Professional Documents
Culture Documents
LESSON PLAN #1
Number of Students 11
Time available for this lesson: Three 40 minute lessons/ total of 120 minutes
Central Focus (Big Idea): By digging into what makes these students feel uncomfortable and
expressing that through the process of making multi-media paintings on canvas squares, the
students will both teach and learn that it is possible to make things better in this world by
bringing the problems into the light, making what people dont want to look at into something
that they want to/have to look at.
Social Issues / Concepts of the Lesson: Personal issues and possible changes students can
make.
Essential Questions:
1. What sorts of things do people find uncomfortable and avoid on a daily basis?
2. How do people avoid these uncomfortable situations?
3. What sorts of things can people do to make those uncomfortable things better?
4. What artists have sought fit to bring uncomfortable situations before others?
5. What good can come from drawing out what makes us uncomfortable in detail?
State Goals:
Goal # 25 Know the language of the arts
- A.1D: Identify the element of line, shape, space, color and texture; the principles of
repetition and pattern; and the expressive qualities of mood, emotion and pictorial
representation.
- In this lesson: Students will have to show in their original painting their
understanding of elements such as line, shape, space, and color.
Goal # 26
- B.2D: Demonstrate knowledge and skills to create works of visual art using
problem solving, observing, designing, sketching and construction.
- In this lesson: Students will create a multimedia work of their own choice that
displays their ability to understand issues and how to solve these issues through
observation and design.
Goal # 27
- B.1: Know how images, sounds, and movement convey stories about people,
places, and times.
- In this lesson: Through the different steps (drawing, painting, and use of multimedia) students will not only tell a story of their issue but also change that story
into a new one.
1. Objectives:
1.1 Conceptual/Cognitive Objectives:
OBJECTIVE I: Given a students personal experiences and media
surrounding them, students will successfully be able to articulate
their own opinions on social issues.
OBJECTIVE II: Given the information presented in class,
students will easily come up with a solution to the social issue
that makes them uncomfortable.
OBJECTIVE III: Given information about artists students will
skillfully incorporate information used by such artists.
1.2 Artistic Skill Objectives:
OBJECTIVE III: Given prepared canvas, students will skillfully
draw out the basic design for their social issue that demonstrates
their general drawing ability.
OBJECTIVE IV: Given paint, students will skillfully paint the
bottom layer of their piece that displays knowledge of their social
issue.
OBJECTIVE V: Given mixed-medias, students will effectively
change their painting, by adding additional layers, so that the
social issue is resolved in the imagery.
OBJECTIVE VI: Given a students personal experiences and the
finished product of their painting, the student will fully. be able to
explain the benefits of the change they made.
2. Assessment Criteria:
OBJECTIVE I: The students will easily be able to talk about their chosen issue
OBJECTIVE II: The student will easily find a solution that shows effort to solve the
issue.
OBJECTIVE III: Students will easily understand and include information used by
artists presented.
OBJECTIVE IV: The student will fully draw out a design that displays their issue.
OBJECTIVE V: The students will fully articulate their design in paint.
OBJECTIVE VI: The students will skillfully make additions to their paintings to show
effort to resolve their issue.
3. Learner Characteristics:
3.1 Developmental Rationale
This lesson is appropriate for the 4h grade St. Marys class because of the institutional truth
that these grades are where the students are starting to question the things around them.
This may not become a large factor of their life until a few grades later, but this is the very
beginning. They may be questioning authority but theyre also questioning cultural laws of
their time. They know what racism is but now theyre seeing that it still exist today.
Lowenfeld(1987) talks about the so called gang-age and makes points related. This age
shows an increasing development of social independence from adult domination, a learning
about social structures in a personal way.(p.48). Around this age, students are taking
everything that they can learn from teachers and it is our job as educators to give them
something good to run with. Most of all we have to take these lessons and make them
relatable to the students.
These children even start to question themselves at this point; asking if they are really
good enough to become an artist. Wachowiak(2009) Chapter 10 says, Childrens criteria of
what is good in art outrace their abilities. Thy come to feel that their drawings are not good
enough, and they decide they are no good at art. The students start to understand the
difference between what they see in museums and what they see on their fridge at home.
