Lesson Plan Template 1

Art Education Lesson Plan Template: ART 133

Group 1 2 3 4 5 6 (please circle)
Print First and Last Names: Johanna Goldberg, Amandeep Kaur, Rachel Lapastora and Songsong Zhang
Lesson Title: Stringing Together Conflict Big Idea: Conflict Grade Level: 4th
st
21 Century Art Education Approach(es): VTS and Structured learning
Inspiration Artists, including those from underrepresented populations:
Ana Isabel Gil Pena
Lesson Overview:
Students will obtain an understanding of conflict in many elements of life using visual culture, historical events, and expressive art. They will create self-
identified marionette puppets utilizing the given materials. This will showcase the students understanding of form/shapes and creative expression.
Background Knowledge (~3 complete sentences): How will you tap into students experiences and prior knowledge and learning?
According to Common Core State Standards for 3rd grade, students can compare and contrast the themes, settings, and plots of stories written by
the same author about the same or similar characters (e.g., in books from a series). They can also describe characters in a story (e.g., their traits,
motivations, or feelings) and explain how their actions contribute to the sequence of events. Prior to the lesson, we will also ask students what is
their understanding of conflicts.

Key Concepts: What you want the students to know.
1. Conflict is composed of opposing forces
2. Conflict may be natural or human made
3. Conflict captures and documents cultural outcomes
4. Artists utilize conflict for synthesis and change
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
Compare and contrast different types of conflict such as internal
conflict and external conflict. Students will also be able to recognize
patterns of conflict such as how conflicts are created and solved.
2. Content area 1 Visual Art : The students will (TSW) be able to . . .
Describe in depth a character, setting or event in the picture, such as
the character's thoughts, actions, and the intention of the artist.
3. Content area 3 Social Studies: The students will (TSW) be able to . . .
Explain the events, cause and effect in the content of conflicts,
including what happened and why.
Essential Questions: Restate Key Concepts using open-ended questions.
1. How do artists use opposing forces to express emotions in their work?
2. In what ways can conflict be natural or human made?
3. In what ways can artists capture and document cultural outcomes?
4. In what ways do artists utilize conflict synthesis and change?
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? Assessing literacy will be done in the
form of a group discussion based off the readings that were assigned prior to
class. We will be looking for a thoughtful discuss with points that are similar to
some made ideas brought up based on the reading.
Summative Assessment strategy (of studio investigation): How you will assess
Visual Art and Social Studies? What will you be looking for? Social Studies will
be assessed during VTS as one of the images we are VTSing is a war image. We
will also address this subject in way of our inspiration artist who draws from
current historical events.

Common Core State Standards: List grade-specific standards.
Literacy : Compare and contrast the treatment of similar themes and topics
(e.g., opposition of good and evil) and patterns of events (e.g., the quest) in
stories, myths, and traditional literature from different cultures.
Visual Study : Describe in depth a character, setting, or event in a story or
drama, drawing on specific details in the text (e.g., a characters thoughts,
words, or actions).
Social Studies: Explain events, procedures, ideas, or concepts in a
historical, scientific, or technical text, including what happened and why,
based on specific information in the text.
Vocabulary: Identify and define vocabulary that connect the art form with
the other two identified content areas.
1.Conflict: a serious disagreement or argument, typically a protracted one.
2.History: the study of past events, particularly in human affairs
3. Resolution: a resolve, a decision or determination
4. Marionette: A puppet manipulated from above by strings attached to
its
jointed limbs
5. Movement: Use of lines, shapes, colors, etc. to direct the eye of the
viewer from one part of the design or picture.
Lesson Plan Template 2
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.
(pp. 122-143), link HERE)
_x_1.0 Artistic Perception: 1.2 Identify and describe scale (proportion) as applied
to two-dimensional and three-dimensional works of art
_x_2.0 Creative Expression: 2.5 Interpret reality and fantasy in original two-
dimensional and three-dimensional works of art
_x_3.0 Historical & Cultural Context: 3.1 Describe how art plays a role in
reflecting life (e.g., in photography, quilts, architecture)
3.2 Identify and discuss the context of works of art in the past and present,
focusing on the different cultures that have contributed to Californias history and
heritage.
_x_4.0 Aesthetic Valuing: 4.1 Explain the intent of personal work of art and draw
possible parallels between it and the work of a recognized artist.
_x_5.0 Connections, Relationships, Applications: 5.4 Read biographies and
stories about artists and summarize the readings in short reports, telling how the
artists mirrored or affected their time period or culture.
Materials: List all materials needed in the columns below.
Have Purchase
Popsicle sticks Beads
Hot glue
Colored construction paper
Yarn
Hole Puncher
Scissors
Mini shattered ornaments
Mini jingle bells
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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.

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?

The lesson will start with an overview of the key concepts and essential questions. Rachel will introduce our Big Idea and 21st Art Education Approach along
with the lesson overview. We will display the slides and (Rachel) will then ask the students to popcorn style reading the key concepts out loud calling on the
next person to continue the reading. (5 minutes)

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?

(Johanna) will then ask the students to pull out their Memo 7 to look over and discuss as in small groups (4 to a table) what the readings talked about. (5min)
While this is occuring teachers will circulate between groups listening in on conversations. Once discussion has come to a lull, (Johanna) will ask for one
person from each group to share out something they learned from the reading. We will collect Memo 7 at this time.

