Art Education Lesson Plan Template: ART 133

Group: 5
Print First and Last Names: Rachel Nishijima Sarai Ponce Jordan Robinson Marisela Romero

Lesson Title*: Community Mural Big Idea*: Community Grade Level*: 4-6

21st Century Art Education Approach(es):

Community-based Art Approach

Inspiration Artists, including those from underrepresented populations:

Federico Herrero

Lesson Overview (~3 complete sentences)*:

Students will learn about what makes up their communities while reflecting on what role they have in their community. They
will create an imprint of their own impact in the community. In doing so they will be able to understand ultimately what a
community is.

Background Knowledge (~3 complete sentences): How will you tap into students experiences and prior knowledge and learning?
By having the students reflect upon their roles in their communities, students will utilize the knowledge they evoke on a
daily basis about community. Students will reflect on what they have seen around them that make up their community; for
example if they have seen the fire department near their house growing up they will be able to draw from that realizing what
role that plays in their community. All students will be able to tap into their visualization of what makes up the areas around
them whether that be parks, grocery stores, or their family.

Align Big Idea with both Key Concepts and Essential Questions, below
Key Concepts (3-4): What you want the students to know.
1. What is community?
2. What is a community made of?
3. How does art tie into community?
4. How can artists help their community?
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 . . . develop a paragraph using their knowledge of the
lesson
2. Content area 1 Visual Art : The students will (TSW) be
able to . . . create an imprint of themselves in the community
using markers, paper, glitter, stickers, etc.
3. Content area 3 __Community___: The students will
(TSW) be able to . . .create a representation of their
community using themselves as the representation
Common Core State Standards (2-3): List grade-specific
standards.
ELA (pp. 10-43, link HERE)
Math (pp. 10-52, link HERE)
1. Produce clear and coherent writing (including
multiple-paragraph texts) in which the development and
organization are appropriate to task, purpose, and audience.
Essential Questions (3-4): Restate Key Concepts using open-ended
questions.*
1. Create a representation of how they see themselves in the
community.
2. How the students feel they are represented in community.
3. How art changes a community
4. What more can we do to bring together our community
Align Assessment with Lesson Objectives in left column.
Formative Assessment strategy (of assigned reading): H ow will you
assess Literacy?
What will you be looking for?*
Literacy will be included through a reflection of the
assignment. Teachers will look for proper use of grammar,
punctuation, and vocabulary.
Summative Assessment strategy (of studio investigation): H ow you
will assess Visual Art and Big Idea? What will you be looking for?*
Teachers will look for visible understanding of the big idea
community while incorporating originality within
assignment by representing personal identity.
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.
(pp. 122-143), link HERE)
___1.0 Artistic Perception:
Grade 4: 1.1 Perceive and describe contrast and emphasis in works of
art and in the environment.
___2.0 Creative Expression:
2.Engage effectively in a range of collaborative discussions Grade 4:2.5 Use accurate proportions to create an expressive portrait or
(one-on-one, in groups, and teacher-led) with diverse a figure drawing or painting.
partners on grade 4 topics and texts, building on others ___3.0 Historical & Cultural Context:
ideas and expressing their own clearly. Grade 4: 3.1 Describe how art plays a role in reflecting life (e.g., in
- Come to discussions prepared, having read or photography, quilts, architecture).
studied required material; explicitly draw on that
preparation and other information known about the
topic to explore ideas under discussion.
Materials: List all materials needed in the columns below.
Vocabulary: Identify and define vocabulary that connect the Have Purchase
art form with the other two identified content areas.* Variety of colored N/A
1. Community: - a group of people living in the same place cardstock
or having a particular characteristic in common. Markers
- a feeling of fellowship with others, as a result of Crayons
sharing common attitudes, interests, and goals. Pencils
2. Identity: - the distinguishing character or personality of an Colored Pencils
individual Sharpies
3. Culture: - the customary beliefs, social forms, and material Scissors
traits of a racial, religious, or social group; also :the Paint
characteristic features of everyday existence (such as
diversions or a way of life) shared by people in a place or
time popular culture,Southern culture
4. Language: - the words, their pronunciation, and the
methods of combining them used and understood by a
community
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 v ery 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 i nclude
management issues such as transitions, room arrangements, and student groupings.
1. Students will gather around the work area of the teacher, or the teacher will present what they are making on the projector
screen. The teacher will demonstrate how to trace their hand onto cardstock using a graphite pencil. (1 min.)
2. The teacher will decorate the inside of the hand, demonstrating how the various materials are used. (5 min.)
3. The teacher will then show students where to write words describing community on the cardstock, and possibly give a
couple examples. (1 min.)
4. The students will have a variety of materials at their desks. The desks will be arranged in table groups, and each group will
share the given materials on the table. The students will trace their hands onto colored cardstock of their choice. (1 min.)
5. The students will have free choice in decorating their hand in a way that represents their identity within their community
(20 min.)
6. The students will write their definition of community within the surrounding space of the hand using adjectives (5 min.)
7. With help from the teacher, the students will glue their finished assignment onto a large sheet of butcher paper to create a
Community Mural. (2 min. per person to glue project onto butcher paper, 15 min. total to glue all projects onto paper)

