Art Integration Lesson Plan Template

Art Integration Lesson Plan Template

LTC 4240: Art for Children
Lesson Title & Big Idea*: Let Your Voice Be Heard / Big Idea: Reflection
Lesson Overview/Summary*: (This is like an abstract of the structure and procedures section)

Grade Level*: 5th or 6th

Class Periods Required:
(please circle)

In this lesson, students will integrate visual arts, literacy and social studies, specifically social justice and
activism. Students will learn about the terms social justice and activism and what they mean. From there,
students will learn about the author/poet Dr. Seuss and how many of his stories incorporate social justice 1
and activism ideas through symbolism. Students will then draw influence from Dr. Seuss and write poetry
that can fit into the category of social justice and activism. Next, students will then learn about the works
of the street artist Banksy, and how his art has to do with the social justice and activism through
symbolism too. They will also learn about the elements of light and shadow, as well as negative and
positive space, mainly in terms of the colors black and white and how Banksy utilizes these elements to
create aesthetically pleasing images. These lessons will lead into a project where students will take what
they learned about social justice and activism, through art and poetry, and create a piece inspired by
Banksy, along with their poem inspired by Dr. Seuss, on a social justice topic that they care about.
Students will pick a social justice topic to work with based off of what intrigues them from the news,
their community, homes, etc. The Banksy inspired piece should be a nice complement to their poem and
they can incorporate words from their poem, if they wish, on their piece, like Banksy sometimes would
incorporate text within his pieces.

Key Concepts for each area (1-2 each): What you want the students to know.*
Essential Questions (1-2)*:
1. Visual Art:
What is social justice and activism?
Students will learn about the elements of light and shadow as well as
What different platforms can people use to let their voice be heard?
the elements of negative and positive space, and how all these factors
What social justice topics are important to you and why?
contribute to making an image aesthetically pleasing.
Why does it matter that we let our voices be heard? Does it matter?
Students will understand how Banksy incorporates light and shadow
and negative and positive space to create an image that grabs people's
attention, with the intention of activism and raising awareness on social
justice issues.
2. Literacy:
Students will take their prior knowledge of symbolism and within
poetry identify the deeper meaning behind a piece.
Students will take their prior knowledge of writing poems and learn to

Art Integration Lesson Plan Template

incorporate the ideas of a social justice topic of their choice in poetry.

3. Social Studies:
Students will learn the terms social justice and activism and what it
means in relation to them, their community, and their world.
Students will realize that they are able to participate in raising
awareness for social justice topics through activism and that what they
care about can and will be heard by someone.
Lesson Objectives/Goals: (Excellent resource at http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html?for_printing=1&detoured=1): What you want the students to do. *
1. Visual Art: The students will be able to . . .
Talk about the relationships between light and shadow and negative and positive space within a piece.

Explain how Banksy uses light and shadow and negative and positive space in his pieces and how he utilizes these elements to create an image that
catches people's attention.
2. Literacy: The students will be able to . . .
Discuss the symbols within writing and explain what the symbols represent while reflecting on a piece.

Write a poem of their own, drawing influences from ideas that they have learned about social justice.
3. Social Studies: The students will be able to . . .
Use the terms social justice and activism in the correct context.

Show how they can participate in social justice and activism related activities through their project at the end of the unit.

Grade Level Expectations (GLEs) (3-4) (http://dese.mo.gov/divimprove/curriculum/GLE/)

1. Visual Art (May use NAEA National standards):
Grade 6, VA: Cr1.2.6a: Formulate an artistic investigation of
personally relevant content for creating art.
Grade 6, VA: Cr2.1.6a: Demonstrate openness in trying new ideas,
materials, methods, and approaches in making works of art and design.
Grade 6, VA: Cr3.1.6a: Reflect on whether personal artwork conveys
the intended meaning and revise accordingly.
2. Literacy: Writing Standards
Grade 6, Reading Literary Text R1A, R1D: Read and comprehend
literature, including stories, dramas, and poems, independently and

Instructional Strategies (Teachers approach to helping students achieve learning)

Teacher will need to do enough research to be knowledgeable on

specific vocabulary and terminology and what each word or phrase
consists of. Those words being, social justice, activism, symbolism,
light, shadow, positive space, and negative space. Teacher will also
need to make sure that they understand the specific symbolism within
certain examples of Dr. Seuss stories and Banksy pieces.

