Art Education Lesson Plan Template: ART 133

Group ​ 1 ​2​ 3 4 5 6
Print First and Last Names: ​Corrine Delaney, Julie Jenkins, Sarah Marie Ramirez and Tatiana Washington

Lesson Title​*​: Dare to Dream Big Idea​*​: Dreams & Nightmares Grade Level​*​: 3rd

21​st​ Century Art Education Approach(es): Meaning-Making and Psychological Safety

Inspiration Artists, including those from underrepresented populations: ​ ​Salvador Dali

Lesson Overview ​(~3 complete sentences)​*​: Artists will investigate the difference between dreams and nightmares by discussing, analyzing,
and expressing these experiences through our studio investigation. Our studio will cover the difference between dreams and nightmares
through learning vocabulary and participating in discussions with peers. Students will complete a dream journal that includes a written and
painted representation of a dream or nightmare they have had.

Background Knowledge ​(~3 complete sentences)​:​ ​How will you​ ​tap into students’ experiences and prior knowledge and learning?
Students have learned about mood and color (Grade 2 2.2). The students have also learned how ​apply artistic processes and skills through
different media (2.2). ​Lastly, the students have had practice journaling and writing stories (​CCSS.ELA-LITERACY.W.2.3​).

Align Big Idea with both Key Concepts and Essential Questions, below

Key Concepts ​(3-4)​: ​What you want the students to ​know.
1. Some dreams have more meaning to a person because
everyone interprets them differently.
2. Not everyone remembers their dreams, but everyone has
dreams.
3. There are four major types of dreams: daydreams, dreams,
nightmares, and aspirations.
Essential Questions ​(3-4)​: ​Restate Key Concepts using open-ended
questions.​*
1. What causes dreams and nightmares?
2. How do young learners achieve their dreams?
3. How do young learners overcome, work through or avoid dreams
and/or nightmares?
4. How do young learners make their dreams come true?
5. When do dreams and nightmares occur and why?
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
write a journal entry about a dream or nightmare they have had.
2. Content area 1 ​Visual Art​: The students will (TSW) be able to
express their dream or nightmare through painting and creating
their own work of dream art.
3. Content area 3 ​Science​: The students will (TSW) be able to
understand that dreams are apart of our everyday life and that
dreaming occurs during REM sleep.
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?​* ​ After reading the article we
chose, students should have a better understanding of what it means to
write about something personal in a journal format. Students will also
learn how to connect two different mediums (writing and painting).
Students will complete their own journal entry before the studio
addressing a dream or nightmare they had. Students will write 4-5
sentences where they explain in detail a dream or nightmare, and how
they either felt about the dream or nightmare or how they overcame the
dream or nightmare. The writing sample will be collected with the studio,
which teachers can access for understanding.
Summative Assessment strategy (of studio investigation): ​How you will
assess ​Visual Art​ and ​Science​? What will you be looking for?​*​ Students
will complete the studio addressing a dream or nightmare they have had.
The teacher will walk around during studio time asking students about
their artwork. This will allow the teacher to assess whether or not the
student is addressing the key concepts of the studio.
Common Core State Standards ​(2-3)​: L​ ist grade-specific standards.
ELA (pp. 10-43, link​ ​HERE​)
Math (pp. 10-52, link​ ​HERE​)
1. ​Integration of Knowledge and Ideas
a. 7. Use information gained from illustrations (e.g.,
maps, photographs) and the words in a text to
demonstrate understanding of the text (e.g.,
where, when, why, and how key events occur).
2. ​Text Types and Purposes
a. Write opinion pieces on topics or texts,
supporting a point of view with reasons.
i. Introduce the topic or text they are
writing about, state an opinion, and
create an organizational structure that
lists reasons.
ii. Provide reasons that support the opinion.
iii. Use linking words and phrases (e.g.,
because, therefore, since, for example) to
connect opinion and reasons.
iv. Provide a concluding statement or
section.
3. ​Connections to Nature of Science
Science is a Human Endeavor
a. Science affects everyday life. (3-ESS3-1)
Vocabulary: ​Identify and define vocabulary that connect the art
form with the other two identified content areas.​*
1. ​Daydreams-​ “A series of pleasant thoughts that distract one's
attention from the present” (Oxford University Press, 2018).
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.
​ ERE​)
(pp. 122-143), link​ H
___1.0 Artistic Perception:
_x_2.0 Creative Expression:
● 2.1 Explore ideas for art in a personal sketchbook.
_x_3.0 Historical & Cultural Context:
● 3.5 Write about a work of art that reflects a student's own
cultural background.
_X_4.0 Aesthetic Valuing:
● 4.1 Compare and contrast selected works of art and describe
them, using appropriate vocabulary of art.
● 4.3 Select an artist's work and, using appropriate vocabulary of
art, explain its successful compositional and communicative
qualities.
_x_5.0 Connections, Relationships, Applications:
● 5.2 Write a poem or story inspired by their own works of art.
Materials: ​List all materials needed in the columns below.
2. ​Dreams- ​“A series of thoughts, images, and sensations Have Purchase
occurring in a person's mind during sleep” (Oxford University 1. Painters paper
Press, 2018). 2. Acrylic paint
3. ​Aspirations-​ “A hope or ambition of achieving something” 3. Paint trays
(Oxford University Press, 2018). 4. Water cup
4. ​Nightmares-​ “A frightening or unpleasant dream” (Oxford 5. Acrylic paint brushes
University Press, 2018). 6. Paper towels
5. ​REM Sleep-​ “A kind of sleep that occurs at intervals during the 7. Q-Tips
night and is characterized by rapid eye movements, more 8. Lined paper
dreaming and bodily movement, and faster pulse and breathing” 9. “A star, A wish, and 3 things I
(Oxford University Press, 2018). learned” worksheet