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).

Amandeep) Will present the vocabulary to the class

(Amandeep) Will then facilitate VTS on our first image (15 minutes). Upon completing our first session of VTS, our video on conflict will be showed.

(Songsong) Once the video has ended we will ask the class what are a few things the video talked about. What was the first step in dealing with conflict? What
shouldnt we do when we encounter conflict?

(Johanna) will facilitate VTS on our second image. (10 minutes).

(Rachel) will then talk about the Inspiration Artist, and what the meaning of his work that we VTSd represents.

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)?
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(SongSong) Will go over what the students will learn, having each student popcorn read the TSWs.

(Johanna) Prior to the modeled demonstration the discussion of what types of conflicts can occur in school. (This will be especially helpful in an elementary
school classroom, as students are most likely experiencing some sort of conflict with classroom friends at this time.) For presentation purposes we can discuss
what type of conflicts we think our future students could be experiencing and how we as future educators would possibly solve it. (5-10 minutes)

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?

(Rachel) Will introduce our activity of making Marionette puppets. She will ask the class to gather at the back table in a way that everyone will be able to see
the demo of marietta puppet making done by (SongSong)! (10 minutes)

(SongSong) The students will already have the supplies they would need to create the puppets on their tables. The teacher would describe the contents of each
basket on the table of the materials available. We would discuss potential safety hazards and remind them how to handle each hazard such as the hot glue gun.
(In an elementary classroom setting this is extremely important.) (5 minutes)

During the independent learning time teachers will circulate the classroom stopping to engage with different students and asking them questions about their
puppets. Why did you choose to dress your puppet in that way? Is there story about your puppet that you may be comfortable sharing? (45 minutes)

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?
(Amandeep) At the end of the lesson we would recap what key concepts and objectives were with a series of questions. We would ask our students what the big
idea is and how we demonstrated recognizing the big idea using our 21st Art Education Approach. Making a connection to conflict in both the students life and
in history. (5 minutes)

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

1. How will you adapt the various aspects of the lesson for students with disabilities?
The various aspects of the lesson can be adapted for students with disabilities, by offering the project to be done with partners to assist one another with tying
the strings to the puppet. By partnering each student with one another in this manner the student needing extra assistance will not be singled out. In this case
exact measurements are not needed for our strings to give our puppets mobility, however; we could also pre-cut all yarn to be the same length in order to
prevent conflict in the classroom itself of yarn overuse or to elevate the frustration for the student or students with disabilities as they try to cut their yarn the
correct lengths they desire. This can also be done by appointing the teacher as the yarn cutter. By using images, text and reading aids the lesson will be
reaching each type of learner to ensure our students have a better understanding of the concept and idea.
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2. How will you adapt the various aspects of the lesson for English language learners?
During the group reading discussion, students will be placed in small groups of four to make sure he/she feels comfortable to discuss amongst each other their
thoughts about the assigned reading. The student will also be able to ask any lingering questions amongst his/her peers in a smaller setting. By doing so, the
student will not feel as intimidated or centered out in front of the whole class.

3. How will this lesson allow for/encourage students to solve problems in divergent ways?
This lesson will allow for/encourage students to solve problems in divergent ways as we discuss not only conflict in our society but also conflict within the
classroom. Our video aid shows how best to deal with conflict and what could happen if we do not deal with conflict. We could also use our puppetry activity
to demonstrate a conflict solving play put on by the class, with the students in charge of deciding the conflict and how they think we should go about solving it.
This lesson allows for the subject of conflict to be easily talked about.

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

As the students are creating their puppetry a general discussion can be held about different times they may have experienced some sort of conflict in their own
lives, and what they did to help solve the conflict. Following the assignment and lecture students would return from home to school with new observations of
different forms of conflict they noticed in their environment, media, or on T.V. Leading the discussion by asking each student if what they say specifically said
the word Conflict in the art or if they just felt the image implied some sort of conflict was occurring or could be occurring from it.

5. How will you (a) address potential safety issues and (b) assure necessary precautions are followed? See OEHHA, link HERE
Before studio time begins, students will be informed where materials such as construction paper, markers, paint brushes, etc. are placed. Students will also be
reminded to be cautious when using the glue guns because they are very hot. Written signs in red ink stating, CAUTION, VERY HOTwill also be placed at
the glue gun stations as an extra precaution.

Lesson Resources/References (use APA; please identify, with an asterisk, article or chapter due for HW):

Dictionary.com. (n.d.). Retrieved November 11, 2017, from http://www.dictionary.com/

INTIMATE ILLUSTRATIONS ON THE CATALAN-SPAIN CONFLICT ANA ISABEL GIL. (n.d.). Retrieved November 9, 2017, from
https://www.booooooom.com/submissions/intimate-illustrations-on-the-catalan-spain-conflict-ana-isabel-gil/

* Include this information in the form of a PPT, Prezi, etc.

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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.

A helpful link to get you started: http://sacstatearted.weebly.com/visual-art-education.html

Reference

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

Freedman, Kerry & Stuhr, Patricia (2004). Curriculum Change for the 21st Century: Visual Culture in Art Education. In Eisner, E., & Day, M.
(2004). Handbook of research and policy in art education. Mahwah, N.J.: National Art Education Association : Lawrence Erlbaum Associates.