Art Integration Lesson Plan Template

proficiently.
Grade 6, 2. Approaching the Task As A Writer, A. W1A, W1B,
W1D, W2A, W2B, W2C: Follow a writing process to produce clear
and coherent writing in which the development, organization, style, and
voice are appropriate to the task, purpose, and audience.
Grade 6, 2. Analyze, Craft & Structure, B. R2B, R2C: Analyze how
a particular sentence, chapter, scene, stanza, or image contributes to
meaning.
3. Social Studies:
Grade 6, Tools of Social Science Inquiry, 7. C: Distinguish between
fact and opinion and recognize bias and points of view.
Grade 6, Tools of Social Science Inquiry, 7. D: Use technological
tools for research and presentation.
Grade 6, Tools of Social Science Inquiry, 7. G: Identify, research and
defend a point of view/position.

Content Areas Integrated*:

1. Visual Art (Inspiration Artist: (Banksy)
Images of Street Art: Banksy's work, his uses of light and shadow and
negative and positive space to create an image where he is able to voice
an opinion through activism on social justice issues.
2. Literacy (Inspired Poet: Dr. Seuss)
Students will draw influences from Dr. Seuss to create their own poem
involving a social justice topic that they're passionate about.
3. Social Studies
Social justice & activism: Students will reflect on the ideas of equality
and fair treatment for all people, whether it be for people within their
community, country, or world.

Lesson Structure & Procedure(s) Sequence of events of the lesson elements. (The
before, during, and after the lesson, e.g. Engagement/Opening, Procedures, Guided Practice,
Conclusion, please be very specific, walk me through step by step of the What of what is
happening with a rationale as to WHY you are doing this):
Day 1

1. Students will arrive to class and I will have the words Social Justice and
Activism written on the board.
2. Students will be given time to think about what these words mean to
themselves, then they will break off into groups by their tables and talk about
what they might think these words mean.
3. When students think they have come to a consensus in their group, a
representative from their table will come up and write on the board what they
think these words mean. When every table has answered, we'll go over their
responses together as a class.
4. After we go over their responses, we'll get into the lesson and we'll
officially define Social Justice and Activism and examples of social
justice and activism throughout history. There's this short video that can be
used as an intro to social justice, it's listed in the resources What is Social
Justice. (By doing this, students will build a strong foundation on what
Social Justice and Activism mean. It is important that they build a deep
understanding now, because they will be required to reflect on social justice

Art Integration Lesson Plan Template

issues that matter to them, and they can't properly do that if they don't know
the meaning of it).
5. For homework, students are asked to start thinking about social justice
issues that they find interesting and care about. They can watch the local
news, national news, find things online, talk to family members/friends, etc.
They should be able to come to class next day with a couple ideas in mind.
Day 2
6. During this class period, we'll transition into poetry and how social justice
and activism can be used in poetry, through the example of Dr. Seuss.
7. The class will be numbered off into three groups. Each group will have a
different Dr. Seuss story. (Horton Hears a Who, Yertle the Turtle, & Green
Eggs and Ham) (I know that these are books and not poems, but Dr. Seuss'
writing has many poetic qualities that can be considered poetry).
8. They will read the stories independently, and jot down what they think the
message of the story is and how that may relate to Social Justice issues, like
the examples we learned about last class. (Here they are using their prior
knowledge of symbolism to try and view this story through a social justice
lens).
9. When everyone is done with that, the students will get into their groups
(the students who read the same story as them) and discuss their ideas.
10. The class will then get back together and talk about the different ideas that
they came up with for all the stories.
11. We will discuss their interpretations and the most common interpretations
from online (which the teacher provides, I found a video that we could watch
as a class that deals with this, Dr. Seuss as a Social Justice Advocate, which
is listed in the references) and reinforce the idea of poetry being used to voice
social justice issues. (By allowing students time to reflect on their own, time
to reflect with a group, and time to reflect as a class, students can expand on
their interpretations of symbols and gain a deeper understanding of the social
justice topics addressed within Dr. Seuss stories. Students will also begin to
see how Dr. Seuss was able to advocate for different social justice issues
through his writing).
12. For homework, students will think about what they learned in class about
how they can express their concerns for social justice topics through writing.
They will draw from their prior knowledge regarding poetry, and write a
poem about a social justice topic of their choice. They may want to try and
use symbolism like Dr. Seuss, but they don't have to. Their poem can be

Art Integration Lesson Plan Template

straight forward if they wanted it to be.