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?

1. Tatiana​ will introduce the lesson by sharing the title, Big Idea, 21st Century Art Education Approach, and names of the group members
that correlate with our presentation ​(1 minutes)​.
2. Corrine​ will introduce the lesson overview. The lesson overview will get artists thinking about what is expected of them, what they will
be completing, and how they will complete it ​(1 minutes)​.
○ Artists will investigate the difference between dreams and nightmares by discussing, analyzing, and expressing these
experiences through our studio investigation. Our studio will cover the difference between dreams and nightmares through
learning vocabulary and participating in discussions with peers. Students will complete a dream journal that includes a written
and painted representation of a dream or nightmare they have had.
 3. Sarah/Julie ​ will introduce the lesson objectives and assessments of this studio. ​ (2 minutes).
1. Content area 2 ​Literacy ​: The students will (TSW) be able to write a journal entry about a dream or nightmare they have had.
● Students will complete a writing assignment before the studio addressing a dream or nightmare they had. Students will write 4-5
sentences where they explain in detail a dream or nightmare, and how they either felt about the dream or nightmare or how they
overcame the dream or nightmare. The writing sample will be collected with the studio.
2. Content area 1 ​Visual Art​: The students will (TSW) be able to express their dream or nightmare through painting and creating their own
work of dream art.
3. Content area 3 ​Science​: The students will (TSW) be able to understand that dreams are apart of our everyday life and that dreaming occurs
during REM sleep.
● Students will complete the studio addressing a dream or nightmare they have had. The teacher will walk around during studio time
asking students about their artwork. This will allow the teacher to assess whether or not the student is addressing the key concepts of
the studio.
4. Sarah ​ will introduce the vocabulary terms that are present in this studio by asking for a volunteer who then popcorn to someone else
until all of the vocabulary terms and their definitions are read. ​ (3 minutes).
○ 1. ​Daydreams-​ “A series of pleasant thoughts that distract one's attention from the present” (Oxford University Press, 2018).
○ 2. ​Dreams- ​“A series of thoughts, images, and sensations occurring in a person's mind during sleep” (Oxford University Press,
2018).
○ 3. ​Aspirations-​ “A hope or ambition of achieving something” (Oxford University Press, 2018).
○ 4. ​Nightmares-​ “A frightening or unpleasant dream” (Oxford University Press, 2018).
○ 5. ​REM Sleep-​ “A kind of sleep that occurs at intervals during the night and is characterized by rapid eye movements, more
dreaming and bodily movement, and faster pulse and breathing” (Oxford University Press, 2018).

