Art Integration Lesson Plan Template 1 LTC 4240: Art for Children

Lesson Title & Big Idea*: Family

Lesson Overview/Summary*: Day 1: - I will lead the students in a VTS discussion of Norman Rockwells 1943 artwork, Freedom from Want. - This day will be spent introducing the essential questions and discussing the definitions of the vocabulary terms. - This day will end with me explaining the homework of finding an artifact that represents their family. If they can, they are to bring that artifact in, or draw a picture of it, to discuss with their group the following day. Day 2: - We will begin by viewing Jean Shins artwork, Settings. - I will ask specific questions to connect Shins artwork with Rockwells previously viewed. The students will discuss the connection of both artworks to the topic of family. - The students will take turns presenting their artifact to their group and explain why it represents their family. - Students will create a realistic or abstract representation of their artifact (through a word or phrase or drawing) on their own paper plate. Day 3: - The class will walk around to view each classmates artwork depicting their representation of their own family. The students will make connections to their own representations. - The class will create a wall of plates to represent the diverse families that make up the classroom community. - The students will write an explanatory narrative introducing their artifact, describing how it represents their own family, and finally how it fits into the bigger community. Key Concepts (3-4): Family, Culture, Community

Grade Level*: 2nd Class Periods Required: (please circle) 1 2

Essential Questions (3-4)*: 1. What is a family? 2. Is there one specific type of family? 3. What is the importance of having a community of different kinds of families?

Lesson Objectives: (Excellent resource at http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html?for_printing=1&detoured=1): - Students will be able to define the key words and concepts. - Students will be able to discuss respectfully. - Students will be able to understand that there are many different types of families. - Students will be able to identify ways their family is similar with others in their classroom community. - Students will be able to construct and design artwork in either an abstract or realist way that represents their own family.

Art Integration Lesson Plan Template 2 - Students will be able to review what they learned by writing explanatory narratives summing up the big ideas from each day. Grade Level Expectations (GLEs) (3-4) Identify & define common vocabulary that connect the art form with the (http://dese.mo.gov/divimprove/curriculum/GLE/) other identified content areas: - Identify and select artifacts (building structures and materials, works The following definitions will ideally be defined by the students within the of art representative of cultures, fossils, pottery, tools, clothing, classroom- especially the first three. The following definitions may vary musical instruments) GLE SS7 1.4, 1.7 depending on where the classroom discussion leads. - Describe how needs are met by families and friends GLE SS6 1.9 Family: a group consisting of parental figures and offspring (biological or adopted) living together in a household Common Core Standards (CCS) Culture: the beliefs, customs, arts, etc., of a particular society, group, place, http://www.corestandards.org/ELA-Literacy/W/2 or time - Write informative/explanatory texts in which they introduce a topic, Community: a feeling of fellowship with others, as a result of sharing use facts and definitions to develop points, and provide a concluding common attitudes, interests, and goals statement or section. CCSS.ELA-Literacy.W.2.2 Artifacts: structural, material, art representation of culture Abstract: art that uses shapes, forms, colors, and textures Realistic: represents something truthfully Concluding Statement: ending of a piece of writing that sums up the main point. Content Areas Integrated*: Lesson Activities & Procedure(s) (please be very specific): 1. Visual Art (Inspiration Artists: Norman Rockwell, Jean Shin) Day 1: 2. Literacy 1. After the students arrive at the carpet, I will introduce the VTS 3. Social Studies session over Norman Rockwells Freedom from Want painting. 2. I will open the VTS session by asking What is going on here? 3. The students will discuss respectfully and intently everything they notice in the picture. 4. After a student responds, I will paraphrase their comment while pointing to the painting. I will then ask, What more can we find? 5. After the students discuss the image, I will thank the students for participating. 6. I will introduce the essential questions we will be discussing for the next couple days: What is a family? Is there one specific type of family? What is the importance of having a community of different kinds of families? 7. I will ask the students the first essential question, What is a family? 8. After each response, I will paraphrase and ask the class if they agree or disagree and why. I will ask for other opinions.

