ART 133 Group 4 Lesson Plan

Members: Evelina Gentry, Kylie Cunningham, Kaifa Yates, and Lauren Vargas

Lesson Title: Reflecting on Relationships

Big Idea: Relationships

Grade Level: 1st Grade

21st Century Art Education Approach: Visual Thinking Strategies and Learner
Directed

Inspiration Artist: Norman Rockwell

Lesson Overview:
In our lesson we will be focusing on Relationships as the Big Idea while incorporating
Visual Thinking Strategies and Learner Directed Modified Choice as our 21st Century
Art Education Approach. Our artist for inspiration is Norman Rockwell and how he
depicted relationships in his artwork as well as how relationships influenced his artwork.
We will be incorporating Literacy, Visual Art and Science into our discovery of Norman
Rockwell.

Background Knowledge:
We will tap into the students personal experiences by having them depict the
relationships they see in their own environment. Using the student's prior knowledge of
understanding shapes in mathematics and colors in art we can establish a foundation to
work with a variety of new materials in the classroom. We can also use their knowledge
of literacy and reading skills to increase their comprehension of new vocabulary.

Key Concepts:
1. Relationships affect every person.
2. People building lasting relationships.
3. Art conveys relationships.
4. Expressing emotions is key in relationships.

Essential Questions:
1. In what ways are people affected by relationships?
2. How do people build lasting relationships?
3. How does art display relationships?
4. In what ways are emotions expressed within relationships?

Common Core State Standards (2-3):

1. Foundational Skills
a. Know and apply grade-level phonics and word analysis skills in decoding words.
b. Know the spelling-sound correspondences for common consonant digraphs.
c. Decode regularly spelled one-syllable words.
d. Know nal -e and common vowel team conventions for representing long vowel
sounds.
e. Use knowledge that every syllable must have a vowel sound to determine the
number of syllables in a printed word.
f. Decode two-syllable words following basic patterns by breaking the words into
syllables.
g. Read words with in additional endings.
h. Recognize and read grade-appropriate irregularly spelled words.
i. Read with sufficient accuracy and accuracy to support comprehension.
j. Read grade-level text with purpose and understanding.
k. Read grade-level text orally with accuracy, appropriate rate, and expression on
successive reading.
l. Use context to con rm or self-correct word recognition and understanding,
rereading as necessary.
m. Creating, Performing, and Participating in the Visual Arts.
n. Students apply artistic processes and skills, using a variety of media to
communicate meaning and intent in original works of art.
2. Informational
a. Ask and answer questions about key details in a text
b. Identify the main topic and retell key details in a text
c. Describe the connection between two individuals, events, ideas, or pieces of
information in a text
d. Ask and answer questions to help determine or clarify the meaning of words and
phrases in a text.
e. Use the illustrations and details in a text to describe its key ideas.
f. Identify the reasons an author gives to support points in a text
g. Identify basic similarities in and differences between two texts on the same topic
h. With prompting and support, read informational text appropriate complex for
grade 1

California Visual and Performing Arts Standards (3-5)

1. Creative Expression
2. Creating, Performing, and Participating in the Visual Arts
3. Students apply artistic processes and skills, using a variety of media to
communicate meaning and intent in original works of art
Skills, Processes, Materials, and Tools
2.1 Use texture in two-dimensional and three-dimensional works of art.
2.2 Mix secondary colors from primary colors and describe the process.
2.3 Demonstrate beginning skill in the manipulation and use of sculptural
materials (clay, paper, and paper mach) to create form and texture in works of
art.
Communication and Expression Through Original Works of Art
2.4 Plan and use variations in line, shape/form, color, and texture to
communicate ideas or feelings in works of art.
 2.5 Create a representational sculpture based on people, animals, or buildings.
2.6 Draw or paint a still life, using secondary colors.
2.7 Use visual and actual texture in original works of art.
2.8 Create artwork based on observations of actual objects and everyday
scenes.

2. 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.

Derive Meaning
4.1 Discuss works of art created in the classroom, focusing on selected elements
of art (e.g., shape/form, texture, line, color).
4.2 Identify and describe various reasons for making art.
Make Informed Judgments
4.3 Describe how and why they made a selected work of art, focusing on the
media and technique.
4.4 Select something they like about their work of art and something they would
change.

3. CONNECTIONS, RELATIONSHIPS, APPLICATIONS

Connecting and Applying What Is Learned in the Visual Arts to Other Art Forms and
Subject Areas and to Careers

Students apply what they learn in the visual arts across subject areas. They develop
competencies and creative skills in problem solving, communication, and management
of time and resources that contribute to lifelong learning and career skills. They also
learn about careers in and related to the visual arts.

