Lesson Plan Template 1

Art Education Lesson Plan Template: ART 133

Group 1 2 3 4 5 6 (please circle)
Print First and Last Names: ____Camille Lopez________ __________Nadine Deckert_______ _____Rebecca Goodfrey_____
_________Kendra Blazer____ ________________________________
________________________________

Lesson Title*: Edible Portraits Big Idea*: Nutrition Grade Level*: 1

21st Century Art Education Approach(es): VTS- Visual Culture

Inspiration Artists, including those from underrepresented populations: Giuseppe Arcimboldo

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

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

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
1. Represented through culture questions.*
2. Important to good health 1. How is nutrition represented through culture?
3. Is the balance of vitamins and minerals 2. How is nutrition important to good health?
3. How does the balance of vitamins and minerals support good health?

Lesson Objectives: What you want the students to do via three
content areas.*
1. Content area 2 Literacy : The students will (TSW) be able
to understand the difference between a story and a factual book
and apply new learned information to big idea.
2. Content area 1 Visual Art : The students will (TSW) be able
to make self portraits using unique materials.
3. Content area 3 _History/Social Studies_: The students will
(TSW) be able to understand the importance of nutrition in
different cultures.
Common Core State Standards (2-3): List grade-specific
standards.
1. CCSS.ELA-LITERACY.RL.1.5
Explain major differences between books that tell stories and ___1.0 Artistic Perception: 1.3 Identify the elements of art in objects in
books that give information, drawing on a wide reading of a range nature, in the environment, and in works of art, emphasizing line,
of text types. color, shape/form, and texture.
2. VAPA 1.3 Identify the elements of art in objects in nature, in
the environment, and in works of art, emphasizing line, color,
shape/form, and texture.
3. MATH 1 G: 1. Distinguish between defining attributes (e.g.,
triangles are closed and three-sided) versus non-defining
attributes (e.g., color, orientation, overall size); build and draw
shapes to possess defining attributes.
Vocabulary: Identify and define vocabulary that connect the art
form with the other two identified content areas.*
1. Nutrition
2. Culture
3. Vitamins and minerals
4. Protein
5. Composition
Lesson Plan Template 2
Align Assessment with Lesson Objectives in left column.
Formative Assessment strategy (of assigned reading): How will you
assess Literacy? What will you be looking for?*
Include a short discussion about the differences and similarities
between a story and factual book.
Summative Assessment strategy (of studio investigation): How you will
assess Visual Art and _History/Social Studies? What will you be looking
for?*
Having students go around and give tokens for their peers art work.
California Visual and Performing Arts Standards (grades 1-6 only) (3-5):
Check all that apply and add number and description of applicable
content standard.
___2.0 Creative Expression: 2.1 Use texture in two-dimensional and
three-dimensional works of art.
2.8 Create artwork based on observations of actual objects and
everyday scenes.
___3.0 Historical & Cultural Context: 3.2 Identify and describe various
subject 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
making art.
4.3 Describe how and why they made a selected work of art, focusing
on the media and technique.
___5.0 Connections, Relationships, Applications: Class discussion and
questions and answers about nutrition and culture will be examined.
Materials: List all materials needed in the columns below.
 Lesson Plan Template 3

Have Purchase

! Dried rice noodles ! Corn

! Dried pasta noodles ! Googly eyes
! Dried beans ! Glue
! Rice ! Paper plates
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Lesson Procedures: 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): 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?

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

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).

Nadine will model the lesson objectives for the class. The lesson objectives are focused before the art project, that students will complete.
Incorporating the lesson objectives 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 project as well as keep the objectives in mind while evaluating their art. Nadine will complement three learning
objectives with definitions and explanation.

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)?

Are three essential questions that we are asking are students to help facilitate learning are how is nutrition represented through culture,
how is nutrition important to good health, and how does the balance of vitamins and minerals support good health? these questions will
help students have a better understanding of nutrition and its importance in the world around them. Students are going to be organized by
sitting at tables, with 4 students per table. To choose where 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 an assigned seat. 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. Unfamiliar vocabulary 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 students will do VTS to an image of one of
Giuseppe Arcimboldos works and then learn about him. The students will then be introduced to the lesson's objectives and have the 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 be
 Lesson Plan Template 5

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?
PowerPoint: In order to compensate for students with disabilities, the powerpoint will be altered. The introduction of the class will be
focused on discussion rather than direct teacher instruction. Students will be given a printed handout of different pictures that relate to
nutrition, culture, and vitamins and minerals. After students have time to evaluate the pictures, the instructor will hold a group discussion
based on essential questions. The teacher will communicate the key concepts to the class along with the Big Idea.

