Lesson Plan Template 1

Art Education Lesson Plan Template: ART 133

Group 3
Print First and Last Names: Gabrielle Austin, Julia Duncan, Jennilee Fisher, Hannah Pierce

Lesson Title: Aspiration Wheel Big Idea: Dreams Grade Level: 1st
st
21 Century Art Education Approach(es): Meaning Making and Modified Play

Inspiration Artists, including those from underrepresented populations: Dan Keplinger

Lesson Overview: Students will be able to examine an art piece using critical thinking and provide feedback on their interpretation of the piece.
Students will then go over their reading assignment in groups and be able to explain in their own words what they read and what points they
found the most important. Lastly, there will be a demonstration on how to make their own personalized art pieces during their allotted studio
time.
Background Knowledge: We are going to talk about what culture is, what respect is, how respect relates to culture, how we can respect
cultures and differences in others, how respect makes others feel, and give a hypothetical situation where someone is being disrespectful.
We’re also going to hold a VTS where we look at different paintings and talk about different techniques the painter might have used.
Align Big Idea with both Key Concepts and Essential Questions, below
Key Concepts: What you want the students to know. Essential Questions: Restate Key Concepts using open-ended questions.
1. Diversity can be beneficial for the community. 1. How can diversity be beneficial for the community?
2. Goal setting can influence motivation. 2. What can setting goals help individuals achieve?
3. Teamwork and cooperation can help individuals achieve their 3. What can cooperation and teamwork help individuals accomplish?
specific goals. 4. Why are aspirations important?
4. Aspirations are goals or tasks that individuals wish to achieve.
Lesson Objectives: What you want the students to do via three Formative Assessment strategy (of assigned reading): How will you
content areas. assess literacy and what will you be looking for?
1. Content area 2 Literacy : The students will be able to define Providing students with time to discuss in groups what influences
and use key terms used within the lesson. motivation, and why it is important for students to set goals they want to
2. Content area 1 Visual Art : The students will be able to use achieve in their lives. We will be looking for students creating posters
their critical thinking skills when observing an art piece and explain with doodles, sketches, visual symbols, and quotes to represent the
their own interpretations to their peers. vocabulary that correlates with the images that they chose to incorporate
3. Content area 3: History : The students will be able to in their posters.
understand the importance of being respectful to their own and
other cultures; as well as, their customs and appreciate the Summative Assessment strategy (of studio investigation): How you will

differences that they share, because the community includes
members from various cultures.
Common Core State Standards (2-3): List grade-specific standards.
ELA (pp. 10-43, link HERE)
Math (pp. 10-52, link HERE)
1. Speaking and Listening: Participate in collaborative
conversations with diverse partners about grade 1 topics
and texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g.,
listening to others with care, speaking one at a time
about the topics and texts under discussion).
b. Build on others’ talk in conversations by responding
to the comments of others through multiple
exchanges.
c. Ask questions to clear up any confusion about the
topics and texts under discussion.
2. Math: Measurement and Data 1.MD: Measure lengths
indirectly and by iterating length units.
a. Order three objects by length; compare the lengths
of two objects indirectly by using a third object.
Lesson Plan Template 2
assess Visual Art and History? What will you be looking for?*
A summative assessment strategy for visual art in the studio
investigation, will be having students identify the big idea of “dreams”
and represent their goals in life through the painting on their Aspiration
Wheels. The instructors will be looking for student participation during
the group discussion and that the students are creating the doodles,
quotes, and visual sketches that relate to the vocabulary words onto their
posters. A summative assessment strategy for history in the studio
investigation will be having the students discuss in both small groups and
as a class how various cultures, the unique differences and customs of
others can benefit the community. The students will also proceed to have
a gallery walk after their aspiration wheels are completed to display the
various aspirations that each student dreams to achieve.
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 Distinguish among various media when
looking at works of art (e.g., clay, paints, drawing materials).
___2.0 Creative Expression:
_x_3.0 Historical & Cultural Context: 3.3 View and then describe art from
various cultures.
_x_4.0 Aesthetic Valuing: 4.2 Identify and describe various reasons for
making art.
___5.0 Connections, Relationships, Applications:
Materials: List all materials needed in the columns below.
Have: Purchase:
● Paper plates ● Feathers
● Yarn ● Hemp cords
● Beads
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● Tissue paper
3. History and Social Science: 1.1 Students describe the rights ● Construction paper
and individual responsibilities of citizenship. ● Pencils
2. Understand the elements of fair play and good ● Markers
sportsmanship, respect for the rights and opinions of others, and ● Scissors
respect for rules by which we live, including the meaning of the ● Glue sticks
“Golden Rule.” ● Whole punchers
● Paint brushes
1.4 Students compare and contrast everyday life in different ● Water buckets
times and places around the world and recognize that some ● Paint palette
aspects of people, places, and things change over time while ● Acrylic paint
others stay the same. ● Ruler
3. Recognize similarities and differences of earlier ● Tape
generations in such areas as work (inside and outside the home), ● Poster paper (discussion
dress, manners, stories, games, and festivals, drawing from activity)
biographies, oral histories, and folklore.

