Lesson Plan Template 1

Art Education Lesson Plan Template: ART 133

Group 1 2 3 4 ​5​ ​ 6 (please circle)
Print First and Last Names: Isabel Castaño, Marissa Chavez, Madison Pike, Marcos Seide

Lesson Title: Exploring The Identities of Stereotypes Big Idea: Stereotypes Grade Level: 6
st​
21​ Century Art Education Approach(es): Visual Culture, Choice-Based
Inspiration Artists, including those from underrepresented populations: Frida Kahlo
Lesson Overview:​ ​Utilizing creative expression and aesthetic valuing, students will explore stereotypes through the lens of visual culture and choice-based
learning. Through literacy, visual art, and health education students will explore stereotypes, diversity, culture, assumption and interpretation. Inspired by
Frida Kahlo, students will VTS one of her works, then create a postcard depicting their interpretation of how others/society perceive them as individuals.

Background Knowledge:
We will tap into their previous experiences, knowledge and learning by scaffolding their expertise in works of art prevalent to their lives. Students will be
encouraged to express the role art plays in their different environments. Students will be aware that different perspectives exist due to individual cultural
experiences.
Key Concepts: Essential Questions:
1. People experience and witness stereotypes. 1. What are some stereotypes that people have experienced or witnessed?
2. Visual Culture impacts society. 2. How does visual culture impact society?
3. Assumptions and stereotypes are interrelated 3. How are assumptions and stereotypes interrelated?
4. Visual culture distorts assumptions and stereotypes. 4. How does visual culture distort assumptions and stereotypes?
Lesson Objectives: Formative Assessment strategy (of assigned reading): ​How will you assess
1. Content area 2 ​Literacy​: The students will (TSW) be able to Literacy​? What will you be looking for?​ Students will be assessed informally
demonstrate their knowledge on stereotypes through the use of through one on one, group, and teacher led discussions. Teacher(s) will observe
multimedia components. and make note on how students are using past experiences to present their
2. Content area 1 ​Visual Arts ​: The students will (TSW) be able to engage knowledge and ideas about stereotypes. Teachers will facilitate the discussion(s)
with varying interpretations on what they consider works of art. through open ended questions.
3. Content area 3 ​Health Education​: The students will (TSW) be able to
convey respect for diversity through different means of communication. Summative Assessment strategy (of studio investigation): ​How you will assess
Visual Art​ and ​Health Education​? What will you be looking for?​ Students will be
assessed through their interpretations and general commentary in which they
will be asked to provide feasible information appropriate to the topic. Open
ended questions will serve as a scaffolding tool to ensure maximum engagement
and understanding.
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Common Core State Standards: California Visual and Performing Arts Standards:
1. ELA (Grade 6) Presentation of Knowledge and Ideas 5. Include ___1.0 Artistic Perception:
multimedia components (e.g. graphics, images, music, sound) and visuals _X_2.0 Creative Expression: 2.1 Participate in improvisational activities,
displays in presentations to clarify information. demonstrating an understanding of text, subtext, and context.
2. Visual Arts: (Grade 6) 4.1 Construct and describe plausible ___3.0 Historical & Cultural Context:
interpretations of what they perceive in works of art. _X_4.0 Aesthetic Valuing: 4.2 Identify examples of how theatre, television, and
3. Health Education (Grade 6) 4.3M Demonstrate ways to communicate film can influence or be influenced by politics and culture.
respect for diversity . ___5.0 Connections, Relationships, Applications:
Materials:
Have: Purchase
Vocabulary: Magazines/decorative paper N/A
1.​ Stereotypes (biases, prejudice, and discrimination):​ An oversimplified Fabrics
image or idea of a particular person or thing. Hot glue gun/glue sticks
2. ​Diversity: ​The state of being diverse; variety paint/brushes/watercolor
3. ​Culture (multiculturalism): ​The beliefs and/or customs of a particular Paper
group of people. Pens
4. ​Assumption:​ Something that is believed to be true without Pencils
confirmation. Scissors/exacto knives
5. ​Reflection / Interpretations:​ A summary/stylistic representation of Decorative scissors
work Googly eyes
Pipe cleaners
Glitter
Yarn
Popsicle sticks/skewers
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Lesson Procedures​:

