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:
Brooke Mathews
Jordan Thompson

Kelly Huang

Melinda Doss

Lesson Title*: Who do you think I am?

Big Idea*: Ego
Grade Level*: 5/6
st
21 Century Art Education Approach(es): Meaning making
st
Lesson Overview (~3 complete sentences)*: Students will be introduced to the Big idea of Ego through the 21 century Art Ed Approach of Meaning

Making and Big Ideas. Instructors will present a PowerPoint including an inspirational artist and introduce the art making of boxes that are self
perspective and peer perspective. Then they will demonstrate the art making process. Students will begin the activity and use studio time to
work on the project for the remainder of class. After they will conclude with a gallery tour.
Key Concepts (3-4): What you want the students to know.*
Essential Questions (3-4)*:
1. Ego is a key construction of self.
1. What is Ego?
2. We develop our ego based on our self view.
2. How is ego a construction of self?
3. Ego can be influenced by social aspects of our lives.
3. Does ego change as a person grows/ages?
4. Ego can be expressed or concealed through art.
4. How is ego influenced by social aspects of out lives?
Lesson Objectives of three distinct content areas: (Excellent resource at http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html?for_printing=1&detoured=1): What
you want the students to do. *
1. Content area 1 Visual Art
: The students will (TSW) be able to . . . assemble images of their view of themselves
2. Content area 2 Literacy
: The students will (TSW) be able to . . . discuss the images that they have used in their art making
3. Content area 3 Health _____: The students will (TSW) be able to . . . reflect on the view that they have of themselves
Common Core State Standards (2-3): Please list grade-specific standards.
Identify & define vocabulary that connect the art form with the other two
1. Determine a theme or central idea of a visual text and how it is conveyed
identified content areas*:
through particular details; provide a summary of the visual text distinct from
1. Collage artistic composition made of various materials glued onto a
person opinion or judgements. ( reading standards key ideas and details,
surface
grade 6)0
2. Expressive content Images that convey ideas and emotions
2. Dram on information from multiple print or digital source, demonstrating
3.
the ability to locate an answer to a question quickly or to solve a problem
4.
efficiently.( integration of knowledge and ideas, grade 5)
5.
3. Summarize the points a speaker makes and explain how each claim is

Lesson Plan Template 2

supported by reason and evidence. ( comprehension and collaboration, grade
5)
National Core Art Standards: Visual Arts (grades 1-6 only) (4): Please list
number and description of Anchor Standard.
1. Creating: VA: Cr1.2.6a (Formulate an artistic investigation of personality
relevant content for creating art).
2. Presenting: VA: Pr5.1.6a (Individually or collaboratively develop a visual
plan for displaying works of art analyzing exhibits space, the needs of the
viewer, and the layout of the exhibit).
3. Responding: VA: Re.7.2.6a (Analyze ways that visual components and
cultural associations suggest by images influence ideas, emotions, and
actions).
4. Connecting: VA: Cn11.1.5a (Identify how art is used to inform or change
beliefs, values, or behaviors of an individual or society).
California Visual and Performing Arts Standards (grades 1-6 only) (3-5): Please
check all that apply and add number and description of applicable content
standard.
___1.0 Artistic Perception:
_X__2.0 Creative Expression: 2.7 communicate values, options, personal
insight through individual work of art.
___3.0 Historical & Cultural Context:
_X__4.0 Aesthetic Valuing: 4.4 asses their own work of art using specific
criteria and describes what changes they would make for improvement
_X__5.0 Connections, Relationships, Applications: 5.2 Identify and design
icons, logos, and other graphic device as symbols for ideas and information
List all materials needed in the columns below.
Have
Purchase
30 boxes
Glue
Magazines
scissors
Newspaper

