Group 4 Lesson Plan: Utopia
Katie Alicaya
Big idea
Grade level
21st century art education Meaning making and big ideas
approach
Inspiration Artists
Lesson Overview (about 3
sentences)
Background knowledge
(about 3 sentences)
Key concepts (what do
you want the students to
know)
Essential questions
(restating of key concepts
using open-ended
questions)
Lesson objectives
Mikaela Bugarin
Jemie Quero
Utopia
6th grade
Saya Woolfalk
Students will use their own personal experiences and values to create
their interpretation of utopia through artmaking. They will be able to
visually express their perspectives on what their perfect worlds would
revolve around. Students will demonstrate their ideas by creating
wearable art using old clothes, recyclable materials, and classroom art
materials.
When referring to past experiences to frame the idea of utopia, students
will refer to subjects like history and science. Scientific and Historical
references is prevalent in the inspiration artists work to which her
interests are in hybridity or combining multiple subject matters. Utilizing
measuring and precise step-by-step procedures, students will refer to
their prior science experience.
1. Utopias can be represented through different artworks.
2. Artists can be conservative in artmaking by reusing clothing and
art materials.
3. Utopias are shaped by different philosophies.
4. Different utopian philosophies can help improve modern day
society.
1. How can utopia be represented in artwork?
2. How can artists utilize reusable items in their artwork?
3. What are philosophies/big ideas that can represent a utopia?
4. How might the philosophy of utopias be implemented to help
improve modern day society?
1. Content area 1 History : The students will (TSW) be able to
2. Content area 2 language arts : The students will (TSW) be able to
choose a words and expressions that are meaningful to them
 and appropriate them through the expression of visual art
3. Content area 3 Science: The students will (TSW) be able to
experiment with different materials following a multistep
procedure. Students will take measurements of their materials
to the scale of their preference

Align Assessment with Formative Assessment Strategy (Language arts)

Lesson Objectives -Students will revisit their memos to come up with one takeaway quote
or idea that makes the article significant. Teachers will assign groups to
talk about and come up with one takeaway idea.

Summative Assessment Strategy (History and Science)

-Revisiting the Essential Questions, students will answer the questions in
reference to their work. Teachers will ask students to come as a class
and portray their essential questions answers to the class to better
understand their work.

Common Core Standards
1. Language arts: Vocabulary acquisition and use: Acquire and use
accurately grade-appropriate general academic and
domain-specific words and phrases;gather vocabulary
knowledge when considering a word or phrase important to
comprehension or expression
2. History: Integrate and evaluate content presented in diverse
media, including visually and quantitatively, as well as words
3. Science: Follow precisely a multistep procedure when carrying.
out experiments, taking measurements, or performing technical
tasks.

California Visual and
Performing Arts Standards
(pick 3-5 and add
description of application
content standard)
1. Artistic Perception: The students will be able to relate
philosophy, nature, and events in society in their creation of
utopia.
2. Creative Expression: Students will use past experiences,
interests, and knowledge to create pieces from various media
3. Historical & Cultural Context: Students may refer to their culture
and knowledge of history to portray works that are culturally
appropriate.
4. Aesthetic Valuing: Students will be able to view their peers
artworks and give positive feedback. Students will also be able
to interpret each pieces philosophy/big idea.
Vocabulary (pick words
that tie in with the two
identified content areas)
Materials
Lesson procedures (this is
the bulk of our lesson plan
where we have to talk
about what they need to
do while addressing
management like room
arrangements and
transitioning
1. Utopia: an imagined place or state of things in which everything
is perfect.
2. Mythology: the collection of traditional stories that explain
history or natural events involving supernatural beings and
events.
3. Symbolism: the use of symbols/ to represent ideas or qualities.
4. Philosophy: the study of the fundamental nature of knowledge,
reality, and existence.
5. Ideology: a system of ideas and ideals; the study of their origin
and nature.
Things we have:
- paint
- scissors
- sequins
- beads
- gemstones
- hot glue gun
- feathers
Things we need to purchase:
- No purchases needed
Things to bring in:
- old party supplies
- Old Clothing
- Old jewelry
1.
2. Focus Lesson (teacher does): Detail opening activities by
exploring the following questions. How will you motivate the
students to want to learn the new concepts (see Key Concepts)
and strategies/skills (see Lesson Objectives)? How will you
introduce the Big Idea of the lesson? How will you link this
lesson to the students prior knowledge?
a. Modeling (teacher does): Name and demonstrate the
content area strategies/skills (see Lesson Objectives)
that are the focus of the lesson. Explain and show their
purpose. Use analogies or other concrete examples to
explain concepts (see Key Concepts).
Activity 1: Memos
After introducing our Big idea, Teachers Katie, Jemie, and
 Mikaela will begin class with an activity involving their memos.
Each group will receive one piece of paper and a marker. Groups
will recall the article and write one takeaway they gained from
the article.

