New Lesson Plan

Department of Arts Administration, Education, and Policy
UNIT PLAN OVERVIEW

(Revised 2019)
Teacher Candidate Brea Berry

School Scioto Darby Elementary School
Grade Level Second
UNIT TITLE Yayoi Kusama

Length of Class Period 55 minutes
Approximate Number of Students in Each class 24
Beginning Date for this Unit 01/14/19
Ending Date for this Unit 01/29/19
ENDURING UNDERSTANDINGS
Critical and Creative Thinking: Students combine and apply artistic and reasoning skills
to imagine, create, realize and refine artworks in conventional and innovative ways.
Authentic Application and Collaboration: Students work individually and in groups to
focus ideas and create artworks that address genuine local and global community
needs.
Literacy: As consumers, critics and creators, students evaluate and understand artworks
and other texts produced in the media forms of the day.
PROGRESS POINTS
The student will at the appropriate developmental level:
A. Recognize that people from various times and cultures create works of art to be
looked at, valued and enjoyed.
B. Explore a range of art concepts and artworks and construct meaning about the works.
C. Connect making art with individual choice and understanding personal cultural
identity.
CRITICAL ISSUE / BIG IDEA

A). Anticipatory Set (what do the students already know, why is this lesson relevant?)
B). Rationale (why is this lesson relevant?)
A) For second graders ages 7 and 8 they are coming into their own as they learn skills for
socializing and school. These kids begin to establish a sense of competence in school
and with peers. They have greater physical strength and develop the capacity for self-
control. They have a stronger ability to coordinate hands and eyes can lead to more
interest in drawing and printing. They experience minor accidents, but young elementary
school children are building confidence in their abilities.
B) This lesson is relevant to beginning art students because it opens up different ways to
see basic shapes in the work that they are used to at this age and it helps them to see
how using something do simple as a dot can be a wonderful piece of art. Collaboration is
very relevant for this age group because they are really social at this age and they are
constantly trying to do things together so learning to do so the right way will play out for
them best in the long run of life.
1
Central Focus (creating, presenting, interpreting, responding, and/or relating art to context)
Collaboration
Working together is not only important in school but also in the real world and life. Cooperation
is an important part of relationships, and children learn to respect others and to control their
emotions through collaboration. Peer interaction and collaboration starts early in life and helping
your child to understand the value of working well with others is the key to encouraging his
cooperation in group activities. Collaboration can help you by decreasing the labor associated
with a project, exposing you to the knowledge and experience of your collaborators and helping
you learn how to accommodate different personality types. Peer interaction and collaboration
start early in life, and helping your child understand the value of working well with others is key
to encouraging cooperation in group activities. Students will work together on this project to
decide on colors for their project, draw circles, cut out a smock and paint circles all on the same
paper for their group work. This is a great way for students to practice patience and team work.
Essential Questions (provocative, engaging, critical)

Who is Yayoi Kusama and why does she make art?
What could the circles in her work represent?
Why would someone put themselves in their art?
What are the benefits of collaborating on an art project?
Possible Integration
Art History
o Yayoi’s upcoming brings up point in how typically art history has been white males and
how women had a harder time getting known and recognized for their art and ideas.
Heath
o Talking about mental diseases especially Obsessive-Compulsive Disorder and how a
negative them can be positive and how art can be a therapy
Fashion
o Yayoi’s art can be viewed as avant garde fashion as she wears her art as well.
DESCRIPTION OF THE ESSENTIAL EDUCATIONAL CONTENT OF THIS UNIT

Lesson One
Title Room
Lesson Description Students will learn about the artist Yayoi Kusama and what her art
represents to her. Students will conjure different ideas about her work and
ting of how they would create their rooms. Students will choose one or
more of the worksheet room drawings to create their own room inspired by
Yayoi Kusama’s circles. They will use glue stick caps and marker caps to
trace circles and color them with crayon.
Lesson Two
Title Circles
Lesson Description I will allow student to tell me about Yayoi Kusama and then have them look
at works that Yayoi has emerged herself in. We will talk about being apart
of the art and then students will group up and using circle they will draw
and paint some on a smock using specific colors
Lesson Three
Title Universe
2
Lesson Description Students will finish their smock and do the same circle creation and colors
on their background paper. When finished students with individually take
turns taking pictures in front of their background with their smocks on. To
end the project, they will fill out a review sheet.
Explain how technology has been used in this unit