They automatically think that everything they make is terrible in comparison to not only the
famous art that they see but also to the people around them. Self-conscious attitudes are
contagious.
Wood (2007) specifies interesting notes about this usual age group. Wood notes that this is
the moment when the students start to notice the bigger world around them and fairness
become an important aspect to them. Like mentioned above, about noticing the difference
between their own work and other, students are noticing that unbalance in other areas of the
world. This is the perfect age to point out the un-fair situations of the people around us like
racism, sexism, and many other isms.
3.2 Students with special needs
Students with special needs understand these issues maybe even more than other students
because they have firsthand experience of different issues that afflict them personally.
Changing things depends on the specific needs, like hearing issues can be combatted with
subtitles on the board. Students with learning problems just need to be treated with patience
and simplified regulations. This lesson is all about expressing the problems wrong with our
society so this means we have an even bigger need to make it accessible to all walks of life.
4. Literature and References
4.1 Rationale of this lesson
Students are brought up, in the grand culture that is human beings in situations that make
them uncomfortable. That can include anything like a social justice issue or even something
as little as unfairness in their home or school life. Another aspect to this upbringing is that
humans are not supposed to question that uncomfortable feeling but instead we should avoid
and ignore it completely. My favorite example for this lesson is homelessness. People pass
by the homeless ignoring them completely but we still feel that uncomfortable twist in our
stomachs. That uncomfortable feeling is what makes the human species redeemable despite
their avoidance. This means you feel guilt which means that you want to do something to
change even if you dont know it.
What we need to do as adults and teachers is to nourish that uncomfortable feeling and
use it to make these students better people than we ever have been. Letting students know
that its okay to look at uncomfortable things is the first step to them being able to identify the
solution to those things/problems.
4.2 Background of the topic
Early education for students is the most important point in their lives. This is where they
start to form their own opinions and not just take the opinions spread to them by word of
mouth. This is when they start to understand what an issue really iswhat racism, sexism, or
any other kind of ism is. They start to question everything and they crave the answers to
match.
foreground.
Middle ground: the part of a work of art that lies between the foreground and the
background.
Foreground: The part of the work of art that appears to be in front, nearest to the
viewer.
Sketch: A simple, quick, rough drawing done without a lot of detail but catching the
chief features
Symbolism: The use of a figure or design to stand for something else. Something
concrete, such as a lion, is usually used to represent an abstract quality, such as
courage.
Emphasis: The use of opposing sizes or shapes, contrasting colors or other means to
draw attention to certain areas or objects in a work of art. Emphasis is a principle of
design.
Multi-Media: The physical materials, such as clay, paint and plastics, used to give a
work of art its material form. Media also refers to the processes, such as glazing,
stenciling and chiseling, by expression characterizes an artists struggle. Materials
per se are merely physical substances, but when the artist exploits their qualities to
express an idea, them or feeling, they become amendium, a means through which
artists ideas are realized. Plural of medium.
7. Vocabulary:
Background: Parts of an artwork that are in the distance and lie behind objects in the
foreground.
Middle ground: the part of a work of art that lies between the foreground and the
background.
Foreground: The part of the work of art that appears to be in front, nearest to the
viewer.
Sketch: A simple, quick, rough drawing done without a lot of detail but catching the
chief features
Symbolism: The use of a figure or design to stand for something else. Something
concrete, such as a lion, is usually used to represent an abstract quality, such as
courage.
Emphasis: The use of opposing sizes or shapes, contrasting colors or other means to
draw attention to certain areas or objects in a work of art. Emphasis is a principle of
design.
Multi-Media: The physical materials, such as clay, paint and plastics, used to give a
work of art its material form. Media also refers to the processes, such as glazing,
stenciling and chiseling, by expression characterizes an artists struggle. Materials
per se are merely physical substances, but when the artist exploits their qualities to
express an idea, them or feeling, they become amendium, a means through which
artists ideas are realized. Plural of medium.
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8. In-Class Activities:
DAY 1
Time
Learning Activities
10minutes Orientation/Engagement/Motivation:
- Explain clearly the entire days
plans. Have it up on the board.
PowerPoint
- Information on artists listed above
- Information of art techniques
Pass out think sheets #1,2,3
Discussion
- What makes you uncomfortable?