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)?

5. Julie​ will assign each group an essential question that they will discuss with their table group members ​(4 minutes)​.
○ Group 1 will answer: What causes dreams and nightmares?
○ Group 2 will answer: How do you achieve your dreams?
○ Group 3 will answer: How do young learners overcome, work through or avoid dreams and/or nightmares?
○ Group 4 will answer: How do artists make their dreams come true?
 ○ Group 5 will answer: When do dreams and nightmares occur and why?

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?

6. Students will discuss in their groups what they believe the answer is to their assigned essential question.
7. After they complete their table group share, ​Tatiana​ will call on each group and have one member share what they discussed with the
class ​(2 minutes per table, 10 minutes total)​.

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?

8. Once students are familiar with thinking about dreams and nightmares, we will move on to the VTS investigation (Inspired by
Professor Ward, 2018).
9. Corrine​ will begin by describing what is expected from students during VTS investigation ​(1 minute)​.
○ She will say, “During VTS, artists will be respectful of everyone's opinions by either politely agreeing or disagreeing with what
they think. I’m going to give you some time to view the image silently and independently. Once that time is up, Sarah and I will
ask you questions about the image. If you have an answer to our questions, please raise your hand quietly. Please remember
to be respectful and confident to share your own ideas.”
10. Corrine ​ will present the VTS image and allow students to look at the picture ​(2 minutes).
○ “Please view the image silently. Make sure to look at all parts of the image.”
11. Sarah ​ will begin by asking, “What are your thoughts about the image”? ​(5 minutes)​.
○ “What do you see that makes you say that?”
○ Summarize each student’s idea
12. To add to the discussion ​Corrine​ will then ask the students “What more can we find?” or “Does anyone we haven't heard from have
any thoughts?” ​(5 minutes)​.
13. Sarah​ will thank the students for the thoughtful discussion.

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).

14. Tatiana​ will talk about the inspiration artist and how he relates to our studio ​(5 minutes).
● “Salvador Dali was born on May 11, 1904 in Figueres, Spain. Early in his life he went to an academy in Madrid to further his
 art. He later traveled to Paris where he met and began socializing with Picasso, Magritte and Miro. Their influence inspired
him to make his first and most well-known painting, The Persistence of Memory. He later became one of the most influential
surrealist artists before moving his focus to more classical paintings. He later died in Figueres at the age of 84, but his art will
always be remembered in the many museums dedicated to him and his eccentric mind.”
○ “Salvador Dalí.” ​Biography.com​, A&E Networks Television, 27 Oct. 2017,
www.biography.com/people/salvador-dal-40389​.

○ Have no fear of perfection - you'll never reach it. - Salvador Dali

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).

​13. ​Julie​ will explain to students that in the next activity they will write up a dream journal. She will ask students to think back about a
dream, nightmare, or goal they have. Then she will direct students to write a story about their dream/nightmare or goal they have had. This
will cover content area 2 (Literacy). Students will practice writing stories through this lesson and use their key concepts to help them write. ​(1
min)

(Key concepts: 1) Some dreams have more meaning to a person because everyone interprets them differently. 2) Not everyone remembers
their dreams, but everyone has dreams. 3) There are four major types of dreams: daydreams, dreams, nightmares, and aspiration.)

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?