1.5 Students describe the human characteristics of familiar

places and the varied backgrounds of American citizens and
residents in those places.
1. Recognize the ways in which they are all part of the same
community, sharing principles, goals, and traditions despite their
varied ancestry; the forms of diversity in their school and
community; and the benefits and challenges of a diverse
population.

Vocabulary: Identify and define vocabulary that connect the art

form with the other two identified content areas.
1.Aspirations
2.Ambitions
3.Confidence
4.Dedication
5.Perseverance
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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.

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?

● The beginning of the lesson will be facilitated by Julia in which she will introduce the new key concepts, big idea, 21st century art
education approach, and vocabulary terms into the classroom through a series of different group activities and discussions that require
critical thinking skills when answering the given question prompts with their groups.
● Next, Gabby will introduce the inspired artist through a VTS activity that will be done together as a whole classroom. it will consists of
two different images in which students will analyze one at a time and share with the classroom what they see. After the classroom is
done analyzing the images, Gabby will then go into more detail of Dan Keplinger’s background story, what his dream was, and how he
reached it. After, Gabby will ask students how the big idea and vocabulary relates to Dan Keplinger.
● We will then transition into the cultural background for our studio so students understand the importance of respecting one’s culture by
learning about the Ojibwa tribe. Hannah Pierce: (around 5 mins on PowerPoint.)
2. 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).

The students will be able to demonstrate defining and using key terms used within the lesson by watching the PowerPoint, listening to the
vocabulary words and making posters on the words, as well as performing a VTS on two images. The students will demonstrate being able to
use their critical thinking skills when observing an art piece and explain their own interpretations to their peers through VTS, as well as the
studio walk through at the end of the lesson. The students will demonstrate being able to understand the importance of being respectful to
their own and other cultures; as well as, their customs and appreciate the differences that they share by performing our large group discussion
on diversity and why various cultures benefit the community. Our key concept “diversity can be beneficial for the community” can be said as
“community is like a sea of fish, every fish as its own special role.” Our key concept “Goal setting can influence motivation” can be said as “your
motivation is your reason for doing something. Our key concept “teamwork and cooperation can help individuals achieve their specific goals”
can be said as “Hard work can be finished with the help of a good buddy.” Our key concept “Aspirations are goals or tasks that individuals wish
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to achieve” can be said as “A dream is a something you want to do more than anything else.”

3. 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)?