Lesson Activities & Procedures (please be very specific, including individual

roles of group members)*:
1.Brooke, Jordan, Kelly and Melinda greet students as they enter the
classroom, no predetermined seating.
2. Brooke will begin PowerPoint presentation (full presentation runs 7-10
minutes. Including points 2-8)
3. Brooke talks about inspirational artist
4. Jordan introduce key concepts
5. Jordan talks about essential questions
6. Kelly talks about studio investigation
7. Kelly shows examples 8. Brooke will talk about the end of the studio time and gallery tour and
assessment. End of PowerPoint
9. Melinda calls students back to the demonstrative table in groups
10. Melinda presents the demonstration
11. Kelly shows the students where the materials needed for their project
are in the classroom
12. The students gather material and return to seats
13. Kelly, Brooke, Jordan & Melinda walk around the classroom to assist
students with materials and concept.
14. Instructors will give students a 10 minute warning for cleanup time to
start.
15. Jordan selects groups of students to clean up different materials.
16. Students will have 5 minutes to clean up their area.
17. Fifteen minutes before class is over, Brooke will instruct students to
place ego boxes in the middle of their table for a gallery walk.
18. Instructors will hand out sheet assessment for students to note
favorite parts of boxes as they do their gallery walk.
19. students walk around for the gallery walk (10 Minutes)
20. Melinda reminds students of reflective use of the box and that boxes will

Lesson Plan Template 3

Modge podge
Brushes
Cups
Paint
Markers
Brayer
Sharpie

be brought back to class at end of term to pair-share any further work and
elements they have added to their box.
21. Students can leave with their box and sheet self-assessment.

Anticipatory Set (beginning; example VTS)*:

After being seated, students will view a PowerPoint with the Anticipatory Set
of an Inspiration Artist: Konoka Kitigawa.

Closure (ending; example ticket-out) *:

Students will take a tour of classmates art creations and note ideas for their
own art boxes further development on sheet provided.

Formative Assessment strategy (of assigned, peer-reviewed reading)*:

Summative Assessment strategy (artmaking experience):

Past, Present, Future: Stories of Identity in an Elementary Room

By Jodie Pellish

Students are able to collage their boxes external and internal and how if
their box reflects their perspective of how the world views them and how
they view themselves

Please respond to the following questions thoroughly and in complete sentences.

1. What student prior knowledge will this lesson require/draw upon?
Before the lesson the students should know how to use scissors.

2. How will you engage students in creating, evaluating, analyzing, and/or applying (see Blooms new taxonomy, n.d.) in this lesson.
We will present an inspiration artist as an example of visual expression and invite students to have discussions about the artwork by the artist. The
student begin project and be able to identify, use, and create images that are relevant to the concept of ego.
3. How will this lesson allow for/encourage students to solve problems in divergent ways?
Students will find different creative images in magazines and print materials, but also be able to add to their work with material such as; paint, pens, pencils
and found objects to create work that is reflective of their view of self and ego. Each students art making with reflect their own personality and style based
on the choices they make during the process.

Lesson Plan Template 4

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

Students will be able to keep the box and bring the box in various times throughout the year. Students can continue developing their box and view of
themselves.
5. How will you adapt the various aspects of the lesson for differently-abeled students?
Students can tear paper and magazines, if not yet skilled or able to use scissors.
Instructors can pair differently abled students with typically abled students to collaborate and work together.
Instructors can assemble boxes for students who struggle with fine motor skills.
6. What opportunities/activities will you provide for students to share their learning in this lesson?
Students will have the opportunity to see everyones creation and take part in a class discussion.
Lesson Resources/References (use APA; please identify, with an asterisk, article or chapter due for HW):
*Pellish, J. j. (2012). Past, Present, Future: Stories of Identity in an Elementary Art Room. Art Education, 65(1), 19-24

* Include this information during the peer Presented Lesson Plan.

Some helpful links to new terms:

Anticipatory set: http://www.cultofpedagogy.com/anticipatory-set/

Closure: http://teaching.colostate.edu/tips/tip.cfm?tipid=148
Formative and Summative Assessment: https://www.cmu.edu/teaching/assessment/basics/formative-summative.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