Art Education Lesson Plan Template: ART 133

Group 1 2 3 4 5 6 (please circle)

Print First and Last Names:
___Anjelina Mayjoffo___ _____Ariana Granados___ ____Jessica Leboeuf___

Lesson Title*: Relationships Through Community-Based Big Idea*: Relationships and Boundaries Grade Level*: 6th
Practices

21st Century Art Education Approach(es):

Community-Based Art Education

Inspiration Artists, including those from underrepresented populations:

rlene Shechet
A
https://art21.org/watch/art-in-the-twenty-first-century/s7/arlene-shechet-in-season-7-of-art21-art-in-the-twenty-first-century-2014-preview/

Lesson Overview (~3 complete sentences)*:

The lesson will begin with discussing our big idea, relationships and boundaries, and our 21st century art education approach,
community-based learning. Students will then be presented with the lessons essential questions and key concepts. We will then present
the lesson objectives which include social studies, visual arts, and literacy. Students will then be presented with the vocabulary terms.
After, the class will watch a video about community based learning, and then will watch another video about the inspiration artist, Arlene
Shechet. The students will be formatively assessed through a discussion of the assigned reading. Students will have a summative
assessment through review and discussion of the essential questions. Students should hold a conversation about the literature which
discusses community-based learning. The class will then watch a guest speaker work with clay, and then be prompted to work with their
own pieces of clay to create something for someone in their life in which they hold a relationship. While making their piece, a plate will be
passed around the class to symbolize relationships which have been made throughout the semester between classmates. The class will sign
the plate to symbolize this. Students will partake in snack to symbolize the colleague relationships built throughout the semester, as food
brings people together. Students will participate in a gallery walk at the end to view everyones pieces and the final class plate.
Background Knowledge (~3 complete sentences): How will you tap into students experiences and prior knowledge and learning?
Students will use previous knowledge and experiences about art from the classroom to create one big plate. Any strategies that we have
previously learned in the classroom can be used to create their portion of the plate. They will also use previous knowledge to work with
clay and other miscellaneous items to create a single piece as a group.

Align Big Idea with both Key Concepts and Essential Questions, below

Key Concepts (3-4): What you want the students to know.
1. Be familiar with community-based learning.
2. Make critical connections between the classroom and the
outside world.
3. Art is connected to life and relationships.
4. Explore boundaries through art making.
Essential Questions (3-4): Restate Key Concepts using open-ended
questions.*
1. How is art connected to life and relationships?
2. What is community-based learning?
3. What connections are there between the classroom and the outside
world?

Lesson Objectives: What you want the students to do via three
content areas.*
1. Content area 2 Literacy : The students will (TSW) be
able to . . . understand community-based teaching.
2. Content area 1 Visual Art : The students will (TSW) be
able to . . . create a decorated clay plate.
3. Content area 3 Social Studies: The students will (TSW) be
able to . . .understand diverse cultures and cultural
interactions
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?*
Through pair sharing, students will discuss what they have learned from
the assigned reading. Students will show understanding by holding
conversations about the literature with one another and reporting out to
the class. We will be looking for phrases like exploring an artmaking
experience as a meaning making process and experiences that transport
students to another world.

Summative Assessment strategy (of studio investigation): How you will

assess Visual Art and __Social studies_? What will you be looking for?*
Through interactions with other students, students will be communicating
with one another and learning about one another. Students will discuss
the connections/relationships made throughout the class. We will be
looking for understanding through the pieces made by the students, and
will assess if they have pushed boundaries with their piece. Students
will also be assessed through their participation in the group piece, which
will include a discussion to check for understanding based off of the
essential questions.
Common Core State Standards (2-3): List grade-specific
standards.
1. 2.4.3 Use the vocabulary of art to talk about what they
wanted to do in their own works of art and how they
succeeded.
2. 2.5.4 Discuss artists in the community who create different
kinds of art (e.g., prints, ceramics, paintings, sculpture)
Vocabulary: Identify and define vocabulary that connect the
art form with the other two identified content areas.*
1. Community- A group of people living in the same place or
having a particular characteristic in common
2. Relationships- The way in which two or more concepts,
objects, or people are connected, or the state of being
connected
3. Boundaries- A line that marks the limits of an area: A limit of expressed in the work of others.
a subject of activity
4.Group - A number of people or things that are located close
together or are considered or classed together
5. Connections - A relationship in which a person, thing, or
idea is linked or associated with something else.
California Visual and Performing Arts Standards (grades 1-6 only) (3-5):
Check all that apply and add number and description of applicable
content standard.
___1.0 Artistic Perception:
_x__2.0 Creative Expression:
Role and Development of the Visual Arts
3.1 Explain how artists use their work to share experiences or
communicate ideas.
3.2 Recognize and use the vocabulary of art to describe art objects from
various cultures and time periods.
Diversity of the Visual Arts
3.3 Identify and discuss how art is used in events and celebrations in
various cultures, past and present, including the use in their own lives.
___3.0 Historical & Cultural Context:
_x__4.0 Aesthetic Valuing:
Derive Meaning
4.1 Compare ideas expressed through their own works of art with ideas
_x__5.0 Connections, Relationships, Applications:
5.4 Discuss artists in the community who create different kinds of art
(e.g., prints, ceramics, paintings, sculpture).
Materials: List all materials needed in the columns below.
Have Purchase
Clay
Miscellaneous materials
Paint
Toothpicks / popsicle sticks
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.

