Art Integration Lesson Plan Template 1

Art Integration Lesson Plan Template

LTC 4240: Art for Children

Lesson Title & Big Idea: Everyday Things: Relationships, Identity, and Stories Grade Level: Third
Lesson Purpose:
For students to create a story by making a piece of art using objects from their everyday lives.

Class Periods Required: 1-2
Key Concepts (2-3):
Students will be able to visually show a relationship between objects.
Students will be able to write a story about the relationships between
their chosen objects.
Students will be able to explain their thinking.
Essential Questions (2-3):
Why are these objects important to you?
How can you visually show a relationship using an installation?
How can you write a story about the relationship in the installation?

Lesson Objectives: (Excellent resource at http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html?for_printing=1&detoured=1)
The audience of my lesson is the third grade students.
Goal is for students to find three random objects and write a story about them. They will also create a work of art by showing a relationship between
the three objects.
Grade Level Expectations (GLEs) (3-4) (http://dese.mo.gov/divimprove/curriculum/GLE/)
Apply the steps of solving problems and conflicts with others.
Identify positive characteristics and areas for personal growth.
Reflect on personal roles at home and at school and identify
responsibilities.
Missouri Core Academic Standards (Common Core State Standards)
(3-4) (http://www.corestandards.org/)
Introduce a topic and group related information together; include
illustrations when useful to aiding comprehension. (CCSS.ELA-
LITERACY.W.3.2.A)
Develop the topic with facts, definitions, and details. (CCSS.ELA-
LITERACY.W.3.2.B)
Establish a situation and introduce a narrator and/or characters;
organize an event sequence that unfolds naturally. (CCSS.ELA-
LITERACY.W.3.3.A)

Integrated Content Areas:
1. Visual Art
2. Literacy
Identify & define common vocabulary/concepts that connect visual art with
the non-art content area.
Jean Shin- artist of focus who takes everyday objects and creates a
story using them through her artwork.
Story- an account of imaginary or real people told for
entertainment.
Relationship- he way in which two or more concepts, objects, or
people are connected, or the state of being connected.
Identity- who or what a person is.
Art Integration Lesson Plan Template 2


Anticipatory Set (Gaining Attention):
I will begin my lesson with a visual thinking strategy using Jean Shins
installation, Sound Wave. I will be using the VTS three essential questions.
1. What's going on in this picture?
2. What do you see that makes you say that?
3. What more can we find?
This will allow the students mind to start rolling and prepare them for the rest
of the lesson.

Closure (Reflecting Anticipatory Set):
The students will write a story about their three found objects. The writings
can be used as an assessment. If needed, the class can gather once again
and compare and contrast their artwork with Jean Shins and with each
others.
Lesson Activities & Procedure(s):
1. The lesson will begin with a visual thinking strategy. The students will
gather on the carpet and I will put Jean Shins installation, Sound Wave, on
the board. I will then lead a discussion using the essential questions,
What's going on in this picture?
What do you see that makes you say that?
What more can we find?
The purpose of this activity is to engage students and get their mind thinking.
2. After the students have had plenty of time to share their opinions, I will
give a brief background on Jean Shin and show a few more photos of her work
with installations. Then I will ask them to walk around the classroom, look in
their desks, go outside (if thats an option), and find three objects that mean
something to them. I will give them 5-10 minutes and have them meet back
at the carpet with their three significant objects.
Lesson Texts & Materials:
Photos of Jean Shins work.
Materials to create installation.
Paper
Pencil
Art Integration Lesson Plan Template 3

3. I will then show an example of my three objects, a writing sample, and a
photo of the three objects together. This will be a model for my students. I
want them to create an installation using their three objects and then write a
story about it. These activities will cover the big main ideas of relationships,
identity, and stories. The installation will be an example of the relationship
between the objects, the objects are part of the students identity in some
way, and the students will tell a story using their installation.
4. Depending on time, it might be best to have students create their
installation one class period, and then begin their writing in the next.
5. The students writing must include the following criteria:
Tell a story of all three objects chosen.
One page or more in length.
At the end of the writing, provide and Artists Statement explaining
why you chose each object and its importance to you.
6. When student have ALL completed their installation and writing, we will
have a designated time where they can display their work for the class to see.
The students can take turns walking around and observing other students
artwork.
Lesson adaptations for challenged learners:
A challenged learner may need extra help with creating a story on how three
objects can relate, and help with their writing. With that, it may be helpful to
pair that student with another student who is willing to be helpful, and who
has the time. Otherwise, it will be the teachers job to help the student. This
is a pretty independent assignment; therefore, the teacher may be an
excellent resource for the student.
Lesson extensions/enrichments for gifted learners:
Other classes, faculty, and parents can come to celebrate their hard work.
Each student will stand at their display and share it with others who are
interested. This will encourage students to perfect their writing, and be
excited to share their work.



Formative Assessment strategies:
The visual thinking strategy of Jean Shins installment, Sound Wave. This
will get the students thinking and coming up with their own ideas to use in
their artwork.
Summative Assessment strategy:
The students writing will be used as an assessment. It is a resource that will
show what students took away from the lesson, what needs to be
addressed, (misconceptions) and what they did exceptionally well.

What student prior knowledge will this lesson require/draw upon?
This would be a lesson for students to do after they have developed as writers. It would be more beneficial this way. It would probably be best to do this
lesson during the second part of the school year, whereas, students writing confidence has hopefully grown.

How will you engage students in imagining, exploring, and/or experimenting in this lesson?
Art Integration Lesson Plan Template 4

The introductory activity of the visual thinking strategy covers all three of those aspects. Jean Shin is an impressive artist who takes everyday objects and
makes something amazing out of them. This will hopefully make students want to try this out on their own and create their own work of art.
How will this lesson allow for/encourage students to solve problems in divergent ways?
The students have to find three objects that are important to them, and then create a relationship between them. This will take a lot of creative thinking.
Even if the three objects seem to be polar opposites, they will always have one thing in common, that student. The student chose each object for a reason,
therefore, their will eventually be a way for them to relate with one another. The student may struggle with the installation part of the lesson, the writing, or
both. This lesson will require students to thinking outside the box and be creative.

How will you engage students in routinely reflecting on their learning?
When the students create their installation they will be thinking, how can I make a story from this? When the student is writing they will be thinking,
what about my artwork stands out and can somehow become a story? The students will be constantly reflecting on their work and how it all comes
together.

How will this lesson engage students in assessing their own work and the work of peers?
Students will be assessing their own work by making sure their artwork matches their story. They both are supposed to build off one another, therefore,
they have to work together. Students will assess their peers work when they all come together and share their work. Students will be able to see other
peers way of thinking, what worked, and what didnt work.

What opportunities/activities will students be given to revise and improve their understandings and their work?
Students will be able to edit and revise their writing before they share it. It would be a good idea (if there is time) for students to partner up with another
student and they give each other feedback. This will help those who need the encouragement, and itll help influence one anothers ideas.

What opportunities/activities will you provide for students to share their learning in this lesson?
The students will share their installations and stories with the class. If allowed, students can also host an art show where parents, peers, faculty, and other
classes can come and observe their hard work.
Lesson Resources/References:
Jean Shin. (n.d.). Jean Shin. Retrieved May 13, 2014, from http://www.jeanshin.com/


References
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