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: _________Jeremy Anghel__________ ___________Maria Pulido _________ __________Carra Ramos___________
__________Tania Arias_____________ ________________________________ ________________________________
Lesson Title*: Home, a place or a ____? Big Idea*: Home Grade Level*: 1
21st Century Art Education Approach(es): Psychological Safety and Visual Culture

Inspiration Artists, including those from underrepresented populations: Ian Strange, Jacob Lawrence, Ekaterina Popova

Lesson Overview (~3 complete sentences)*: This lesson is aimed to aid artists in understanding the big idea of home through visual culture in a
psychologically safe environment. By the the end of the lesson, students should be able to convey the idea of home through created or known symbols and to
also be able distinguish whether home is a safe place. These objectives will be accomplished through a short lecture, a class discussion, studio and exhibition.

Background Knowledge (~3 complete sentences): How will you tap into students’ experiences and prior knowledge and learning?
It would be safe to assume that 1st graders have an idea or concept of home and what they think home is or what it looks like from their parents or family
members, church etc. With this, the children can be asked to describe “Home.” It would also be safe to assume that the children have been exposed to visual
art or have at least heard of art pieces that show or describe anything related to home, like the Orkin commercials for termites, cartoons, books, etc. You can
use this to ask the children how movies, books, TV, and othermedia represent home and how media representation of home influences how they see home.

Align Big Idea with both Key Concepts and Essential Questions, below
Key Concepts (3-4): What you want the students to know. Essential Questions (3-4): Restate Key Concepts
1. Home is where individuals can feel safe but not always feel safe as well. using open-ended questions.*
1. What is home?
2. Home is expressed through television, video games, and other media. 2. What does home look like?
3. Why do some objects remind individuals of
3. Home can be more than one place. home?

4. Idea of home is shaped by what we see and believe to be true.

Lesson Objectives: What you want the students to do via three content areas.* Align Assessment with Lesson Objectives in left
1. Content area 2 ___Literacy : The students will (TSW) be able to . . . column.

● Interpret, negotiate, and make meaning from information presented in the form of an image.
2. Content area 1 __Visual Art
● Create art in relation to visual perspective by ways of drawing, sculpting, painting, graphics, or
any other art that is meant to be seen from a particular perspective or set of perspectives.
: The students will (TSW) be able to . . .
Lesson Plan Template 2
1. Formative Assessment strategy* : Literacy will
be assessed through group discussion of art
works by Lawrence, Strange, and Hashimi.
Students must be able to discuss subject theme,
matter, and individual components that describe
the big idea and key concepts of the artwork
presented and how they relate to home. During
construction of their final group model, literacy
will be assessed through form and design of the
group model and class discussion on final works
via discussion/comments on poster board whose
comments will be further discussed and or
appreciated. Summative Assessment strategy:
Students will be assessed by their projects and
class discussion. The first individual work should
represent the key concepts of home. After all
projects are done, clay, and poster, each
discussion and sharing will solidify the knowledge
and their final project with clay wil put the
concept of home into a 3D model. Students
should be able to by the end “read” the artworks
and be able to create art representative to what
they see and believe the theme of the artwork is.
2. Formative Assessment: The actual creation of
artwork will be both summative and formative as
the artwork created will be a measure of both
literacy and the ability to create visual art. This
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will be demonstrated during the students

projects of individual work, construction paper,
and group work, the poster board and clay
model. Summative Assessment strategy*:
Visual art will be assessed during student
individual construction of their concept of home
on construction paper as well as the group model
3. Content area 3 _Social Studies__: The students will (TSW) be able to . . .
example of the concept of home. Examining the
● Identify and Distinguish differences between different cultures and backgrounds, different time subject matter, theme, and objects included in
periods, and different ideologies. their drawings and modeling clay exhibition.

3. Summative Assessment strategy*: Social

Studies will be assessed during observation and
discussion of the images in the Powerpoint.
Students will be asked what are some examples
of what home can be to individuals as well as
form and share their own opinion of what home
is through the Individual art portion of the lesson.