Students will not use technology in this unit.
3
LESSON PLAN

Grade Level Second
LESSON NUMBER 1
Lesson Title Room
Length of Class Period 55 Minutes
Beginning Date for this Lesson 01/14/19
Ending Date for this Lesson 01/14/19
CONTENT STATEMENT – PERCEIVING/KNOWING

1PE Notice and point out details and respond to expressive features in artwork.
CONTENT STATEMENT – PRODUCING/PERFORMING

3PR Create artwork based on imagination and observation of familiar objects and scenes.
CONTENT STATEMENT – RESPONDING/REFLECTING
Performance-based Assessment Objectives

Students will point out details from Yayoi’s artwork and respond to objects in her work.
Students will create, and imaginary room filled with circles from all different objects.
Performance-based Assessment Strategies

(attach assessment documents if applicable)
Students will discuss to the class ideas and questions they have about Yayoi’s work
Students will decorate rooms on a handout with crayon and pencils full of circles.
Academic Language
Vocabulary
Contemporary Art: the art of today, artist work off influence, cultural diversity, and technological
advances.
Obsessive Compulsive Disorder: anxiety disorder that involves unwanted and repeated
thoughts, feelings, sensations, or behaviors that make them feel driven to do something
compulsively.
Self Portrait: Is a portrait of a person produced ad created by that person.
Additional Language Demands (specific speaking or writing activity)

Students will be able to draw their own rooms and put objects in the room they want and
decorate in instead of or along with the handouts.
4
Accommodations for Special Populations
For students with emotional disturbances, accommodations will be made. I will focus on getting
to know the student’s comfort zone and activities to keep them on task.
 I will be giving the student leadership roles in the classroom so that they can have
something to do for each part of classroom activities.
 We will keep a list of cleaning jobs they can engage in in their spare time.
 I will give encouraging word such as being a great classroom helper and giving thanks
for being on task with activities.
 For the times that they need to stay in his seat but have a tough time I will allow them to
engage in a quiet activity they enjoy until they are ready for the next activity.
 During class when I notice them getting agitated, as a class we will together do some
calming strategies such as taking deep breaths and counting to ten.
 Their seat will be located right next to my desk, so I can stay near.
We as a class will recite the rules every morning which include keeping our hands to ourselves.
Art/Visual Culture Examples

Yayoi Kusama: https://hirshhorn.si.edu/kusama/yayoi-kusama/
https://www.nytimes.com/2017/11/03/arts/design/yayoi-kusama-david-zwirner-
festival-of-life-review.html
http://nymag.com/arts/art/features/yayoi-kusama-2012-7/
https://www.theatlantic.com/magazine/archive/2017/07/yayoi-kusamas-existential-
circus/528669/
The Dot: https://www.youtube.com/watch?v=Jojp5vkRJWQ
Preparations
Materials/Resources for Teacher
Overhead Projector
PowerPoint: Yayoi Kusama
Handouts: Room (4 different options)
Materials for Students

24 Pencils
24 Easer
24 Glues stick
Bucket of Markers
Bucket of crayons
Sharpies
24 Glue Stick
Safety Procedures
Students will sit quietly keeping their seats with their hands to themselves.
LEARNING ACTIVITY
Getting the Classroom Environment Ready
There will be six connecting lunch tables in the class with four to five students assigned to each
table. Seating arrangements will be implicated.
I will set up the overhead projector displaying the first slide of my presentation for the day.
I will have a large-scale picture of one of the room handouts on the chalk board.
5
Handouts of Rooms will be places on the back counter at student reach.
Supplies will be set out on the counter accessible to the students when needed.
Procedures for the Teaching/Learning Structure (indicate approximate time for each step)
Student will be seated quietly in their assigned seats while I begin the PowerPoint. I will let
students know they have some time to finish their last project, but they will learn about a new
artist first for the next project.
Day Duration Application Resources
1 1 Minutes I will get the student settled down and direct

