Art Education Lesson Plan Template: ART 133

Group 1 2 3 4 5 6 (please circle)

Print First and Last Names:
Alyssa Glantz ____________________ Cristina Huynh-Kim__________
Brett Melliar____________________
Emily Manova______________
Lesson Title*: we forgot

Big Idea*:Memory

__________________
__________________
Grade Level*: 5

21st Century Art Education Approach(es):

Learner DIrected
Lesson Overview (~3 complete sentences)* Students will reflect on what strategies they use to recall memories. They will
use their senses to remember the art piece in a short time period and rebuild the art project from memory. Students
will see how different each person remembers specific elements while re-creating art which will display the
importance of memory and the greatness of individual perception.
Key Concepts (3-4): What you want
Essential Questions (3-4)*:
the students to know.*
1. In what ways can art engage memory?
1. Memory can be used as a tool
2. How can memory be altered in art making?
to create art.
3. How can sensations, images, and emotions take the form of memory?
2. Memory can take the form of
4. How is memory used for documentation?
sensations, images, and
5. How does memory inform imagination?
emotions.
6. How can memory be altered or falsified?
3. Memory can be used for
7. How does art shape our collective memory of the past?
documentation.
4. Memory informs imagination
5. Memory can be fleeting
6. Memory can be altered and
falsified.
Lesson Objectives of three distinct content areas: (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 . . . Explore strategies for memorizing
and recalling visual information imagery.
2. Content area 2 Science
: The students will (TSW) be able to . . . Create art from memory
3. Content area 3 Psychology__: The students will (TSW) be able to . . . Recognize how past experiences
inform future choices and associations
Common Core State Standards (2-3): Please list
grade-specific standards.
1. Reading standards for Literature, grade 5:
7.) Analyze how visual and multimedia elements
contribute to the meaning, tone, or beauty of a
text (e.g., graphic novel, multimedia presentation
of fiction, folktale, myth, poem).
2.
Writing standard, grade 5:
8.) Recall relevant information from experiences
or gather relevant information from print and
digital sources; summarize or paraphrase
information in notes and finished work, and
provide a list of sources
National Core Art Standards: Visual Arts (grades
1-6 only) (4): Please list number and description of
Anchor Standard.
1. Creating: 1.2.5a Identify and demonstrate
diverse methods of artistic investigation to choose
an approach for beginning a work of art.
2. Presenting: 5.1.5a Develop a logical argument
for safe and effective use of materials and
techniques for preparing and presenting artwork

Identify & define vocabulary that connect the art form with the
other two identified content areas*:
1. Memory- process of retaining information over time
(Tulving, 2000)
2. Subconscious- Not conscious awareness (Ellenberger &
Craik, 1970)
3. Abstract- a composition that does not attempt to represent
external reality (Arnheim, 1997)
4. Free Recall- Being given a list of information to memorize,
then being asked to restate it in any order. (Zimmermann,
2014)
5. Association- Perceived experience influenced by memory
of previous experiences (Treadaway, 2009)
Lesson Activities & Procedures (please be very specific,
including individual roles of group members)*:
1. (15-20 min) Discussion of article in 3 groups of 8 for
10min then each group report out to the class. Class
discuss for 5-10 mins. We will provide the questions for
discussion. Q1: How does this article relate to memory?
Q2:How does memory relate to the lived experience?
Q3:In what ways is memory developed?
2. (1-2 min) Introduction- Brett will introduce the members of

(will be discussed before studio).

3. Responding:7.1.5a Compare one's own
interpretation of a work of art with the
interpretation of others.

Group 1. Then he will convey to the class our lesson title,

the big idea, and which age group we focused our lesson
plan around. He will also provide the lesson overview.
3. (12 min) VTS- Brett will conduct a session of VTS with the
class, discussing Pat Perrys work.
4. (7-8 mins) Inspirational artist- Alyssa will introduce to the
class our inspirational artist for this lesson and play a
quick informative video about him and his art making
process.
5. (1 min) Key concepts- Alyssa will read over the key
concepts we have written for this lesson plan to the entire
class.
6. (1 min) Essential Questions- Cristina will read over the
essential questions for the class.
7. 1 min) Vocabulary- Cristina will tell the class about
important terms to keep in mind while performing the
activity.
8. (1 min) Learning objectives - Emily will talk about our
intended learning objectives.
9. (1 min) Materials needed- Emily will inform the class of the
materials that we will be using during our activity and
where they will be located in the classroom.
10. (40-45 mins) Studio Investigation- Brett will begin
explaining the studio assignment

4. Connecting: 11.1.5a Identify how art is used to inform or

change beliefs, values, or behaviors of an individual or
society (will be discussed in their memos addressing article
and studio).
California Visual and Performing Arts Standards (grades 1-6