Common Core State Standards (2-3): List grade-specific standards. California Visual and Performing Arts Standards
(grades 1-6 only) (3-5): Check all that apply and
ELA (pp. 10-43, link HERE) add number and description of applicable content
Math (pp. 10-52, link HERE) standard.
https://www.cde.ca.gov/be/st/ss/vagrade1.asp

(pp. 122-143), link HERE)

1. With guidance and support from adults, recall information from experiences or gather information
from provided sources to answer a question (ELA, p. 22) _✔_1.0 Artistic Perception: 1.3 Identify the
elements of art in objects in nature, in the
environment, and in works of art, emphasizing
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2. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and line, color, shape/form, and texture.
feelings. (ELA, p. 28)
_✔__2.0 Creative Expression: 2.1 Use texture in
two-dimensional and three-dimensional works of
art. 2.2 Mix secondary colors from primary colors
3.Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter- and describe the process. 2.3 Demonstrate
circles) or three- dimensional shapes (cubes, right rectangular prisms, right circular cones, and right beginning skill in the manipulation and use of
circular cylinders) to create a composite shape, and compose new shapes from the composite shape. sculptural materials (clay, paper, and paper
(Math, p.17) maché) to create form and texture in works of
art.

_✔__3.0 Historical & Cultural Context: 3.2

Identify and describe various subject matter in art
(e.g., landscapes, seascapes, portraits, still life).

_✔__4.0 Aesthetic Valuing: 4.1 Discuss works of

art created in the classroom, focusing on selected
Vocabulary: Identify and define vocabulary that connect the art form with the other two identified elements of art (e.g., shape/form, texture, line,
content areas.* color). 4.2 Identify and describe various reasons
for making art. 4.3 Describe how and why they
made a selected work of art, focusing on the
1.Genre. The representation of people, subjects, and scenes from everyday life. media and technique. 4.4 Select something they
like about their work of art and something they
2. Content. Message, idea, or feelings expressed in a work of art.
would change.
3. Theme. An idea based on a particular subject.
_✔__5.0 Connections, Relationships,
4. Subordination. Making an element appear to hold a secondary or lesser importance within a design or Applications: 5.4 Describe objects designed by
work of art artists (e.g., furniture, appliances, cars) that are
used at home and at school.
5. Still life. Arrangement or work of art showing a collection of inanimate objects.
Materials: List all materials needed in the
6. Primary Colors. Any group of colors from which all other colors can be obtained by mixing. columns below.
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Have Purchase

White Poster Boards

Food Coloring

Modeling Clay (White)

Construction Paper

Markers
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Lesson Procedures:

Pre-Class Setup 1: 1 large white poster board and 4 pieces of white construction paper are to be placed in the center of each table along with a pack of
markers. Modeling Clay and food coloring is to also be placed on the table. Powerpoint is to be prepared to be put on display as class begins.

Pre-Class Setup 2: Students are to be in standard arrangement at tables in groups of 4. If a table does not have a group size of 4, any remaining students will
be moved around to the table nearest to them to create a group of 4. If there is a remainder of 3, the table will be a group of 3. If there is a remainder of 2,
the 2 will be separated to form 2 groups of 5. If there is a remainder of 1, the student will go into a group to form one group of 5.

(All for greetings only the rest is Jeremy + Maria) Step 1 (10-15 minutes) Greetings: After seating arrangement is completed, a personal Introduction to the
class will be made. The personal Introduction only includes names of instructors and the title of the lesson displayed on the powerpoint. “Home, a place or a
____?” along with what topic we will introduce.

(Jeremy + Maria) Essential Questions: A slide with some essential questions will be displayed and discussed by the students as a class. Students are to only
speak if they raise their hands and the questions will be discussed in order. All their key words and concepts will be noted on the whiteboard.

Essential Questions:

1. What is home?

2. What does home look like?

3. Why do some objects remind individuals of home?

(Jeremy + Maria) Step 2 (12-16 minutes) Observation and Discussion: A series of images, 4 in total, and will be looked at by the students and they are to
relate each image, 1 image at a time, to the concept of home. Every slide will be paused for 1 minute so the students can examine the individual works and
then they will be asked to discuss for 2-3 minutes per slide what these artists idea of home is. They will start by looking at Ian Strange installation, a set of 1
image(s), followed by 2 images from Jacob Lawrence, and finally 1 image by Zarina Hashimi. Each of these images are to represent home as a physical
structure (Strange), home as an idea (Lawrence), and home as it relates to everyday objects, Zarina Hashimi. Each Image will be discussed as a class with the
instructor only acting as facilitator. The children are to relate each image as it relates to “Home” after the instructor asks the students to discuss how the
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images make them think about what home is. All their key words and concepts will be noted on the whiteboard.

