Lesson Plan Template 1

Art Education Lesson Plan Template: ART 133

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Group 1 2 3 4 6 (please circle)

Print First and Last Names: ___Cindy Chenh___________________ _______Jessica Williams____________ ________________________________
___Mariana Escobar_______________ _______Tezerash Eibensteiner_______ ________________________________
Lesson Title*: Dreams and Nightmares Big Idea*: Dreams and Nightmares Grade Level*: 4th
21st Century Art Education Approach(es):
Choice-Based and Learner directed; Modified choice
Inspiration Artists, including those from underrepresented populations:

Clips from Little Nemo Adventures in Slumberland directed by Masami Hata and William Hurtz
https://youtu.be/wRs4Y3Kzdt0 2:46-7:50 and 10:00-11:39

Lesson Overview (~3 complete sentences)*:

Teachers introduce students to and facilitate discussion over the example artwork (animation clips) containing symbolism and visual metaphor. Teachers
discuss a single symbol in the work. Students then collaboratively come up with examples of symbols and metaphors to strengthen their knowledge of the
new vocabulary. Students apply this knowledge of literacy and health to create an artwork based on an important dream or nightmare of theirs and how it
has affected their health.

Background Knowledge (~3 complete sentences): How will you tap into students experiences and prior knowledge and learning?

Past experiences with dreams and nightmares will be necessary for the lesson.

Students will use their knowledge of health science to assess the effects that their dreams/nightmares have on their health.
(Any reference to health science/biology/psychology/general science in the standards to rely on?)
Students will use past experiences with speech and literacy to distinguish symbols and metaphors.
(Is there anything mentioned in K-4 literacy requirements about comparisons/symbols/metaphors/literal vs.figurative?)

Align Big Idea with both Key Concepts and Essential Questions, below
Key Concepts (3-4): What you want the students to know. Essential Questions (3-4): Restate Key Concepts using open-ended questions.*
1. Dreams/nightmares can inspire art-making. 1. In what ways do dreams/nightmares affect art-making?
2. Dreams/nightmares can reflect reality. 2. How can dreams and reality relate to one another?
3. Dreams/nightmares can help process emotions, experiences, and 3. In what ways are dreams/nightmares personally impactful?
knowledge.

Lesson Objectives: What you want the students to do via three content
areas.*
1. Content area 2 Literacy : The students will (TSW) be able to
understand symbols and metaphors.
2. Content area 1 Visual Art : The students will (TSW) be able to
create an artwork about an important dream/nightmare that they have
had.
3. Content area 3 Science_____: The students will (TSW) be able to
understand the effects that dreams/nightmares have on ones health.
Common Core State Standards (2-3): List grade-specific standards.
1. Organize and develop artistic ideas and work.
2. Apply criteria to evaluate artistic work.
Vocabulary: Identify and define vocabulary that connect the art form with
the other two identified content areas.*
1. Symbol - something that represents something else (concerning
representation)
2. Simile- an attribute of something likened to something else in a
like/as statement or situation (concerning comparison)
3.Metaphor - figure of speech; a simile presented as an is/am
statement/situation (concerning comparison ; non-literal)
Lesson Plan Template 2
Align Assessment with Lesson Objectives in left column.
Formative Assessment strategy (of assigned reading): How will you assess
Literacy? What will you be looking for?*
Students will fill out a form at the end of class circling ether symbol or
metaphor indicating which they used in their artwork. Students will also
include written responses to questions asking what the symbol/metaphor
literally is, what it means.
Summative Assessment strategy (of studio investigation): How you will assess
Visual Art and science? What will you be looking for?*
In the form that students will fill out at the end of class, they will also include
how the student has illustrated the dream/nightmares effect on their health
and what that effect is.
California Visual and Performing Arts Standards (grades 1-6 only) (3-5): Check all
that apply and add number and description of applicable content standard.
_x_1.0 Artistic Perception: Processing, Analyzing, and Responding to Sensory
Information Through the Language and Skills Unique to the Visual Arts
Students perceive and respond to works of art, objects in nature, events, and the
environment. They also use the vocabulary of the visual arts to express their
observations.
_x_2.0 Creative Expression: Creating, Performing, and Participating in the Visual
Arts. Students apply artistic processes and skills, using a variety of media to
communicate meaning and intent in original works of art.
_x_4.0 Aesthetic Valuing: Responding to, Analyzing, and Making Judgments
About Works in the Visual Arts
Students analyze, assess, and derive meaning from works of art, including their
own, according to the elements of art, the principles of design, and aesthetic
qualities.
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4. Health - The overall condition of body or mind and the presence or Materials: List all materials needed in the columns below.
absence of illness or injury (Insel, p. 2) Have: Purchase:
scissors, liquid glue/glue stick, white
5. Dreams - mental experiences during REM sleep paper, pencils, crayons, watercolor
and tempera paints, brushes,
6. Nightmares- unpleasant mental experiences during REM sleep watercolor and acrylic markers,
colored pencils, pens, erasers, cloud
clay, rulers, glueable bobbles, water ,
cups, paper towels, cotton balls,
glitter glue, hole puncher, yarn,
colored construction paper, stickers
Lesson Procedures: Outline the steps that will happen first, second, etc. in the Procedures that follow to teach what you expect the students to learn.
Procedures should be the longest section in the Lesson Plan, and should be very specific and detailed, including individual roles of group members, and time
spent on each task. Describe directions you plan to give the students, teaching models/strategies you plan to use during the lesson, different activities your
students will do, etc. Be sure to include management issues such as transitions, room arrangements, and student groupings.

