Art Integration Lesson Plan Template 1

Art Integration Lesson Plan Template

LTC 4240: Art for Children

Lesson Title & Big Idea*: The Story of Perspectives on Migration Grade Level*: 4th
Throughout time and across cultures, people have created and shared stories.
Lesson Overview/Summary*: Class Periods Required:
In this lesson students will learn about the Great Migration and recognize it as the mass migration of blacks out (please circle)
of the South to the Northeast, Midwest, and West in the early 20th century. Students will be introduced to the
artwork of Jacob Lawrence. As students explore paintings by Jacob Lawrence to understand the experience of 1 2 3
blacks who migrated from the South, they will establish an understanding of how he uses his art to depict stories
of important historical events from his perspective. Students will finally create their own piece of artwork that
will reflect the story of their perspective on migration.

Key Concepts (3-4): What you want the students to know.* Essential Questions (3-4)*:
1. Visual Art
Students will learn about Jacob Lawrence and his ability to 1. How can you communicate stories through art?
depict stories as a fundamental aspect of his artwork. 2. How do the stories depicted in art reflect the perspective and
experiences of the artist?
3. Are the stories depicted in art up for the viewers interpretation?
2. Literacy:
Students will learn how to connect Langston Hughess poem
One Way Ticket" to experiences in their lives where they
Students will create a narrative detail that tells a story from
their perspective of migration.
3. Social Studies:
Students will learn about the Great Migration.

Students will understand why there was migration of blacks

from the South to the North

Lesson Objectives: (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. Visual Art: The students will be able to . . .
Students will be able to analyze the work of Jacob Lawrence and be able establish an understanding of how he uses his art to depict stories of
important historical events from his perspective.
Students will be able to create a work of art made up of objects, symbols and/or imagery that collectively tells a story of migration from their
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perspective.
2. Literacy: The students will be able to . . .
Students will be able to make connections to different text genres
3. Social Studies: The students will be able to . . .
Students will able to discuss the Great Migration in terms of what I was, who was involved, and where it took place.
Students will be able to explore paintings by Jacob Lawrence to understand the experience of blacks who migrated from the South.

Grade Level Expectations (3-4) Identify & define common vocabulary that connect the art form with the
http://www.nationalartsstandards.org/customize-handbook other identified content areas:

1. Visual Art: 1. Migration: The movement of a group of people from one

country, region, or place to another
A. VA:Re7.2.4 Analyze components in visual imagery 2. Story: An account of imaginary or real people and events told
that convey messages. for entertainment.
3. Perspective: A particular attitude toward or way of regarding
2. Literacy: something; a point of view.
A. NL-ENG.K-12.2: UNDERSTANDING THE HUMAN
EXPERIENCE

3. Social Studies:
A. Missouri State Standards
SS5 1.10: Identify major patterns of population distribution,
demographics and migrations in the United States
B. National Standards
NSS-USH.K-4.3: THE HISTORY OF THE UNITED
STATES: DEMOCRATIC PRINCIPLES AND VALUES
AND THE PEOPLE FROM MANY CULTURES WHO
CONTRIBUTED TO ITS CULTURAL, ECONOMIC, AND
POLITICAL HERITAGE

Content Areas Integrated*: Lesson Activities & Procedure(s) (please be very specific):
4. Visual Art Inspiration Artist: Jacob Lawrence Warm-up:
Students will be presented with The Migration Series by 1. We will begin the lesson by listening to an audio file