(Jeremy + Maria) Step 3 (6-8 minutes) Key Concepts: After the slide show, and the short discussion, the Key concepts of “Home” will be placed on the same
slide with the essential questions to show how the key concepts and the essential questioned are directly linked by order:

1. Home is where individuals can feel safe.

2. Home is expressed through television, video games, and other media.

3. Home can be more than one place.

4. Idea of home is shaped by what we see and believe to be true.

(Jeremy + Maria) Step 4 (6-10 minutes) Individual Art and Understanding of the Big Idea: Focus Lesson:The students will then be asked to take a single piece
of construction paper each and individually write, draw, or paint what they believe “Home” is. Modeling: Students are able to create individually through
drawing and words what their idea of home is. This is so they are to better visualize their ideas. Guided Instruction : While the students draw, instructors are
to walk around and observe and ask the students to describe what the students are creating individually and why their work represents “Home.” Creating art
in relation to visual perspective by ways of drawing, painting, or any other art that is meant to be seen from a particular perspective or set of perspectives.
This will help students visualise the Big Idea of home as they put down their thoughts on paper. Individual work allows for reflection of knowledge by allowing
a quiet self explanatory means. Guided Instruction: While the students are working individually on their ideas of home we will walk around and see their
ideas and answer any questions. But we want them to express their true idea of home without inputting our idea so we will try to answer their questions with
that will help them think deeper into their idea. Collaborative Learning: This is a time where the students are able to work individually and when they collect
all their thoughts then they can share with their peers. Individual Learning: Students are able to create their own ideas independently with no judgement
and think freely about their idea of home. Closure: After students have completed creating their idea of home with visuals and words they will wait patiently
and then hear for the signal to share the ideas that the created with their table.

(Jeremy + Maria) Step 5 (6-10 minutes) Group Posters, Focus Lesson: Once all the individual works are completed, the students are to work together and
create one large poster that forms the groups idea of home. This is meant to be a sharing portion of the lesson where the students are to write, draw, or paint
the groups idea of home either referencing their individual work or create whatever they feel to be “Home” on the poster boards. Modeling: With this the
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students are able to discuss as a group how everyone defines home and to help them collaborate and explore the different ideas. Guided Instruction: During
this time we will walk around the classroom and ask the individual groups what their idea of home is and if there were any similarities or differences that
were shared. Also, to see if there were things that they did not think about and agreed with. Collaborative Learning: The students are able to discuss and
share their ideas with the group as they write down their ideas as well on the poster board and share their thoughts about the ideas to each other.
Independent Learning: The students who still did not share verbally are still able to write down their ideas on the poster and listen to what there group
members have to say about their individual idea of home. Closure: When the students are done discussing their ideas then they sit quietly until everyone else
is done talking and we tell them the instructions for the next part of the activity.

(Carra + Tania) Step 6 (10-12 minutes) Poster Exhibition and Comments: Focus Lesson:Once all posters are completed, students are to display their posters
and shift clockwise in their groups and have 1-2 minutes to comment on other poster boards about what they liked or what they learned from others. They
will only move to a new table when given the directive to do so in order to keep groups cohesive. Modeling: From their discussion students should have
formed an idea of what they think home is. So they are able to go around and look at other groups posters and learn, discuss, and add on ideas to different
groups posters so that they are able to explore deeper into the idea of home. Guided instruction: While the students are discussing we will also be walking
around and asking students about their ideas on the different posters and also interact with the posters so that we are able to see how they view the idea of
home. Collaborative Learning: The students are able to work as a group and go around in the classroom and add on to other groups ideas so that they can
interact with the group through the poster board so when they get back to the seats they see a bunch of different conversations on the poster that they did
not think of. Individual Learning: Students are able to think on their on their own first and develop their ideas and then when their idea is developed they
share to their group and hear their inputs and then write it down to help interaction on the poster. : Closure: Once the students have interacted with every
single group they are to make their way back to their seats and then discuss what is on their poster.

(Carra + Tania) Step 7 (5-7 minutes) Class Poster Discussion: Focus lesson: The goal of of the discussion after the groups make comments on the posters are
to elaborate and solidify either knowledge gained through the experience of others works and to reinforce the key concepts learned of home (See Key
Concepts). Modeling: With the discussion, students will also be able to demonstrate literacy via their discussion of what others posters meant to them and
why they placed the comment. Students are to return to their original seats and begin discussing the posters and elaborate on either what they learned or
liked about the other poster boards. Guided Instruction: The question asked that will help solidify their knowledge of home will be “How did the artists
posters remind all of you other artists of home and why?” The students should be able to discuss one at a time, raising their hands, why certain pieces
showed the concepts of home and why they commented the way they did and the group/student will be able to respond to the comments made as well.
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Collaborative Learning: Students will learn through class discussion about what they liked about the others posters and students will be able to respond to
the person discussion the other artists poster. Independent Learning: Those of whom did not get a chance to speak or even those who have spoken will be
able to hear and see other comments and reasonings placed on the other boards allowing them to think independently of what was influential about the
poster boards. Closure: After the students finish the discussion, Students are to place their finished poster boards on the Western countertop in a pile and
markers will be placed on the same countertop in a bin. they should have been able to solidify the key concepts of home and will transition into the next
activity by Carra and Tania.