Day 3
13. During this class period, we'll transition into art and talk about the artist
Banksy and how he incorporates social justice in his work.
14. Students will first begin with a VTS over a few of Banksy's work. (This
will allow students to begin to observe and make connections between what
Banksy's pieces represents and social justice topics that they have been
learning in class). (I picked 3 specific images that they'd look at. Fridge
Kite, Rage, Flower Thrower, & Slave Labor, which are listed in the
references).
15. After the VTS, Students will discuss and learn more about the visual
components of Banksy's pieces, in terms of light and shadow, and the uses of
negative and positive space, as well as the social justice components within
his pieces.
16. The Teacher will define light and shadow, and negative and positive space
in a powerpoint presentation, and use Banksy's pieces as examples. (We'll use
the same images as the VTS to look at). (I found this video that could also be
played to clarify positive and negative space, Positive and Negative Space
which is listed in the references).
17. The teacher will also explain the importance of light and shadow, and
negative and positive space and how it makes a piece more appealing and
more powerful in terms of activism. (you want your work catch people's
attention so they'll see what you have to say).
18. After the lesson, Students will then be told to create their own Banksy
inspired piece. Their piece will be based off of the poem they had written for
homework about a social justice topic they care about. They are to incorporate
the ideas of light and shadow and the use of negative and positive space they
learned about. (Students will now have to tie together all that they have
learned so far this unit. They are participating in a form of activism for a
social justice topic of their choice through poetry and art, working with
symbolism, light and shadow, and negative and positive space).
19. Students will try to create their piece in the style of Banksy, self-made
stencils, and spray painting (Watered down paint in a spray bottle), but in a
very simplistic way (not to the extent of Banksy with several layers of
stencils). But if a student has another vision in mind, they may stray from the
original medium or even mix different mediums to create their desired look.
20. They will have the remainder of class to work on this project. If they don't

Art Integration Lesson Plan Template

finish in class, they can work on it for homework and they will also have the
first half of next class to complete it as well.
Day 4
21. Students will start the class finishing up their pieces.
22. When students finish their pieces, we'll go around the room and have
students share their pieces to the class and inform the class on their social
justice issue. (By doing this, students are learning that their voice can be
heard. They are able to advocate change for different social justice issues
through their artwork and writing. Their voice can be heard through their
poems and pieces. They are able to share what they have to say and raise
awareness on issues that need to be looked at closer so equality can take
place).
23. The big idea for this unit was reflection. Students will be reminded that
they have been reflecting this whole unit. They have been reflecting on what
they care about as a human, they have been reflecting on what things are
unfair in their world around them, they have been reflecting on how they can
be vocal and advocate for social injustices, and so much more.
Opening (Gaining Attention, what will you show, or demonstrate )*:
Closure (Reflecting Anticipatory Set, how will student share what they learned):
Opening Activity will be a type of graffiti board. Students will have time to talk Students will share their pieces with the class at the end. They will share their
in groups about what they think the terms social justice and activism mean then poem, their Banksy inspired piece that complements their poem, and what
write what they think what they mean on the board next to the words.
their social justice topic was. Students will reflect on their thought processes
For a different class period, they will be doing a VTS. The teacher will present with things they care about as well as reflect on their classmates thought
different Banksy images that the students will observe and analyze. Students
processes and things each other cares about and why.
will hopefully make connections between Banksy and certain social justice
issues he points out.
Formative Assessment strategy: (how will you assess while the learning is happening?)
I will be able to assess the learning as it is happening through the conversations
we have during class. If what the students are saying doesn't seem to display
that they understand what social justice, activism, symbolism, light & shadow,
positive & negative space, is, we need to spend more time on what they don't
fully get. I will also be able to see if they are applying what they have learned
through their trial and error processes while creating their piece and their
written poem as well.

Summative Assessment strategy*:

The main summative assessment will be their final project, their poem and
their Banksy inspired piece, and how well they are able to explain how they
incorporated what they have learned in this unit. At the end of each class, I
would also want to make sure that students understand the main vocabulary
terms. They will be given quick short answer questions that they'll have to fill
out, for the teacher to assess their understanding of the terms, just to make
sure they're on the right track throughout the whole process.

What student prior knowledge will this lesson require/draw upon? (what do they need to already know)