1. 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?
We are going to be talking about relationships and boundaries. We are going to start by having everyone introduce themselves. Then we will
start our slide show. Anjelina will start with the first couple slides. Ariana will then go and then will Jessica. They will then go and explain our
lesson objectives and so on. After we explain the vocabulary, we will show a short video explaining community based art. After, we will be
explaining who our inspiration artist is, we're going to have a short clip of her and explain how A rlene Shechet tests boundaries with clay. After,
we will have the class do a short reading discussion and have them write down on a piece of paper what community based art is to them?
Then we will share everyone's answers as a class. When we finish the table share, we will then have a guest speaker come in with a ceramics
wheel. He will give a thirty minute demonstration and make different things with clay from the wheel. Once he is done we will have every
table start studio time. While they're working on their clay, each table will get a chance to go to the back table and sign/ create something on
a large plate made out of clay. Everyone in the class will come together and sign or decorate the plate to symbolize relationships. While some
students are waiting to sign the plate, we will have them play with the clay as a group to test their boundaries. Also, we will have drinks and
snacks for the class to encompass relationships.

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).
The focus of this lesson is to explore the students knowledge of community-based learning and relate what they have learned in the
classroom to their lives. Students will use these two things and the classroom relationships we have built throughout the semester to create
one last art piece in unison. The students will demonstrate their understanding of community-based learning by writing a few key concepts
from the assigned reading. While reading the article, they are working on their literacy skills. This will show that they grasped the main ideas
of the reading.
2. 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)?
We will seat students randomly using a deck of cards. We will ask students to reflect on things we have done in the past in the classroom. We
will make a list to help students recall our previous activities and allow them to use them in the activity. Before we go into studio time, we will
warn students that this studio can be very messy and they will need to allow enough time to clean up their workstations. We will give the
students approximately 10 minutes to clean up after themselves. We will review the essential questions when we go through our presentation
slides, then have students revisit those essential questions after their studio time is over. This will help further their understanding of what
they learned in class.

3. 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?
First, we will have students get in groups of 3-4 to discuss the reading. This will give them the opportunity to discuss what they took away
from the reading. Then, we are going to have students come together and decorate one big plate made out of clay; they will also be able to
come together and play with the clay. While students are in their studio time, we will also have snacks for the students. This will reinforce our
big idea of relationships.

4. 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?
Students will independently work with clay to create something out of the clay that pushes their boundaries. This could be a gift for someone
important to them, or something for themselves. This ties into their understanding of how to work with clay and pushing both the boundaries
of clay and themselves to create art that represents their relationships with themselves or others.

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?
We will end the studio time by having the students answer the essential questions. This will verify that the students were able to grasp the
material that was presented to them throughout the class. After, we will have students do a gallery walk to view other students work. This will
allow students to gain an understanding of the types of relationships that their classmates value.
 Please respond to the following questions thoroughly and in complete sentences.

1. How will you adapt the various aspects of the lesson for differently-abeled students, including English language learners and advanced
learners?
Since our studio involves working with clay, we feel that it already caters to differently-abled students. The students can get as creative as
they wish with the clay when thinking about what they would like to do. The point of this studio is for each student to push their own
boundaries and play with the clay to see what they can create. We will use simple language throughout our lesson to make sure all students
understand what it is that we want them to take away from the lesson. However, we will also use and define advanced vocabulary to help
students grow. For advanced students, we will have different materials set up for them to decorate their clay after they are done. This may
allow them to add more of their personality to their work and push more boundaries.

2. How will this lesson allow for/encourage students to solve problems in divergent ways?
This lesson will encourage students to work together and figure out different problems together as a class and individually. When coming
together as class or even working in groups, students will bring different ideas of how to solve the problems in different ways. While working
on the plate, the students will need to think about how their work will fit on the plate as other students are also going to work on it. Also,
students will need to create something out of their piece of clay. Students will need to problem solve to make sure that their work is meeting
their expectations. If it is not, they can start all over and mold the clay into something else.

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

We will engage students to reflect on their learning by asking them to use concepts that we have previously learned in the class, like the
types of lines and circles, as well as from that lesson, to make one unified plate. When we walk around, we will ask students how their
work ties into relationships.

4. How will you (a) address potential safety issues and (b) assure necessary precautions are followed? See OEHHA, link HERE
We will address potential safety issues by making sure the plates are made and fired before we begin our lesson. This will prevent fire
injuries. We will also make sure precautions are followed by referring to OEHHA and makings use all our materials are OEHHA approved.
 Lesson Resources/References (use APA; please identify, with an asterisk, article or chapter due for HW):

Maria Lim, Eunjung Chang & Borim Song (2013) Three Initiatives for Community-Based Art Education Practices, Art Education, 66:4, 7-13

* Include this information during the peer Media and Techniques Workshop 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