Art Integration Lesson Plan Template 3 9. Once the class has reached a common definition of a family, I will write the key word Family on the board with the definition. 10. I will then go on to ask the second essential question, Is every family the same, or is there more than one kind of family? 11. Again, I will paraphrase student responses and ask for respectfully agreeing or disagreeing opinions. 12. I am expecting for students to determine that there are many different types of families, so I will then ask what particular things make one family different from another. 13. I will paraphrase each students answer and ask for more opinions. 14. I am looking for students to describe different family appearances, traditions, religions, sizes, etc. I will ask the students if they know what all of those things about a family make up. 15. Since this is a fairly new vocabulary term, I will write the word Culture on the board with the definition the students previously described. 16. I will explain that many families practice different religions, celebrate different holidays, where different clothes, and eat different food. 17. I will ask students if their families have any special traditions and let students share. 18. Next, I will ask students if they think it is important that our classroom has different types of families. Since the lesson was presented with a positive outlook on family individuality, I am expecting students to feel that family differences in the classroom are important. 19. I will ask the students if they know what the word Community means. 20. I will give examples of community (i.e. our class, our school, our city) 21. I will write the definition of Community on the board. 22. I will ask students if they think it is important for our communities to have different kinds of families with different cultures. 23. Students will return to their seats. 24. I will explain to students that they are to write a narrative from their own perspective about their own familys culture. They can write about a special holiday their family celebrates, a special food that is

Art Integration Lesson Plan Template 4 unique to their family, special clothes they wear at a certain time of year, etc. In their narrative, they are to use the words family and culture. They can define the words in the context of their own family. Students are to end their writing with a concluding statement. I will explain that their statement must consist of their opinion on different families. Do they think all families are different? Or do they think most are the same? Those who finish early are to continue writing about who makes up their community. They can choose to write about their classroom community, school, neighborhood, etc. Finally, I will introduce the homework, which includes students finding an Artifact from home that represents their family. I will explain the definition of an Artifact as a representation of our familys culture. We will review the definition of Culture. I will explain that if the students cannot bring their artifact to class, then they can draw a realistic picture or take a picture of the artifact to bring in the next day.

25.

26.

27. 28. 29.

Day 2 30. After the class comes to the carpet, the students will view Jean Shins Settings. 31. I will ask the students what they notice in the artwork. 32. The students should notice the image full of plates. 33. I will ask the students if the plates are the same or different. 34. Once the students recognize the plates differences, I will ask them how they are different. 35. The students should recognize the different colors, shapes, and images represented. 36. I will ask the students if this group of plates reminds them of a topic we have been discussing in class recently and why. 37. I will thank the students for sharing, and then I will show Shins Settings side-by-side with Rockwells Freedom from Want image. 38. I will ask the students what these two images together remind them of. 39. I will ask the class if anyone can tell me what they remember about family yesterday.

Art Integration Lesson Plan Template 5 40. I am looking for students to remember specific conclusions made from the previous days discussion (i.e. the definition of family, families can be very different because of cultures, different families make up our community). 41. I will leave the two images on the board and ask students to move back to their seats with their small groups. 42. The students will take out their artifact or picture of their artifact. They will take turns explaining how their artifact represents their familys culture. 43. As I am describing the directions, I will ask for students to explain specific things that can make up a culture (i.e. clothing, food, religions, traditions, etc.) 44. After the students have shared with their group, I will pass out paper plates to each student. 45. I will ask the students to place their artifact somewhere on their desk. 46. Referring their attention back to Shins Settings, I will explain that they are to make their own plate. They are to create a representation of their own artifact on their plate. Their representation can be an Abstract or Realistic drawing. 47. I will write the words Abstract and Realistic on the board while I ask the students if anyone knows the difference between the two types of art. 48. I will explain that Abstract Art represents something with a lot of shapes, colors, or textures that do not necessarily look exactly like the object they are trying to show. 49. I will explain that Realistic Art represents the true image of something. 50. I will give the definitions in the context of their artifacts. For example, I will hold up my own artifact of a cross, which represents my familys religion. I will explain that if I wanted to create an Abstract drawing, I would think outside the box with a lot of colors that might not actually be on the artifact Im holding. I might draw a lot of colorful crosses that look really different. However, if I wanted to create a Realistic drawing, I would draw just this one cross with exactly the same shape and color.

Art Integration Lesson Plan Template 6 51. The students will use various art supplies such as crayons, yarn, colored pencils, and paper clips to create their plates. 52. After the students have finished their plates, they are to clean up the supplies. 53. Next, the students will take out their notebooks. 54. The students are to write an informational piece about their own artifact and how it represents their familys culture. What specific part of their culture does it represent (i.e. food, clothing, religion, holidays, etc.). The students need to include a description of how they represented their artifact. Did they use abstract or realistic representations? 55. The students are to end with a concluding statement saying whether or not they think their plate will be similar to another persons family. Day 3 56. Before the class arrives, I will set out the plates around the room away from specific desks. This way, students will not recognize their friends artwork as well. 57. When the students arrive I will tell them to cut a piece of paper into three parts. They are to write their name on each slip of paper. Each student will have three slips of paper with their name on it. 58. I will explain to the students that we will have a gallery walk. We will walk around the room and view each others artwork. 59. The students are to follow the rules of a gallery walk. They are to remain silent in order to reflect on what they see, and they are to walk slowly. 60. I will tell the students that they are to find three plates they feel represent something similar to that of their own family. They are to put their name slip by that plate. 61. I will station students throughout the room in order to create a more managed classroom. 62. I will play soft, classical music for the students to enjoy as they walk and observe. 63. After all the students have finished the gallery walk, I will ask some students to share where they placed their name slips and why. 64. I will ask the students if they saw more similarities or differences

