Lesson Plan Template 1

Art Education Lesson Plan Template: ART 133

Group 1 2 3 4 6 (please circle)
Print First and Last Names: Sierra Savage Arlene Pablo Alex Hetrick

Lesson Title*: Build Your Reality Big Idea*: Views of Reality Grade Level*: 6
st
21 Century Art Education Approach(es): Choice-based
Inspiration Artists, including those from underrepresented populations: Yayoi Kusama
Lesson Overview (~3 complete sentences)*: Students will explore their understanding of reality and related concepts. They will build a 3D shape using a net
and use various mediums to create a unique and personal representation of their view of reality.

Background Knowledge (~3 complete sentences): How will you tap into students experiences and prior knowledge and learning?
Students will use their knowledge of various art mediums and basic geometry when creating their artworks. They will also tap into their life experiences
when contemplating and creating their personal reality.
Align Big Idea with both Key Concepts and Essential Questions, below
Key Concepts (3-4): What you want the students to know. Essential Questions (3-4): Restate Key Concepts using open-ended questions.*:
Views of Reality...
1. Are experienced differently by different people and cultures 1. How is reality experienced differently by different people and cultures?
2. Influences actions and art 2. In what ways do views of reality influence actions and art?
3. Affect mental health (and vice versa) 3. How do views of reality affect mental health?
4. Are personal 4. How are views of reality personal?
Lesson Objectives: What you want the students to do via three content Align Assessment with Lesson Objectives in left column.
areas.*
1. Content area 2 Literacy : The students will (TSW) be able to . . . Formative Assessment strategy (of assigned reading): How will you assess
Determine the essential idea of the reading and how it relates to Literacy? What will you be looking for?*
the lesson Analysis of a central idea, using textual evidence for support shown through a
2. Content area 1 Visual Art : The students will (TSW) be able to . . . reading memo.
Create an object or pattern that represents their view of reality. Summative Assessment strategy (of studio investigation): How you will assess
3. Content area 3 Math : The students will (TSW) be able to . . . Visual Art and Math ? What will you be looking for?*
Represent three dimensional figures using nets (templates) made Self-assessment checklist and creation of a 3D shape using the net.
of triangles, rectangles, and pentagons.
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Common Core State Standards (2-3): List grade-specific standards. California Visual and Performing Arts Standards (grades 1-6 only) (3-5): Check all
ELA (pp. 10-43, link HERE) that apply and add number and description of applicable content standard.
Math (pp. 10-52, link HERE) (pp. 122-143), link HERE)
1. CCSS.ELA-LITERACY.RI.6.2 _1.0 Artistic Perception:
2. CCSS.ELA-LITERACY.RI.6.3 1.2 - Discuss works of art as to theme, genre, style, idea, and differences
3. CCSS.ELA-LITERACY.RI.6.6 in media.
4. CCSS.ELA-LITERACY.RI.6.7 1.3 - Describe how artists can show the same theme by using different
5. CCSS.MATH.6.G.1 media and styles.
6. CCSS.MATH.6.G.4 _2.0 Creative Expression:
2.4 - Create increasingly complex original works of art reflecting
Vocabulary: Identify and define vocabulary that connect the art form with personal choices and increased
the other two identified content areas.* technical skill.
1. Reality: the world or the state of things as they actually exist, as 2.5 - Select specific media and processes to express moods, feelings,
opposed to an idealistic or notional idea of them. themes, or ideas.
2. Perception: the ability to see, hear, or become aware of 3.0 Historical & Cultural Context:
something through the senses. 4.0 Aesthetic Valuing:
3. Choice based:students are regarded as artists and direct their 5.0 Connections, Relationships, Applications:
own learning by coming up with their own art problems to solve. Materials: List all materials needed in the columns below.
4. Octahedron: a three-dimensional shape having eight plane faces, Have Purchase
especially a regular solid figure with eight equal triangular faces. Cardstock none
5. Dodecahedron: a three-dimensional shape having twelve plane Scissors
faces, in particular a regular solid figure with twelve equal Paper
pentagonal faces. Glue/ Glue sticks
Sparkles, glitter, jewels, decorations
Confetti
Clear scotch tape
Colored masking tape
Markers
Colored pencils
Paint
Q-tips
Pipe cleaners
Glue guns
Templates
String
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Yarn
Wire
Sharpies
Found objects
Shoeboxes

Lesson Procedures:
1. Students find seats based on shape received at door: 1 min
a. Good afternoon! How is everyone doing today? I am Miss Alex, I am Miss Sierra, I am Miss Arlene

2. Focus lesson (Alex): 4 min

a. Today we are going to be talking about mental health and reality. Can anyone tell me what mental health is? Yes that is correct, mental health is
our psychological (our mind) and emotional well being. During this activity, I want you to keep your mental health in consideration. Okay are you
guys ready? Everyone get very comfortable in your seat, take deep breaths, you can close your eyes if you choose. I want you to imagine a space.
This space could have walls or not - it can be something recognizable or abstract, it can be cluttered or empty, or anything in between. There are
no limitations. Within this space, I want you to imagine yourself - not a literal representation of your physical body; but instead, a representation
of your personal energy, your aura, your essence. Ignore the limitations that the labels of our world impose. What do YOU look like? or feel like?
or sound like? Use this representation to fill, or not fill, your space. When you feel that you have a good understanding of your space, jot down a
few notes on what it looks like using words, pictures, etc. Give me a thumbs up when you are done.