● Julia (Appx. 12-15 minutes) Julia will present powerpoint slides two through eight. She will start by stating the 21st century art
approaches in which we will be addressing throughout our studio. These art approaches consist of meaning making and modified play.
On the next slide, Julia will then explain the definitions of these 21st century approaches and how students will accomplish meeting
these requirements through their own studios. The next slide that she will present will be the key concepts. These consist of: 1. Diversity
can be beneficial for the community, 2. Goal setting can influence motivation, 3. Teamwork and cooperation can help individuals achieve
their specific goals, and 4. Aspirations are goals or dreams that individuals wish to achieve. The next slide, Julia will state the essential
questions in which the students are to keep in mind throughout the rest of the powerpoint and studio. The essential questions that Julia
will ask are: How can diversity be beneficial for the community? What can setting goals help you achieve? What can cooperation and
teamwork help individuals accomplish? and Why are aspirations important to have? Julia will then organize the students into small
groups of 4, where the students will discuss questions 1 & 2 if they are in groups 1,2, and 3, or questions 3 & 4 if they are in groups 4,5,
and 6 for about 2-3 minutes. The students will then engage in a class discussion on each of the essential questions for about 2-3 minutes,
so that each student has an understanding of each essential question. After this, Julia will then correlate a quote from the article into the
discussion and will pose the question “why are setting goals important for people to progress, and what can you do as an individual to
become motivated?”. This think/share will take appx. 3 minutes. Next, Julia will state the five vocab words for the students to keep in
mind throughout their studio. These consist of aspiration, ambition, confidence, dedication, and perseverance. Julia will then wrap up
her section of the powerpoint by leading a small group activity in which students will draw in doodles, sketches, visual symbols, or
quotes, on the poster paper provided at each table, about what the vocab words, ASPIRATIONS, AMBITION, DEDICATION,
PERSEVERANCE, and CONFIDENCE mean to them as the students. This will take appx. another 5 minutes. Students will then pass their
posters from table to table to share their ideas with fellow classmates, until the poster returns back to them.
● (Gabby Approx. 20 minutes) The VTS activity will be facilitated by Gabby where students will analyze two different images that will be
completely unknown as to where and when they were made and who made them. For each image, students will be given around 5
minutes each to look and use their critical thinking skills to dissect the image in front of them. When a student sees something in the
image, they will raise their hand and Gabby will call on the student to ear what they have to say. After listening carefully, Gabby will
paraphrase what they said as best as she can so others around them may have a better time understanding their point of view by
hearing it in other words. After the VTS activity is over, Gabby will introduce our inspired artist, Dan Keplinger, for the lesson and how he
connects to our big idea, dreams, for about 3 minutes. When discussing Keplinger, Gabby will then bring the vocabulary words back into
play by asking the class how the terms can relate to Keplinger. In groups, students will come up with how Keplinger relates to the terms
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for about 4 minutes and will immediately report back to the classroom to show their answers for about 2 minutes.
● Jennilee (Appx. 5 minutes for instruction and 10 minutes for demonstration) The studio investigation will be introduced by Jennilee.
She will inform the students that the “Aspiration wheels” were inspired by dream catchers from the Ojibwa tribe. Jennilee will then
inform the students that the “Aspiration wheels” should convey a dream that the individual students wish to achieve in their lives. The
briefing of the aspiration wheels should be explained within 2 minutes. The materials needed will be verbally announced to the students
and a slide on the powerpoint will be presented, so that students can listen to what they will be expected to use when creating their
artwork and have a visual list to refer to before obtaining the needed materials. The materials will be organized on the left and right
counters of the classroom, to enable individuals the ability to access the material they need quickly and efficiently. The procedures will
be conducted by Jennilee for 3 minutes in the front of the classroom with a projection of the written steps on the powerpoint presented.
Jennilee will then ask the first two groups at the front of the classroom to move towards the back of the classroom to and gather around
Jennilee to observe the demonstration on how to create the “Aspiration wheel”. This transition of students moving from the front of the
classroom to the back of the classroom should take less than 2 minutes. The materials needed to conduct the demonstration; a paper
plate, acrylic paint, paint palette, water bucket, hole puncher, hemp string, and a few feathers should already be set up at the back table
where the demonstration will occur. The demonstration should take no more than 10 minutes. Jennilee will remind the students of a
specific vocabulary word and assess the student’s understanding on the definition of aspirations. Jennilee will then inform the students
that they will be painting their goals they wish to accomplish on the face of the paper plates. The dreams can either be goals that are
intangible or tangible through occupations; such as, living happy lives or becoming an astronaut. Students will be informed that they will
only be allowed to take up to 6 feathers, and use up to 10 inches of string per string. This is to conserve the materials that are limited to
each student. Once Jennilee decides on a dream she chooses to paint on her paper plate, she will hole punch the aspiration wheel, show
the students how to tie the strings onto the plate, and demonstrate how to tie the feathers onto the strings. Jennilee will remind the
students that they should help their buddies, or individuals in their group, whenever someone needs help tying on a string or etc. This
will emphasize peer assistance, which permits students to teach, inspire, or assist one another when needed. To incorporate the 21st
century art education approach of modified play, Jennilee will inform the students to experiment with the various material organized on
the left or right of the counters. The artwork should convey the aspirations the students wish to accomplish, thus the individual
aspiration wheels should be different in appearance from one another. The play is modified because the students will be required to use
acrylic paint, string, and feathers to create their artwork. However, the students are responsible for designing their artwork to be unique
and meaningful towards their specific goals in life. The various material that will be available for students within the classroom may
potentially influence the students to feel confident within themselves to utilize the different materials. The duration of the studeo
investigation should be about 50 minutes, in which Jennilee, Julia, Gabby, and Hannah will be visiting each student individually to quickly
ask about the meaning to their aspiration wheel, and answer any questions. When the students have been work for 35 minutes, Jennilee
will inform the students to finish wrapping up because there is only 15 minutes left of the class time used for studio. After the students
have been working for 50 minutes, Jennilee will conduct the students to engage in a gallery walk as a closure.
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4. 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 engage in group discussions where they will discuss ideas and
findings based upon the article assigned.