Art Integration Lesson Plan Template

This lesson requires students to draw on their prior knowledge of poetry, specifically the different styles of poetry, and components of a poem (rhyming,
stanzas, etc). Ideally, we would have already learned about poetry, so they would be able to create a poem of their own for homework without an issue. Students
should also be able to draw on their prior knowledge of symbolism, that we would have already learned how to identify within work, to connect symbolic texts
and images to social justice.
Technology Instructional and/or assistive technology incorporated into the lesson to enhance instruction and student learning
The teacher will use some type of presentation application, whether it be PowerPoint, Prezi, Google Slides, which requires the teacher to have a computer and
projector/SmartBoard of some type. Students will have to pick a social justice topic on their own, they will have to use the T.V. or internet. For part of the
summative assessment, the teacher may want to use the app Socrative. It allows the teacher to create a personalized quiz for their students to take. Students
would need to have access to the internet through classroom laptops or iPads to take the quiz individually. The teacher will have access to all students responses
and their names and will be able to plan accordingly based on their knowledge.
How will this lesson allow for/encourage students to solve problems in divergent ways?
Students will have to figure out how they are going to complement their Banksy inspired piece to their poem through symbolism (what symbol can they make
that represents their poem). They have to find out what makes sense and what doesn't. They will go through some trial and errors with representing light and
shadow, positive and negative space, within their piece in a way that is visually pleasing and makes sense to them. They will have to figure out what words they
would like to put in their poems that will properly express how they feel about a social justice topic or how they would like shine light on a social justice topic.
A lot of this will require them to think of things and solve problems in divergent ways.
How will you engage students in routinely reflecting on their learning? (How will the students know they have learned something?)
We will have class discussions/reflection time. Students will have time to gather their thoughts after each class period and we'll talk about some of their ideas
together as a class.
Differentiated/Accommodations/Modifications/Increase in Rigor To help meet the needs of all learners, learning differences, cultural and language differences, etc.
If students have trouble writing their own poem, they are more than welcome to create a found poem, it's still poetry. They can find, or I can help them find, an
article about a social justice topic of their choice, and they can rearrange the words in any way that they like to get their point across. For their Banksy inspired
piece, I would like students to make simple stencils of their object and to create their piece with the medium of watered down paint that we spray over our
stencils as if we were spray painting like Banksy, but I understand this may be too hard for many (***update*** I tried this method and it's super hard and
possibly too messy for a classroom. It does give a cool effect and I think it would work for simpler designs. This technique may be something I just introduce to
the students and ones with more art experience may want to try this. But paint is definitely the main medium I would like the student to use). If they don't think
they can do the paint and stencil thing, they can cut out construction paper, black and white pieces, to create an image with light and shadow, and negative and
positive space. They may even just draw, color or paint straight on to paper. Ideally, they would spray paint but whatever works best for them and their vision,
they can go for it! If a person is advanced in poetry, they may want to draw even more influence from Dr. Seuss and challenge themselves to not only show
symbolism in their Banksy inspired piece but also show symbolism through their poem. They can try to make their poem where others will have to try and
analyze its meaning through symbolism.
Lesson Resources/References (please be very specific by providing links, authors, titles, etc.):

Banksy. (Artist). (2003). Rage, Flower Thrower. [Painting]. Jerusalem.

Banksy. (Artist). (2012). Slave Labor. [Painting]. London.

Art Integration Lesson Plan Template

Banksy. (Artist). (2013). Fridge Kite. [Painting]. New Orleans, Louisiana.

Hebert, Monique. (2013, April). Dr. Seuss as a Social Justice Advocate. [Video File] https://www.youtube.com/watch?v=yKzalxNaWP0
Seuss, D. (1954). Horton Hears a Who! New York, NY: Random House.
Seuss, D. (1958). Yertle the Turtle and Other Stories. New York, NY: Random House.
Seuss, D. (1960). Green Eggs and Ham. New York, NY: Random House.
Swanson, Mary. (2014, April). Positive and Negative Space. [Video File] https://www.youtube.com/watch?v=EYk_ZXTHdD8
The Love Alliance. (2010, June). What is Social Justice? [Video File] https://www.youtube.com/watch?v=-VS20XrHivw

* Include this information during the Padlet/prezi/ppt presentation.

References

Banksy. [web log post]. Retrieved from http://www.banksy.co.uk/

Gonzalez, J. (2016, February, 14). A Collection of Resources for Teaching Social Justice [Web log post]. Retrieved from
http://www.cultofpedagogy.com/social-justice-resources/
Hebert, Monique. (2013, April). Dr. Seuss as a Social Justice Advocate. [Video File] https://www.youtube.com/watch?v=yKzalxNaWP0
Kemp, W. (2014, April). How to shade a drawing (Light & Shadow: Part 2) [Web log post]. Retrieved from http://willkempartschool.com/how-toshade-a-drawing-light-shadow-part-2/
Spiegler, J. (2016, June, 16). Teaching Young Children About Bias, Diversity, and Social Justice [Web log post]. Retrieved from
https://www.edutopia.org/blog/teaching-young-children-social-justice-jinnie-spiegler
Swanson, Mary. (2014, April). Positive and Negative Space. [Video File] https://www.youtube.com/watch?v=EYk_ZXTHdD8
The Love Alliance. (2010, June). What is Social Justice? [Video File] https://www.youtube.com/watch?v=-VS20XrHivw

Art Integration Lesson Plan Template

Webster, R. (2015, October, 23). 121 Amazing Banksy Graffiti Artworks With Locations [web log post]. Retrieved from
https://www.canvasartrocks.com/blogs/posts/70529347-121-amazing-banksy-graffiti-artworks-with-locations
Woodley, M. (2012, September, 12). Kids Get Arty Exploring Street Art & Banksy [Web log post]. Retrieved from
http://www.redtedart.com/kids-get-arty-exploring-street-art-banksy/