Content area 1 History : The students will (TSW) be able to

Content area 2 language arts : The students will (TSW) be able to choose
a words and expressions that are meaningful to them and appropriate
them through the expression of visual art
Content area 3 Science: The students will (TSW) be able to experiment
with different materials following a multistep procedure. Students will
take measurements of their materials to the scale of their preference

3. Guided Instruction (teacher and students do together): Detail

main activities by exploring the following questions. What
Essential Questions will you ask students to facilitate learning?
How will you organize students? What will you do/say during
each learning activity? What will students do (see Lesson
Objectives)?

Essential questions will be further explored through the current

concluding activity where students will reference their work. Each
student will receive a pen and paper and write their answers down. Each
student is responsible for their own work, but may ask for guidance
from the peers that are in their group. Students may use memos as a
reference. During this activity, Teachers Jemie, Katie, and Mikaela will
walk to each group and sit with and ask them the students about their
work. After the each students has answered the questions, teacher Katie
will ask the class to join as a group. Teacher Katie will ask for one
volunteer each from the same group.

4. Collaborative Learning (students do together): What activity will

you include so that students have an opportunity to negotiate
understandings and engage in inquiry with peers?

Students will engage in collaborative work during the memo activity.

Each will first come up with their own understanding and then share
with their group members in their assigned groups. Through the memo
activity, students will all need to agree on one important takeway from
 the article reading assigned by teacher Katie, Mikaela, and Jemie.

5. Independent Learning (students do alone): What activity will the

students complete independently to apply their newly formed
understanding to novel situations? What will the students
explore independently?

Students will create their idea of utopia through Artmaking,

specifically in making or modifying clothing and accessories or
wearable art. Students will work on these projects alone.

Closure: How will you end the lesson to solidify learning? How will
you and/or students summarize concepts and strategies/skills?

Katie will ask the students to clear their desks and have out their
art piece and something to write with. Mikaela will be passing out
blank paper for the students to respond to the essential questions.
Students will work independently but can collaborate with their
peers if a question is confusing.

6. Instruction overview:
7. Students will be asked to come up with a theme to
resemble their utopia using inspiration from their own
experience, philosophies, etc.. Students will choose to
either make or enhance one item (list below) or make a
look (doesnt have to be complex)
a. piece of jewelry
b. Piece of clothing
c. Headdress
- Once a utopia is determined, they will take out the
materials they brought. Students will also have access to
the materials that are located at the table at the back of
the classroom to create their piece
Questions:
- Students may use items like recyclable materials,
1. How will you old clothes, materials that can embellish your base
adapt the various materials, resources from nature
aspects of the - During the last 15 minutes of class, students will clear their
lesson for
differently-abled
desks except for their artwork so we can engage in our
students,
 including English final activity
language
learners?
2. How will this
lesson allow for/
encourage 1. Instructions will be further simplified, plenty of visuals will be
students to solve provided along with labels to make understanding easier for the
problems in student.
divergent ways?
3. How will you
engage students
in routinely
reflecting on their
learning?
4. How will you (a)
address potential
safety issues and 2. Students will work with a lot of new and/or different materials.
(b) assure Students will develop and utilize their time management skills to create
necessary
their art within a specific time frame.
precautions are
followed? See
OEHHA) 3. Grade appropriate materials will be provided. Very clear instructions
Lesson and guidelines will be given on how to safely use the provided materials.
Resources/References
(use APA; please identify, 4. In order to adhere to the proper safety standards, the teachers will
with an asterisk, article or provide the students with material that are not prohibited by the
chapter due for HW):
OEHHA standards. We will demonstrate how to properly handle scissors
to the students prior to beginning the studio.

Wright, S. (2010). Creativity: meaning-making and representation. In

Understanding creativity in early childhood: Meaning-making and
children's drawings (pp. 1-24). London: SAGE Publications Ltd. doi:
10.4135/9781446251447.n1
http://sk.sagepub.com/books/understanding-creativity-in-early-childhood/n1.xml