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:
Jacky Bugarin Terina Orcutt Jerry Vang Robert Favila
Lesson Title​*​: Behind the Mask Big Idea​*​: Heroes Grade Level​*​:6
21​st​ Century Art Education Approach(es):​ Visual Culture

Inspiration Artists, including those from underrepresented populations: ​ Stan Lee, Ghandi, Martin Luther King Jr. jack kirby

Lesson Overview ​(~3 complete sentences)​*​:​ Intro to expecting what to see beginning to end.
Introducing the big idea of heroes, by demonstrating the diversity of the term hero. By using examples of fictional and non-fictional known heroes. In
addition to creating a face mask accordingly to an idea of a hero.
Background Knowledge ​(~3 complete sentences)​:​ ​How will you​ ​tap into students’ experiences and prior knowledge and learning?
We will talk about various comic book heroes and examples real life heroes (firefighter, police). Then we will talk about how hero can be a friend or family
member as well. Well talk about what makes all these people heroes.

Align Big Idea with both Key Concepts and Essential Questions, below
Key Concepts ​(3-4)​: ​What you want the students to ​know.
1. A hero could be anything or anyone an individual looks up to or
draws inspiration from.
2. Heroes are important.
3. Heroes make an impact on individual’s life.
4. Heroes can come from the past, present or the future.
Lesson Objectives:​ ​What you want the students to ​do​ via three content
areas​.​*
1. Content area 2 ​Literacy ​: The students will be able to read the
article and interpret the concept of a hero.
2. Content area 1 ​Visual Art ​: The students will (TSW) be able to create
a mask that represents their heroes.
3. Content area 3 ​History​: The students will (TSW) be able to identify a
hero. And that not all heroes wear capes.
Essential Questions ​(3-4)​: ​Restate Key Concepts using open-ended questions.​*
1. What is a hero?
2. Why are heroes important?
3. How has a hero impacted the artists lives?
4. what makes a hero a hero?
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?​*
- Students will read the article provided and provide a memo from the
article given.
- Students will explore their understanding in studio by the creation of
the masks.
Summative Assessment strategy (of studio investigation): ​How you will assess
Visual Art​ and ​history?​ What will you be looking for?​*
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- The history will be represented by having the artists come up with a

background story for their hero and why they became a hero (fictional
or real history).

Common Core State Standards ​(2-3)​: L​ ist 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. Reading standards for Literature 2. Determine a theme or central _x_1.0 Artistic Perception:
ideas of a text and how it is conveyed through particular details, 1.2 Discuss works of art as to theme, genre, style, idea, and differences in
provide a summary of the text distinct from personal opinions or media.
Judgments. 1.3 Describe how artists can show the same theme by using different media
2. Reading Standards for Informational text 7. Integrate information and styles.
presented in different media or formats (eg. Visually, _x_2.0 Creative Expression:
quantitatively) as well as in words to develop a coherent 2.4 Create increasingly complex original works of art reflecting personal choices
understanding of a topic or issue. and increased technical skill.
3. Speaking and listening Standards 2. Interpret information ___3.0 Historical & Cultural Context:
presented in diverse media and formats (eg. visually, orally) and ___4.0 Aesthetic Valuing:
explain how it contributes to a topic, text or issue under study. _x_5.0 Connections, Relationships, Applications:
5.1 Research how art was used in theatrical productions in the past and in the
present.
Vocabulary: ​Identify and define vocabulary that connect the art form with 5.5 Establish criteria to use in selecting works of art for a specific type of art
the other two identified content areas.​* exhibition
1. Heroes - a person who is admired or idealized for courage, Materials: ​List all materials needed in the columns below.
outstanding achievements, or noble qualities. Have Purchase none
2. Mask - a covering for all or part of the face, worn as a disguise, ot Acrylic paint
to amuse or terrify other people. card paper
3. Leadership - the action of leading a group of people or an paint brushes
organization feathers
4. Courage - the ability to do something that frightens glitter
5. Vigilante - a member of a self-appointed group of citizens who Popsicle sticks
undertake law enforcement in their community without legal Yarn/string
authority, typically because the legal agencies are thought to be
inadequate.
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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?
Terina; 10 minutes: going over basic intro/agenda and ice breaker with students getting their minds thinking about who or what a hero is.
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).
Jerry; 10 minutes:
Robert; 15 minutes: I Robert will be covering the Literacy and visual arts portion of the lesson objectives, the slides that i will review throughout the
powerpoint will enforce the article as well as the concept behind what makes a hero a hero, as well instill a visualization of what to create later on for the
artists hero. The history behind how stan lee approached the concept of a hero changing the hero type. Followed by what the group has come up with for
question and ideas about who and what a hero can or could be while following close to the key concepts in the powerpoint.
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)?
Jacky; 10 minutes:demonstration of studio,
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?

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?
Everyone;50 minutes:​ During the studio time while students are making the masks that represent their heros, they will use colors and patterns to hint at
what exactly their do or what they have done. We expect students to to understand what it means to be a hero and what the people in their own past have
done to inspire them or give them a better life.
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?
Students will be able to come up with a background story for their hero mask creation, explaining why and how the hero came to be as well as have the
artwork piece itself give a hint as to what or whom their hero is
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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​?

For a child with fine motor skills difficulty, the teacher sample that is being made for the class to move and copy from. That student would have direct say
over the mask type and the fine lines as well as color, then they could work on the teacher sample and add to it or leave it as is.

2. How will you adapt the various aspects of the lesson for ​English language learners​?

We could add easily identifiable pictures for the students. And may possibly incorporate some important statements or words in their language.

3. How will this lesson allow for/encourage students to ​solve problems in divergent ways​?

It will allow for students to think in a different light or angle. Constantly remind them that heroes are not normally chosen to be heroes but that they often
set themselves in a life that will force them to be. eg. police, firefighter, crossing guard.

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

Reminding the students that heroes come in different shapes and forms. Heroes don’t always wear capes, and can look in many different ways. also that
heroes can come from anywhere and can mean different things to different people.

5. How will you (a) address potential ​safety issues​ and (b) assure necessary ​precautions​ are followed? See OEHHA, link ​HERE

Reminding them to not get paint on their clothes, not play with the materials if dangerous, and also reminding them that some materials could be dangerous
and to be cautious when they’re being used.

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

Wright, B. (2001). Comic book nation : The transformation of youth culture in America /. ​Comic Book Nation: The Transformation of Youth
Culture in America​.
http://reallifesuperheroes.com/heroes/

*Ulbricht, J. (2005). J.C. Holz Revisited: From Modernism to Visual Culture. ​Art Education,​ ​58​(6), 12-17.
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COPY THE CITATION TO CLIPBOARD

* 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