- What could make you
uncomfortable if you were like this
- You probably think youre too young
but art is the great equalizer
- We all have problems so we should
all work to fix them. Even if theyre
not our problems, we need to help
her people who have these
problems
Questions:
- TOPIC: What kinds of things
make others uncomfortable?
- (racism, sexism, homelessness)
-
Purpose
- PowerPoint gives them
information about other
people with these problems
and how they fixed them.
Asking them questions gets
them thinking about the
issues that they want to
oppose and how they can
do that.
10minutes
11
10minutes
5minutes
5minutes
Closure
- Go back over the artists and
information presented
- What is a social issue?
Keeping everything
organized allows the
students to focus solely on
their art and the ideas that
they need to portray through
them
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Day 2
Time:
5-10
minutes
0-5
minutes
20 minutes
5 minutes
Learning Activities:
Orientation/Engagement/Motivation:
Run through and have the power-point
playing during class for constant viewing
- Students will pick up their name
tags and get into their groups from
day 1
- Did anyone have any new ideas?
- Did everyone choose their issue?
Presentation/Explicit Instruction:
- Demo(optional based off student
progress): reconstruction/addition
to pre-made painting using oil
pastels, string, and glueable items
(beads, gems, and buttons)
- Required premade painting, hot
glue, and materials
Structured Practice/Exploration:
- If sketches were not completed/
need to be adjusted based off of
students independent practice of
the first day, charcoal can be
handed back out and sketches
completed.
- Canvases, paint, and additional
necessary materials will be
distributed by specified group
member.
- Students will work on their
paintings and complete them. This
cannot be left unfinished or the
muti-media cannot be applied.
- All pieces must be signed and
photographed before the next
class period
- Each student should be
responsible for cleaning up one
thing.
Guided Practice/Feedback:
- Re-register issues and have
students present their issue and
their pictorial representation
OR
Independent Practice/Application:
- Have students think about how
they want to resolve their issue.
- Students should come back next
class period ready to resolve the
Purpose:
- Regrouping after a week is
important to keep the
students interested and up
to date.
If students seem to be
finishing their paintings
early it is important to have
the demo ready to go when
needed.
Sketches must be
completed and checked off
or the idea might not come
across correctly in the final
product.
Students should be
involved to save time and
keep them occupied.
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5 minutes
issue.
Closure:
- How have we chosen to display
our chosen social issues?
- How do we plan on resolving
these issues?
- What art terms did we use on our
canvas today?
- Did anyone use any of the
presented artists as examples
- What good can come of creating a
piece that solely shows the bad
aspects of the issue and not how
to solve it?
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Day 3
Time:
5-10
minutes
0-5
minutes
20 minutes
5 minutes
5 minutes
Activity:
Orientation/Engagement/Motivation:
- Go back over given information
- Run through possible ppt#3
- Have days plan on the board
Presentation/Explicit Instruction:
- Teacher Demo
1. Have materials ready
(painting, hot glue, media)
2. Show painting and ask about
its implied meaning
3. Ask how we can make it better
4. Show use of different available
materials
Structured Practice/Exploration:
- Students responsible for different
tasks: pick up different materials
- Students will use multimedia
provided to resolve their issue
- Can you explain your additions?
- Can you explain the value of the
change?
Guided Practice/Feedback:
- Finished products must be signed
- Finished products will be dis
played all in a row for students to
take a minute to look at
- Talk about each piece and make
sure the issue and solution is clear
- Respect is a must. Keep students
emotional state in mind and
suggest the possibility that there is
more to something than they
might think.
OR
Independent Practice/Application:
- Suggest that the students think
about how they want to explain
their pieces to their peers and
anyone who will be seeing the
pieces in the school art show.
Closure:
- What is a social issue?
- Who did we learn about and how
are they related?
- What steps did we take to get to
the final product?
- What can we do to solve these
issues?
Purpose:
-
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Coming to class prepared with pre-half-done canvases and all necessary supplies cuts out any
stress or time constraints that were present before.
Future adjustments that can be made include: being ready for additional unplanned
students and all materials necessary for that change, keeping everything organized during
transportation, and taking photographs of the process on every piece.
Task 1 Part C:
Attachments:
1. Scoring rubric and assessment tools
(1)Not there
Students are
not able to
understand or
articulate their
view on their
subject.
