Music Integration Lesson Plan Template 1

Art Integration Lesson Plan Template

LTC 4240: Art for Children

Lesson Title & Big Idea: What is a culture?--Cultures Grade Level: 3-4
Lesson Purpose:
The purpose of this lesson is to show students that people come from different backgrounds which define different
cultures and student will learn to practice respecting other students/peoples lifestyles and culture. Throughout history
and across cultures people are defined by their cultures.

Class Periods Required:
3-4
Key Concepts (2-3):
To understand that culture is the beliefs, customs, arts, etc., of a
particular society, group, place, or time (Webster Dictionary).
Culture is the characteristics of a particular group of people, defined
by everything from language, religion, cuisine, social habits, music and
arts.
Each student can have a different culture.


Essential Questions (2-3):
1. What is a culture?
2. What does your defines your culture?
3. How does culture identify and bring people together?

Lesson Objectives: (Excellent resource at http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html?for_printing=1&detoured=1)

To recognize the importance of cultural identity.
See how art can reflect a culture and history of a culture.
Students will see how a culture can consists of more than just traditions important to an ethnic group, but can vary from one individuals family to
another.

Grade Level Expectations (GLEs) (3-4) (http://dese.mo.gov/divimprove/curriculum/GLE/)
1. Strand IV: interdisciplinary connections_2.A. Grade K: Explain how
stories can be told in pictures and/or words
2. Strand IV: interdisciplinary Conncections_2.A. Grade 6: Explain how
artworks reflect the cultures in which they were created
3. SS.5.C Describe human characteristics of a place, (such as
population composition, architecture, kinds of economic and
recreational activities, transportation and communication
networks, etc.)

4. 6. Knowledge of relationships of the individual and groups to
Missouri Core Academic Standards (Common Core State Standards)
(3-4) (http://www.corestandards.org/)

1. SS5 1.6, 1.10 c. Analyze major patterns and issues with regard to population
distribution, demographics, settlements, migrations, cultures and economic
systems in the United States and world
2. CLE: SS.6.k. Compare and contrast the major ideas and beliefs of different cultures




Music Integration Lesson Plan Template 2

institutions and cultural tradition
Changing ideas, concepts, and traditions

Communication Arts:
Writing 3A - Write effectively in various forms & types of writing
5. Compose narrative, descriptive, expository, and/or persuasive texts,
using appropriate text features
Compose text using an appropriate format

Benchmarks for Visual arts:
Level II (Grade K-4)

1. Knows that the visual arts have both a history and a specific
relationship to various cultures


Integrated Content Areas:
1. Visual Art
2. Social Studies
Identify & define common vocabulary/concepts that connect visual art wit
the non-art content area.
Culture- CULTURE -
o the beliefs, customs, arts, etc., of a particular society,
group, place, or time
Traditions- a way of thinking, behaving, or doing something that has
been used by the people in a particular group, family, society, etc.,
for a long time (Webster Dictionary)

Anticipatory Set (Gaining Attention):
VTS discussion of Bently Spangs War Shirt #2
Post VTS questions: Students will be placed in small groups and will
create graffiti boards describing
--What is culture?
--How is culture defined?
Closure (Reflecting Set):
Students will share their artwork with the class and explain how the
pictures and drawings define:
--What is culture?
--What does culture mean to you?
--How do you define your culture?

Lesson Activities & Procedure(s):
Day 1:
1. Start with VTS discussion of Bently Spangs War shirt #2
2. Have students answer post VTS questions and create a graffiti board
in small groups defining culture
Lesson Texts & Materials:
Day 1:
o Projection of the artwork
o Large sheets of paper or white boards
o Markers or dry erase markers
Music Integration Lesson Plan Template 3