1. 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?

Ask students if they had any interesting dreams or nightmares the night before in which they are willing to share with the class (1 minute per person for
sharing, 3-4 students minimum). The teacher keeps track of the time and shows the final 10 seconds on her fingers silently for the student to know s/he
should wrap it up.

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).

2. 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 the students do (see Lesson
Objectives)?

Introduce Dream Artwork Example:

Play 2 clips from Little Nemo Adventures in Slumberland.
Discuss the similarities and differences represented in the dream scenario and reality scenario:
The train is the object of fear in the dream, but in reality, his mother is the object of fear. Both objects of fear are being loud. The door is a barrier to the
things Nemo fears in both scenarios. Nemo's mother is in the kitchen in both scenarios. In the dream, Nemo feels that his mother is not listening to him. In
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reality, Nemo's mother says that she feels Nemo is not listening to her.

Explore the train as a symbol through dream interpretation and effects on Nemos health:
"This dream may show that you want to control your life and take it in a set direction," ()Hamilton-Parker, 2014) like how a train travels on a set direction of
tracks. Nemo cannot control his sleepwalking yet still gets into trouble for it. Conclusion: The train is a symbol of Nemo's want to control his sleepwalking.
"Alternatively, it may show that you are frustrated by the routines of your life[...]" (Hamilton-Parker, 2014) such as Nemo's routine of sleepwalking each
night to eat pie. Trains relate to routines because they travel on a routine schedule through a routine route of tracks.
Additional interpretations: The loudness of the train could symbolize Nemo's mother's loud yelling, which affects Nemo's emotional health with fear and his
physical health by quickening his heart causing a fight-or-flight response (where Nemo runs away to his room).

Work criteria:
Have the criteria written up for a duration of the project on the whiteboard and presentation board. Today, you will make an artwork about an important
dream or nightmare that you have had and describe its effects. You will be expected to use at least one of either visual symbol or visual metaphor.
Here are some examples on the board, BUT I encourage you to make up your own. Ill even offer extra credit to make your own, and you can earn a sticker
from the sticker box. Make sure youll be able to explain it at the end.

Project Examples: Bring out the presentation board with two columns--one for symbol and the other for metaphor. Define symbol and metaphor. As an
example of symbol, explain that the heart symbol (draw it out) is an example of love and life ( within video games), even though it does not really look like a
heart. As an example of a metaphor, explain the phrase She is a cheetah meaning that she is not litteraly a cheetah, but she does run as fast as a
cheetah. Have the students come up with their own examples to write on the board (5 minutes).

3. 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 collaboratively come up with examples of symbols and metaphors for the example board and will engage in collaborative learning and peer
coaching during studio time over materials and related concepts.

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

dents complete independently to apply their newly formed understanding to novel situations? What will the students explore independently?Students will use
introspection to explore the meaning of their dream/nightmare, its significance, and the effects it has on them.

