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Art Education Lesson Plan Template: ART 133

Group 1 2 3 4 5 6 (please circle)

Print First and Last Names: Rebecca McIntire; Erika Rodriguez; Becca Stevenson

Lesson Title*: Breaking the Mold Big Idea*: Body/Self Grade

Level*: 4

21st Century Art Education Approach(es): Modified Choice-based play and exploration

Inspiration Artists, including those from underrepresented populations: Iris Scott

Lesson Overview (~3 complete sentences)*:

Students will learn about inspiration artist, Iris Scott, and the way in which she uses her
fingers to paint. Students will then connect the reading of Ruth Shaws progressive-era
curriculum (finger painting) with Iris Scotts contemporary work. Next, students will use their
bodies to create a painting, exploring the body as a tool for self-expression; they will only use
their body (i.e. hands, feet, hair, etc.) to paint.

Background Knowledge (~3 complete sentences): How will you tap into students experiences
and prior knowledge and learning?
We will introduce the big idea and the 21 century art approach. We will ask essential
questions, such as What are some ways the body can be expressive in art? and How can
the body be used as an art tool?. Then, we will introduce the Iris Scott and her work. We will
ask the students what their opinions of Iris Scott and her work are. Next, we will ask students
to share prior experiences with using their body to create art.

Align Big Idea with both Key Concepts and Essential Questions, below

Key Concepts (3-4): What you want the Essential Questions (3-4): Restate Key
students to know. Concepts using open-ended questions.*
1. The body is expressive. 1. What are some ways the body can
2. The body can be used as a tool. expressive in art?
3. The body can be used to create and 2. In what ways can the body be used an art
convey meaning in works of art. tool?
4. The body can be used to create or tell a 3. How can the body create meaning in work of
story. art?
4. How can body create or tell a story?
Lesson Objectives: What you want the Align Assessment with Lesson Objectives in left
students to do via three content areas.* column.
1. Content area 1 Literacy: The students
will (TSW) be able to . . . Formative Assessment strategy (of assigned
Create and narrate a story about reading): How will you assess Literacy? What
their artwork and peer-share in will you be looking for?*
group discussions. We will be looking for mention of the key points,
Write a memo summarizing the such as, Why did Ruth value of finger painting?
assigned reading material, and and What was Ruth Shaws inspiration to
discuss key concepts in class. implement finger painting in her curriculum?
2. Content area 2 Visual Art : The students Summative Assessment strategy (of studio
will (TSW) be able to . . . investigation): How you will assess Visual Art
Create a painting that visually and Physical Education? What will you be
expresses their unique personalities looking for?*
using only their bodies (fingers, We will be looking for...
hands, arms, etc.). use of various painting techniques, such as
3. Content area 3 Physical Education: The dabbing and smearing; use of elements of
composition: unity, balance, movement, rhythm,
students will (TSW) be able to . . .
focus, contrast, pattern and proportion; hand-eye
Demonstrate fine motor control by
coordination and fine-motor control (of
using their fingers and hands to hands/fingers).
create a painting.