their attention to the projector screen for their
next project.
1 5Minutes PowerPoint Presentation: PowerPoint: Slide 1-2
I will go through each slide beginning with an
introduction on who Yayoi Kusama is, First, I
will tell them Yayoi Kusama is a contemporary
artist and see what students know what that is
and define it if they can’t. I will tell them she is
from Japan and has a disorder called OCD
obsessive compulsive disorder. I will see if
anyone has heard of that or know what it is, if
not I will define it for them. I will let them know
she is an artist that likes to create work mainly
with dots but also other patterns. I will explain
to them a little of her backstory with seeing dots
and turning the obsession into art. Ill also talk
about how her work is like a new universe she
can be a part of and she recreates experiences
of her life in it.
1 5Minutes I will then show the students two different PowerPoint:
artworks of Yayoi Kusama. The first one is Slide 3-4
called “The Obliteration Room” and I will ask
them to identify objects they can see hidden in
the installation. the second one is called “In
Bloom”. I will explain the backstory behind the
installation. “Running through a field of flowers
as a child was a pleasant experience for her
and she wanted to recreate it. I will allow
students to point out the different objects they
can see hidden behind the flowers.
1 5 Minutes I will tell student that they can use the rest of Room Worksheets
the time to work on some worksheets. I will Pencil
show students that in the back of the room Eraser
there are worksheets of rooms where they can Marker
draw circles like Yayoi on it to get ready for the Glue Stick
next project. I will let them know they can use
circular objects to help make their circles better.
I will demonstrate how to draw circles with a
glue stick and marker.
6
1 30 Minutes I will ask the January helper to pass out pencils Room Worksheets
and easers to everyone and tell student the Pencil
worksheets are in the back of the room. Eraser
Student will now be able to work on their Marker
projects and start their handouts. Glue Stick
Work Time: I will be around to help students
out.
1 6 Minutes I will inform students they have 6 minutes to
begin cleaning. I will tell them to put their art
work on the front counter and put all supplies
away as they return to their seats. I will be
around to help students clean up.
1 3 Minutes I will give out a cool cat award out to the
student who worked well and quietly and did a
good job cleaning up and is sitting quietly. I will
then have tables line up for their teacher.
Clean-up Procedures (Room, Materials & Work Storage)

Student will put away any supplies they had out for the last project they were finishing. I will let
them know they will turn in any worksheets they completed or have started on with their name
on it for them to work more on later. They will turn in all pencils, crayons, markers and erasers
and sit in their seats quietly as they wait to see who earns the cool cat award.
Closure, Review & Anticipation (what’s next?)

I will ask students as they line up pop question on what the PowerPoint was about and some
new things they learned about her. I will let students know that next class we are going to create
work that in bigger and they can even ware it.
Supplemental Activity
They will be able to choose from the three different rooms and use crayons and markers to
create a room filled with circles.
Teacher reflection focused on the lesson after it has been taught

Students did will to keep busy with the handouts and enjoyed how much freedom they
had with their circles and medium. I would focus a bit more on including circles that are
cut off because of the edge of the room or because of an object ending so they can look
at it more like 2-D. The last thing I noticed is that some student couldn’t tell that it was an
actual room as opposed to a painting so that’s something I would to point out more.
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LESSON PLAN

Grade Level Second
LESSON NUMBER 2
Lesson Title Circle

3PR Create artwork based on imagination and observation of familiar objects and scenes.

Students will work together in groups to create smocks and background based off of Yayoi
Kusama’s work using their imagination and observations of her work.

Students will work in groups to draw and paint circles using between one and four different
colors on smock and their background.
Academic Language
Vocabulary
advances.
compulsively.
Self Portrait- Is a portrait of a person produced ad created by that person.

Students will write out on a worksheet the names of the members in their group and the color
they chose for the project. This will also act as a entry ticket to receive their paint later on.
8

circus/528669/
The Dot: https://www.youtube.com/watch?v=Jojp5vkRJWQ
Preparations
Overhead Projector
Handout: Group Project
Example of a smock not cut out
Example of a smock painted and cut out

24 Pencils
24 Erasers
24 Scissors
24 Paint Brushes
6 Tempered Paint Palettes with four colors in them (red, blue, green, yellow)
6 “24 by 36 in” white paper
Paper Towel
Circular Objects (Various size lids, tape rolls)
Safety Procedures
Students will work at their seat together and respect each other. When working that will work on
areas closer to them so they are not intervening with each other.
LEARNING ACTIVITY
9
I will have a large smock paper drawing on a 36 by 24 paper and a cut-out smock painted. I will
also have a paint set for myself and objects to draw circles (tape roll and various lid sizes)
Handouts: Group Projects will be places on the back counter at student reach.
Paint bowels and paint brushes will be set and the sink counter where students can get their
brushes and I can get to the paint.
Student will be seated quietly in their assigned seats while I begin the PowerPoint.

