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Art Integration Lesson Plan Template 1

Art Integration Lesson Plan Template


LTC 4240: Art for Children

Lesson Title & Big Idea*: Emotion Through Art Grade Level*: 4
Lesson Overview/Summary*: Class Periods Required:
Students will be inspired by Andy Warhols pop art portraits to create four self-portraits that (please circle)
each display a different emotion. Students will begin by VTS-ing Warhols work and
discussing it. Then they will create their own art work. After they will write a reflection that 1 2 3
includes a paragraph about a time they felt each emotion (four paragraphs total) and what it
felt like. They will also write a final paragraph reflecting on why they chose to represent
each emotion in their art work in that particular way. After they have completed their art
work the students will have a gallery walk where they will guess on sticky notes what
emotions each students work is portraying.

Key Concepts (3-4): What you want the students to know.* Essential Questions (3-4)*:
1. Visual Art: 1. How can you represent emotion?
Students will be able to represent emotion through 2. Does everyone feel the same emotions?
color selection. 3. How did you feel when you felt a particular emotion?
Students will be able to represent four different
emotions in art in the best way they see fit.
2. Literacy (Visual):
Students will be able to discuss famous work of art
created by Andy Warhol.
Students can interpret meaning from studying and
discussing the work.
3. Writing:
Students will be able to reflect on a time they felt a
particular emotion and how it made them feel.
Students will be able to explain their thought
process of creating art and why they created it that
way.

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


want the students to do. *
1. Visual Art: The students will be able to . . .
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Reflect on their own emotions and show this through their art.
Create art using multiple mediums
Represent emotion through color selection.
2. Literacy (Visual): The students will be able to . . .
Discuss what they believe the Andy Warhol piece means or is portraying.
Share their own opinions as well as listen to others.
3. Writing: The students will be able to . . .
Write a clear and concise reflection
Be descriptive in writing about their own emotions
Grade Level Expectations (GLEs) (3-4) Identify & define common vocabulary that connect the art form
(http://dese.mo.gov/divimprove/curriculum/GLE/) with the other identified content areas:
1. Visual Art:
Analyze components in visual imagery that convey
messages.
Collaboratively set goals and create artworks that
are meaningful and have purpose to the makers.
2. Literacy (Visual):
3.R.3.C.c use information gained from illustrations
and words to demonstrate understanding of the
text
3. Writing:
CCELA. 4.1: Write opinion pieces on topics or texts,
supporting a point of view with reasons and
information.

Content Areas Integrated*: Lesson Activities & Procedure(s) (please be very specific):
1. Visual Art (Inspiration Artist: Andy Warhol) Day 1: Introduction, VTS Warhol and Art Making
Self Portraits: Students will learn about Andy Warhol 1. Students will gather at the carpet in front of the smart
and the self-portraits he created and how he used board and prepare to watch a short video about Andy
color. Warhol.
2. I will tell students that today we will be learning about a
2. Literacy (Visual):
famous artist named Andy Warhol who created art called
VTS: Students will be able to have an in depth
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conversation analyzing artwork. They will be able to pop art and very famous colorful portraits of people.
express their opinions of what they think it means. 3. I will then play this video that introduces students to
They will negotiate and try to make meaning from Warhols art as well as what pop art is. I will play from the
Andy Warhols work of art. beginning and stop at 2:30.
3. Writing: https://www.youtube.com/watch?v=DhEyoDCTSDQ
4. Then after watching the video that introduces students to
Written Reflection: Students will reflect on their own
Warhol and pop art I will pull up this portrait of his to VTS.
emotions and write about a time they felt each of 5. During the VTS I will first ask students what they think of it?
these emotions. They will also write a paragraph Then more specific questions like what they think it means?
reflection about why they chose to represent an How does the color choice effect the painting? How do the
emotion the way they did in their artwork. different facial expressions change the feeling of the
painting? And let student responses guide the VTS. I will
spend a minimum of 15 minutes doing VTS on Warhols
painting.

6. I will then tell students how they will create their own self-
portraits but theirs will be a bit different than Warhols
because they will draw themselves four times but in each
portrait will be displaying a different emotion. They can
display this emotion through color, facial expression,
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background images or whatever they see fit. I will tell


them how they will create their portrait with crayons and
then will use water color to do the crayon resist technique
as well as to add color to the portrait.
7. Before students break off to create their art work I will pose
the questions What is emotion? and What are common
emotions we as humans feel? This way I can make sure
students understand emotion and what they are.
8. I will give students about an hour to work on creating their
art work. While they are working I will walk around and ask
any questions they have.
9. Once students are done with all four portraits they will set
them on the rack to dry overnight.
Day 2: Gallery Walk, Discussion and Reflection Writing
1. Students will collect their dry four portrait and glue them to
a piece of colored construction paper so all four portraits
are connected and have a background.
2. Then students will find a place around the classroom such
as on the white board or a desk to hang up or display their
portrait.
3. Once students have placed their portrait where they want
to display it I will have them come sit at the carpet and
explain what they will do next.
4. Once they are at the carpet I will explain how we are going
to do a gallery walk which means we will look at everyones
work but we will not talk while we look at it. I will also
explain that while they are walking around they will have
small post it notes and on everyones self-portraits they will
write what emotion they think that person is displaying and
will stick the post it next to that portrait. If they are unsure
what emotion it is they can just write a question on the
post it. I will allow them 15 minutes to do this activity and
say it is okay if they are not able to get to everyones work.
Example of how students will place sticky notes on art
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work:

