Professional Documents
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Lesson Title: Stringing Together Conflict Big Idea: Conflict Grade Level: 4th
st
21 Century Art Education Approach(es): VTS and Structured learning
Inspiration Artists, including those from underrepresented populations:
Ana Isabel Gil Pena
Lesson Overview:
Students will obtain an understanding of conflict in many elements of life using visual culture, historical events, and expressive art. They will
create self-identified marionette puppets utilizing the given materials. This will showcase the students understanding of form/shapes and
creative expression.
Background Knowledge (~3 complete sentences): How will you tap into students experiences and prior knowledge and learning?
According to Common Core State Standards for 3rd grade, students can compare and contrast the themes, settings, and plots of stories written
by the same author about the same or similar characters (e.g., in books from a series). They can also describe characters in a story (e.g., their
traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. Prior to the lesson, we will also ask students
what is their understanding of conflicts.
Focus Lesson (teacher does): Detail opening activities by exploring the following questions. How will you motivate the students to want to
learn the new concepts (see Key Concepts) and strategies/skills (see Lesson Objectives)? How will you introduce the Big Idea of the lesson?
How will you link this lesson to the students prior knowledge?
The lesson will start with an overview of the key concepts and essential questions. Rachel will introduce our Big Idea and 21st Art Education
Approach along with the lesson overview. We will display the slides and (Rachel) will then ask the students to popcorn style reading the key
concepts out loud calling on the next person to continue the reading. (5 minutes)
Collaborative Learning (students do together): What activity will you include so that students have an opportunity to negotiate
understandings and engage in inquiry with peers?
(Johanna) will then ask the students to pull out their Memo 7 to look over and discuss as in small groups (4 to a table) what the readings talked
about. (5min) While this is occuring teachers will circulate between groups listening in on conversations. Once discussion has come to a lull,
(Johanna) will ask for one person from each group to share out something they learned from the reading. We will collect Memo 7 at this time.
Modeling (teacher does): Name and demonstrate the content area strategies/skills (see Lesson Objectives) that are the focus of the lesson.
Explain and show their purpose. Use analogies or other concrete examples to explain concepts (see Key Concepts).
(Amandeep) Will then facilitate VTS on our first image (15 minutes). Upon completing our first session of VTS, our video on conflict will be
showed.
Modeling (teacher does): Name and demonstrate the content area strategies/skills (see Lesson Objectives) that are the focus of the lesson.
Explain and show their purpose. Use analogies or other concrete examples to explain concepts (see Key Concepts).
(Amandeep) Will then facilitate VTS on our first image (15 minutes). Upon completing our first session of VTS, our video on conflict will be
showed.
(Songsong) Once the video has ended we will ask the class what are a few things the video talked about. What was the first step in dealing with
conflict? What shouldnt we do when we encounter conflict?
(Rachel) will then talk about the Inspiration Artist, and what the meaning of his work that we VTSd represents.
Guided Instruction (teacher and students do together): Detail main activities by exploring the following questions. What Essential Questions
will you ask students to facilitate learning? How will you organize students? What will you do/say during each learning activity? What will the
students do (see Lesson Objectives)?
(SongSong) Will go over what the students will learn, having each student popcorn read the TSWs.
(Johanna) Prior to the modeled demonstration the discussion of what types of conflicts can occur in school. (This will be especially helpful in an
elementary school classroom, as students are most likely experiencing some sort of conflict with classroom friends at this time.) For
presentation purposes we can discuss what type of conflicts we think our future students could be experiencing and how we as future educators
would possibly solve it. (5-10 minutes)
Independent Learning (students do alone): What activity will the students complete independently to apply their newly formed understanding
to novel situations? What will the students explore independently?
(Rachel) Will introduce our activity of making Marionette puppets. She will ask the class to gather at the back table in a way that everyone will
be able to see the demo of marietta puppet making done by (SongSong)! (10 minutes)
(SongSong) The students will already have the supplies they would need to create the puppets on their tables. The teacher would describe the
contents of each basket on the table of the materials available. We would discuss potential safety hazards and remind them how to handle each
hazard such as the hot glue gun. (In an elementary classroom setting this is extremely important.) (5 minutes)
During the independent learning time teachers will circulate the classroom stopping to engage with different students and asking them questions
about their puppets. Why did you choose to dress your puppet in that way? Is there story about your puppet that you may be comfortable
sharing? (45 minutes)
contents of each basket on the table of the materials available. We would discuss potential safety hazards and remind them how to handle each
hazard such as the hot glue gun. (In an elementary classroom setting this is extremely important.) (5 minutes)
During the independent learning time teachers will circulate the classroom stopping to engage with different students and asking them questions
about their puppets. Why did you choose to dress your puppet in that way? Is there story about your puppet that you may be comfortable
sharing? (45 minutes)
Closure: How will you end the lesson to solidify learning? How will you and/or students summarize concepts and strategies/skills (see Key
Concepts and Lesson Objectives) for the day?
