Lesson

Plan Tem

Art Education Lesson Plan Template: ART 133

2 3 4 5 6 (please circle)
and Last Names: ____Camille Lopez________ __________Nadine Deckert_______ _____Rebecca Goodfrey_____
_________Kendra Blazer____ ________________________________ ________________________________
e*: Edible Portraits Big Idea*: Nutrition Grade Le
ry Art Education Approach(es): VTS- Visual Culture

n Artists, including those from underrepresented populations: Giuseppe Arcimboldo

erview (~3 complete sentences)*: Introduce nutrition, VTS and visual culture. DIscuss inspirational artist. Investigate project, demonstrate
art project. Conclude lesson with token exchange.

nd Knowledge (~3 complete sentences): How will you tap into students experiences and prior knowledge and learning? Have experience of
s, how they work (not necessarily reading books). The students are familiar with art materials used for this lesson such as; rice, beans, corn
students will need to be familiar with class and group discussion.

Align Big Idea with both Key Concepts and Essential Questions, below
pts (3-4): What you want the students to know. Essential Questions (3-4): Restate Key Concepts using open-ended ques
ented through culture 1. How is nutrition represented through culture?
nt to good health 2. How is nutrition important to good health?
alance of vitamins and minerals 3. How does the balance of vitamins and minerals support good health?

jectives: What you want the students to do via three content Align Assessment with Lesson Objectives in left column.

t area 2 Literacy : The students will (TSW) be able to Formative Assessment strategy (of assigned reading): How will you asse
d the difference between a story and a factual book and apply Literacy? What will you be looking for?*
ed information to big idea. Include a short discussion about the differences and similarities betwee
t area 1 Visual Art : The students will (TSW) be able to make and factual book.
its using unique materials.
t area 3 _History/Social Studies_: The students will (TSW) be Summative Assessment strategy (of studio investigation): How you will
derstand the importance of nutrition in different cultures. Visual Art and _History/Social Studies? What will you be looking for?*
Having students go around and give tokens for their peers art work.

Core State Standards (2-3): List grade-specific standards. California Visual and Performing Arts Standards (grades 1-6 only) (3-5):
that apply and add number and description of applicable content stand
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A-LITERACY.RL.1.5
ajor differences between books that tell stories and books that ___1.0 Artistic Perception: 1.3 Identify the elements of art in objects in
mation, drawing on a wide reading of a range of text types. in the environment, and in works of art, emphasizing line, color, shape/
and texture.
3 Identify the elements of art in objects in nature, in the
ent, and in works of art, emphasizing line, color, shape/form, ___2.0 Creative Expression: 2.1 Use texture in two-dimensional and thr
e. dimensional works of art.
2.8 Create artwork based on observations of actual objects and everyda
G: 1. Distinguish between defining attributes (e.g., triangles
and three-sided) versus non-defining attributes (e.g., color, ___3.0 Historical & Cultural Context: 3.2 Identify and describe various s
n, overall size); build and draw shapes to possess defining matter in art (e.g., landscapes, seascapes, portraits, still life).
3.3 View and then describe art from various cultures.

___4.0 Aesthetic Valuing: 4.2 Identify and describe various reasons for
y: Identify and define vocabulary that connect the art form with art.
two identified content areas.* 4.3 Describe how and why they made a selected work of art, focusing o
n media and technique.

s and minerals ___5.0 Connections, Relationships, Applications: Class discussion and q
and answers about nutrition and culture will be examined.
sition Materials: List all materials needed in the columns below.
Have Purchase

Dried rice noodles Corn

Dried pasta noodles Googly eyes

Dried beans Glue

Rice Paper plates

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ocedures: Outline the steps that will happen first, second, etc. in the Procedures that follow to teach what you expect the students to learn
s should be the longest section in the Lesson Plan, and should be very specific and detailed, including individual roles of group members, a
each task. Describe directions you plan to give the students, teaching models/strategies you plan to use during the lesson, different activitie
will do, etc. Be sure to include management issues such as transitions, room arrangements, and student groupings.

son (teacher does): Detail opening activities by exploring the following questions. How will you motivate the students to want to learn the
see Key Concepts) and strategies/skills (see Lesson Objectives)? How will you introduce the Big Idea of the lesson? How will you link this les
nts prior knowledge?

will introduce the class lesson with the Big Idea of nutrition, and 21st century art education approach of VTS and Visual Culture. Rebecca w
the lesson with a powerpoint presentation. The presentation will guide the class lesson as well as support Rebecca in order to maintain tim
s and easy class transitions. Rebecca will introduce the lesson, first with lesson overview. Once completed Rebecca will transition into spea
concepts for the big idea of nutrition. Following key concepts, Rebecca will have a group discussion of essential questions relating to the B
n to get a sense of what students already know about nutrition as well as explain meaning of vocabulary words that may be unfamiliar. Fo
questions, Rebecca will introduce literature and read allowed for students in regards to the Big Idea of nutrition as well as incorporate VTS
ure through a picture book.

