Lindsay

Moshkowsky
Art Integration Unit Plan

Art Integration Unit Plan Template

LTC Art for Children

Unit Title & Big Idea: (Define the BIG IDEA?) What is the big idea that is being investigated in
this lesson? How will you connect the big ideas about art and artists work with the art making
part of this lesson?
The big idea of this lesson is acceptance. I will be connecting the big idea of acceptance with a
literacy element in addition to the study of the artistic style of collage, emphasizing how we accept
all interpretations of one idea through many different mediums, whether it be literature, daily life
(classroom community), or art. These components will also come together to help build more
rounded citizens.


Unit Overview/Summary: Why is this important to teach? What do you hope to accomplish?

Acceptance is critical to teach because it both has an effect in the classroom and globally. If our
students understand the importance that lies within accepting people, ideas, and opinions, as the
teacher, I have done my job to help mold more socially aware and competent well-rounded
individuals. Directly teaching acceptance impacts students abilities to understand and ultimately
accept the uniqueness and individuality that surrounds them daily. I hope to accomplish this goal
through the integration of literacy and visual art making and expression. It is my hope that by the
end of this unit students are better able to understand how accepting individual creativity is crucial
to fostering a strong learning and living environment.

Grade Level/Class Periods Required:

2nd grade, 3 class periods

Materials/Equipment/Etc:
-Olivia and the Fairy Princesses by Ian Falconer
-Magazines
-Construction Paper
-Glue
-Scissors
-Oil Pastels
-Internet access/projector for video and collage sample
viewing

Websites:
https://www.youtube.com/watch?v=l-gQLqv9f4o

http://www.juxtapoz.com/current/interview-with-
derek-gores-intricacies-of-collage

http://www.wanderingeducators.com/artisans/artisan-
month/artist-month-collage-artist-derek-gores.html

http://facweb.cs.depaul.edu/sgrais/collage.htm

Lindsay Moshkowsky
Art Integration Unit Plan

Key Concepts (3-4)
What will students learn and KNOW about art and art making from
this lesson?
1. Collage is typically a technique involving gluing and assembling
different forms, creating a new whole.
2. Collages are often made up of multimedia, or a mixture of
various forms; A picture or design created by adhering such
basically flat elements as newspaper, wallpaper, printed text and
illustrations, photographs, cloth, string, etc., to a flat surface, when
the result becomes three-dimensional, and might also be called a
relief sculpture. Most of the elements adhered in producing most
collages are "found" materials. Introduced by the Cubist artists, this
process was widely used by artists who followed, and is a familiar
technique in contemporary art.
3. There are many options to choose from in regard to materials- it
is truly up to the artist!
4. The juxtaposition and layout of each piece will affect the meaning
conveyed in the artwork.
5. Pablo Picasso: papier coll (pasted paper); With papier coll the
artist pastes pieces of flat material (paper, oil and cloth?) into a
painting. Papier coll may include shreds of mixed media to produce
the effect of actual paint, layered on the canvas. Paint can also be
added in addition to the other media.
6. Derek Gores: paper-cutting collage technique; both deliberate
and random, a way to explore textures
Students will learn from the process of art making, the most
effective way to communicate their underlying intentions and
thoughts. Students will also learn that from both literature and
discussion, they can take away further ideas and suggestions to
integrate into existing pieces of art. They will uncover how authors,
much like artists, are able to use the process of writing to craft
deeper meaning and larger ideas. From this experience, it is the goal
that students will be able to manipulate their original artwork to
compensate for their recent growth and learning.

Essential Questions (3-4) What questions guide the investigation in this lesson?
What will students discover and investigate both about art and art making?
What will you ask that will guide the purposeful exploration of materials and ideas that
will produce meaningful content to the creative production?
1. Artists and designers shape artistic investigations, following or breaking with
traditions in pursuit of creative art making goals.
2. Artists and designers experiment with forms, structures, materials, concepts,
media, and art- making approaches.
3. How can we become more accepting of individual differences? How can we
celebrate these differences?

Lindsay Moshkowsky
Art Integration Unit Plan

Unit Objectives: (Excellent resource at http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html?for_printing=1&detoured=1)
What learners will DO? List beginning with the student will*(NOTE: Evidence of the objectives and concepts attained make up your assessment
criteria below)
The student will:
1. Be able to critically evaluate deeper meaning within a text.
2. Be able to analyze deeper meaning behind an image (collage).
3. Be able to demonstrate his or her individual understanding of the word acceptance via collage.



