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Art Integration Lesson Plan

LTC 4240: Art for Children
Lesson Title & Big Idea: Change
Lesson Overview/Summary:
During this lesson, students will compare photos from the past and present at the same location. They will have
one day to research and observe artists who do this through photography. Students will take time to note
differences and make observations together as a class. Next, they will get the chance to find an old photo of their
own and create a story for the photo. The following day they will create a present day photo for the same
location either through research or their own knowledge. Finally, they will add a story for their recreated photo.
This lesson will allow students to begin noticing past and present through art and history as well as allowing
students to practice creating stories with beginning, middle, end, characters, and setting.
Key Concepts: What you want the students to know.
1. Visual Art: Across time and culture artists can depict different periods of
time through their art.
2. Literacy: All people have the capacity to add a story to a still life photo
by reading the details.
3. Social Studies: Across time and culture places change and evolve, all
people can notice the differences from the physical details.

Grade Level: Third

Class Periods Required:
(please circle)
1

Essential Questions:
1. What observations can you make and how can you tell the
difference between a past photo or a present photo?
2. What literacy skills can you use to create a story from past and
present photos?
3. What can you add to a photo to make it look like it is from the
present?

Lesson Objectives: What you want the students to do.

1. Visual Art: The students will be able to point out photos from the past and the present by explaining differences.
2. Literacy: The students will be able to vocalize stories based off photos including a beginning, middle, end, characters, and setting.
3. Social Studies: The students will be able to define the difference between past and present then construct them into stories in line with the time
period.
Grade Level Expectations (GLEs)
1. Visual Art: K-5 Visual Art Grade Level Expectations: STRAND V:
Historical and Cultural Contexts 1. Compare and contrast artworks from
different historical time periods and/or cultures. B. Grade 3: Compare and
contract two artworks on: subject matter, theme, and place.
2. Literacy: K-5 ELA Missouri Learning Standards: Grade-Level

Identify & define common vocabulary that connect the art form
with the other identified content areas:
Past: The time or a period of time before the moment of speaking
or writing.
Present: The period of time now occurring.
Grayscale: A range of gray shades from white to black, as used in a

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Expectations: Writing: 2. Compose well-developed writing texts for
audience and purpose. B. Grade 3:Write informative/explanatory texts that:
c. use specific and relevant words that are related to the topic, audience, and
purpose.
3. Social Studies: K-5 Social Studies Grade-Level Expectations: 3a.
Knowledge of continuity and change in the history of Missouri and the
United States

monochrome display or printout.

Content Areas Integrated:

1. Visual Art (Inspiration Artist: Zen Ren)
https://www.flickr.com/photos/zen10photography/sets/72157629892225185/
2. Literacy: Creating stories
3. Social Studies: Elements of past and present

Lesson Activities & Procedure(s) (please be very specific):

1. Day 1: To begin the lesson, students will be asked to reflect
back on a memory. They will be prompted by the teacher asking if
they have gone on a trip or if they have played a game with their
family, and etc. Students will close their eyes and think about this
moment and then be prompted to pause the memory. In a way take
a photo of it.
2. Students will be asked to turn to their partner and explain the
setting and characters of that moment.
3. After describing their picture in time, they will be asked to
think about that setting on this day. Whether it is their house, a
store, a park, or vacation spot they will imagine what it would be
like now, then talk with their partner about how they created this
new imagine in their mind.
4. To finish up the first day, we will take a look at Zen Rens
photography work and talk about the words past, present, and gray
scale. We will make sure to point out differences in the photos and
what the defining factors are.
5. Day 2: Students will be asked to bring in an old photo or choose
a photo from a set collected by the teacher of their school or local
community in the past.
6. Students will meet with their partner to talk about their photos.
They will take noted about different parts of the photo that sounds

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Anticipatory Set (Gaining Attention):

To gain student attention, we will begin by looking back at a past memory.
Next, we will reflect on the setting of that memory and think about that
setting at the current moment.
Formative Assessment strategy:
Students will be informally assessed on their ability to produce a drawing
with modern elements and create stories that relate to the aspects of the
pictures.

out to them and think about what could be happening.

7. Next, students will break out and begin writing a story about
their old photo. They will use details about what is happening and
specific time and place details.
8. Once students have finished they will give the story to their
partner to edit and revise.
9. After finishing students will begin drafting a present-day
version of their new photo.
10. Day 3: Students will complete their present-day photo. They
will add features that make their past photo come into life for the
present. They will have started a draft the day before and taken
notes on what could enhance the photo.
11. After completing their photo, they will show their partner and
explain what they added or changed to alter its time.
12. After this, students will draft a story for their new photo, this
can be similar to their past photo but needs to have details that
connect to the present.
13. Finally, students will share their story with a partner and
complete final edits. Students will have chances to share their
work with their classmates, this work would also be shown at
parent teacher conferences because of the different academic
connections.
Closure (Reflecting Anticipatory Set):
Students will work with a partner to show off their new drawing as
well as tell each other their stories for final edits and reflections.

Summative Assessment strategy:

Students will turn in their past and present pictures with stories
attached. Photos will be graded on the modernization of different
aspects of the photo, such as color and persons dress. The stories

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will be graded on the connection to the pictures as well as the
inclusion of beginning, middle, end, characters, and setting.

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

Student will pull from their memories to being the lesson. This will allow them to make connections from their life into the lesson. Along with
home to school connections, student can connect this lesson to their previous social studies lesson that included historical destinations. They will
also use their knowledge of story and informative text writing. In the past, students have worked on writing stories including beginning, middle,
end, characters, and setting. Students will recall parts of stories and find them within a photo. This will also incorporate students knowledge of
art materials and analyzing photo graphs. In the past, students have used photos in texts to add to the literature, this lesson will call upon those
detail oriented skills.
How will you engage students in imagining, exploring, and/or experimenting in this lesson?
I will encourage students to imagine how they think the setting will look on this day before they do any research, if they want to look it up. I
would hope that they will create a present setting from their own knowledge of present day culture characteristics. Students will be exploring
their own memories, as well as place around them. They will explore old photos of their school, their community, and their own life. Students
will be able to experiment using different materials to create the most present-day-like photo. This will experiment in storytelling and practice by
working with a partner to develop a story.
How will this lesson allow for/encourage students to solve problems in divergent ways?
Students will look at pictures in a new light and mentally create a new imagine. They will work past simply copying the photo into color.
Students will be forced to look deeper in the idea of past and present.
How will you engage students in routinely reflecting on their learning?
Students will meet with a partner throughout the three days to reflect on their ideas and receive feedback. They will continually reference old
photos and examples from Zen Ren.
How will you adapt the various aspects of the lesson to differently-abled students?
For students who need adaptations, I will make sure there are different materials available. I will allow students to use paints, markers, or any
other material to create their new photo. I will also allow students to record themselves telling their story instead of having to write it down. ELL
students will be able to use words from their home language if they think it will enhance their story. Students can bring in photos from home, use

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school photos, or find a photo of a famous landmark or moment.
What opportunities/activities will students be given to revise and improve their understandings and their work?
Throughout the writing and creating days they will be meeting with their partner. This will give them the chance to have an editor/ contributor.
What opportunities/activities will you provide for students to share their learning in this lesson?
Sharing will occur during partner meetings. Students will also have the chance, if they would like, to present their photo and stories to
classmates. I believe this project shows various skills a students is able to portray and these would be amazing for student led conferences with
parents.
Lesson Resources/References (please be very specific by providing links, authors, titles, etc.):
Zen Ren: Dear Photograph
https://www.flickr.com/photos/zen10photography/sets/72157629892225185/