Common Core State Standards (2-3): List California Visual and Performing Arts Standards
grade-specific standards. (grades 1-6 only) (3-5): Check all that apply and
ELA (pp. 10-43, link HERE) add number and description of applicable
Math (pp. 10-52, link HERE content standard.
1.Presentation of Knowledge & Ideas: (pp. 122-143), link HERE)
(4) Report on a topic or text, tell a story, or 1.0 Artistic Perception:
recount an experience in an organized (1.5) Describe and analyze the elements of art
manner, using appropriate facts and (e.g., color, shape/form, line, texture, space,
relevant, descriptive details to support main value), emphasizing form, as they are used in
ideas or themes; speak clearly at an works of art and found in the environment.
understandable pace.
2.0 Creative Expression:
2.Generate and analyze patterns. (2.5) Use accurate proportions to create an
(5) Generate a number or shape pattern expressive portrait or a figure drawing or
that follows a given rule. Identify apparent painting.
features of the pattern that were not explicit
in the rule itself
3.0 Historical & Cultural Context:
3.1.0 ARTISTIC PERCEPTION (3.1) Describe how art plays a role in reflecting
Students perceive and respond to works of life
art, objects in nature, events, and the
environment. They also use the vocabulary 4.0 Aesthetic Valuing:
of the visual arts to express their (4.5) Describe how the individual experiences of
observations. an artist may influence the development of
specific works of art.
Vocabulary: Identify and define vocabulary 5.0 Connections, Relationships, Applications:
that connect the art form with the other two (5.3) Construct diagrams, maps, graphs,
identified content areas.* timelines, and illustrations to communicate
ideas or tell a story about a historical event.
1. self-expression: individual feelings,
thoughts, and ideas portrayed in art. Materials: List all materials needed in the
2. senses: taste, sight, touch, smell, columns below.
sound. Emphasis on touch/body.
Have Purchase
3. smearing: coat or mark (something)
Tempra Paint None
messily or carelessly, often with a greasy
or sticky substance.
4. dabbing: press against (something)
Water Bowls
Paper Towels
5. narrative: Telling a story, real or
imaginary, from a personal perspective.
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?
1. We will introduce ourselves and the big idea: body, as well as our teaching method:
modified choice.
2. Becca will ask students to share any experiences they have using their body to create
art and what it felt/meant/ to them. Facilitator will guide the conversation by introducing the
essential questions:
What are some ways the body can be expressive in art?
In what ways can the body be used an art tool?
How can the body create meaning in work of art?
How body create or tell a story?
3. Becky will introduce the inspiration artist Iris Scott with a brief intro, a video, and lesson
objectives. Next, facilitator will ask the students to get into groups of 3-4 and connect the
reading assignment with Iris Scotts work. After about 5 minutes, one person from each group
will share out. Becky, Erika and Becca will respond to groups.
4. Erika will introduce the activity (finger/hand painting) and the lesson objectives:
The students will be able to create a painting that expresses their unique
personalities using only their bodies (fingers, hands, arms, etc.).
The students will be able to demonstrate fine-motor control by using fingers to
paint and techniques like dabbing and smearing.
The students will be able to create and narrate a story about their artwork and
share it in group/class discussion.
Facilitator will explain where the materials are and explain that while they work on their
paintings, they need to consider a story to go along with it.
5. Students will meet all of us in the back of the room for a demonstration. We will briefly
explain the techniques we used to create our painting. The students will have about 30-40
mins to work independently.
6. After the students are done, they will get back into groups to share a narrative/what their
painting means to them with each other. They will have an opportunity to share with the class
(show and tell, essentially).
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. Content area 1 Literacy: The students will (TSW) be able to . . .
Create and narrate a story about their artwork in group discussions. The purpose of
this is to improve language production, peer-to-peer communication, and personal
2. Content area 2 Visual Art : The students will (TSW) be able to . . .
Create a painting that expresses their unique personalities using only their bodies
(fingers, hands, arms, etc.). The purpose of this is to demonstrate that the body can be
used as an art medium and tool. Students can create a story using their body.

3. Content area 3 Physical Education: The students will (TSW) be able to . . .

Demonstrate their artistic capabilities by using their bodies to create a painting. This
purpose of this is to demonstrate that the body can be used as an art tool. Students
will use their fingers to paint to exercise fine-motor development and hand-eye
coordination; they will use techniques such as dabbing and smearing.

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)?
Essential Questions:
1. What are some ways the body can expressive in art?
2. In what ways can the body be used an art tool?
3. How can the body create meaning in work of art?
4. How body create or tell a story?

The students will be organized in the table groups (Groups of 3-4). Students will develop their
own work of art individually. Then, once they are finished they will work together and share
their artwork with each other to narrate a story. To conclude the lesson, the group with share
their story with the class.
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?
The students will work together in groups of 3-4 to connect Ruth Shaws implementation of
finger painting in her curriculum and Iris Scotts application, then report to the class. Students
will also show and tell their paintings in the same groups and with the class.
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?
The students will gather supplies and paint independently. They will explore mixing colors
independently as well.
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
After students are done working independently, we will clean up 15 minutes before class
ends. Once everything is cleaned, we will ask students to share their stories between their
artwork with the class. We will also have them tell the class about what painting techniques
they used and how they felt about not using any art tools.

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 students with disabilities will have all the materials at their stations prior to the activity, as
well as one-on-one aids if necessary to assist during the activity; student with hearing
impairments will have written instructions and ASL interpreters if need be; students with vision
impairments will have braille instructions and an aid to assist with painting.

2. How will you adapt the various aspects of the lesson for English language learners?
We will let them express themselves through their paintings, not their words. We will speak
slower in order for them to grasp the concept of finger painting. If necessary, we will have an
interpreter to assist in clarification.

3. How will this lesson allow for/encourage students to solve problems in divergent ways?
Students will paint with little instruction and without premixed colors; they will problem solve to
create colors of choice, while exploring/inventing techniques to create their individual ideas.

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

We will have a peer/class sharing activity at the end of the of activity designed to reflect on
their paintings--reviewing techniques and meaning. We will also have peer/class sharing on
the reading material and inspiration artist to synthesize theory and application of finger

5. How will you (a) address potential safety issues and (b) assure necessary precautions
are followed? See OEHHA, link HERE
When showing the slide with the materials list, well introduce what is to be used for the studio.
Then, when holding a studio demonstration for the class, we will address safety issues that
involve the paint we use for finger painting. It is important to let students know that they need
to be aware of paint precautions since younger children could ingest the paint.
Lesson Resources/References (use APA; please identify, with an asterisk, article or chapter
due for HW):

Mayer, V. (2005). Rediscovering ruth faison shaw and her finger-painting method. Art
Education, 58(5), 6-11.

* Include this information 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.
A helpful link to get you started:


Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from