LESSON PLAN FORMAT

University of North Texas

Art Education

I. Lesson Number, Grade Levels, Title, and Duration:

Lesson #4
Grade Level: 4th
Title: Identity Cubes
Duration: Three classes/45 minutes each
II. Lesson Rationale:
Students will learn how they symbols can be used to express who they are and be able to create a
sculpture to do so. This lesson will help the students better understand the concept of how the symbols
they chose make up who they are and will also get to learn more about their fellow classmates.
III. Key Concepts:
Identity is how you see yourself
Identity is how you express yourself
Identity is made up of the things you like
IV. Essential Question:
In what ways is identity how you see yourself?
How can you express yourself to show your true identity?
What are some of the things that make up who you are?
V. Lesson Objectives:
1) The students will be able to apply their list of symbols to an art piece
2) The students will be able to arrange their visual that is a representation of what makes up their
identity
3) The students will be able to explain and connect their ideas and thoughts and share it with the
class once they are done
VI. Specific Art Content:
- Students will be able to understand how symbols can be used to express identity
- Students will be able to show how well they follow instructions while construction this cube
- Students will be able to share their sculpture with their classmates, in return, they will learn a little
more about each other once they are finished.
VII. Resources & Materials for Teacher:
Book: Me, Frida by Amy Novesky, illustrated by David Diaz
Images of Frida Kahlos work with symbolism
Lucas Samaras images of some of his boxes (Box #10, #53, Shoe Box, Auto Box)
Squared stencils
Colored pencils
Pencils
11x14 in paper
scissors
tape

VIII. Resources & Materials for Students:

11x14 in paper
pencils
erasers
colored pencils
scissors
tape
brainstormed list of symbol
Squared stencils
IX. Instruction and Its Sequencing:
Day of the Lesson
(1st DAY)
1. Introduction/Motivation:
Students will gather around the front of the classroom and I will begin discussion by recalling
what we did last time. I will bring out the same book I read to them plus Fridas artworks that
were shown last class period. I will have them share some of their favorite ideas they came up
with for symbols. I will then introduce to them an artist whom creates boxes using symbolism
to express their identity (Lucas Samara). Since his works are three dimensional (his serious of
boxes), I will only have images on the computer to show them through the projector.
2. Guided Practice
Before they are dismissed to their seats, I will demonstrate how they will trace the outline of
their box that we will be making three-dimensional next time we meet. I will have measure out
a small square that can duplicate into six which will fit in a t-shape on an 11X14 in paper. I will
demonstrate how they will place the square and move it individually, to which they will create
that t-shape image they want.
3. Independent Practice
The students will be dismissed to go to their tables and start on their boxes. Squared shaped
stencils will be lying on the middle of the table; one for each student to use. When the students
are done creating the t-shape, they will be asked to return to the front of the classroom for
further instructions. I will then demonstrate how to cut the t-shape out and will demonstrate
how it will be eventually look like after assembling it. But for this class period, we will stop
after they cut out the shape. They will then be dismissed to do this on their own.
4. Closure
Once they are done cutting out their t-shape, they will make sure their names are on the back of
their shape and turn it in to their classroom box. They will then return to their table and clean
up the mess. Putting up the pencils, carefully placing the scissors back where they belong, the
stencils back on the middle of the table, and the remaining scraps of paper into the trashcan.
They will have 5 minutes of clean up time; plenty of time to clean up after the day they had.
After they are done with all that, then they will be allowed to push in their chairs and line up at
the door. I will leave them with the thought of how they will be decorating the outside of the
boxes with the symbols they created last class time.
(2nd DAY)
1. Introduction/Motivation:
The students will be asked to gather around the front of the classroom for discussion before
they are able to go to their tables to work. Once settled in, I will recollect what they remember

