Art Education Lesson Plan Template: ART 133

Group 1: Fantasy
Print First and Last Names: Nicole Cayanne-Lucas, Brianna Batti, Kate Wallace, Melia Bobian
Lesson Title*: Fantastic Places Big Idea*: Fantasy Grade Level*: 2
21​st​ Century Art Education Approach(es):​ ​Meaning Making

Inspiration Artists, including those from underrepresented populations:

Noelle K. Miller
Lesson Overview:​ ​Students will analyze and discuss the fantasy art of Noelle K. Miller. Students will identify a space, real or imagined, which has a strong
emotional connection for them. They will then create a meaningful piece of art using oobleck and other mediums which reflects their feelings about their
identified place.

Background Knowledge:
We would enhance their basic knowledge of color theory by allowing students to mix their own colors and identify warm vs. cold. Through this venture, we
would also allow students to explore how color fits into mood and feeling, thus allowing meaning making to be incorporated to their art exploration.
Students will use past experience with solids and liquids to identify the art medium, which allows them to bridge the gap between science and art.

Key Concepts: ​What you want the students to ​know.
1. Artists can visually express a place.
2. Artists explore meaning making to enhance their understanding of
fantasy.
3. Artists use color to express different emotions.
4. There is a relationship between place and fantasy.
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 . . .
Students will be able to utilize their understanding of Oobleck from the
reading to assist them in art adventure.
Essential Questions: ​Restate Key Concepts using open-ended questions.*
1. How do artists visually express place?
2. Explain ways in which artists can use color to express different emotions.
3. How does one’s exploration of meaning making enhance their understanding
of fantasy?
4. What is the relationship between place and fantasy?
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?​*
We will assess literacy by reviewing Memo 5. We will be looking for thoughts on
the relationship between fantasy and art, and meaning making for children.

2. Content area 1 ​Visual Art ​: The students will (TSW) be able to . . . Summative Assessment strategy (of studio investigation): ​How you will assess
Students will be able to mix primary colors to create secondary and Visual Art​ and ​Science​? What will you be looking for?​*
tertiary colors. We will assess visual art by circulating through the room and observing students
3. Content area 3 ​Science ​: The students will (TSW) be able to . . . as they mix the colors they need. We will assess science in the discussion on
Understand the science behind Oobleck to classify states of matter. states of matter and by observing students’ abilities to work with the medium.
We will be looking for students adapting to the unique properties of oobleck in
order to create their art.

Common Core State Standards ​(2-3)​: ​List grade-specific standards. California Visual and Performing Arts Standards (grades 1-6 only) ​(3-5)​:​ Check all
ELA (pp. 10-43, link ​HERE​) that apply and add number and description of applicable content standard.
Math (pp. 10-52, link ​HERE​) (pp. 122-143), link ​HERE​)
1. RI.2.1: ​Ask and answer such questions as ​who, what, where, ___1.0 Artistic Perception: 1.2
when, why, ​and ​how​ to demonstrate understanding of key details Perceive and discuss differences in mood created by warm and cool colors.
in a text. ___2.0 Creative Expression: 2.4
2. RI.2.6.: ​Identify the main purpose of a text, including what the Create a painting or drawing, using warm or cool colors expressively.
author wants to answer, explain, or describe. ___3.0 Historical & Cultural Context: 3.1
Vocabulary: ​Identify and define vocabulary that connect the art form with Explain how artists use their work to share experiences or communicate ideas.
the other two identified content areas.* ___4.0 Aesthetic Valuing: 4.2
1. ​Matter -​ anything that has mass and volume Compare different responses to the same work of art
2. ​Liquid - ​matter that takes on the shape of its container and can be Materials:​ ​List all materials needed in the columns below.
poured Have: Purchase:
3. ​Solid -​ matter that resists changing shape Colorful Paper Food dye
4. ​Fantasy -​ using your imagination to create a story Corn Starch
5. ​Oobleck-​ a non-Newtonian fluid that acts like a liquid and solid Individual Tubs for creating scene
depending on application of pressure/force. Small mixing tubs
Scissors
Thick White paper
Ceramic tools to mix oobleck
non latex gloves
permanent markers
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.

