality, production, expression, or realm, according to aesthetic
principles, of what is beautiful, appealing, or of more than ordinary
significance.
5. Juxtaposition-
the fact of two things being seen or placed close together
with contrasting effect.
6. Collage-
a piece of art made by sticking various different materials such
as photographs and pieces of paper or fabric onto a backing.
National Core Art Standards: Visual Arts (grades 1-6 only)
(4)
:
Please list
number and description of Anchor Standard.
1. Creating: VA:Cr1.2.6a Formulate an artistic investigation of personally
relevant content for creating art.
2. Presenting: VA:Pr5.1.6a: Individually or collaboratively, develop a visual
plan for displaying works of art, analyzing exhibit space, the needs of the
viewer, and the layout of the exhibit
3. Responding: VA:Re8.1.6a Interpret art by distinguishing between relevant
and non-relevant contextual information and analyzing subject matter,
characteristics of form and structure, and use of media to identify ideas and
mood conveyed.
4. Connecting: VA:Cn10.1.6a Generate a collection of ideas reflecting
current interests and concerns that could be investigated in artmaking.
California Visual and Performing Arts Standards (grades 1-6 only)
(3-5)
:
Please check all that apply and add number and description of applicable
content standard.
___1.0 Artistic Perception:
__X_2.0 Creative Expression: 2.5: Select specific media and processes to
express mood, feelings, themes, or ideas
___3.0 Historical & Cultural Context:
___4.0 Aesthetic Valuing
___5.0 Connections, Relationships, Applications
List all materials needed in the columns below.

Lesson Activities & Procedures

(please be very specific)
*
:
1. Sophia will be setting the presentation
2. Linda and David will be setting up the supplies
3.Shannon will be setting up the groups and seating placement
4.Simran will be greeting students
5.Introduce ourselves to the class
6.Slide 1: Simran
7.Slides 2-3: Linda; students will be asked to pair-sharing
8.Slides 4-5:Shannon
9.Slide 6: David
10.Slides 7- ?: Sophia
Studio: We will introduce what the studio is
11.We will show our studio as the example
Students will be asked to get out their materials from home
12. Students will be given instructions about how studio will take place
13.Students will begin to brainstorm with tables
14.Students will begin working on project
15. Students will finish up working at their individual tables
16. Students will begin to work as a class
17.Have students discuss the connections that can be made
18. Have students discuss the studio as a whole
19.Critique
20.Discussion of Reading - 3 Sentence Review for homework
21.
22.
23.
24.

Lesson Plan Template 3

Have
Glue
Scissors
String
Magazines
Film Paper
18x24 paper
Sharpies

Purchase

25.

Anticipatory Set (Gaining Attention)

*
: We will discuss how everyones
dreams and images came to be about. As a group we will then mention how
our project came to be about and the details within it.

Closure (Reflecting Anticipatory Set):

We will be complementing the students on their work. Also, we will be
holding a brief discussion regarding the reading assigned for homework,
and we will be doing a student critic with a blank piece of paper next to
the artist's artwork. The students will go around and give feedback to their
peers.

Formative Assessment strategy (of HW via

creating, evaluating, analyzing,
applying,
and/or
understanding
[Bloom, n.d.])
*
: There will be a pair sharing
activity in which students will share their personal opinions and their
perceptions on what dreams mean to them after the reading.

Summative Assessment strategy: From the homework/reading the

students should understand the mindset we want them to be in. The
student will be in a safe space where they feel they will be able to open
up and express what they themselves feel are their dreams and anything
pertaining to that idea.

What student
prior knowledge
will this lesson require/draw upon? They will be required to call upon their imagination, wild thoughts and creative ideas
throughout their lifetime. Dreams are sporadic to that point, so nothing needs to make perfect sense just talk about it might be and how it come to be
that way.

How will you engage students in

creating, evaluating, analyzing,
and/or
applying
(see Blooms new taxonomy, n.d.) in this lesson?
We will be engaging them in creating through the collage process, they will be evaluating each other on the concepts of dreams and fantasy. they will be
applying the concepts discussed in their cgroup/collaborative art pieces.

How will this lesson allow for/encourage students to

solve problems in divergent ways
?

Lesson Plan Template 4

It will show students how they are not alone in regards to their thoughts. Students will be encouraged to show their originality and creativity and see
their abundance of similarities. Students will work together as a group to problem solve and collaborate to further their understanding.
How will you engage students in
routinely reflecting
on their learning?
We will have them discuss past projects, papers, and homework and have them compare the learning process they went through with the past
assignments to the current ones. Through this we can see and discuss the improvements each student has made with their mental state.
How will you adapt the various aspects of the lesson to
differently-abeled students
? Dependant upon the disability we will adapt the plan accordingly.
Just as a few examples for a child with an auditory handicap we will make sure to include more visual work, while a student with sight disabilities much
more audio instruction and work will be given.

What opportunities/activities will you provide for students to

share
their learning in this lesson?
Collaborating with other students.
Discussions
Lesson Resources/References
(use APA; please identify, with an asterisk, article or chapter due for HW)
:

*Morgan,A.(2009,August26).ArtinthePreschoolClassroom:FindingRealityandFantasy.In
NotJustCute
.Retrievedfrom
http://notjustcute.com/2009/08/26/artinthepreschoolclassroomfindingrealityandfantasy/
LouiseBourgeoisBiography,Art,andAnalysisofWorks.(n.d.).Retrievedfromhttp://www.theartstory.org/artistbourgeoislouise.htm
LouiseBourgeois.(n.d.).In
Art21
.Retrievedfrom
http://www.art21.org/artists/louisebourgeois
LouiseBourgeoisCellVIII
[Onlinevideo].Retrievedfromhttps://www.youtube.com/watch?v=cnSot7bMHys&feature=youtu.be

* Include this information during the peer Presented Lesson Plan.

Reference
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

Lesson Plan Template 5