Art Integration Lesson Plan Template 1

Art Integration Lesson Plan Template

LTC 4240: Art for Children

Lesson Title & Big Idea: My Life Story-- Silhouette Self-Portrait (Story/Identity) Grade Level: 3rd
Lesson Overview/Summary: Class Periods Required:
In this lesson, students will learn how to use overlapping images and watercolors to (please circle)
create a silhouette self-portrait. Students will fill their portraits with small drawings
of objects that represent their interests, things that have impacted their life, and 2-3 class periods
things that make up their story/identity. To go along with their silhouette self- required
portrait, the students will write a short narrative titled, My Life Story. The whole
class portraits and narratives will be displayed in the hallway to represent our
class story.
Key Concepts (3-4): What you want the students to Essential Questions (3-4):
know. 1. What is a self-portrait?
1. Visual Art: 2. What is a silhouette?
3. Why do you think artists create self-portraits or
Students will learn how to tell a story through their silhouettes?
artwork.
Students will learn about self-portraits and
silhouettes.
Students will use watercolor on their artwork.

2. Reading:

After the whole class artwork is finished and

displayed in the hallway, students will participate
in a gallery walk and view their classmates
artwork and read each others life stories.

3. Writing:

Students will write short narrative to go along with

their silhouette self-portrait titled, My Life Story.

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.
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1. Visual Art: The students will be able to . . .

Convey their life story through their silhouette self-portrait.

2. Reading: The students will be able to . . .

Learn about their fellow classmates life stories through their silhouette self-portraits.

3. Writing: The students will be able to . . .

Write a personal narrative that reflects their life story and the artwork they created.
Grade Level Expectations (GLEs) (3-4) Identify & define common vocabulary that connect the
art form with the other identified content areas:
1. Visual Art:
Self-portrait: a portrait of an artist produced or
Drawing: created by that artist.
3.A.3 Create an original artwork using line, Silhouette: the dark shape and outline of
shape, and color someone or something visible against a lighter
Theme: background, especially in dim light.
3.A.1 & C.3 Create an original artwork that Personal Narrative: a story relating to personal
communicates ideas about people, community, experiences in ones life usually told in first person;
and group identity a story from your life or your own experiences.
2. Reading:

1.C.3 Explain relevant connections between text to

text and text to world.

3. Writing:

2.C.1 Write non-fiction narratives that: a.) tell a

story or experience

Content Areas Integrated: Lesson Activities & Procedure(s) (please be very

1. Visual Art (Inspiration Artist: Judith G. KlausnerOreo
cookie cameo artist)
Students will be shown Klausners artwork that
specific):
1. To begin the lesson, the teacher will show the students
Judith G. Klausners Oreo cookie portrait artwork to
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also represents portraits. familiarize them with portrait artwork. Although

Klausners artwork does not represent self-portraits, her
2. Reading: artwork displays portraits of others, which is beneficial
for the students to see.
Students will read classmates personal narratives.
2. To determine the students prior knowledge, the
3. Writing:
teacher will ask the students if they know what self-
Students will write personal narrative titled, My portraits or silhouettes are. The teacher will also ask if
Life Story. the students know why artists create self-portraits or
silhouettes (3 essential questions mentioned above).

3. The teacher will provide the students with the

Materials Needed: definitions of self-portraits and silhouettes, so they are
better equipped to complete their self-portrait silhouette
Lesson PowerPoint (attached at end) artwork.
Multiple colors of watercolor
Paintbrushes 4. The teacher will explain to the students that they will
be creating their own self-portrait silhouette. The teacher
Water
will explain to the students that they will be having their
Pencils side view silhouette traced onto a white sheet of paper
Fine point black sharpie markers and drawing small images of objects inside their self-
12x18 inch sheet of white paper or poster for each portrait silhouette that represent their interests, things
student that have impacted their life, and things that make up
12x18 inch sheet of black paper or poster for each their story/identity. Then, the fun begins!
student
Projector or flashlight 5. The teacher will have a projector or flashlight set up
projecting against a blank wall with a chair for students
Tape
to sit at. The teacher will have examples for the
Scissors students to look at for reference (see PowerPoint).
Glue
Chair 6. Next, the teacher will tape the white sheets of paper
to the wall and call each student up one at a time to get
his or her side view silhouette traced. Each sheet of
paper will be taped to the wall after the previous
silhouette has been traced; not all paper will be taped to
the wall at once. Once each students silhouette has
been traced, the students are to start filling their
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portraits with small drawings of objects that represent

themselves/their story (drawings must be in pencil).