Art Integration Lesson Plan Template 7 between the plates. 65. After putting Shins Settings slide back up on the board, I will announce that we will be creating a community plate set similar to Shins. 66. I will have each student find their own artwork and gather it along with the names they received. 67. Before they sit down, the students will find at least one student who gave them their name slip and ask about the similarities between their plate and that persons family. 68. I will have each student bring their plate to tape to a large butcher paper block I will have across the back of the room. 69. Once all of the individual plates are on the paper, I will have students tape string from their own plate to the plates of classmates they received name slips from. 70. Finally, students will get out their notebooks. 71. The students will write an explanatory narrative about their classroom community. They are to describe the community (i.e. how many students make up the community). They are to explain another family that their own family is similar to and another family that is different than their own. 72. The students must create their own concluding statement. Closure (Reflecting Anticipatory Set): To be completed on Day 3 - After the taping is finished, I will have the students sit on the carpet and silently observe the community of plates in the back of the room. As they are observing, I will ask how this relates to family and to community. If students are having trouble making the connection, I will ask students if any of the plates are exactly the same. Are any families exactly the same? Are some families similar like our plates? Do we have different families in our classroom community? How do you know? Do we have similar families in our classroom community? Why do you say that? All of these questions will be discussed while observing the final community of plates.

Anticipatory Set (Gaining Attention)*: Day 1: - The students will participate in a VTS discussion of Norman Rockwells Freedom from Want painting. Day 2: - Students will participate in a discussion comparing Jean Shins Settings and Rockwells painting from the previous day. - The students discuss, as a class, questions about family based on the two pieces of art. Day 3: - The students will walk around the classroom viewing each others artwork. They will place their name next to three other artworks they feel connect with their own artifact. Formative Assessment strategy:

Summative Assessment strategy*:

Art Integration Lesson Plan Template 8 Day 1: I can assess my students understanding from their answers The students will compile their written pieces and give a presentation of based on the essential questions discussed openly in class. their own familys culture, their artifact, and how it fits into their classroom - Day 2: While students are creating their artwork, I will walk around to community. The student will present this information to the whole class. each student to have them explain how their artifact represents their own family. I will ask them to describe their method of representation (abstract or realistic). - Day 3: The closing discussion will revisit discussion questions and discuss the big picture of families within communities. I can assess students understanding based on this open discussion. *Throughout all of the days, I can review each students writing pieces to check if they have detailed definitions of keywords and concluding statements that reflect the information learned. What student prior knowledge will this lesson require/draw upon? - The students only have prior knowledge of what they know from talking with their own parents about their familys specific traditions and culture. How will you engage students in imagining, exploring, and/or experimenting in this lesson? - Students can choose to represent their artifact through abstract or realistic art. This creates a wide variety of imagination in order to clearly represent ones own family culture. I will have many paper plates for students to try out ideas. There is much room for trial runs. How will this lesson allow for/encourage students to solve problems in divergent ways? - Since my classroom community will be full of students from multiple backgrounds. This lesson is full of open discussion and sharing of opinions. The students have the opportunity to be respectful and caring towards others beliefs and differences. - They will learn to respect differences and recognize similarities. In the end, they will see how they need to work together to create a community. How will you engage students in routinely reflecting on their learning? - I will ask many questions individually and as a group. - Students have the chance to reflect on what they have learned through their narrative writing. How will you adapt the various aspects of the lesson to differently-abeled students? - I will repeat definitions multiple times and ask students to repeat definitions. - I will share instructions privately. - I can have students share their thoughts with me orally as I write out what they would like to say in their narrative. Together, we can work to create their narrative. - Students can type their narrative. What opportunities/activities will students be given to revise and improve their understandings and their work? - In order to prepare for the summative assessment presentation, students can revise their thoughts from their three consecutive narratives and explanation writings. They can discuss with their group their discoveries. What opportunities/activities will you provide for students to share their learning in this lesson? - Students will constantly be discussing with the whole class or other group members. -

Art Integration Lesson Plan Template 9 Lesson Resources/References (please be very specific by providing links, authors, titles, etc.): Images: http://0.tqn.com/d/arthistory/1/0/r/1/1/Norman-Rockwell-Freedom-from-Want-1943.jpg http://jeanshin.com/projectblogs/wp-content/uploads/2011/04/settings6_largeb.jpg

* Include this information during the 5-minute class Popplet presentation. References 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