(teacher does): Name and demonstrate the content area strategies/skills (see Lesson Objectives) that are the focus of the lesson. Explain a
ose. Use analogies or other concrete examples to explain concepts (see Key Concepts).

ll model the lesson objectives for the class. The lesson objectives are focused before the art project, that students will complete. Incorpora
ectives at the end of the lesson and beginning of the art project, students will be introduced to what they will be focusing on for their art p
ep the objectives in mind while evaluating their art. Nadine will complement three learning objectives with definitions and explanation.

struction (teacher and students do together): Detail main activities by exploring the following questions. What Essential Questions will yo
o facilitate learning? How will you organize students? What will you do/say during each learning activity? What will the students do (see Le
)?

essential questions that we are asking are students to help facilitate learning are how is nutrition represented through culture, how is nut
to good health, and how does the balance of vitamins and minerals support good health? these questions will help students have a bette
ding of nutrition and its importance in the world around them. Students are going to be organized by sitting at tables, with 4 students per
here the students will be sitting they based off of the playing card they are handed when walking through the door and finding its match at
eat. The first activity will be going over the big idea and how it is important to students by going over the key concepts and big ideas. Unfa
y will then be explained to the students so they understand it and then a book that ties into the big idea of nutrition will be read. Next the
S to an image of one of Giuseppe Arcimboldos works and then learn about him. The students will then be introduced to the lesson's objec
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project they are going to be doing modeled for them. They will then be allowed time to do their projects. Once the time is up students will
ack together as a whole and clean up everything that isnt their projects. Once that is done the student s will be given tokens and told that
nd to their peers artwork and give out tokens as they see fit but while also keeping in mind to make sure everyones piece of work gets a t
ussion about the tokens and review of what students learned for the day will take place to end the class. By the end of the lesson student
ter understanding that there is a difference between story books and factual books, that art can be made using unique materials, and tha
s different throughout different cultures.

tive Learning (students do together): What activity will you include so that students have an opportunity to negotiate understandings and
with peers?

is up for students to work on their projects they will be given tokens and told to go around and award them to their peers who they belie
token. The students will be reminded to make sure that everyone gets a token so no one feel left out. Once all tokens are distributed stud
review the tokens they were rewarded and then a discussion on the tokens will take place so the students have a chance talk about their

ent Learning (students do alone): What activity will the students complete independently to apply their newly formed understanding to no
? What will the students explore independently?

nts will be working on their self portraits individually. The materials provided will encourage the students to apply their new understandin
They will be able to use the materials and create a self portrait and they will understand that the materials provide different nutritional va

ow will you end the lesson to solidify learning? How will you and/or students summarize concepts and strategies/skills (see Key Concepts a
jectives) for the day?

ill provide a five minute warning for students to complete their art project. After the five minute warning, Kendra will randomly assign thr
o be her clean up helpers. While students are putting materials away and setting out their completed art projects, Kendra will also demon
ning skills and help students complete cleaning desks and putting away art materials. Once students have placed their completed art proje
s, Kendra will pass out four tokens with positive words such as; Most Creative, Most Diverse, Most Thoughtful, and Most Detailed, to all st
ll instruct the students to be mindful and empathetic towards all students while passing out tokens. Students will have three minutes to ex
nce tokens are distributed by classmates, students return back to their seats and review their tokens. A two minute group discussion of tok
d the class will close to an end.