from last class period about the artist I introduced them to and what he was doing with his
series of boxes. I reminded them that they had created the outline of what will become a box
similar to the one Lucas Samaras makes (except with paper and pastel colors). I will ask them if
they remember the symbols they came up with a few weeks ago and that they would be
attaching those symbols to the sides of their boxes today.
2. Guided Practice
Before they are dismissed to work on their boxes, I will demonstrate with a box I have been
working on myself. Just a little example of where to draw the symbols and that it should cover
the whole side of their cube. I will then pass out their t-shapes along with their brainstorming
list that they came up with. If the students came up with more than six symbols, I will ask them
to choose the six that mean the most to them.
3. Independent Practice
The students will start transferring their images to their cube. The order of their placement does
not matter since this will be a three-dimensional cube and its purpose is that all the sides
equally make up the person that they are. They will be using colored pencils to decorate their
cubes with. They will be encouraged to create these images large so they will be noticeable.
They will also be sharing the color pencils with their table, so sharing is important.
4. Closure
I will stop class from continuing to work three minutes before class ends, this will give them
enough time to turn in their images (still flat) into their classroom box and clean up their table
(meaning putting back their color pencils in the right containers). They will then push in their
chairs and line up.
(3rd DAY)
1. Introduction/Motivation:
Students will gather around the front and I will summarize what we have been doing the past
couple of class periods and remind them that today is the day they get to put their cube
together. Discussion will be short in the introduction part of this day because well need most
of the time for presentations after the cubes are finished.
2. Guided Practice
Before they are dismissed, I will give a quick demo on how the cubes will fold and where they
will be taped to create their three-dimensional sculpture. I will then pass out their t-shape to the
students and they will individually walk back to their seats to start working.
3. Independent Practice
Students will be using the tape dispenser that will be located at each table and follow the
instructions I gave during guided practice on how to assemble their cube. They will probably
need to partner up with their neighbor if they need help from someone to hold down the sides
as they tape. Once they finish with their cube, they will carry their cube back to the front of the
table and sit there until everyone is finished. After everyone is done and sitting at the front of
the table I will ask them to come up to the front with their cube and present to the classroom
what they created. They will have to explain what their symbols mean and how they make up
who they are as a person.
4. Closure
All students must have presented by the time class time ends. They will leave their cubes in the
classroom box for me to grade on my own time. Participation grades for their presentation will
be kept on record.

5.

6.

Formative Evaluation
I will be grading them day by day of how well they follow instructions because it will be a
tedious task to get them all to cute their cubes the right way but if they listened to the
instruction well they should manage to do it on their own. On the last day, presentation day, I
will be grading them on their presentation and also on how well they listen to their classmates
talk.
Classroom Management Procedures
This lesson will have some safety procedure when handling scissors. Its always important that
they hold the scissors right and cut away from themselves and others. This will be
demonstrated before letting the kids use scissors (although at that age they may have already
used scissors, a reminder never hurts). To keep the classroom organized, each student will be
responsible for putting everything they used back to the place where it belongs. They will be
responsible to clean up after themselves.

X. Summative Assessment and Evaluation:

What do I want to know?
How will I know it?
How will I record it?

XI. Interdisciplinary Connections:

XII. References & Resources:
Book: Me, Frida by Amy Novesky, illustrated by David Diaz

Images of Frida Kahlos work with symbolism

Lucas Samaras images of some of his boxes (Box #10, #53, Shoe Box, Auto Box)

XIII. Art TEKS:

Historical and cultural relevance.
Compare content in artworks for various purposes such as the role art plays in reflecting life, expressing emotions,
telling stories, or documenting history and traditions;
Compare purpose and content in artworks created by historical and contemporary men and women, making
connections to various cultures;
Critical evaluation and response
evaluate the elements of art, principles of design, intent, or expressive qualities in artworks of self, peers, and
historical and contemporary artists;
use methods such as written or oral response or artist statements to identify emotions found in collections of
artworks created by self, peers, and major historical or contemporary artists in real or virtual portfolios, galleries, or
art museums; and

XIV. National Art Standards

VA:Cr2.2.4

When making works of art, utilize and care for materials, tools, and equipment in a

manner that prevents danger to oneself and others.

VA:Re.7.1.
4a

Compare responses to a work of art before and after working in similar media.

VA:Re.7.2.
4a

Analyze components in visual imagery that convey messages.