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?
I would motivate the students to our key concepts about community by showing them examples of the project and how art
can bring together the community as a whole. To motivate the students on the learning objectives I would again show them
an example of what I did. Perhaps I would also do a practice example with them so they can understand what kind of
literacy concepts I am asking of them. The big idea is community so perhaps I would introduce it with something they
already know. Tapping into their prior knowledge of what a community looks like for them whether that be family or school
community.
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).
For our first content area Literacy, the students will be given the chance to write out what their definition of community
means. They will be able to answer what their community means to them, and how they contribute to their community.
Each student will have unique and individual answers, but will reflect their understanding of the content. The second
content area including Visual Art, will allow each student to symbolize and reflect what they think a community may look
like. They will be able to visually see how they tie into their community. The third content area will include community as a
whole and how each student can be a unique representation to their community.

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 facilitate by asking our essential questions before and after the activity to see if their understanding has furthered.
The students will be organized in the familiar classroom setting with four students to a table but will have all access to the
materials around them . During each activity we will walk around and encourage the students and answer any questions
they may have about the assignment. We will not pressure the assignment to look one certain way but allow them to have
as much free expression as possible.

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?
We will include a discussion regarding the reading they were assigned. They will have the opportunity to interact with their
peers about the reading and create questions they may have regarding the reading to further their understanding in which
the teacher will answer. Also while creating their community imprint they will have the opportunity to discuss with their peers
their understanding.

Independent Learning (students do alone): W hat activity will the students complete independently to apply their newly formed
understanding to novel situations? What will the students explore independently?
Students will explore their own community. Defining community and need separately, before discussing community need.
Students will independently search for ideas, local and global, and discuss how they can contribute or make a difference
 within their own community. They will explore out-of-the-box thinking.

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?
The students will all put their art work together and see how they made a community of there own with art in the classroom.
The teacher would then either as a class or individually have them write a reflection on what they learned regarding the
lesson on community.

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

1. How will you adapt the various aspects of the lesson for students with disabilities?
For students with disabilities, the lesson can be adapted in a few different ways depending on the disability of the child. For
a hard of hearing child, the teacher could help the child with the instructions on a one-on-one level.

2. How will you adapt the various aspects of the lesson for English language learners?
For English learners, we would adapt this lesson by having the materials labeled in the languages needed specific to the
classroom. I would have instructions in the languages needed as well.

3. How will this lesson allow for/encourage students to solve problems in divergent ways?
With a lesson on community this could encourage the students to solve the issues on inequality and discrimination within
the community.

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

We would have students routinely reflect on their learning by writing journal entries about the assignment.

5. How will you (a) address potential safety issues and (b) assure necessary precautions are followed? See OEHHA, link HERE
We would clarify how to use the given materials properly through demonstration. As teachers, we would constantly scan the
classroom to ensure the materials are used properly, as well as offering help when necessary.
 Lesson Resources/References (use APA; please identify, with an asterisk, article or chapter due for HW):
An inclusive arts-mediated program for children with and without disabilities: Establishing community and an environment
for child development through the arts

* Include this information 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