Get to work!:
Let students know what time class will end, and write it on the board (1:40 p.m.)
Teachers will walk around the room and be available for problem-solving questions and to provide additional resources if needed, to ask students how they
are doing if they seem to be stumped and to ensure safety procedures are followed. Teachers will also be looking out for any students who are exerting
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unusual behavior such as fidgeting, uncomfortable expressions, withdrawal, etc. In the case that a student looks uncomfortable with their subject, the
teacher will lightly tap the student on the shoulder and quietly ask them to come outside where the teacher will privately ask, Whats going on?It is the
students decision how to interpret the direction of the question and discuss what the subject of the artwork is or how it is affecting them. The teacher will
then suggest that if this artwork is too uncomfortable for the student to work on, they could use a different dream (leaving the opportunity to explore
another nightmare open as far as the assignment is concerned, but trying to encourage them to re-direct their decision to exploring a dream). If they insist
on continuing this assignment and their behaviors prior to leaving the classroom were not distracting to other students, then the teacher will suggest that
the student may use the lone table at the back of the room and borrow supplies one-by-one from the material groups. Give 5-10 minute warnings until the
end of class and a 10-second verbal and finder countdown.

Closure: How will you end the lesson to solidify learning? How will you and/or students summarize concepts and strategies/skills (see Key Concepts and
Lesson Objectives) for the day?

Paperwork:
Pass out small sheets of paper. Ask students to circle symbol or metaphor, and then to use the lines below to describe it using literal terms and then
what it means. Have the students write their name and date on a piece of paper with their artwork and turn it in (5 minutes total).

Cleanup:
Everyone will put away the items at the station they are currently sitting at in labeled cupboards (5 minutes total).

Please respond to the following questions thoroughly and in complete sentences.

1. How will you adapt the various aspects of the lesson for differently-abled students, including English language learners and advanced learners?

The way we will adapt the various aspects of the lesson for advanced learners is through our extra credit activity in which we ask the students to come up
with more examples of symbols and metaphors. Our goal is to further challenge their thinking. The way that we plan to adapt the various aspects of learning
for English language learners is by encouraging them to use symbols and/or metaphors from their native language.

2. How will this lesson allow for/encourage students to solve problems in divergent ways?

Through collaborative activities, students will have several discussions with one another and will have to work together while creating their artwork in order
to explore materials, drawing concepts, introduced vocabulary, and problem-solving.

3. How will you engage students in routinely reflecting on their learning?

Students must use their knowledge of literature to use symbols and metaphors in their artwork, use their background knowledge of science to explore their
health and wellness, reflect on the elements and principles of art to help convey mood and describe the effects of their dreams/nightmares during the
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studio.

4. How will you (a) address potential safety issues and (b) assure necessary precautions are followed? See OEHHA, link HERE
We will address the potential safety issues and assure that necessary precautions are followed by:
Describing each material stations and individual safety measures (i.e. do not tie string to anything except the artwork; not on your body or the
furniture)
Limit 4 students per station
No running between stations, No tripping[]
Chairs planted firmly on the ground [...] No Tipping. All 4 on the floor

Lesson Resources/References (use APA; please identify, with an asterisk, article or chapter due for HW):
References
Adkins, A. [TED-Ed]. (2015, December 10). Why do we dream? [Video file]. Retrieved from
https://youtu.be/2W85Dwxx218
Fujioka, Y. (Producer), Hata, M. (Director), & Hurtz, W. (Director). (1989). Little Nemo:
Adventures in Slumberland [Motion Picture]. Japan: Tokyo Movie Shinsha Co., Ltd.
Hamilton-Parker, C. (2014, September 16). Dream Interpretation: Trains. [Blog post]. Retrieved
from http://www.dreamsleep.net/meanings/trains/
Insel, P. M., & Roth, W. T. (2012). Connect core concepts in health (12th ed.). New York, NY:
McGraw-Hill.
Matusov, E., & Rogoff B. (2003). Newcomers and old-timers: educational
philosophies-in-action of parent volunteers in a community of learners school.
Anthropology & Education Quarterly, 33. Retrieved from
http://sacstatearted.weebly.com/uploads/1/5/8/9/15898218/group5_reading.pdf *
Nielsen, T., & Powell, R. A. (2015). Dreams of the rarebit fiend: food and diet as instigators of
bizarre and disturbing dreams. US National Library of Medicine National Institutes of
Health, 6. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4330685/

* Include this information during the peer Media and Techniques Workshop in the form of a PPT, Prezi, etc.

On the day of the presentation or the day before, one person from the group should email two files to each student via Blackboard: the finished (a) Lesson
Plan Template; and (b) PPT, Prezi, etc. Login to Blackboard/My SacCT, click on ART 133, click on Course Tools > Send Email > All Users.
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A helpful link to get you started: http://sacstatearted.weebly.com/visual-art-education.html