Julia will facilitate an activity that goes over what students took from Bowman’s reading. The discussion time taking place in small groups to
answer the two questions on the powerpoint. Another activity Julia will be conducting is students will discuss why setting goals are important
for people to progress, and what you can do as an individual to become motivated. After students come up with their answer, they will share
their responses with the rest of the class. Julia will then facilitate a collaborative learning activity where students will work in their same groups
to work together for by filling out a poster defining the vocabulary words: aspirations, ambitions, confidence, dedication, perseverance. After
students are done filling out their posters with definitions, quotes, sketches, and/or visual symbols, they will begin passing around their work to
other groups and compare and contrast the differences and similarities they have with their own poster.

5. 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 independently explore their own dreams and aspirations when creating their aspiration wheels during the studio investigation
within the 50 minutes they are given to create their aspiration wheels. The students will also use their new awareness of recognizing the various
cultures within society and how the diversity within a community helps individuals succeed in achieving their own goals in life. Furthermore,
students will be able to understand how the unique traits and cultures of others can contribute prosocially towards society for everyone to
progress in achieving their individual goals or completing certain tasks. Introducing meaning making to students will enable children to relate
information they learn within the classroom and inspire them to independently practice relating content learned in an academic setting with
their experiences outside of the classroom.

6. 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?

Jennilee will inform the class for 1 minute that the students will be engaging in a gallery walk. We will end the lesson to solidify learning by
doing a gallery walk around the classroom, so that the students will be able to observe the various dreams or aspirations that each individual
wishes to achieve. Furthermore, diversity within the community would also be demonstrated through the unique Aspiration wheels that the
students created through meaning making artwork. This will allow students to view other individual pieces of art and and reflect on their own as
well. Students will then recognize the different dreams that others wish to accomplish and then potential be available to support one another in
achieving each other’s goals and maintain their motivation.
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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?
For students with disabilities, we will adapt the various aspects of the lesson depending on the individual student’s needs. For instance, if a
student has a physical disability such as being handicapped, we will make sure that all of the materials needed for completing the project are
easily accessible. We will also emphasize helping one another in the classroom. By establishing a randomized buddy system, the pairs can help
each other when needed and share one another’s strengths. When it comes to students with intellectual disabilities, such as autism, the
students can help their partners out, and by doing this the entire class is receiving help rather than singling out one child in specific. If a child
then requires more help or attention, then it will be our job as the teacher to walk through the processes with them and help them achieve the
 Lesson Plan Template 9

assignment along with every other child.

2. How will you adapt the various aspects of the lesson for English language learners?
For students who are English Language Learners, we will use plenty of visual aids, such as the VTS technique. We will also be using lots of
gestures and hands on learning through our demonstration of how to build an aspiration wheel. We could also use a buddy system where
English language learners are paired up in a randomized buddy system so that everybody has somebody to rely on for help throughout this
project. If the student needs further help, then we as educators can try out hardest to work them through the project. If this doesn’t work well,
we could also call in a translator.

3. How will this lesson allow for/encourage students to solve problems in divergent ways?
This lesson allows and encourages students to solve problems in divergent ways since there are aspects in which students will communicate and
work together. For instance, before actually starting the making of the aspiration wheels, students will discuss within their groups the readings
in which were assigned. Not all students may agree, but they will learn to solve their disagreements by staying respectful listeners to other
student’s opinions. Students will also need to solve the problem of balance when actually constructing their aspiration wheels. In order for the
wheel to sit properly, students will discover trial and error to achieve the balance required.

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

We will engage students in routinely reflecting on their learning by asking discussion questions throughout the powerpoint presentation. In
doing this, the students will be discussing what they are learning and reflecting on how this relates to their own lives. At the end of the activity,
students will also be encouraged to reflect on their aspiration wheels and the process in which it took to create them.

5. How will you address potential safety issues and assure necessary precautions are followed?
We are addressing the potential safety issues by handling the materials they will need ourselves so students will not have to walk around the
classroom handling anything sharp. We also checked the list of toxic and dangerous materials that are prohibited from the classroom by
checking the OEHHA guidelines posted on their website before incorporating them in our lesson plan.
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Lesson Resources/References (use APA; please identify, with an asterisk, article or chapter due for HW):

Bowman, Richard F., Jr. (2007). How can students be motivated: A misplaced question?(Report). The Clearing House, 81(2), 81-86.

* 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

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