2 6 Minutes I will ask student if they can remember any information
about the artist we are talking about. After taking a few
answers I will point out two different pictures where
Yayois wears her art as well. I will be talking about why
she puts herself in her work and tell them we will do the
same.
2 10 Minutes I will show them a picture of me in my smock and show Pencil
them an example of my finished smock for reference. I Eraser
will tell them and demonstrate the steps as well as write Scissor
them on the chalk board. Paint Brushes
First step is to take a Group Project handout and put
Tempered Paint
their names on it as a group. Group members are the
students who sit at their table. As a group they will
“24 by 36 in” white
decide on what color they want to use out of red, blue, paper (backgrounds)
yellow, and green. They will then write their names on Paper Towel
the back pf the smock and using different size lied’s they Circular Objects
will start drawing circles on their smocks. They will Teacher example of
then cur out their smock and bring me their handout, so smock
I know what colors to give students. They will paint
their circles and then hang it up to dry on the drying
rack. If they still have time they will begin to use the
same objects to draw circles on their background.
2 4 Minutes I will tell students to go to their assigned seats and one 24 Pencils
person from each table will come and get supplies for 24 Erasers
their table. I will be around to help and waiting for 24 Scissors
student to get far enough so I can get them their paint. 24 Paint Brushes
6 Tempered Paint
6 “24 by 36 in” white
paper (backgrounds)
Paper Towel
Circular Objects
2 30 Minutes Work Time: Students will follow the steps and only one 24 Pencils
member from each group will get up to grab any 24 Erasers
supplies needed or return supplies. I will have the paint 24 Scissors
trays ready and all other materials out in the open. 24 Paint Brushes
6 Tempered Paint
paper (backgrounds)
10
Paper Towel
Circular Objects
2 3 Minutes I will let student know it is time to clean up and they
will put everything away and hang up their wet smocks
and turn in their Group Project Papers.
2 2 Minutes Students will be seated quietly, and I will decide who
deserves the cool cat award and allow tables to start to
line up

Student will put away any all pencils and erasers in their bin in the front of the class. All items
used to draw circles will be put back in their bin in the middle of each table and hat bin will be
put in the front of the class to clear off their table. Students with wet smocks or wet backgrounds
will put them on hangers and hand them on the drying rack. Students with backgrounds without
paint will put them in the back of the class. Some students will go around to collect everyone’s
paint set, paint brushes and paper towels left. One person will hand students sponges to wipe
off the tables. Once finished students will sit in their seats quietly as they wait to see who earns
the cool cat award.

I will ask students as they line up pop question on what the PowerPoint was about and some
new things they learned about her. I will let students know that next class we will work more on
our backgrounds and take picture of each other in our smocks.
Students will be able to begin on their background if they have the time. The procedure will be
the same without the cutting.

Student did really well working in groups but I did notice I was doing a lot of tidying up
during class when I should have allowed students to do more on the circle up.
LESSON PLAN

Grade Level Second
LESSON NUMBER 3
Lesson Title Universe
11

4RE Share their personal interpretations of the meanings conveyed in various works of art.

Students will share their thought on Yayoi Kusama’s art work and come up with some meanings
of her work.

Students will fill out a reflective review sheet where they will answer some essential questions
and talk about their ideas on Yayoi’s work.
Academic Language
Vocabulary
advances.
compulsively.
Self Portrait- Is a portrait of a person produced ad created by that person.

If students finish early students will be able draw a character based on a circle and write a
background it. This allows students to use their imagination and items familiar to them such as
emojis to create their characters.

12
circus/528669/
Spots: https://www.youtube.com/watch?v=G_yWlEv_DVw
Preparations
Overhead Projector
Handout: Group Project
Handout: Review Sheets
Example of a smock not cut out
Example of a smock painted and cut out
Book: Spots
iPad

24 Pencils
24 Erasers
24 Scissors
24 Paint Brushes
6 Tempered Paint Palettes with four colors in them (red, blue, green, yellow)
6 “24 by 36 in” white paper
Paper Towel
9 by 12 Paper
Circular Objects (Various size lids, tape rolls)
Crayons
Poster: Spot example features
Safety Procedures
Students will work at their seat together and respect each other. When working that will work on
areas closer to them so they are not intervening with each other.
LEARNING ACTIVITY
I will have a large smock paper drawing on a 36 by 24 paper and a cut-out smock painted. I will
also have a paint set for myself and objects to draw circles (tape roll and various lid sizes)
Handouts: Review Sheets will be places on the back counter at student reach.
Paint bowels and paint brushes will be set and the sink counter where students can get their
brushes and I can get to the paint.
13
Student will be seated quietly in their assigned seats while I begin the PowerPoint.

