Art Integration Lesson Plan Template 1

Art Integration Lesson Plan Template

LTC 4240: Art for Children Lesson Title & Big Idea*: Protest: The Civil Rights Movement and the Power of Words in Advocating for Change Lesson Overview/Summary*: Students will learn about the Civil Rights Movement and study the artist, Jenny Holzer, for inspiration of their own protest posters. Grade Level*: 3 Class Periods Required: (please circle) 1 Key Concepts (3-4): -Ways to non-violently protests -The power words have in making change -The Civil Rights Movement 2 3

Essential Questions (3-4)*: 1. What power do words have? 2. How did words have an effect on the Civil Rights Movement? 3. How can you use words to non-violently fight for what you believe in?

Lesson Objectives: (Excellent resource at http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html?for_printing=1&detoured=1): Students will discuss how words impacted the Civil Rights Movement. Students will reflect on how words can successfully protest without using violence. Students will also create their own protest posters that advocate for change.

Grade Level Expectations (GLEs)

SS3 1.10 SS6 2.3, 3.6 SS7 1.5, 1.10, 2.1

(3-4) (http://dese.mo.gov/divimprove/curriculum/GLE/)

Identify & define common vocabulary that connect the art form with the other identified content areas: -Civil Rights Movement -Protest -Equality -Injustice

Content Areas Integrated*: 1. Visual Art (Inspiration Artist: Jenny Holzer) 2. Literacy 3. Social Studies

Lesson Activities & Procedure(s) (please be very specific): 1. The first lesson, students will first watch Martin Luther Kings I have a Dream speech (http://www.youtube.com/watch?v=HRIF4_WzU1w ). Next, the class will work together to create a KWL chart on what they know and have learned about The Civil Rights Movement and the events preceding it. 2. The students will view the interactive timeline

Art Integration Lesson Plan Template 2 (http://www.history.com/topics/civil-rights-movement/interactives/blackhistory-timeline ) as a class. 3. Students will discuss what injustice means, and what types of injustice were taking place during the Civil Rights Movement. 4. Students will be shown the Separate but not Equal video (http://www.history.com/topics/civil-rights-movement/videos#separatebut-not-equal ), and will talk about how the words used my white people created injustice, and how that made African Americans feel. The students will also discuss how the words on the posters of the protest posters fought injustice non-violently. 5. Next, the students will watch the short video about the March on Washington http://www.history.com/topics/civil-rightsmovement/videos#bet-you-didnt-know-march-on-washington, before watching/listening to Martin Luther Kings Speech for the second time. Students will be asked to really listen to the words that King says. After the students have watched both of these they will be asked to reflect and write a few paragraphs about how the words of Martin Luther King affected them, and how it may have impacted the Civil Rights Movement. 6. Next, I will introduce the students to the artists, Jenny Holzer, with the PBS video (http://www.pbs.org/art21/watch-now/segment-jenny-holzer-inprotest ), along with a few photos of her work. The class will reflect together about what made Holzers art so powerful. 5. Students will then be asked to either create an artwork like Jenny Holzers by creating a powerful phrase that could advocate for change. The students can either create a poster similar to the protest posters of the Civil Rights Movement, or they can take it a step further and create a poster based on an injustice they see today or they think is unfair. Students will then share their work with the class. Anticipatory Set (Gaining Attention)*: Martin Luther King Jr.s I have a Dream Speech Closure (Reflecting Anticipatory Set): Student Artwork inspired from protest posters of the Civil Rights Movement and the artwork of Jenny Holzer.

Formative Assessment strategy: Summative Assessment strategy*: Students will create their own protest Students will participate in multiple discussions on the power of words to posters.

Art Integration Lesson Plan Template 3 advocate for change.

What student prior knowledge will this lesson require/draw upon? Students will have been familiarized with Slavery, and the events that led up to the Civil Rights Movement.

How will you engage students in imagining, exploring, and/or experimenting in this lesson? Students will create their own protest posters either as if they were alive during the Civil Rights Movement. Students will be encouraged to take the task a bit further and create protest posters for things they would like to non-violently protest. How will this lesson allow for/encourage students to solve problems in divergent ways? Students will explore non-violent protests to encourage them ways of making change to things that they think are unfair to them or others. How will you engage students in routinely reflecting on their learning? Students will create posters that reflect their critical thinking on things that they find unfair. How will you adapt the various aspects of the lesson to differently-abeled students? Students who are at higher cognitive levels will be encouraged to create posters that reflect things that they would like to protest from current events. Students who are challenged learners can create posters similar to the examples of what they would have said if they were alive during the Civil Rights Movement. What opportunities/activities will students be given to revise and improve their understandings and their work? After discussions, students will be able to create their own protest poster based on what they had previously discussed on the power of words. What opportunities/activities will you provide for students to share their learning in this lesson? After the posters are created the class will have their own Civil Rights Movement event in the class where they will share their art and talk about why they created the poster and the meaning behind their work. Lesson Resources/References (please be very specific by providing links, authors, titles, etc.): Civil Rights History Channel Videos: http://www.history.com/topics/civil-rights-movement/videos#separate-but-not-equal, http://www.history.com/topics/civil-rights-movement/videos#bet-you-didnt-know-march-on-washington MLKs I have a Dream Speech: http://www.youtube.com/watch?v=HRIF4_WzU1w Jenny Holzers Art21 video: http://www.pbs.org/art21/watch-now/segment-jenny-holzer-in-protest

Art Integration Lesson Plan Template 4 * Include this information during the 5-minute class Popplet presentation. References 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