Connections and Applications

5.1 Clap out rhythmic patterns found in the lyrics of music and use symbols to
create visual representations of the patterns.
5.2 Compare and contrast objects of folk art from various time periods and
cultures.
Visual Literacy
5.3 Identify and sort pictures into categories according to the elements of art
emphasized in the works (e.g., color, line, shape/form, texture).
Careers and Career-Related Skills
 5.4 Describe objects designed by artists (e.g., furniture, appliances, cars) that are
used at home and at school
Lesson Objectives:
TSW be able to
Create a small scale version of a meaningful relationship in their life using a
tangible medium
Explore how relationships are integrated within different literature
Discovering relationships between different materials

Vocabulary:
Define Relationship: the way in which two or more concepts, objects, or people are
connected, or the state of being connected.
Define Emotions: a natural instinctive state of mind deriving from one's circumstances,
mood, or relationships with others.
Define Understanding: the ability to understand something; comprehension.
Define Dislike: feel distaste for or hostility toward.
Define Love: a strong feeling of deep affection.

Materials:
6 count of 5 pounds bag of All-Purpose(Generic) Flour
5.5 Ounces of Cream of Tartar(Generic)
11 Ounces of Generic Table Salt
22 ounces of Vegetable Oil(Generic)
2 four count boxes of Primary Color Food Coloring(Generic)
20 count Index Cards

Lesson Procedures:

1. We will begin the lesson by greeting the students in the classroom. We will ask
opening questions such as How was your day today and What meaningful
events happen today
2. Then group 4 will introduce ourselves and our topic for the day which is
Rockwell Relationship Play-doh. We will provide each student with a 5 by 7
index card to write down what relationship in your life is most meaningful
(whether it be parents, pets, significant other) and give them 5 minutes to think
and discuss it in their table groups. After 5 minutes, we will have an open class
discussion about meaningful relationship and why they are important.
3. Lauren will discuss about what is a meaning of relationships and how they are a
common factor among people.
4. Evelina will read The Giving Tree by Shel Silverstein; afterwards, she will ask
the students questions on the relationships described in the book.
5. Then Evelina will introduce our artist of the day which is Norman Rockwell. She
will discuss about his lifes background and what made him interested in art.
6. Then Kaifa will discuss how Rockwell used his art to show different relationship
and what inspired him.
 7. Kylie will discussed the key concepts and essential questions and then shift into
VTS image.
8. Students will discuss the VTS image as a class. They will point out different
symbols of the image that represent relationships.
9. Then Kaifa will show the youtube video of Norman Rockwell process in creating
art which is 3 minutes long.
10. Then we will discuss the previous article reading Wheres the Revolution and
how connects with Rockwell process of creating art.
11. Then we will discuss the main activities of the day which is Rockwell
Relationship play-doh.
12. In the back of the classroom Lauren will show the students how to make the
special relationships out of the pre-made play-doh, and show the color dye as
well as the decorative options. Then each group member will showcase their
finished product of their Rockwell Relationship Play-doh so students can grasp
the idea of the artwork.
13. The materials we used to make the own play-doh are:
1 cup water
1 tablespoon vegetable oil
1/2 cup salt
1 tablespoon cream of tartar
Food coloring
1 cup flour
11. After students have some time to color their play-doh they will begin to work on
their meaningful relationship art.
12. Students are given 30-45 minutes to create their own Rockwell Relationship Art.
They are encourage to make more than one sculptures if time persists.
13. Then we will give students a 10 minute warning to clean their area.
14. Then we will debrief about the lesson we learned for the day and showcase our
artwork to the class.

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?

We will motivate students to learn the new concepts about relationships by giving them
the opportunity to explore options of their own different relationships in their lives. We
will first ask opening questions like What meaningful events happen today. This will
get the students to think about the word meaningful and how it affects their lives. We
will have a 3 to 5 minute open discussion about the different events that may has
happen for the students. Then we will pass out index cards to each student and ask
them to write down 2-3 most meaningful relationship in their lives. The list can consist of
their mother, father, toy, school,etc. Students will begin to thinking about why
relationships are important to them.. Then the students will choose one or two
relationship that are most meaningful to them and discuss it in their groups. Students
will talk about who or what is meaningful to them, the importance of that relationships,
and how they shape their personality. Students will use their communication skills to
listen, be empathetic,understanding, respectful, and open-minded to their classmates
thoughts and ideas. They will use their prior knowledge of vulnerability to be
comfortable with their thoughts and sharing it with their peers. Then they we will
introduce the Big Idea of relationship and how they co-relate to our personality.