Jacob Lawrence
Students will connect this idea to their own creation.
5. Literacy:
Students will read and connect their prior knowledge to
Langston Hughess poem One Way Ticket"
6. Social Studies:
Students will learn about the Great Migration.
Create their own maps to learn about the migration of
African Americans to the American South and then to
northern cities and neighborhoods such as Chicago.
Day I: Teaching Point
Art Integration Lesson Plan Template 3
of Langston Hughes poem One Way Ticket. Once we have
listened, as a class we will discuss and share thoughts and ideas
on the historical context of the poem.
Questions to consider asking:
A. In what period of time in U.S. history do you believe this
this poem is set? How can you tell?
B. What do you think was going on?
C. Can you make a connection to something similar that
youve read or heard?
2. Following the discussion used to assess students prior
knowledge, I will explain to the students that this poem is an
example of the cultural legacy of the Great Migration.
1. We will begin by discussing following concepts:
Migration
The Great Migration
The Great Migration is the mass migration of blacks out of
the South to the Northeast, Midwest, and West in the early 20th
century.
Migration is the movement of a group of people from one
country, region, or place to another
2. We will begin to discuss the purpose of migration by focusing
on these questions:
o Why do people migrate?
o Why do they go where they go?
3. Next students will be provided a blank United States of
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America map. Students are expected to make their own map of

the Great Migration.
As we continue to uncover the place at which blacks
migrated to, students are to show this migration of
blacks out of the slave states.
It will be explained to the students that many
blacks headed to cities in the North, such as
Boston, Massachusetts; Philadelphia,
Pennsylvania; Chicago, Illinois; Detroit,
Michigan; Cleveland, Ohio; and New York City,
New York.
Day II:
We will begin day two by looking into artwork regarding the Great
Migration. Students will be introduced to the work of Jacob Lawrence
titled The Migration Series. After I present [some of] the images in
The Migration Series students make use of the think-pair-share
strategy. Students will be given a few minutes to consider the questions
provided below. Students share their thoughts with each other. Students
will then join a larger group or the whole class where they will have
the opportunity to share their thought with the class.
Students will be expected to think-pair-share the following:
How each painting tells a story about the migrants'
experience?
Does each student see the same story? Or do they see
something similar yet different?
What are some components of the artistry? (dark
colors, heavy brush strokes)
1. We will then discuss how Lawrences goal in art was to express
himself through vivid colors, and to tell the stories of his past
and history through his own perspective.
2. As a closing of day two, and formative assessment, students
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will illustrate their learning on the Graffiti Wall. Students will

jot down facts, write personal opinions, connect their learning
to other areas of study, etc.
Day III: Active Engagement

Task One: Have each student create narratives/journal entry from their
own perspective as if he or she were migrating to an unknown place.

Encourage the students to think about what would be

exciting or scary about this journey, as well as what
was to be gained or left behind.

Have students consider the effect the move would have

on their identity. How would they be different? The
same?

Students will receive feedback on their short narratives

prior to moving on to create the artwork.

Task Two: Students will create a work of art that reflects their journal
on the story of their migration.

Students can create a painting, a collage of images from

magazines and newspapers, or any other type of artistic
expression.

The only requirement is that the students must use multiple (at
least two) different mediums including acrylic paint where they
make use of an observed signature style of heavy brush strokes.

Part III: Closure

1. Presentations
As a way to close out the lesson, students will share their

Anticipatory Set (Gaining Attention)*:
Warm Up
1. We will begin the lesson by listening to an audio file
of Langston Hughes poem One Way Ticket. Once we have
listened, as a class we will discuss and share thoughts and
ideas on the historical context of the poem.
Questions to consider asking:
In what period of time in U.S. history do you believe
this this poem is set? How can you tell?
What do you think was going on?
Can you make a connection to something similar that
youve read or heard?
This warm up activity would work well to stimulate discussion on topics
that will be covered later as well as eliciting students background
knowledge on the topic of the Great Migration.
Formative Assessment strategy:
Art Integration Lesson Plan Template 6
artwork as well as their short narrative journal entry that goes
along with it. When students are a part of the audience
reviewing the work of their peers they are expected to choose
two of their favorite and describe how the chosen illustrations
tell a story of migration.
2. Final Assessment
The final assessment of the unit will be a summative one. The
students will provide a short response as to describe their
overall learning. To depict their learning, the short response
must include misconceptions and misunderstanding that the
student had prior to lesson and how their learning has
developed from the beginning to now.
Closure (Reflecting Anticipatory Set):
1. Presentations
As a way to close out the lesson, students will share their
artwork as well as their short narrative journal entry that goes
along with it. When students are a part of the audience
reviewing the work of their peers they are expected to choose
two of their favorite and describe how the chosen illustrations
tell a story of migration.
Summative Assessment strategy*:
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Turn and Talk Short Response