3 10 Minutes I will remind students that we have been working on out PowerPoint
Yayoi Kusama projects and today we want to finish out Book: Spot
backgrounds and take our pictures. I will let them know I Feature Options Poster
want to start the class with a book called “Spots”. I will read
the book to them and talk to them about some of the
characters in it. I will talk to students about how emojis are
circular and how dots can be more than just that. I will tell
them that after they finish or while they wait for their
pictures they can draw characters using different features and
give them backstories written out on the back. I will display
the feature options on the board.
3 3 Minutes I will tell students that supplies will be out so let’s get the Feature Options Poster
backgrounds done and as they finish let me know so that I
can use a hole punch and yarn to wrap their smocks around
them. I will tell them to clean up their tables before they start
on their characters.
3 34 Minutes Students will begin working and paint will be passed out. I 24 Pencils
will be around to help students and be ready with an iPad to 24 Erasers
take group pictures. I will also let student know there is a 24 Scissors
review sheet up front with a couple questions I want them to 24 Paint Brushes
answer before they leave.
6 Tempered Paint
paper (backgrounds)
Paper Towel
Circular Objects
Blank 9 by 12 paper
Review Sheet
Crayons
3 7 Minutes I will let students know we have six minutes to clean up so
everything wet should be hung up and all paint and pencils
and crayons are to be put back in their spots. I will tell them
to turn in their drawings to the front counter and spongy their
tables to finish the cleanup.
3 1 Minutes Students will be seated quietly, and I will decide who
deserves the cool cat award and allow tables to start to line
up

Student will put away any all pencils and erasers in their bin in the front of the class. All items
used to draw circles will be put back in their bin in the middle of each table and hat bin will be
put in the front of the class to clear off their table. Students with wet smocks or wet backgrounds
will put them on hangers and hand them on the drying rack. Students with backgrounds without
paint will put them in the back of the class. Some students will go around to collect everyone’s
paint set, paint brushes and paper towels left. One person will hand students sponges to wipe
off the tables. Students will turn in any review sheet they have wrote on. Once finished students
will sit in their seats quietly as they wait to see who earns the cool cat award.
14
Once students are done with their reflection sheet I will tell the students a little bit about the next
art piece they will work on.
Students will be able to start sketching some ideas for a Spot character and write it a backstory.

N/A
15

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Department of Arts Administration, Education, and Policy

UNIT PLAN OVERVIEW

Teacher Candidate Brea Berry

UNIT TITLE Yayoi Kusama

CRITICAL ISSUE / BIG IDEA

Essential Questions (provocative, engaging, critical)

DESCRIPTION OF THE ESSENTIAL EDUCATIONAL CONTENT OF THIS UNIT

Explain how technology has been used in this unit

Teacher Candidate Brea Berry

CONTENT STATEMENT – PERCEIVING/KNOWING

CONTENT STATEMENT – PRODUCING/PERFORMING

CONTENT STATEMENT – RESPONDING/REFLECTING

Performance-based Assessment Objectives

Performance-based Assessment Strategies

Additional Language Demands (specific speaking or writing activity)

Art/Visual Culture Examples

Materials for Students

Day Duration Application Resources

1 1 Minutes I will get the student settled down and direct

Clean-up Procedures (Room, Materials & Work Storage)

Closure, Review & Anticipation (what’s next?)

Teacher reflection focused on the lesson after it has been taught

Teacher Candidate Brea Berry

CONTENT STATEMENT – PERCEIVING/KNOWING

CONTENT STATEMENT – PRODUCING/PERFORMING

CONTENT STATEMENT – RESPONDING/REFLECTING

Performance-based Assessment Objectives

Performance-based Assessment Strategies

Additional Language Demands (specific speaking or writing activity)

Art/Visual Culture Examples

Materials for Students

Day Duration Application Resources

Clean-up Procedures (Room, Materials & Work Storage)

Closure, Review & Anticipation (what’s next?)

Teacher reflection focused on the lesson after it has been taught

Teacher Candidate Brea Berry

CONTENT STATEMENT – PRODUCING/PERFORMING

CONTENT STATEMENT – RESPONDING/REFLECTING

Performance-based Assessment Objectives

Performance-based Assessment Strategies

Additional Language Demands (specific speaking or writing activity)

Accommodations for Special Populations

Materials for Students

Day Duration Application Resources

Clean-up Procedures (Room, Materials & Work Storage)

Teacher reflection focused on the lesson after it has been taught

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