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

Studio Investigation: Rather than using smaller unique art materials used for the studio investigation, larger art materials will be used for
the art project. Fabrics, papers and foam will be colored and shaped into food objects. Students will use the larger art materials for their
edible portraits. Larger art materials would be 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 difficult for some students to grab and or work on. Though they incorporate sensory
benefits, they may not be as easy to work with for all students.
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2. How will you adapt the various aspects of the lesson for English language learners?
PowerPoint: To compensate for English Language learners, visual representations as well as simple sentences would presented in the class
lesson. In order to ensure effective presentation and class content, visual representations by handouts and powerpoint slides would be
used.
The introduction of the class will be focused on class discussion rather than direct teacher instruction. Students will be given a printed
handout of different pictures that relate to nutrition, culture, and vitamins and minerals. The teacher would introduce the categories of
the pictures by having the students bring each handout to the front of the board. The teacher will write in large letters the words nutrition,
culture and vitamins and minerals. The teacher then would stick one handout about each written word. Students would be asked to
examine the photos and encourage to say the words. The teacher would then incorporate key concepts as well as essential questions. The
students will examine the essential questions in a group discussion with help from the teacher when needed. In transition to the
inspirational artist, the powerpoint will be used.

Studio Investigation: All of the materials needed for the art project, will be lab and organized in separate boxes in order to incorporate
words and spelling for English language learners. The students will be encouraged to be creative with the materials provided as well as
create something different from the step by step demonstration.

3. How will this lesson allow for/encourage students to solve problems in divergent ways?
This lesson will encourage students to solve problems in divergent ways by having them think about different cultures. We will be
introducing them to different cultures and how different food groups provide nutrition to the people from a specific culture. The lesson will
allow students to think of new foods that provide them nutrition. It will encourage students to try different foods that they may not be used
to and they will understand how these new foods are nutritious. The lesson will also allow for students to solve problems in new ways
because the materials used for the project are materials they are not used to creating with. It will influence them to come up with new
ways to create a self portrait.

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

To make sure that the students are engaged and reflecting on the learning we will be asking open ended questions throughout the lesson.
After the book about corn 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 attention and following along. While the class is working on their individual portraits we will walk around the
classroom and ask the students about their artwork. We will be asking the students questions about how they feel about their artwork and
asking them different questions about how they think the different materials used for their artwork provide nutrition.
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5. How will you (a) address potential safety issues and (b) assure necessary precautions are followed?
We will remind 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 students that the food 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 tell the teacher so the teacher can give them more.. The glue we use for gluing the materials down will also be safe
for the classroom.

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

Aliki. (1976) Corn is Maize. New York, NY: HarperCollins Publishers Inc.
Britannica. (n.d.). Retreived November 11, 2017 from Britannica: https://www.britannica.com/biography/Giuseppe-Arcimboldo
Kindler, A. M. (2003) Visual Culture, Visual Brain, and (Art) Education. Studies in Art Education 44:3, pages 290-296.
Cultural Consideration in Nutrition and Food Preparation http://www.cdss.ca.gov/agedblinddisabled/res/
VPTC2/9%20Food%20Nutrition%20and%20Preparation/Cultural_Consider_in_Nutrition_and_Food_Prep.pdf
Images in powerpoint in order of appearance:
https://www.google.com/culturalinstitute/beta/asset/rudolf-ii-of-habsburg-as-vertumnus/TAGn3nhWHkbIBA
https://www.giuseppe-arcimboldo.org/Self-Portrait.html
http://2018.avenueprimary.org/2014/05/23/fruit-faces/
https://www.pinterest.com/pin/280841726743999578/
http://accidentalartteacher.blogspot.com/2010/12/week-9-thanksgiving-pasta-collage.html
https://i.pinimg.com/736x/ae/e1/d9/aee1d9ff3c58b4265c91d5d8cfd6455b--pasta-art-summer-art.jpg

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

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