7. After filling their portrait with objects, the students are

to outline the objects with fine point black sharpie
markers.

8. Next, the students fill in their objects with the

watercolor provided by the teacher.

9. After their portrait is painted with watercolor and the

students are happy with their artwork, the portrait is set
on the drying rack to dry.

10. Once the students artwork has dried, they must cut
out their traced portrait leaving no white.

11. After cutting out their portrait, the students are to

glue their portrait to the 12x18 sheet of black paper.

12. Next, the students will write their My Life Story

personal narrative (sheet provided-- see below) that
reflects their life story and their completed self-portrait
silhouette, which also represents their story. The teacher
will provide an example and definition in the lesson
PowerPoint (attached at end). The narrative should
essentially explain what is occurring in the silhouette and
why the students drew the objects in their portrait. The
students will create a rough draft that the teacher will
edit and then complete a final copy.

13. After all of the students have finished writing their

personal narrative; the teacher will hang all of the
silhouettes and narratives up in the hallway to display for
everyone to see. The students will have a gallery walk to
view each others artwork and learn about their
classmates.
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14. After the gallery walk, the students will gather back
in the classroom and the teacher will ask the same three
essential questions that were asked at the beginning of
the lesson. The students are able to reflect on the
knowledge that they have grown and compare their
current understanding to their prior knowledge of self-
portraits and silhouettes.

15. The display of the class self-portrait silhouettes and

personal life story narratives represents everyones life
story and how our life stories make up our identity.

Anticipatory Set (Gaining Attention): Closure (Reflecting Anticipatory Set):

The lesson PowerPoint will help gain the students
attention and interest them in the artwork they are
about to create. I think the students will like the
Judith G. Klausner oreo art and the imagery that is
included in the PowerPoint.
After the artwork is displayed in the hallway, the
students will have a gallery walk to view each
others artwork and learn about their classmates.
Through the gallery walk, students have the
opportunity to learn about their peers, find
similarities and differences amongst each others
life stories and silhouettes, and make connections
with each other.

Formative Assessment strategy: Summative Assessment strategy:

The teacher will walk around as students are The teacher will assess the students writing
creating their silhouette and personal narrative abilities through their personal narratives and how
making sure they are staying on task, working well they related their writing to their self-portrait
diligently, and writing their narrative correctly. silhouette.

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

Students will draw upon their prior knowledge of self-portraits, silhouettes, and personal narratives.
Students will need to know how to write at least a paragraph for their short personal narrative.

How will you engage students in imagining, exploring, and/or experimenting in this lesson?
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Students will explore portraits through Klausners artwork.

Students will imagine, explore, and experiment with what they want to include on their silhouette and
narrative.

How will this lesson allow for/encourage students to solve problems in divergent ways?

Students use their imagination and draw upon their memories that impact their life story to help chose what
to include in their self-portrait silhouette and narrative.

How will you engage students in routinely reflecting on their learning?

Students will reflect when writing their final copy narrative and fixing the teachers edits on their rough draft.
Students will reflect on their growth/understanding of the essential questions from the beginning of the lesson
to the end.
Students participate in whole class discussion when answering the three essential questions.

How will you adapt the various aspects of the lesson to differently-abeled students?

Students that are unable to write their narrative can type their narrative or use a speech-to-text application.

What opportunities/activities will students be given to revise and improve their understandings and their work?

Students will submit a rough draft for the teacher to edit and revise their narrative for their final copy.

What opportunities/activities will you provide for students to share their learning in this lesson?

Students will participate in a gallery walk to view each others artwork and read about each others life story.

Lesson Resources/References (please be very specific by providing links, authors, titles, etc.):

Lesson PowerPoint (attached at end).

See materials needed (shown above).
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My Life
Story sheet
for students
to write their
personal
narrative on.