● Student check-in: To understand how students are feeling towards the each section we teach, we are going to do a student check-in with thumbs up
and thumbs down.

1. Set-Up: (about an hour) ​Before class, Kate and Nicole will mix the oobleck in large bowls and distribute it to 20 small mixing cups. They will group 4
trays with 4 mixing cups of oobleck and one package of food dye. These will be set-up on the back rolling cart at the front of the room. Melia and
Brianna will ensure that all technology needed for the presentation is working, and that videos are queued to hopefully avoid ads.

2. Greeter​:​ (Before Class)​ We will have Kate standing by the door and they will welcome the students in by saying “Hello, welcome in! Please find a seat
with your groups and we will get started soon. Please make sure to keep everything off of your work/desk space.”

3. Call to Attention: (Begin at start of class, 1-2 minutes)​ Melia will remind students to turn their memos to table two and table six. Brianna and Kate
will collect the memos.
Transition​ - Melia will thank everyone for being seated and turning everything in.

4. Fantasy Talk:​ ​(5 minutes) ​Nicole will facilitate table group discussions about fantasy. She will ask students to spend a moment thinking about a place
or location which features prominently in their day dreams or fantasies (reminding them they will be asked to share this place with their group
mates). The place can be real or imagined, but should hold a lot of personal importance. She will then prompt groups to describe the place they
imagined to their group mates.
Transition​ - Once everyone has a chance to speak, Nicole will call for everyone to direct their attention to Brianna who will walk them through the
goals of our lesson plan.

5. Cover Key Concepts and Essential Questions: (2 minutes) ​Brianna will walk the class through our lesson plan.
Transition​ - natural flow, no change in speaker or class attention

6. VTS:​ ​(15 minutes) ​Brianna will conduct a VTS with one of the artworks from our chosen artist while asking open ended questions. Brianna will
encourage all students to open up if they feel comfortable, but not allow any one student dominate the conversation. She will accomplish this by
asking students to raise their hands and wait to be called on.
Transition​ - Brianna will thank the class for their contributions, then ask the class to listen to Kate as they introduce our artist.

7. Introduce Inspiring Artist:​ ​(5 minutes) ​Kate will discuss the biography of the artists while the slide show displays different pieces
Transition​ - Kate will invite everyone to listen to Melia next so we can review some basic knowledge before we start on the studio.
8. Table Shares: (5 minutes)​ Melia will ask the​ window side​ of the room to discuss how color in art can be used to show different moods, and the ​door
side ​tables will list the definitions and properties of solid, liquid, and gas. Encourage them to list examples. All four teachers will circulate to help.
Transition​ - All teachers will ask the groups if they are ready to report out, or how much more time they need. Once every table is ready, Melia will
call their attention back to the front.

9. Report Out:​ ​(allow 5-10 minutes)​ Melia will ask the table groups to report out what they discussed by raising their hand and waiting to be called on.
Transition​ - Melia will thank everyone for the contributions, then invite everyone to observe the studio demonstration at the back of the class.

10. Demonstration (total 5 to 10 minutes)

a. Introduce Materials:​ ​(1-2 minutes) ​Brianna will introduce the materials the class will use. She will remind students we have gloves available,
and anyone who has dry skin or does not wish to feel an odd texture is encouraged to use them.
b. Dying and mixing Oobleck​: ​(1-2 minutes)​ Nicole will show this and remind students to take a moment to explore this unfamiliar medium
once back at their tables. She will highlight how it is easier to mix the compound with a thin mixer and light pressure.
c. Walk through set-up:​ ​(1-2 minutes)​ Melia and Kate will instruct this. They will highlight that more oobleck will take longer to dry, and that
colors will run and make a watercolor effect.
d. Cutting out figures: (1-2 minutes) ​Melia and Kate will review scissor safety and teach this and will remind them to wait to glue paper items.
(Adding Paper is optional)
e. During Demo: (no added time)​ Nicole and Brianna will place preassembled trays of supplies on each table.
Transition:​ Melia and Kate will tell students to go back to their groups and begin the studio. Inform them they have 30 minutes to work on their
studio.