This turn and talk strategy allows all students to talk about the content The students will provide a short response as to describe their overall
presented in class. Students turn to their neighbor and discuss their learning. To depict their learning, the short response must include
thoughts and what they have learned about the topic. Because both misconceptions and misunderstanding that the student had prior to
students are given the opportunity to talk, as a teacher I am capable of lesson and how their learning has developed from the beginning to
discovering if the material is clicking before students move on to active now.
engagement.
Graffiti Wall
For a graffiti wall I will cover a part of a wall with white paper and
encourage students to write or draw what they have learned about the
topic. Students can jot down facts, write personal opinions, connect their
learning to other areas of study, etc. The graffiti wall will gives me a
visual representation of what my students have learned during this unit.
What student prior knowledge will this lesson require/draw upon?
Some prior knowledge that this lessons draws on is the history of African American people in America. Students must be familiar with the slavery
prior to the lesson because this understanding the events of post-slavery, war, and the environment in the South determines if they will be capable
of understanding The Great Migration and why it was happening.

How will you engage students in imagining, exploring, and/or experimenting in this lesson?
Students are engaged in imagining during the engagement phase. The students do not necessarily know exactly what it feel like to migrate to a new place but
they are using the knowledge that they have just recently acquired along with their imagination to depict a story of migration from their perspective. Students
are also engaged in exploring when they are analyzing and questioning the work of Jacob Lawrence from The Migration Series
How will this lesson allow for/encourage students to solve problems in divergent ways?
This lesson encourages students to solve problems in divergent ways by providing them different ways to depict their story. While there were a
few requirements, students were given creative control when it came to artwork for their story of migration.

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

I will engage students in routinely reflecting on their learning by allowing students discuss at the end of the day what theyve learned and provide
them answer to any questions they may have. This daily end of the day group discussion gives the students the opportunity to come in the next
day with a clear understanding on the content presented the day before.

How will you adapt the various aspects of the lesson to differently-abeled students?
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For students that have trouble reading due to low literacy or visual impairment I provided students with both an audio recording of Langston
Hughess poem as well as a the text to read aloud. For students that have trouble writing when it is time to create the short narrative I could allow
those students to make use of a text-to-speech application. I could provide graphic organizers to students as to visually display the relationships
between facts, concepts or idea.

What opportunities/activities will students be given to revise and improve their understandings and their work?
Students are able to revise and improve their understanding after participating in group discussions. Students are given the opportunity to hear the
knowledge and theories of their peers as well as the teacher which ultimately helps shape their own. Students are able to revise and improve their
work after I come around and check their first draft of their short narrative. Students will get their narratives checked prior to moving on to
construct their piece of artwork as to ensure that they have the opportunity to revise and improve based off of the feedback they receive.
What opportunities/activities will you provide for students to share their learning in this lesson?
Students were presented with two opportunities to share their learning during the lesson, one of which was on day two. Students were given the
opportunity to write upon the Graffiti Wall to jot down facts, write personal opinions, connect their learning to other areas of study, etc. The
second time students were able to share their learning was at the end of the unit when they filled out the final assessment that described the three
misconception they had prior to lesson, how their learning has developed, and any further questions.

Lesson Resources/References (please be very specific by providing links, authors, titles, etc.):
One Way Ticket by Langston Hughes http://nationalhumanitiescenter.org/ows/seminars/tcentury/gmigration/Hughes_OneWayTicket.pdf

The Migration of the Negro by Jacob Lawrence http://www.phillipscollection.org/research/american_art/artwork/Lawrence-

Migration_Series1.htm

Information on Jacob Lawrence https://artappreciationat.wordpress.com/lawrences-style/

* Include this information during your final presentation.

References
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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