3. Students will individually make a list of what things are meaningful to
them and their family and could define their culture.
4. Challenge students to ask their family members about where they
come from and different traditions they may have.
Day 2:
1. Have students look at a mural of Chicano/a mural.
2. Explain a bit about Chicano/a art. (Chicano/a is a North American who
has history and culture deriving from/reflecting Mexican culture.
3. Ask students: How do these artists depict cultural aspects in their
work? Discuss the messages that could be conveyed through this
mural about this culture.
4. Introduce the art project: Students will create a mobile with different
drawings and pictures (they may take with disposable cameras) that
reflect their families culture.
Day 3-4:
1. Students will be given time to work on their art project:
o First they will decorate their plate with a picture collage
from magazines, from personal photos, through paint,
crayon, colored pencils, markers, etc.
*This Cultural Mobile will represent and individuals
culture
o When finished students will create individual pictures to be
hung from the mobile plate. Students may use
photographs, or drawings (any other created item).
*Students can look back at the list of things that are
meaningful to them from the first day.
o Students will write a brief narrative explaining the
elements of the artwork and how it represents their
culture.
2. Students will present the final project to their peers.

o Pencil and paper for students

Day 2:
Projections of Chicano/a mural artwork
Pass out disposable cameras if need be

Day 3/4:
Provide students with a plate, magazines (to tear pictures out),
string (to attach objects to mobile), scissors, pencils, crayons,
markers, paints, glue, etc.
This project allows for a lot of individual expression and freedom, so
let the students have access to almost any resource available.

Lesson adaptations for challenged learners:
VTS already naturally differentiates instruction by allowing students
to contribute to the conversation at a level that pertains to them. VTS
is about what each individual sees and how he/she interprets art. It
also helps students to help one another see art through a different
Lesson extensions/enrichments for gifted learners:
VTS allows for students who are more advanced to contribute their
enriched understanding of the art to the class.
Allowing flexibility in how the Mobile is created gives the students
the ability to use their creativity and knowledge to extend their
Music Integration Lesson Plan Template 4

perspective.
ESL students will benefit from the discussion during creation of the
Graffiti board and through discussing elements of culture with the
class when observing Chicano/a Mural
Students who struggle in their writing abilities can use a dictation
application to type out their reasoning.
If students are not familiar with Native American and Mexican
culture, then choose pieces of art that students may be familiar with
the history of. Many artists reflect their culture in their work, so this
should not be too difficult.

artwork as much as far as possible.


Formative Assessment strategies:
o Graffiti boards
o Lists of things to describe their culture.
o Checking in with students as they are working
o Listening to group discussions
Summative Assessment strategy:
o Cultural Mobile
o Short narrative and presentation to the class

What student prior knowledge will this lesson require/draw upon?
Be familiar with Native American artwork (for looking at Bently Spangs artwork) and Mexican artwork, also with what some attributes of different
cultures look like.
How will you engage students in imagining, exploring, and/or experimenting in this lesson?
Imagining: creating a lists of culturally meaningful objects, creating a Mobile, explaining the details of the final piece
Exploring: through VTS Discussions and discussing cultural attributes of artwork.
Experimenting: through creating different elements to go on the mobile

How will you engage students in routinely reflecting on their learning?
Students will routinely reflect through discussing art with their peers and through post VTS questions. They will also reflect in their final written
statement.

How will this lesson engage students in assessing their own work and the work of peers?
Peer groups, presenting artwork, collaborating with other students, and working in groups on the graffiti board

What opportunities/activities will students be given to revise and improve their understandings and their work?
While students are working I will walk around to answer questions and guide their thinking if they ask for help. Students can also converse with their
peers if it is related to the art project. This way they can get ideas from their classmates.

Music Integration Lesson Plan Template 5

What opportunities/activities will you provide for students to share their learning in this lesson?
Through presenting their final product to the classroom.

Lesson Resources/References:

Info on Bently Spangs art piece- War Shirt #2
http://nmai.si.edu/exhibitions/infinityofnations/culturequest/ion/#/artists/bently-spang

Music Integration Lesson Plan Template 6



Chicana Mural Title and artists unknown
http://www.hawaii.edu/calendar/uh/2007/03/21/5045.html?et_id=6538

References
Common Ground: Chicana/o Aerosol Art and Cultural Translation in LA. (n.d.). Systemwide Events Calendar. Retrieved May 7, 2014, from
http://www.hawaii.edu/
Culture. (n.d.). Merriam-Webster. Retrieved May 7, 2014, from http://www.merriam-webster.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
Music Integration Lesson Plan Template 7

Zimmermann, K. (2012, July 9). What is Culture? Definition of Culture. LiveScience. Retrieved July 8, 2014, from
http://www.livescience.com/