(2)Poor
Students
either only
understand
the view of
can articulate
it only barely.
(3)Acceptable
Students
either only
understand
the view or
can articulate
it.
(4)Good
Students fully
understand
their view but
can only
slightly
articulate it.
Objective II
Students
dont
understand
the need for a
solution.
Students
cant come up
with a
solution
despite
knowing the
necessity.
Students can
think of a
Solution but it
doesnt check
out correctly.
Students can
come up with
a solution that
barely checks
out.
Objective III
Students
dont show
understandin
g of or include
influence from
the presented
artists.
Objective
Students
Students
show limited
understandin
g and either
doesnt
include or
barely include
influence from
artists.
Students
Students
either dont
show
understandin
g or dont
include
influence from
the presented
artists.
Student either
Students
show
understandin
g but dont
include
influence from
presented
artists or vice
versa.
Student
Objective I
(5)Excellent
Students
fully
understand
and can
articulate
their view on
their subject.
Students has
easily come
up with a
solution to
the social
issue that
they pick for
their project.
Students has
skillfully
incorporated
information
used by
presented
artists.
Students has
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IV
Objective V
Objective
VI
dont show
any effort and
dont produce
a basic
design.
Student was
unable to
Finish their
bottom layer
of paint and
put no effort
in.
does not
produce a
basic design
with little to
no effort.
Student does
not produce a
basic design
with little to
no effort
doesnt show
effort or
doesnt
produce a
basic design.
Student either
doesnt show
effort or
doesnt
produce a
bottom layer
painting.
produces
basic design
but with
barely any
effort.
Student
produces
bottom layer
of paint but
with barely
any effort.
Student was
unable to
finish their
painting, the
issue is
unresolved,
and was
unable to
explain the
benefit of the
possible
changes.
Students
piece either
was
unfinished,
the social
issue wasnt
resolved, or
they were
unable to
explain the
benefit of the
changes.
(Two of the
above.)
Student
finished their
piece but
either the
social issue
wasnt
resolved or
they were not
able to
explain the
benefit of the
changes.
Student
finished their
piece and the
issue is
resolved but
not well. The
student isnt
able to
explain the
benefit of the
changes to
the fullest
capacity.
skillfully
draw out the
basic design
for their
social issue.
Students has
skillfully
painted the
bottom layer
of their piece
that displays
knowledge
of their
social issue.
Students has
effectively
changed
their painting
so that the
social issue
is resolved
and they will
be able to
explain the
benefit of
these
changes.
C.2. Handouts
NAME(S) __________________________________
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Homelessness
Donating,
Helping by hand,
Spread the word
We see things every day that make us uncomfortable and we choose to look away so that we
dont have to think about it. How can we make these issues better and how can making art
spread the word about these issues?
NAME(S)________________________________
Airport Security
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Alcoholism
Minimum Wage
Animal Rights
Obesity
Anorexia Nervosa
Photobombs
Anti-Muslim Discrimination
Pollution
Bulimia Nervosa
Poverty
Bullying
Racial Profiling
Child Labor
Racism
Climate Change
Computer Hacking
Sexism
Single Parenting
Disaster Relief
Stereotyping
Eating Disorders
Teen Pregnancy
Equal Pay
Terrorism
Genetic Engineering
Global Warming
Unemployment
Hate Crimes
Violence in Schools
HIV / AIDS
Homelessness
Hunger
Workplace Violence
Identify Theft
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If you need further help or explanations you can ask the teacher closest to you.
NAME(S) ________________________________
Background: Parts of an artwork that are in the distance and lie behind objects in the
foreground.
Middle-ground: The part of a work of art that lies between the foreground and the
background.
Foreground: The part of a work of art that appears to be in front, nearest to the viewer.
Sketch: A simple, quick, rough drawing done without a lot of detail but catching the chief
features
Symbolism: The use of a figure or design to stand for something else. Something
concrete, such as a lion, is usually used to represent an abstract quality, such as courage.
Emphasis: The use of opposing sizes or shapes, contrasting colors or other means to
draw attention to certain areas or objects in a work of art. Emphasis is a principle of
design.
Multi-Media: The physical materials, such as clay, paint and plastics, used to give a work
of art its material form.