(Amandeep) At the end of the lesson we would recap what key concepts and objectives were with a series of questions. We would ask our
students what the big idea is and how we demonstrated recognizing the big idea using our 21st Art Education Approach. Making a connection to
conflict in both the students life and in history. (5 minutes)
The various aspects of the lesson can be adapted for students with disabilities, by offering the project to be done with partners to assist one
another with tying the strings to the puppet. By partnering each student with one another in this manner the student needing extra assistance
will not be singled out. In this case exact measurements are not needed for our strings to give our puppets mobility, however; we could also pre-
cut all yarn to be the same length in order to prevent conflict in the classroom itself of yarn overuse or to elevate the frustration for the student
or students with disabilities as they try to cut their yarn the correct lengths they desire. This can also be done by appointing the teacher as the
yarn cutter. By using images, text and reading aids the lesson will be reaching each type of learner to ensure our students have a better
understanding of the concept and idea.
How will you adapt the various aspects of the lesson for English language learners?
During the group reading discussion, students will be placed in small groups of four to make sure he/she feels comfortable to discuss amongst
each other their thoughts about the assigned reading. The student will also be able to ask any lingering questions amongst his/her peers in a
smaller setting. By doing so, the student will not feel as intimidated or centered out in front of the whole class.
How will this lesson allow for/encourage students to solve problems in divergent ways?
This lesson will allow for/encourage students to solve problems in divergent ways as we discuss not only conflict in our society but also conflict
within the classroom. Our video aid shows how best to deal with conflict and what could happen if we do not deal with conflict. We could also
use our puppetry activity to demonstrate a conflict solving play put on by the class, with the students in charge of deciding the conflict and how
they think we should go about solving it. This lesson allows for the subject of conflict to be easily talked about.
As the students are creating their puppetry a general discussion can be held about different times they may have experienced some sort of
During the group reading discussion, students will be placed in small groups of four to make sure he/she feels comfortable to discuss amongst
each other their thoughts about the assigned reading. The student will also be able to ask any lingering questions amongst his/her peers in a
smaller setting. By doing so, the student will not feel as intimidated or centered out in front of the whole class.
How will this lesson allow for/encourage students to solve problems in divergent ways?
This lesson will allow for/encourage students to solve problems in divergent ways as we discuss not only conflict in our society but also conflict
within the classroom. Our video aid shows how best to deal with conflict and what could happen if we do not deal with conflict. We could also
use our puppetry activity to demonstrate a conflict solving play put on by the class, with the students in charge of deciding the conflict and how
they think we should go about solving it. This lesson allows for the subject of conflict to be easily talked about.
As the students are creating their puppetry a general discussion can be held about different times they may have experienced some sort of
conflict in their own lives, and what they did to help solve the conflict. Following the assignment and lecture students would return from home
to school with new observations of different forms of conflict they noticed in their environment, media, or on T.V. Leading the discussion by
asking each student if what they say specifically said the word Conflict in the art or if they just felt the image implied some sort of conflict
was occurring or could be occurring from it.
How will you (a) address potential safety issues and (b) assure necessary precautions are followed? See OEHHA, link HERE
Before studio time begins, students will be informed where materials such as construction paper, markers, paint brushes, etc. are placed.
Students will also be reminded to be cautious when using the glue guns because they are very hot. Written signs in red ink stating, CAUTION,
VERY HOTwill also be placed at the glue gun stations as an extra precaution.
Lesson Resources/References (use APA; please identify, with an asterisk, article or chapter due for HW):
INTIMATE ILLUSTRATIONS ON THE CATALAN-SPAIN CONFLICT ANA ISABEL GIL. (n.d.). Retrieved November 9, 2017, from
https://www.booooooom.com/submissions/intimate-illustrations-on-the-catalan-spain-conflict-ana-isabel-gil/
Freedman, Kerry & Stuhr, Patricia (2004). Curriculum Change for the 21st Century: Visual Culture in Art Education. In Eisner, E., & Day, M.
(2004). Handbook of research and policy in art education. Mahwah, N.J.: National Art Education Association : Lawrence Erlbaum Associates.