Grade Level Expectations (GLEs) (3-4)
(http://dese.mo.gov/divimprove/curriculum/GLE/)
National Core Art Standards
(http://www.nationalartsstandards.org)
VA:Cr1.2.2a
Make art or design with various materials and tools to explore
personal interests, questions, and curiosity.
VA:Pr5.1.2a Distinguish between different materials or artistic
techniques for preparing artwork for presentation.
STRAND I.D, VA1.D: Select and apply two-dimensional media,
techniques, and processes to communicate ideas and solve
challenging visual art problems

Core Academic Standards (Common Core State Standards) (3-4)

(http://www.corestandards.org/)

CCSS.ELA-LITERACY.RL.2.7
Use information gained from the illustrations and words in a print or digital text to
demonstrate understanding of its characters, setting, or plot.
CCSS.ELA-LITERACY.RL.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to
the text as the basis for the answers.

CCSS.ELA-LITERACY.RL.2.2
Recount stories, including fables and folktales from diverse cultures, and determine
their central message, lesson, or moral.

Lindsay Moshkowsky
Art Integration Unit Plan

Content Areas Integrated:
1. Visual Art
2. Literacy
3. Social Studies (via the history of an artist)

Identify & define common vocabulary/concepts that connect the art form with the
other identified subject area(s):

1. Layers
2. Meaning
3. Expression
4. Layout/Juxtaposition
5. Collage
Lesson Titles in Sequence/Order with TIME and MATERIALS needed Brief Lesson Descriptions (2-3 sentences each)
for each portion

1. What makes you unique? How have people in your life
1. Students will discuss what makes them unique. They will then apply what they
encouraged you to be unique and accepting of others? How? One have learned from a whole class discussion about the big idea of acceptance, by
class period (60 minutes), introduce the idea of collage, present
expressing their understanding through visual representation in a heart map collage.
Pablo Picassos Three Musicians, scissors, glue, magazines, tissue
We will discuss how all of our different understandings of acceptance come together
paper, newspaper, oil pastels, markers, construction paper (variety to create a safe and productive learning environment and greater world. We will show
of materials for collage)
this accepting community by putting each students heart portrait onto one class

acceptance collage later in the unit.



a. Pablo Picassos work (The Three Musicians) will be presented and analyzed together

as a class. We will talk about the materials and techniques that can be used in collage.

Other examples will be used to showcase how artists use collage, like those from artist

Derek Gores.


2. How do other people demonstrate acceptance? One class period 2. Students will view a short documentary by Kid President, and will then build off of
(60 minutes), Kid President video, large piece of butcher paper,
those ideas to build a large brainstorm scroll of what they think acceptance means in
markers for all students, literacy tie in (Olivia and the Fairy
the classroom. Students will share their ideas together so that I can formatively assess
Princesses)making the idea relatable!
each individuals understanding of the overarching big idea. Students will then listen

to a read aloud of Olivia and the Fairy Princesses, looking for deeper meaning and

relevance to the big idea of the lesson.
3. Making an acceptance quilt: How can we be accepting and show
our acceptance? One class period (60 minutes), construction paper, 3. Students will have seen many examples of collage, made by different artists, and
magazines, images, scissors, glue, oil pastels, large poster size
will have already compared each in a large group (similarities, difference, meaning).
thicker to act as support for individual collages.
Next, students will edit and add to the heart portraits they created during the last
lesson. Together, the class will redesign their portraits, adding symbols, new words,
images, or sentences. Differing perspectives will be discussedwe may all be

Lindsay Moshkowsky
Art Integration Unit Plan

representing the same idea, but in different ways! We will show this accepting
community by putting each students unique heart portrait onto one class
acceptance collage.


What student prior knowledge will this unit require/draw upon?

These lessons may draw upon student prior knowledge in the form of experiences. There is not much academic content that would need to be drawn upon,
but rather the students social experiences and observations of the world and the people around them. This is the prior knowledge that can be tapped into
to foster more meaningful discussions about the causes and effects of acceptance in a greater sense.


What activities will you use to engage students in imagining, exploring, and/or experimenting in this unit?

The sequence of the lessons in this unit will build upon one another with one common goal in mind: to allow students to experience play in parallel with true
expression. By having students begin the unit imagining and brainstorming about the big idea of acceptance, they will become better prepared to more
deeply explore the idea in lesson two. In this lesson, students will truly dive into exploration as they discuss their individual ideas in relation to those of their
peers, as they engage in the opportunity to deconstruct and reconstruct their original class collage with newfound thoughts and insights. The preparation
done in the first two lessons will assist students in being ready to truly experiment with the artistic element at hand: collage. Student will be fully engaged in
both the art making and meaning making processes, as they will have had plenty of time to experience acceptance through the eyes of their peers as well as
deeply examining their own thoughts. This experience will allow students to experiment with a variety of visual elements and how each plays a different role
in exuding meaning, understanding, and a powerful idea. The process of these lessons will truly establish student ownership and confidence over the final
product: the acceptance quilt.

