Grade: 5th Lesson Title: Artist Represent Community 

Lesson Title​: 
Harlem Renaissance Artist Represent Community 
 
Lesson Week​: 
2/4/19 
 
Standards​: 
2PE I​ dentify and communicate how historical and cultural contexts influence ideas that 
inform artists. 

1RE Apply reasoning skills to analyze and interpret the meaning in artworks. 

Essential Questions​ / ​I can statements​ (What do you want them to know?): 

- What did artists do during the Harlem Renaissance, why was it important? 
- Why is it important for artist to represent themselves and their community? 
- How can artist represent their community in their artwork? 
 
- I can reflect on artwork from the Harlem Renaissance using ODIP. 
- I can brainstorm about my community what I would want to represent about it in my 
artwork. 
 
Central Focus​ (What is your goal teaching this lesson, what will they accomplish, what 
is your next step?) 
Students have been researching the Harlem Renaissance in their core classrooms. 
They also went on a museum visit to see art made during that period. It will be valuable 
for students to reflect on how artist represent themselves and their community in their 
artwork during this movement and why it is important. Students will apply the concept 
of representing community in their own work and begin creating a plan to do so in a 
positive manner. 
 
Vocabulary​ (What words will you use? Focus is in bold): 
 
- Representation 
- Harlem Renaissance  
- Community 
- ODIP 
 
Material ​(What do you need prior to teaching? Resources/supplies): 
- Power point 
- Representation Plan sheet / rubric 
- Writing supplies (markers, pencils) 
- Large Paper to brainstorm (Person, Place, Event) 
 
Classroom steps​ (Start - Do - Finish / How are you going to accomplish your goal?) 

PAGE 2 
Grade: 5th Lesson Title: Artist Represent Community 

Start: Students are greeted as they enter the classroom. Conversation begins 
connecting how they are learning about the Harlem Renaissance in their classrooms. 
Connection of significance of art during Harlem Renaissance begins. To aid in 
discussion of artwork students are reminded of museum exhibition visit and how they 
used ODIP to discuss artwork, students then apply ODIP discussion approach to 
power point examples. Art works displayed in power point connect how artist during 
this time were creating art works relating to representing their community (people, 
places, events). Students are then directed into brainstorming exercise. 
 
Do: Students work together to brainstorm about things in their community they wish to 
shine a light on and represent. Large paper is set at each table and students are 
broken into three groups. Timer is set and students move from table to table adding 
things that represent their community to the brainstorming pages (person, place, 
event). After brainstorming class reflects on what they listed on the page. Students are 
dismissed to appropriate tables and are able to begin working on their plan sheets now 
they have an idea of what they can consider to represent about their community. 
 
Finish: Students are prompted to put away supplies (pencils in bin, place paper in front 
of them.) They are then invited to share an idea they put down (1 or 2 students share). 
Students are then directed to check off list on back, they are instructed to check off 
first box as it is now completed and informed for the project their goal is to check all of 
the boxes. Next class they are able to continue to work on plan or will get it checked 
off by teacher, they then can begin making their project. 
 
Assessment​ (How will they show understanding? Mid point ::Formative:: / Ending 
::Summative::): 
Midpoint: Students demonstrate understand through participation during brainstorming 
activity. 
 
Ending: Students will be able to check off the first box on rubric showing 
understanding. 
 
What​’​s Next​ (What does this transition into for next lesson?): 
Next lesson students will continue to/begin to plan their art piece. By the halfway point 
students should be finished planning and getting checked off by teacher to begin 
working on final art project. 
 
Reflection​ (Notes on experience, what to consider, what to change): 

PAGE 2