5. Then after the gallery walk the students will come back to
the carpet and we will have a discussion about what they
saw in peoples artwork. I will pose questions like, which
emotion was most commonly displayed, how did people
display particular emotions, was there any emotion you
were very confused about, why do we think people choose
to represent this emotion this way (for example blue with
sadness). I will also ask them if everyone feels the same
emotions and why we think people feel different emotions.
We will then discuss how everyone has different emotions
and that is great because we are all individuals.
6. Then I will introduce that for writing today students will
spend time writing about each emotion they displayed in
their self-portraits. They will have to write a paragraph for
each emotion recalling a time they felt this emotion and
how it made them feel. Then they will write a final
paragraph talking about why they chose to display each
emotion in that certain way through their art work,
describing color choice, facial expression, background and
any other choice they made. They will have about an hour
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to work on writing this which includes editing it.


7. Once students are completed with their writing, we will
display their art work with their writing under it on a
bulletin board in the class/ school.

Anticipatory Set (Gaining Attention)*: Closure (Reflecting Anticipatory Set):


The opening activity is watching the video which Students will be able to have a gallery walk and look at all the
introduces students to pop art and Andy Warhol. This will students in the class art work. As a class we will then discuss all
allow students to gain background knowledge on the the difference in the portrayal of different emotions. Then the
genre and introduce them to the kind of art they will be students will write their reflections.
creating. Watching the video will then give them
background knowledge to have the VTS discussion next.

Formative Assessment strategy: Summative Assessment strategy*:


I will do a formative assessment of students The summative assessment will be the reflection that students
understanding of what an emotion is when we have a turn in at the end of the project. In this reflection students should
group discussion about emotions. If all students seem to describe a time they felt each of the four emotions they chose to
be confused by the concept I will clarify for them, this display in their work. They should also write one paragraph on
discussion will be good for me to see where they are. why they chose to depict each emotion that certain way in their
art work, describing their color choice, facial expression and any
other particular choices they made. The reflection will be graded
on proper grammar and use of descriptive language to describe
the emotions.

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


Students will need to be able to understand what emotions are and write about an emotion they have felt before. Students
need to have experience writing a descriptive reflection talking about a way they have felt.

How will you engage students in imagining, exploring, and/or experimenting in this lesson?
Student will be engaged in exploring their own ideas when VTS-ing Andy Warhols art work because they will be exploring what
they believe it means and how the colors and facial expressions affect the artwork. They will also be experimenting with the
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way they want to portray emotion because they may never displayed an emotion in this way before.

How will this lesson allow for/encourage students to solve problems in divergent ways?
Students will be able to create their artwork in any way they want, there is no right or wrong way to show their emotions in
their art work. This gives students full freedom to create their art exactly the way they want to. Students are also able to pick
whatever four emotions so all the decisions in the project are made by them.

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


Students are given the opportunity to reflect on their learning multiple times throughout the lesson. They are first able to
share their thoughts and opinions after they are able to look at their classmates artwork. They are also able to reflect when
they write their written reflections, writing about a time they felt each of these emotions as well as reflecting on why they
chose to portray the emotions the way they did.

How will you adapt the various aspects of the lesson to differently-abeled students?
For the first activity of VTS students with physical disabilities would be able to participate because it is just observing and
discussing. For VTS if a student had a hearing impairment and could not hear what they classmates are saying I could write
everyones ideas on the board. For VTS if a student had a visual impairment prior to the time we VTS I could describe the
picture in depth to the student so they have an idea of what it looks like. If they had trouble seeing images that are far away I
could give them their own personal copy of the art work. For the day that students create the art work if they had a physical
disability where they could not hold a crayon or paint brush I would allow them to use their finger to paint or another tool they
could easily hold. For the reflection aspect for students who had a disability that doesnt allow them to type I could have them
recite their reflection ideas to me and I could type them.

What opportunities/activities will students be given to revise and improve their understandings and their work?
Students will be given time to edit their reflections and able to use spellcheck to edit. If they need additional time to edit
before we display their artwork with the reflections the student can always take the reflection home and work on editing it. If
they do not have the resources at home to edit their reflection I will allow them to have extra class time to do this.

What opportunities/activities will you provide for students to share their learning in this lesson?
Students will be able to share their learning with the class by having a gallery walk where each student is able to display their
artwork. They will also get to share their learning when we hang their artwork with the reflection attached in the classroom.

Lesson Resources/References (please be very specific by providing links, authors, titles, etc.):
Mick Jagger by Andy Warhol
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What is Pop Art Tate Kids video https://www.youtube.com/watch?v=DhEyoDCTSDQ


Crayons
Watercolors
Paintbrushes
Glue sticks
White paper
Colorful construction paper (for background).

* Include this information during your final 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

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