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

will you adapt the various aspects of the lesson for students with disabilities?
nt: In order to compensate for students with disabilities, the powerpoint will be altered. The introduction of the class will be focused on di
n direct teacher instruction. Students will be given a printed handout of different pictures that relate to nutrition, culture, and vitamins an
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After students have time to evaluate the pictures, the instructor will hold a group discussion based on essential questions. The teacher wil
ate the key concepts to the class along with the Big Idea.

the group discussion, the teacher will handout books for students to share in relation to the topic of nutrition. The teacher will read sectio
encourage students to ask questions at the end. The teacher will ask three main questions to the students and have each student write d
to questions. Once the students complete their responses, the teacher will ask students what they wrote down. After the teacher introdu
section of the class, the teacher will transition into the powerpoint with pictures of the inspirational artist.

estigation: Rather than using smaller unique art materials used for the studio investigation, larger art materials will be used for the art pro
apers and foam will be colored and shaped into food objects. Students will use the larger art materials for their edible portraits. Larger art
useful due to the accessibility and design that students will be able to create. Small materials such as rice grains, beans and corn may be d
ents to grab and or work on. Though they incorporate sensory benefits, they may not be as easy to work with for all students.

will you adapt the various aspects of the lesson for English language learners?
nt: To compensate for English Language learners, visual representations as well as simple sentences would presented in the class lesson. In
ective presentation and class content, visual representations by handouts and powerpoint slides would be used.
uction of the class will be focused on class discussion rather than direct teacher instruction. Students will be given a printed handout of di
hat relate to nutrition, culture, and vitamins and minerals. The teacher would introduce the categories of the pictures by having the studen
out to the front of the board. The teacher will write in large letters the words nutrition, culture and vitamins and minerals. The teacher th
handout about each written word. Students would be asked to examine the photos and encourage to say the words. The teacher would th
te key concepts as well as essential questions. The students will examine the essential questions in a group discussion with help from the t
ded. In transition to the inspirational artist, the powerpoint will be used.

estigation: All of the materials needed for the art project, will be lab and organized in separate boxes in order to incorporate words and sp
nguage learners. The students will be encouraged to be creative with the materials provided as well as create something different from the
onstration.

will this lesson allow for/encourage students to solve problems in divergent ways?
n will encourage students to solve problems in divergent ways by having them think about different cultures. We will be introducing them
ultures and how different food groups provide nutrition to the people from a specific culture. The lesson will allow students to think of ne
de them nutrition. It will encourage students to try different foods that they may not be used to and they will understand how these new
The lesson will also allow for students to solve problems in new ways because the materials used for the project are materials they are no
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ith. It will influence them to come up with new ways to create a self portrait.

will you engage students in routinely reflecting on their learning?

ure that the students are engaged and reflecting on the learning we will be asking open ended questions throughout the lesson. After the
n has been read to the class, we will ask the students different questions that pertain to the book to help ensure the students were paying
and following along. While the class is working on their individual portraits we will walk around the classroom and ask the students about
We will be asking the students questions about how they feel about their artwork and asking them different questions about how they thin
materials used for their artwork provide nutrition.

will you (a) address potential safety issues and (b) assure necessary precautions are followed?
mind the students at the beginning of the activity that all the foods are not to be eaten and are only for the project. We will also tell the st
ood items are to remain in their designated containers and that if they need more of a certain food item they are to raise their hand and te
the teacher can give them more.. The glue we use for gluing the materials down will also be safe for the classroom.

sources/References (use APA; please identify, with an asterisk, article or chapter due for HW):

6) Corn is Maize. New York, NY: HarperCollins Publishers Inc.

. (n.d.). Retreived November 11, 2017 from Britannica: https://www.britannica.com/biography/Giuseppe-Arcimboldo
M. (2003) Visual Culture, Visual Brain, and (Art) Education. Studies in Art Education 44:3, pages 290-296.
powerpoint in order of appearance:
ww.google.com/culturalinstitute/beta/asset/rudolf-ii-of-habsburg-as-vertumnus/TAGn3nhWHkbIBA
18.avenueprimary.org/2014/05/23/fruit-faces/
ww.pinterest.com/pin/280841726743999578/
identalartteacher.blogspot.com/2010/12/week-9-thanksgiving-pasta-collage.html
inimg.com/736x/ae/e1/d9/aee1d9ff3c58b4265c91d5d8cfd6455b--pasta-art-summer-art.jpg

this information in the form of a PPT, Prezi, etc.

y of the presentation or the day before, one person from the group should email two files to each student via Blackboard: the finished (
plate; and (b) PPT, Prezi, etc. Login to Blackboard/My SacCT, click on ART 133, click on Course Tools > Send Email > All Users.
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ink to get you started: http://sacstatearted.weebly.com/visual-art-education.html

Reference

, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from

tp://www.americansforthearts.org/networks/arts_education/publications/special_publications/Defining%20Arts%20Integration.pdf