11. Students will get into groups of 6

12. Students pair up with the person across from
them, as they will be your partner during this art
making process.
13. Brett will explain that in just a moment, Emily,

only) (3-5): Please check all that apply and add number and
description of applicable content standard.
_x_1.0 Artistic Perception: 1.2 Identify and describe
characteristics of representational, abstract, and
nonrepresentational works of art.
_x_2.0 Creative Expression:
2.4 Create an expressive abstract composition based
on real objects.
2.5 Assemble a found object sculpture (as
assemblage) or a mixed media two-dimensional
composition that reflects unity and harmony and
communic
2.7 Communicate values, opinions, or personal
insights through an original work of art.
___3.0 Historical & Cultural Context:
_x_4.0 Aesthetic Valuing:
4.4 Assess their own works of art, using specific
criteria, and describe what changes they would make
for improvement.
___5.0 Connections, Relationships, Applications:
List all materials needed in the columns below.
Have
-paper
-paint
-cotton balls
-feathers

Purchase

Alyssa, and Cristina will be displaying a multimedia

work of art at each of the tables. Once displayed,
students have 3 minutes to silently look and touch the
model in the means of memorizing its complexity.
14. Clear table of any writing utensils, paper, and cell
phones
15. Give a model to each group
16. allow for 3 minutes examining model
17. After 3 minutes, hide models from students
18. (20 mins)Students may begin to recreate model
with partner.
19. After 20 minutes, bring out models to display for 1
minute so that students may check their progress.
20. After another 20 minutes, Group 1 will gauge
completion, possibly allow for another 5-10 minutes
21. (5 min) After roughly 45 minutes, we will call for
the end of the activity and bring out art models, while
the entire class will display their own work. Students
will have the opportunity to walk around and see each
others creations. Display a slide on the projector that
lists questions for the students to discuss with partner
while walking around.
22. (1 min) Ticket Out- Group 1 will announce HW,
give ideas for what they might want to consider in
their memo (memo 5). Call for clean up.
23. (5-10 min)Clean up

-pipe cleaners
-toothpicks
-hot glue
Anticipatory Set (beginning; example VTS)*:
We will ask students to participate in VTS with a chosen
image.
-What is going on in this image/ work?
-What do you see that makes you say that?
- What more can we find?
Formative Assessment strategy (of assigned, peer-reviewed
reading)*:
Students will read article and gain background information
about how memory is used in "Play" and different types of
art making. Students will then create art from memory of a
piece that we have created. They will synthesize the
information from the article and the conclusions they made
about memory activity to write their memos and class
discussion after the gallery walk. The class discussion will
address the different perspectives of elements and the
memo will bring the article and the studio together.

Closure (ending; example ticket-out) *:

Partner discussion on the aspects
remembered.
Announce HW then call for clean up.

students

Summative Assessment strategy (artmaking

experience):
Students will revisit the essential questions asked
before the activity and discuss them will their partner
while walking around and looking at other students
work.
Questions include:
How was memory utilized to direct your art making?
How did sensations, images, and emotions take the
form of memory?
How was memory altered or falsified?
Why did different perspectives lead to a variety of
interpretations of the same model?
How does art shape our collective memory of the
past?

Please respond to the following questions thoroughly and in complete sentences.

What student prior knowledge will this lesson require/draw upon?
Students will need to be a able to recollect past memories.
How will you engage students in creating, evaluating, analyzing, and/or applying (see Blooms new taxonomy,
n.d.) in this lesson?
Students will use visual thinking strategies to analyze artwork from Pat Perry. Students will then create their art from
memory.

How will this lesson allow for/encourage students to solve problems in divergent ways?
Students will work in teams with a variety of different media to problem solve depending on what they can or cannot
remember.
How will you engage students in routinely reflecting on their learning?
When students walk around the room, they will reflect on the differences of their memory compared to their peers.
How will you adapt the various aspects of the lesson for differently-abeled students?
For visually impaired students, we would use models that are three dimensional and textured allowing them to use
their sense of touch rather than sight.
What opportunities/activities will you provide for students to share their learning in this lesson?
Students will share their learning through their gallery walk around the classroom and classroom discussion.

Lesson Resources/References (use APA; please identify, with an asterisk, article or chapter due for HW):
Arnheim, R. (1997). Visual thinking. Berkeley: University of California Press.
Ellenberger, H. F. (1970). The discovery of the unconscious; the history and evolution of dynamic psychiatry. New
York: Basic Books. Retrieved April 16, 2016.
Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from
http://www.americansforthearts.org/networks/arts_education/publications/special_publications/Defining%20Art
s%20Integration.pdf
*Treadaway, C. (2009). Materiality, Memory and Imagination: Using Empathy to Research Creativity. Leonardo,
42(3), 203-237.
Tulving, E., & Craik, F. I. (2000). The Oxford handbook of memory. Oxford: Oxford University Press.
Zimmermann, K. A. (2014, February 27). Memory Definition & Types of Memory. Retrieved April 16, 2016, from
http://m.livescience.com/43713-memory.html

* Include this information during the peer Presented Lesson Plan.

Some helpful links to new terms:
Anticipatory set: http://www.cultofpedagogy.com/anticipatory-set/
Closure: http://teaching.colostate.edu/tips/tip.cfm?tipid=148
Formative and Summative Assessment: https://www.cmu.edu/teaching/assessment/basics/formativesummative.html