11. Studio: (30 minutes)​ while students complete the studio, Kate will turn on the Read Aloud of “Bartholomew and the Oobleck” and the teachers will
circulate throughout the room to check-in with students to see how everything is going. Nicole will call a 10 minute warning till clean-up time. All
teachers will help with clean-up as students work.
Transition:​ When the studio is over, all teachers will inform the class it is time to put down their materials. Students who are not finished will be
invited to take materials home with them to complete the studio.

12. Clean-Up: (10 minutes)​ Brianna will instruct students to dump their extra oobleck, mixing cups, and gloves in the trash. Nicole will instruct table
groups to wash their hand and wipe down their tables with the large yellow sponges. Melia will remind everyone that their artwork should remain in
the silver tubs while it dries. Kate will distribute permanent markers and remind the class to put their names on the silver tubs.
Transition:​ Nicole and Brianna will ask everyone to be seated with their artwork.

13. Review: (7 - 12 minutes) ​We will invite students to do an art walk/gallery share before leaving. Ask students to pay attention to the colors chosen,
landscape qualities, and use of the medium. If time permits we will ask for a few volunteers to talk about their inspiration for their art. We will
instruct students to stack their trays behind the drying racks on their way out of 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?
See steps 4 through 6

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).
See step 10

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)?
See steps 4, 5, 8 and 9

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?
See step 6

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?
See step 11

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?
See step 13
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​?

Students who have visual impairments can participate without too many modifications since this is a tactile and three dimensional art lesson.

Students who have auditory impairments may need to sit near the front or buddy up with someone who can repeat instructions. Group instructors will be
circulating the room to ensure everyone understands.
Since students will be able to choose their method of getting the oobleck onto the paper, students with sensory sensitivities like autism spectrum disorders
will be able to choose their level of stimulation.

2. How will you adapt the various aspects of the lesson for ​English language learners​?

Verbal directions will be enhanced with observable demonstrations. Each student will be placed in a group of 4, so ELLs can observe for a second time. We
will work as a group to define key concepts and vocabulary words, so all students can take in the lesson.

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

Students will need to translate their feelings about a place into colors and shapes. How they chose to represent their feelings is up to them. Interacting with
a new medium with unusual properties will push them to be creative in getting the colors where they want them.

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

Students will be reminded to take a step back every 5-10 minutes to view their art piece as a whole to see what area needs more work and what area they
define as complete. Students will be encouraged to articulate what they were feeling in certain areas of their artwork. The teachers will ask students why
they chose individual colors.

5. How will you (a) address potential ​safety issues​ and (b) assure necessary ​precautions​ are followed? See OEHHA, link ​HERE
a) Teachers will remind students of proper safety measures with safety scissors. Teachers will inform students that while all materials are technically
food stuffs, they should not be consumed in this context. Teachers will remind students not to place nitrile gloves over their mouths or nose.
b) All materials used are approved for all age groups Kindergarten and above. We will maintain a safe teacher to student ratio so that there is adequate
supervision. Spills will be cleaned up immediately with teacher supervision.

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

* 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: ​http://sacstatearted.weebly.com/visual-art-education.html

References

“Bartholomew and the Oobleck Read-Aloud.” ​Youtube.com​, YouTube.com, 8 Nov. 2015,​ ​www.youtube.com/watch?v=eDef7vCgrk0​.

“Common Core State Standards .” pp. 10–53. ​California Department of Education​, ​www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf​.

Miller , Noelle K. “About.” ​Noelle K. Miller​, www.noellemillerart.com/.

Miller , Noelle K. “Painting.” ​Noelle K. Miller​, www.noellemillerart.com/.

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