14. The students are to write how they feel about their dream/nightmare or goal. The dream journal will allow students to apply their
newly formed understanding to novel situations because students must complete a written and painted expression of their dream. They both
must reflect correct use of vocabulary and art methods presented in class, as well as their own personal experiences. Without the basic
understanding of dreams and/or nightmares, students will not be able to successfully complete the studio. Students will complete the journal
on the lined paper that is provided ​(10 min)
● Content area 2 ​Literacy ​: The students will (TSW) be able to write a journal entry about a dream or nightmare they have had.
This is important because it gives students opportunity to practice their writing skills and learn how to write a story.
 ● Content area 3 ​Science​: The students will (TSW) be able to understand that dreams are a part of our everyday life and that
dreaming occurs during REM sleep. This helps students understand their bodies more and understand why they dream and
what causes their dreams/nightmares.

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?

15. After the students have written their stories ​Sarah​ will lead a peer share activity. She will ask the students to pair with the person
next to them at their table, their elbow buddy. Students will share their stories with their partners and discuss what their dream/nightmare or
goal means to them. This gives the students an opportunity to better understand their dreams/nightmares and goals and why they have them.
They also get a chance to ask their peers questions about their stories. ​(3 min)

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).

​1. Content area 2 ​Literacy ​: The students will (TSW) be able to write a journal entry about a dream or nightmare they have had. This is
important because it gives students opportunity to practice their writing skills and learn how to write a story.
2. Content area 1 ​Visual Art​: The students will (TSW) be able to express their dream or nightmare through painting and creating their own
work of dream art. This is important because it teaches children to express themselves and their experience through art. Students will have a
new way of working through their thoughts and or dreams/nightmares.
3. Content area 3 ​Science​: The students will (TSW) be able to understand that dreams are a part of our everyday life and that dreaming occurs
during REM sleep. This helps students understand their bodies more and understand why they dream and what causes their
dreams/nightmares.

16.​ Corrine​ will explain the steps to the studio before the demonstration, so students know what to expect ​(7 minutes)​.
● Step 1: Begin by sketching your dream or nightmare lightly with a pencil on the paper provided on each table.
● Step 2: Once your sketch is complete, two members from each table group will grab paint brushes/Q-Tips, put water in their
cups, grab paper towels and get small amounts of acrylic paint for them and their partner.
i. Make sure to only grab a small amount of paint at first, so artists don’t waste any materials.
● Step 3: Now artists will begin painting their dream or nightmare using techniques shown during the demonstration (long
strokes, short strokes, using different sized brushes, using Q-tips to add texture).
 i. Content area 1 ​Visual Art​: The students will (TSW) be able to express their dream or nightmare through painting and
creating their own work of dream art. This is important because it teaches children to express themselves and their
experience through art. Students will have a new way of working through their thoughts and or dreams/nightmares.
● Step 4: Once artists complete their painting, they can put it on the racks to dry and clean their materials and table.
● Corrine​ will go over the materials needed for the studio while ​Sarah/Julie/Tatiana​ points to where artists can find them. This
slide also contains example artwork from Sarah’s afterschool program, which will be shown as inspiration.
● Finally, ​Corrine​ will transition to the demonstration by telling students to turn their chairs so they can view Julie, Sarah,
Tatiana, or me at the ends of each table row.

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).

​ 17. ​Julie, Sarah, Corrine, and Tatiana​ will lead a demonstration of the studio. Students will be broken into 4 table groups. We will each
take on a group. We will stand at the head of each table and make sure to speak loud enough so each artist can hear us. Julie will demonstrate
a painting of a dream she has had. Corrine will demonstrate a painting of a day dream she has had. Tatiana will demonstrate a painting of a
nightmare she has had. Sarah will demonstrate a painting of a goal she has had or currently has. During the demonstrations we will go over
different techniques of painting (long strokes, short strokes, using different sized brushes, using Q-tips to add texture). We will also remind
students of their prior knowledge on using warm or cool colors to express different moods. ​(7 min)

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?