(Carra + Tania) Step 8 (2-5 minutes) Clay and Color Demonstration: Students will be asked to then gather in the back of the class for a brief demonstration
about mixing food coloring to form different colors and how to roll the clay into a ball, make a divet in the ball and place the food coloring within the ball then
cover and mix in to change the color of the clay and then form a sculpture representing home.

(Carra + Tania) Step 9 (18-20 minutes) Group Modeling Clay: Focus Lesson: Students are to work as a group to build a sculpture, model, or installation
representing the idea of home on their table top. The work can be many individual works that support the key concepts learned in class representing the idea
home. The lesson will use the students new knowledge that they built during discussion and posters to solidify the idea of home in a 3D sculpture. Modeling:
The content are satisfied are the Visual Art and Literacy content areas as students are to interpret art from their posters and create a new art piece to
represent the key concepts or big idea of home. Guided instruction: While students are busy creating their pieces, instructors are to walk around and ask
what the artists is making and why does it represent the idea of home. Collaborative Learning: Students are to work as a group to create a 3D concept of the
big idea of home. They will also be going to other tables to get different colors for their clay model allowing them to see what others are making and give
them ideas of what “home” can mean. Independent Learning: As students create a 3D model of home, they are allowed to create pieces to the sculpture
independently allowing them to reflect on what and reason why they are making the art piece they are making and how it relates to the big idea. Closure:
After the models are finished, the students are to arrange their sculptures into what they think represents the big idea of home and we will transition to the
end of the lesson where students will be able to look at other models and freely move about the room exploring and talking to others about their sculptures.

(All) Step 10 (5 minutes) Closing: Final clay model exhibition and thank students for participating.

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
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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?

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).

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)?

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?

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?

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?
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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?

Blind: Most of the directions will be auditory and any blind child can easily follow along in the classroom by listening to what is to be done. Other students
can assist the students with the drawings by helping them grab paper and markers from the center of the table and the blind students should interact with
students when they want to use color. The modeling clay activity will be the simplest in that the clay is a medium that can take the shape the blind child
wants and colors can be given to it or they can keep the model clay white.
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Deaf: If students have hearing disabilities, they will rely on the many visual cues and any instruction not included on the powerpoint will be written on the
whiteboard.

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

Since the majority will be written and discussed in english, the use of directives that must be translated if needed, will be given for specific information but
for the majority, most project direction can be taken from group members and are all visual. Such as the poster boards and clay activities. If the language
barrier is extreme, a printed out lesson plan and direction would need to be printed out in the child's native language or a translator must be used.

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

The lesson overall allows students with different ways of learning to be engaged through three different forms of learning: audio, visual, and tactile.

Visual: During the lesson, slides will be shown with concepts and definitions along with images meant to support the big idea will be displayed. Each activity
will also have time for exhibition allowing others to see other works and learn from them.

Auditory: The lesson contains multiple class discussions that will help solidify the key concepts behind the big idea of home and the clay model
demonstration will allow them to grasp the concepts as well.

Tactile: Those who learn best through hands on work will benefit from the lessons multiple projects including the creation of their individual work, the group
posters, and the final clay model project.

4. How will you engage students in routinely reflecting on their learning? Students will be routinely reflecting through class discussion and in their art. After
each artwork is made and after every slide, students will have the chance to participate in discussion. Discussion is where the students will be able to
consolidate and reflect on new information.
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5. How will you (a) address potential safety issues and (b) assure necessary precautions are followed? See OEHHA, link HERE : The materials used in class
should not present any safety issues as the food coloring is food grade and edible, the clay is non toxic crayola brand that is not on the list of prohibited
items and the markers are also safe as they are not on the prohibited list of items for grades K-6. In order to ensure high safety standards, students will be
instructed at the beginning of class to not touch their mouths, eyes, or nose, or to place items in their mouths, noses and eyes. They will also be notified
to wash their hands after they have finished the lesson.

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

Rex, Liz; Woywod, Christine, “Envisioning Home, Self,and Community through Vernacular Art Environments” Art Education, v67 n6 *p40-46 Nov 2014

* 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