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).

1. Discussed Relationships: First, Students will discuss different relationships in

their lives that are meaningful to them which will allow them to become
vulnerability to their their peers in the classroom. This will bridge a gap between
students to create new friendships through their discussion. This will teach
students to be mindful about other people's feelings and thoughts.
2. Norman Rockwell and VTS: We will explain the background story of the Artist of
the day Norman Rockwell. We will have VTS image of one Rockwells image
and have class discussion about what type of relationships are presented in the
picture. This will give students a visual idea what a relationship look like.
3. Explore how relationships are integrated with different relationships using
Literature: Students will read an article called Wheres the Revolution which will
explain the how students can use their creativity through variety of skills in the
classroom. Students will connect the article to Rockwells process of creating art
which was based on his creativity of the relationships he had had other people.
4. Rockwell Relationship Art: We will show the class how to create relationships
with play-doh. Then showcase an example of our relationship play-doh art to the
class. Students will begin to get an idea of how they can create their own
Rockwell Relationship Art using play-doh. Then we will give the class 30-45
minutes to create their own art. While creating their art they will get inspired by
their peers through their ideas which will help elaborate their artwork.

Guided Instruction (teacher and students do together):

The students will answer essential questions such as In what ways are people affected
by relationships?, How do people build lasting relationships?, How does art display
relationships?, and In what ways are emotions expressed within relationships?. The
students will be organized in a large group for the pair share and VTS then go into
smaller groups to work on their individual projects.

-For VTS, Evelina will show a picture of one of Norman Rockwells paintings and ask
what the students see from the photo / what they think is going on. This will take maybe
5-7 minutes to make sure that everyone who had something to say will get a chance to
voice their opinion. During VTS, she will reiterate the students ideas, point to their
opinions, and make connections.
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 have two opportunities to engage with their peers with group activities. The
first activity will be the discussion of their meaningful relationship list. This will allow
students to express items or people that are meaningful to them. Students will then
discussed their list with their peers before sharing it out with the class. The second
activity will be constructing the play-doh art. In this activity, each student will gather the
materials needed and begin to make their own play-doh relationship with their group.
Collaboratively, they will guide each other through sharing ideas and stories of their
personal relationships. This will help with their cognitive and intellectual skills in the
classroom.

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 have the opportunity to work independently in the beginning of the lesson.
They are ask to write down a list of people or items that are meaningful to them. In this
process students can write their own list such as mother, father, tv, games, etc.
whichever they feel that meaningful to them. They will make this list independently in
order to grasp the concept of the Big Idea which is relationship. This will encourage
intrinsic motivation to understand the lesson of the day. The second opportunity will be
the modeling the Rockwell Relationship Art with the play-doh. Students will begin to
explore different colors and shapes that they can use to sculpt their artwork.

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?
We will end the lesson with a 5 minute debrief discussion with the class about the
process of creating their artwork with the play-doh. We will ask open-ended question
such as How do you feel about your artwork What are some ways that you couldve
made it better what made this artwork meaningful to you. Then selective students will
showcase the finish product to the class while giving brief description about it. Then we
reiterate the importance of why meaning relationship are important in our lives and how
Norman Rockwells artwork showcase that example.

1. How will you adapt the various aspects of the lesson for students with disabilities?
To adapt the various aspects of this lesson for students with disabilities depending on the
disability, I could have the play-doh made already and the students just build, or I can build with
them and make it more one on one.
2. How will you adapt the various aspects of the lesson for English language learners?
To adapt the various aspects of this lesson for English language learners, I can use more simple
choice of vocabulary and use visuals like doing the lesson with them step by step.
3. How will this lesson allow for/encourage students to solve problems in divergent ways?
This lesson will encourage/allow for students to solve problems in divergent ways because if
they feel like they made a mistake they know it can be fixed. .
4. How will you engage students in routinely reflecting on their learning?
To engage students in routinely reflecting on their learning, I would ask questions that seek
understanding to the lesson. Provide explanations to guide students thought processes during the
exploration of the lesson.
5. How will you (a) address potential safety issues and (b) assure necessary precautions
are followed? See OEHHA, link HERE
To address potential safety issues and assure necessary precautions are followed, I would make
sure all my materials are safe for the age of the children. I would address the safety issues before
any materials are being used. Walking around to each table making sure the precautions are
followed. Depending on the age, you always have to have precautions and safety tips.

6. Lesson Resources/References (use APA; please identify, with an asterisk, article or

chapter due for HW):