Kate Rzeppa

2014 Lesson Plan

Lesson Title: Diego Rivera Murals

Grade: 5th grade

4-40 minute segments

Goals: Students will be able to express and create mural preferences in a respectful and
knowledgeable way.
Objective: After looking at two artworks by Diego Rivera students will create murals about
nature and culture using construction paper while thinking about how nature, art, and culture are
related.
Rationale: This lesson will be important to students so they will understand how nature and art
can be related. One way art is connected with nature is that many artists get their inspiration from
nature. It is impossible for there not to be a connection because nature is everywhere in art
from the literal to the abstract inspiration provided by the textures, colors and sounds of the
natural world. There are several paintings and drawings that are based on nature. Art and nature
can be viewed as a family. Nature would be the mother as art would be the child, because to
create most art you need nature; for example, you can't paint roses without having nature.
Materials:
-Pencils
-Markers
-8x11 white drawing paper
-Scissors
-Glue sticks
-Multiple colors of construction paper.
-4 Poster boards

Grade Level Benchmark Standards:

Anchor Standard 1: Relate artistic ideas and works with social, cultural and historical context to
deepen understanding.
Enduring Understanding (a): People develop ideas and understandings of society, culture, and
history through their interactions with and analysis of art.
Anchor Standard 2: Organize and develop artistic ideas and work.
Enduring Understanding (a): Artists and designers experiment with forms, structures, materials,
concepts, media, and art- making approaches.

Daily Lesson Sequence

Day 1: 1.Introduce Diego Rivera. Explain that he was from Mexico. Show the map. Show Diego
Rivera, Flower Sellers and Sunday Afternoon in the Park Assign students their group, 5
students per group.

Day 2: Students get in their groups and discuss what kind of mural they want to create based on
nature. After they choose they sketch out their ideas as a group. Once the teacher approves they
begin to cut out construction paper in the shapes they desire to create the mural.
Day 3: Students continue to cut the paper and glue the pieces together and on the poster board.
This will be the last day to work on mural.
Day 4: Students will hang up their groups mural and then explain to the rest of the class what
they have created and why.

Day 1: 40 minutes
Prep: Before class, have Diego Riveras Flower Sellers and Sunday Afternoon in the Park
paintings and a map of Mexico ready to display on the projector.
1.

Students will enter single file and then make their way to their assigned seat.

2.

Once students are in the room they will sit at their assigned seat and wait for me to begin
instruction.

3.

The lesson begins with the teacher explaining what a mural is and that they will be
creating one in groups. Introduce the artist Diego Rivera.

4.

Project the Map of Mexico and show the students where Dieago Rivera lived.

5.

Project Flower Sellers and Sunday Afternoon in the Park and explain how art,
culture, and nature are connected through these murals.

6.

Assign the students their groups of 5 that you have predetermined.

7.

Restate what a mural is and how Diego Rivera used art, culture, and nature.

8.

Right before dismissal tell the students to think about what kind of mural they would like
to create using, art, nature, and culture.

9.

Students will be sitting at their assigned seats again and will be called up by table to line
up at the door.

Day 2: 40 minutes
Prep: Before class, have construction paper, pencils, markers, poster boards, glue sticks, and
scissors set up at each table.
1.

Students will enter single file and then make their way to their assigned seat.

2.

Once students are in the room they will sit at their assigned seat and wait for me to begin
instruction.

3.

The lesson begins by the students getting into their groups of 5.

4.

Have the students talk amongst themselves about what they think a mural is and the ideas
they had about creating their own.

5.

One student will sketch the ideas the group has and then bring the final sketch to the
teacher to see if they can continue to the next step of creating the mural itself.

6.

Each student in the group will start to draw, cut, and paste specific items of the sketched
mural onto the poster board provided to them by the teacher. Have the students put their
names on the back of the poster board.

7.

10 minutes before class students will start to clean up by throwing away scraps of paper
and putting away materials in their proper spots.

8.

Before dismissal, tell the students they only have the next class period to finish their
murals.

9.

Students will be sitting at their assigned seats again and will be called up by table to line
up at the door.

Day 3: 40-minutes
Prep: Before class, have construction paper, pencils, markers, glue sticks, and scissors set up at
each table.
1.

Students will enter single file and then make their way to their assigned seat.

2.

Once students are in the room they will sit at their assigned seat and wait for me to begin
instruction.

3.

The lesson begins by the students getting into their groups of 5. Pass out poster boards
that they were working on last class period.

4.

Each student in the group will continue to draw, cut, and paste specific items of the
sketched mural onto the poster board provided to them by the teacher.

5.

Students will continue to work and finish the murals in their groups for the remainder of
the class.

6.

Right before cleanup have the students turn in their murals to the teachers desk.

7.

10 minutes before class students will start to clean up by throwing away scraps of paper
and putting away materials in their proper spots.

8.

Explain to the students that in the next class they will have a few minutes to talk to each
other before presenting their mural to the rest of the class.

9.

Students will be sitting at their assigned seats again and will be called up by table to line
up at the door.

Day 4: 40-minutes
Prep: Before class, have the finished murals on hand and ready to be passed out to their groups.
1.

Students will enter single file and then make their way to their assigned seat.

2.

Once students are in the room they will sit at their assigned seat and wait for me to begin
instruction.

3.

The lesson begins with an explanation that each group will be presenting their murals to
the rest of the class.

4.

Students will get back in their groups with their murals and discuss for 5 minutes what
they want to share about it with the rest of the class.

5.

One group at a time will be called on to come up to the front of the class. Each group will
have approximately 5 minutes to discuss their murals.

6.

Cleanup will require the students to hand in their murals for grading and making sure the
tables and floor is left neat and clean.

7.

Before dismissal the teacher will thank the students for doing and sharing their work and
explain how each mural was unique but all related to art, nature, and culture.

8.

Students will be sitting at their assigned seats again and will be called up by table to line
up at the door.