​18. Students will express their stories of their dreams/nightmares or goals in a painting ​(~30 minutes to complete studio)​. ​Julie, Corrine,
Sarah, and Tatiana​ will circle the classroom asking the students to share (if they want) their story and what they are painting and what their
art means to them ​(10 min, 1 min per student)​.

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?

19. ​Tatiana​ will lead cleanup and ask each table to wash their brushes, clean their pallets, and put their paintings on the rack to dry. ​(5
min)
20. ​Julie​ will lead a closure activity. Each student will get a “A star, a wish, and three things I learned” worksheet. On this worksheet
students will write one star (something they liked about this studio), a wish (something they wish was different with this studio), and three
things they learned about dreams/nightmares, goals, Salvador Dali, or painting techniques. This activity helps students summarize the
concepts and strategies/skills they learned in this studio. ​(5 min)

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 using any modifications needed, so that the all our students can participate in our studio. Some modifications
include, having the students with disabilities work with a buddy or aide to complete writing assignment, verbally sharing instead of writing,
using sign language or communication book during discussion or peer-share time, or allowing for more time to complete the full studio. The
modifications will vary depending on the unique needs of the students with disabilities.

2. How will you adapt the various aspects of the lesson for ​English language learners​? We will adapt our lesson for English Language
Learners by using various resources that incorporate English Language Development. Before the lesson begins, we would create a “Vocabulary
Chart” that has the keywords that will be used throughout the lesson. The chart would incorporate the English words/definitions and the
words/definitions in the student’s first language. The chart would be useful for students that know very little English because it incorporates
new and familiar words that the student can refer to during the lesson. We would also use translator systems such as Google Translate, to
communicate with the student if they don’t know very much English. The students could type into Google Translate the words that they are
unfamiliar with for the writing portion of the studio. We want to promote our English Learners to be able to share and write during our studio,
and using various resources will help them feel like they can communicate with the class.

3. How will this lesson allow for/encourage students to ​solve problems in divergent ways​? This lesson will encourage and allow students to
solve problems in divergent ways because we are giving them various outlets to work through, analyze, and understand their dreams and/or
nightmares. Within this lesson, students are talking with partners/table groups, writing, and painting. Not all students express themselves the
same way and this lesson will allow all students to find out what their dreams and/or nightmares mean to them. Students will learn which way
or expression works for them, which could help them when they are expressing or analysing something else that is personal to them. We want
students to critically think and work through activities by using methods we presented in the studio.

4. How will you engage students in ​routinely reflecting o

​ n their learning? We will engage students in routinely reflecting on their learning
through checkpoints within our lesson. Some checkpoints include having students pair-share, share to the rest of the class, writing and
reading their journal responses, complete VTS, and going around during studio and asking questions about their artwork.
 5. How will you (a) address potential ​safety issues​ and (b) assure necessary ​precautions​ are followed? See OEHHA, link​ ​HERE
a. We will address potential safety issues by demonstrating how to appropriately use each material and remind students to use kind
words when addressing each others art so that no feelings are hurt. We want students to feel they are in a safe environment to share
their dreams or nightmares.
b. We will assure necessary precautions are followed by walking around during studio time to make sure materials are being used
appropriately, having the potential safety issue kept in one part of class that is monitored by the teacher, and letting students know
that if they use the material inappropriately they will not be able to complete the studio until they have shown me they are ready to
participate with the class. If students need a moment, they can move their chair away from the other students, work on the writing
portion or the activity, or put their head down for a minute before coming back to work on the studio.

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

*Lynn Sanders-Bustle (2008) Visual Artifact Journals as Creative and Critical

Springboards for Meaning Making, Art Education, 61:3, 8-14

Oxford University Press, (2018). The World's Most Trusted Dictionary Provider. Retrieved April 13, 2018, from
https://www.oxforddictionaries.com/

“Salvador Dalí.” ​Biography.com​, A&E Networks Television, 27 Oct. 2017, www.biography.com/people/salvador-dal-40389.

* 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.
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