How will this unit permit/encourage students to solve problems in divergent ways?

Students will have limited materials in the beginning of the unit, later building to include more options. However, students will need to problem solve when
confronted with this hurdle, thinking about: How can I illustrate my ideas with only ______? In what ways can I transform these materials to serve my
desired purpose? How can I incorporate multiple materials into one piece but still remain focused on my goal?

Academically, students may confront a barrier regarding the concept of acceptance. It may be a reality for some students that this is not the way in which
they think. This possibility that students hold different beliefs than what it being taught may occur, with which I hope to encourage all students to focus on
what they have experienced in addition to (or in place of), their beliefs regarding acceptance. Students who feel they are unable to align their belief system
with what is being discussed and taught may take the alternate route of remaining more objective as they look at acceptance.

Lindsay Moshkowsky
Art Integration Unit Plan


How will you engage students in routinely reflecting on their learning/learning processes?

Students will begin by discussing their thoughts and ideas surrounding what makes each of them unique. From this discussion, students will have the option
to pull in ideas from peers to include in their heart map collage. Following this art making experience, students will be introduced to two famous collage
artists work. They will be encouraged to respond to what they see: How does this piece of art make you feel? What kind of meaning do you think each of
the components holds? What do these pieces of art say about acceptance? Uniqueness?

Following these pieces of the lesson, students will be interacting with text, responding and inferring as to what the greater message may be in relation to the
big idea of acceptance. By constantly returning to this big idea, students are able to reflect on their previous ideas and continually build upon them.

For the final step of the lesson, I would like to transition the class into reflecting on where they began in their knowledge about acceptance versus where
they stand close to its completion. This process will be done through the revision of individual heart maps to form a whole class acceptance quilt. Students
will have the ability to add to or edit their own work in any way, before putting it together to represent a class full of unique students who accept one
another.

How will this unit engage students in assessing their own work?
What opportunities will you allow your students to display, describe, or evidence their learning?

Students will have an opportunity during each lesson to assess their own work. Students will be assessing their own work by thoughtfully considering the
meaning behind the art being created. This process will happen through discussion, both whole-class and teacher to student. As the collages progress from
original brainstorm to class collage, and finally to individual collage students will be responsible for taking a step back to critically assess the transformation in
their understanding of the big idea of acceptance. As the teacher, I will also focus on the progression and transformation of individual student expression
and meaning making by assessing how student ideas seemed to have develop over the course of the unit.


What opportunities/activities will students be given to revise and improve their understandings and their work?

If revision is needed, it will likely be a student-driven decision, as I do not believe I reserve the right to suggest revisions to the
thoughts/beliefs/interpretations of my students in this art making process. However, if a student does decide he or she would like to revise or improve their
work I will support them in that decision, offering additional and time if possible.

What opportunities/activities will you provide for students to share their learning/understanding/work in this unit?

During lesson two, students will discuss the collage they constructed and reconstructed together. Discussion may focus on:

Lindsay Moshkowsky
Art Integration Unit Plan

Why did we choose this placement?
Is there a reason why we used these words? What do they mean in terms of the larger idea?
Does our collage artistically express our intentions?
What changes would you make at this point?
Does acceptance ultimately lead to collaboration?

Additionally, once students compile the acceptance quilt, there will be time for students to share what they are taking away from the unit in terms of how
and why acceptance acts as a catalyst for a classroom/society of higher quality.

How will you adapt the various aspects of this lesson to differently-abled students?

How will you differentiate for your diverse classroom population? How will you keep students engaged? What will you do to challenge students who are
highly talented? What have you planned for those who finish early?

In terms of extension activities, students who finish their traditional collages early will be encouraged to create a collage in digital form to showcase a
different medium.


TEACHER REFLECTION: How will you know that this lesson is successful and meaningful? List indicators.
I will know that this lesson is successful and meaningful when:
-Students engage in critical conversation about uniqueness, individuality, and ultimately acceptance.
-Students can carefully analyze and search for deeper meaning within written text.
-Students critique artists collages- questioning why certain materials are present, questioning the layout and juxtaposition, and the deeper meaning of the piece.
-Students reference these famous collages for pieces to spark greater ideas in their own work.
-Students demonstrate excitement during the process of collaging their heart maps.
-Students happily join together to create something (acceptance quilt) bigger than their individual selves.
-Students are able to see and communicate via spoken word and visual collages exactly how their uniqueness makes them special, and needed in our classroom.
-I can see a change in my students beliefs and the ways in which they approach acceptance. Once they reach a place of celebrating differences and treating
everyone with the same respect, I will know that any deficit thinking that was present originally, has been improved.

Lindsay Moshkowsky
Art Integration Unit Plan

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