3. Collaborative learning: 2 min

a. Alright, it looks like most people are done. When you are ready, go ahead and share with your partner about your space.
b. Would anyone like to share with the class about their space?
4. Introduction of artist and theme (Sierra) - 10 min
a. Our inspiration artist is Yayoi Kusama. She is Japanese. Were gonna watch two short videos because its very important to understand her
for our studio investigation.
b. Video #1 (7:24)
c. Video #2 (1:30)
d. Whats some things we learned about her?
5. Supplies and Studio Investigation instructions (Alex) - 3 min
a. Supplies: Everything available in the studio is okay to use. We have most items out on the counter over here. The origami templates are on the back
table and you can see Arlene if you are having trouble folding your figures. We have shoeboxes to use as your space if you need. Ask a teacher if
you want to use a hot glue gun.
b. Investigation: For the studio investigation, you are going to create your personal view of reality. There are very few boundaries for how to create
your artwork. Consider your mental health throughout your design. We will clean up at 4:20 to get ready for a gallery walk. If you want to make a
title tag, we have paper on the back counter. Does anybody have any questions? If not, then let's go to Arlene for the demonstration.
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6. Demonstration (Arlene) - 10 min

7. Studio time - 50 min
8. Clean up - 10 min
9. Gallery walk - 5 min
10. Self-Assessment - 5 min
TOTAL TIME: 1 hour 40 min
Outline the steps that will happen first, second, etc. in the Procedures that follow to teach what you expect the students to learn. Procedures should be the
longest section in the Lesson Plan, and should be very specific and detailed, including individual roles of group members, and time spent on each task.
Describe directions you plan to give the students, teaching models/strategies you plan to use during the lesson, different activities your students will do, etc.
Be sure to include management issues such as transitions, room arrangements, and student groupings.
Focus Lesson (teacher does):
Students will close their eyes and be instructed to picture a large space. This space could have walls or not - it can be recognizable or abstract. There are no
limitations. In this space, students will imagine themselves - not a literal representation of their physical being; but Instead, a representation of their personal
aura or energy. Taking into consideration their mental health, their values, and ignoring any of the constricting labels that our world imposes on us. What do
THEY look like? or feel like? or sound like? Students will use this representation to fill (or not fill) their space in any way that they are compelled to. After
some quiet time to think, students will be instructed to jot down a few notes about their representation using words, pictures, or something else.

Collaborative Learning (students do together): Following the focus lesson, students will pair share the space that they imagined. This will start their venture
into exploring their own personal reality. We will then open it up to the whole class for anyone who wants to share.

Modeling (teacher does):

Literacy - Students read an appropriate text and analyze the main ideas through a memo. Understanding that views of reality are personal, affect and are
affected by mental health, influence art and actions, and are different for people and cultures will help teachers build a more effective choice-based learning
environment.
Visual Art - Students will manipulate various art mediums and choose the most appropriate one to best represent their theme. During the gallery walk, they
will see that although every student had the same instructions, many different pieces of artwork were created.
Math - Students will use shapes and nets (templates) to turn 2D shapes into 3D figures.

Guided Instruction (teacher and students do together): How is reality experienced differently by different people and cultures?
In what ways do views of reality influence actions and art?
How do views of reality affect mental health?
How are views of reality personal?
Students will work independently to create their personal view of reality.
TSW Determine the essential idea of the reading and how it relates to the lesson, create an object or pattern that represents their view of reality, and
represent three dimensional figures using nets (templates) made of triangles, rectangles, and pentagons.
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Students will work in pairs at their table groups and as a whole class for the first part of the lesson. For the remaining part, students will work individually.
During studio time, the group will check in with each student and get an informal assessment of their understanding of the key concepts.

Independent Learning (students do alone): The focus lesson gives the students a few moments of independent thinking time to visualize their reality. They
also work independently on creating their representation of reality during the studio time.

Closure: The lesson will end with a gallery walk and self-assessment checklist.

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

1. How will you adapt the various aspects of the lesson for students with disabilities?
We will adapt the various aspects of the lesson for students with disabilities by providing a range of art options in varying levels to choose from to create the
representation of their reality. In a choice based classroom, students design the problem they want to tackle during the studio. The students can choose
what they excel in or desire the most.
2. How will you adapt the various aspects of the lesson for English language learners?
We will adapt the various aspects of the lesson for English language learners by breaking materials down into very small steps to make it simple for the
student(s) to comprehend. We also will bring pictures to help explain some of the topics we are covering.
3. How will this lesson allow for/encourage students to solve problems in divergent ways?
Students are presented with a task that can be completed in many different ways. The ways students approach and complete the problem will be unique.

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

We will engage students in routinely reflecting on their learning by circulating the classroom during work time, making sure to check in with each student to
ask clarifying or guiding questions and check for understanding.

5. How will you (a) address potential safety issues and (b) assure necessary precautions are followed? See OEHHA, link HERE
We will be aware of all materials that have a potential safety risk such as scissors and hot glue guns. We will also check the classroom and know the location
of the first aid kit, fire extinguisher, and MSDS (if there is one).

Lesson Resources/References (use APA; please identify, with an asterisk, article or chapter due for HW):
Hathaway, Nan (2008). 10 teaching and learning strategies in choice-based art program. Arts and Activities, September. pp. 36-37, 53.

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

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On the day of the presentation or the day before, one person from the group should email two files to each student via Blackboard: the finished (a) Lesson
Plan Template; and (b) PPT, Prezi, etc. Login to Blackboard/My SacCT, click on ART 133, click on Course Tools > Send Email > All Users.

A helpful link to get you started: http://sacstatearted.weebly.com/visual-art-education.html

Reference

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

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