Focus Lesson (teacher does):

- Marissa ​(2:00 minutes) Opening Statement: Describe the title of our lesson, big idea, grade level, and the lesson overview.
- Madison​ (10:00 minutes) Go over essential questions and lesson objectives asking students to help read them popcorn style. Have students talk
among their groups for a few minutes and ask students to volunteer to answer an essential question of their choice.
Modeling (teacher does):
- Isabel ​(5:00) Ask groups to reflect on the readings with the prompted questions. Then each group will give a short answer of their reflections.
- Marcos ​(5:00 minutes) Review key terms and define them for the class, describing why they are important to our big idea. Ask for student input,
what are some other terms that may connect with stereotypes? This taps into students previous knowledge about the big idea and helps to get them
motivated and involved in the lesson.
Guided Instruction (teacher and students do together):
- Isabel ​(10-15 minutes) The students will be engaged in the lesson by participating in a VTS followed by a video about Frida Kahlo.
- Video ​(2:00 minutes)
- Marissa ​(5:00 minutes) Introduction to the Inspiration Art: ​Frida Kahlo ​(background, ideas, and works’ significance)
Independent Learning:
- Marissa​ (2:00 minutes) Introduce the studio investigation, postcards. Students will be expected to create their postcards alone, because it must
represent themselves or their culture in an individualist manner.
- Madison ​Demo of studio activity (5:00 minutes) Preview the “teacher models” giving tips and examples of the different ways to approach the
activity. Review the OEHHA safety guidelines.
- Studio Activity​ (60:00 minutes) Students work individually on their “Postcard” studio activity.
Collaborative Learning (students do together):
- Marcos​ (2:00 minutes) Announce gallery walk, ask students to clear their desks of everything except their artwork.
- Students ​(5:00 minutes) Gallery walk.
Closure:
- Isabel, Marissa, Madison, and Marcos ​(3:00 minutes) classroom discussion; teachers and students will share their newly found knowledge about
stereotypes, and why the self-portraits were crucial for understanding the power stereotypes can or cannot hold against us.

1. How will you adapt the various aspects of the lesson for ​students with disabilities​?
a. We will make sure all materials are easily accessible by having them presorted for students with physical disabilities with teacher assistance
available as needed. Those with visual and auditory impairments will have teacher assistance made available to them with visual and auditory
aids available for use based on their accommodations.

2. How will you adapt the various aspects of the lesson for ​English language learners​?
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a. Students identified as English language learners will be able to have alternate responses to discussion questions and general commentary. Students
use their native language(s) in creative ways to demonstrate knowledge.
b. Students will be given advance notices, as an opportunity to preview what will be taught and in turn, aids in comprehension of the material.
c. Students will be offered extended time to complete task(s) to process and communicate information.
d. Students will benefit from teacher modeling ( e.g. gestures to aid in understanding concepts). Teacher will be thoughtful about what will be modeled
and how it will be done ahead of time.
e. Students will be offered simplified written and verbal instruction (taking out extra words or turning complex sentences into simple ones) for easier
comprehension.

3. How will this lesson allow for/encourage students to ​solve problems in divergent ways​?
a. Students will build empathy by given the opportunity to view the vulnerable perspectives and emotions of their peers.
b. Students will be more aware of their own thinking and how their biases or stereotypical thoughts can have a negative effect on others.

4. How will you engage students in ​routinely reflecting ​on their learning?
a. The teachers will engage students in routinely reflecting on their learning by going around as the artists work and asking them what they are
making and why.
b. The teachers will follow up with asking students individually why they chose to work with the materials that they selected.

5. How will you (a) address potential ​safety issues​ and (b) assure necessary ​precautions​ are followed?
a. Display the appropriate ways to use the provided art supplies during the demo that follows OEHHA guidelines.
b. Review precautions while using: Exacto knives, hot glue guns, acrylic paints, scissors.

Lesson Resources/References:

Jung, Y. (2015). Post Stereotypes: Deconstructing Racial Assumptions and Biases through Visual Culture and Confrontational Pedagogy. Studies in Art
Education, 56(3), 214-227.

https://www.youtube.com/watch?v=RzTDupFfnuo&feature=youtu.be