Professional Documents
Culture Documents
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?
-Creating a My Missouri Stamp
-Blending physical and figurative aspects of Missouri with the student creating the
piece.
- The culture of the student and that of Missouri will be connected and shared
within the class community.
-Using Keith Harings style will also be a requirement in the students piece
Unit Overview/Summary: Why is this important to teach? What do you hope to accomplish?
-Extending the 50 States unit, students will each design their own (postage)
stamp for their state in which they live in, Missouri. The postage stamps will be
completed on and appear to look like large-scale stamps. They will need to cover
most of the space on the map. There should be six objects on the piece: Name of
State, Price of stamp (limit under $5), Important date for the state (i.e. 1803 LA
Purchase or Missouri Compromise), 3 objects that represent the culture of school,
home, town, city, or state. Its important to know about the state in which we
reside and appreciate the tradition and background of it. In addition it doesnt
necessarily have to be historic, it could entail something recent that has
reinforced our state as a whole.
Materials/Equipment/Etc: MATERIALS,
TEACHING RESOURCES/REFERENCES- (Books
(Teacher and Childrens), posters, articles, websites)
and PREPARATION REQUIRED- what materials,
tools, and resources do you need for this class? What
do you need to practice and prepare for this lesson?
What did you learn from creating your teaching
exemplar?
-stamp shaped paper (available online)or
just use large blank paper depending on
resources.
-pencils
-Sharpie
-markers
-crayons
-scissors
https://www.youtube.com/watch?
v=Fnm0UwRq9cQ
Stamp history intro 5 minute video
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?
(3-4)
(http://dese.mo.gov/divimprove/curriculum/GLE/)
(3-4)
Students will enter Keith Harings perspectives on art and its ability
to use simplicity as an awareness raiser. Students will create their
large scale stamps with materials and on the stamp will include 6
objects that are important to the student (Name of State, Price of
stamp (limit under $5), Important date for the state (i.e. 1803 LA
Purchase or Missouri Compromise), 3 objects that represent the
culture of school, home, town, city, or state). Have students
attempt to use Harings style to their culture piece.
In Keith Harings work he expresses social themes, problems, blessings. I want students to be able to do the same thing
in their stamp. The Pop Shop is the form that simplistic enough for students to realize what is really going on in the
piece.
I want kids to be at play while they make their own Pop Shop
In addition I want the students to be at play with the postage stamp, although there are 3 required objects to be on the
stamp there will be room for students to create their own culture with their own imagination and prior knowledge.
How will this unit permit/encourage students to solve problems in divergent ways?
- Recognizing their visual reminders from Harings pieces worldwide will encourage students to believe in their hallway
displays as a way to set cultures in school.
- The Pop Shops are an innovative to bring up and discuss issues that through collaboration can be minimized.
Deeply describe how this lesson allows for students to solve problems, aesthetically as well as scholastically? What about this
lesson allows for divergent outcomes?
The various ways to incorporate Pop shop in addition to the three culture objects that will be diversified throughout the
classroom. Students have potential to share with others and engage in meaningful conversation.
How will you engage students in routinely reflecting on their learning/learning processes?
What art talk questions can you engage your students in that will help them in reflecting not only on the product, but also
the product? What reflective practices can you think of that will help them in transitioning from start to stop?
-Students will emphasize the culture of their state and transmit it into a Pop Shop
- How can your piece tell me what is right or wrong with Missouri?
-How is your art expressing what is important to you about Missouri?
-What other ways can you express what youre trying to draw?
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?
For students who are highly talented, I will challenge them to create a new state (different) stamp with the same objectives
and guidelines as the last one so they wont be idle when others are still working.
TEACHER REFLECTION: How will you know that this lesson is successful and meaningful? List indicators.
-Evidence in the six required objects within the art piece and the effort in them will show success. Ill have students explain in a
few sentences when theyre done to explain which pieces of Missouri were most important to them and why.
- To find out if a lesson is successful I believe it starts with presenting the lesson to students and adjusting accordingly.
- the more Experiences with this lesson will result in the lesson have its fat trimmed more and more.
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