Art Education Lesson Plan Template: ART 133

Group 1 2 3 4 5 6 (please circle)

Print First and Last Names: Meghan Wright, Maddy Keokhamdy, and Jordan Monterio

Lesson Title*: Making Movements Big Idea*: Movement Grade

Level*: 6th

21st Century Art Education Approach(es):

Choice-based and Visual Thinking Strategies (VTS)

Inspiration Artists, including those from underrepresented populations:

Jon Boogz
Movement Art Is (MAI):
https://www.youtube.com/watch?v=PmlB7Wf2UDI

Color of Reality Ted Talk (3:28-7): https://www.youtube.com/watch?

v=TjKDF746E44&t=43s
Lesson Overview (~3 complete sentences)*:
From this lesson the students will have a discussion about their reading. The students will
analyze different images involving movement and have a discussion about them. The
students will also be familiar with three different types of movement and use them within their
art studio.

Background Knowledge (~3 complete sentences): How will you tap into students’ experiences
and prior knowledge and learning?
Prior to this lesson students should have an understanding of the word movement and
describe it in at least one way. Students should be able to identify specific movements within
the history of the United States. The students should be able to recall these movements from
their previous education and use them within their artwork.

Align Big Idea with both Key Concepts and Essential Questions, below

Key Concepts (3-4): What you want the
students to know.
1. Movement can make a social statement
2. Movement is about expressing
emotions.
3. Movement can be visual.
Essential Questions (3-4): Restate Key
Concepts using open-ended questions.*
1. How does movement connect with artists
emotions?
2. What can movement express?
3. How can movement be visual?
Lesson Objectives: What you want the
students to do via three content areas.*
1. Content area 2 Literacy : The
students will (TSW) be able to read the
provided text and discuss in depth their
findings from within the text.
2. Content area 1 Visual Art : The
students will (TSW) be able to analyze
multiple images while describing how
movement is relevant within the given
images.
3. Content area 3 History: The students will
(TSW) be able to recall social justice
issues within history and use them in their
art.
Common Core State Standards (2-3): List
grade-specific standards.
ELA (pp. 10-43, link HERE)
Math (pp. 10-52, link HERE)
1. Common Core Standard: Determine a
theme or central idea of a text and how it is
conveyed through particular details;
provide a summary of the text distinct from
personal opinions or judgment.
2. History- Social Science Content
Standard for California Public Schools 5.7-
3: Understand the fundamental principles
of American constitutional democracy,
including how the government derives its
power from the people and the primacy of
individual liberty.
Vocabulary: Identify and define vocabulary
that connect the art form with the other two
Align Assessment with Lesson Objectives in left
column.
Formative Assessment strategy (of assigned
reading): How will you assess Literacy? What
will you be looking for?*
The teachers will assess the literacy of the
students by having them partake in an open
discussion about the text and refer to specific
aspects within it to support their reasonings.
Summative Assessment strategy (of studio
investigation): How you will assess Visual Art
and History? What will you be looking for?*
The teachers will assess visual art and history
by having the students demonstrate their
understanding of movement within both of these
content areas when using them within their art
to alter their original image.
California Visual and Performing Arts Standards
(grades 1-6 only) (3-5): Check all that apply and
add number and description of applicable
content standard.
(pp. 122-143), link HERE)
_X__1.0 Artistic Perception:
1.1 Identify and describe all the elements of art
found in selected works of art (e.g., color,
shape/form, line, texture, space, value).
_X__2.0 Creative Expression:
2.5 Select specific media and processes to express
moods, feelings, themes, or ideas
_X__3.0 Historical & Cultural Context:
3.1 Research and discuss the role of the visual arts
in selected periods of history, using a variety of
resources (both print and electronic).
_X__4.0 Aesthetic Valuing:
4.3 Develop specific criteria as individuals or in
groups to assess and critique works of art.
_X__5.0 Connections, Relationships
5.5 Establish criteria to use in selecting works of art
for a specific type of art exhibition.
Materials: List all materials needed in the
columns below.
identified content areas.* Have Purchase
1. Visual Thinking Strategies: is a simple ● Construction ● N/A
activity designed to build students’ paper in
background knowledge and develop different colors
thinking skills to use detail to enhance ● Transparency
understanding. paper
2. Choice-based learning: is a process in ● Tissue paper
which learners have a greater sense of ● Tape
control over the way their interests, ● Mod Podge
backgrounds, and preferences work ● Clay
together to enhance their learning and ● Paint in variety
determine how they interact with of colors/
educational content. brushes/palettes
3. Social Justice: justice in terms of the ● Large white
distribution of wealth, opportunities, and sheet of paper
privileges within a society. ● Markers
4. Ephemeral: lasting for a very short time. ● Pictures for VTS
5. Visual Movement: is used to guide the (one per group)
viewer throughout the piece. ● Printed pictures
6. Movement: brought by
-1. An art of changing physical location students from
or position. home (big
-2. A group of people working together to enough to do a
advance their shared political, social, or transparency
artistic ideas. studio with)
-3. A tendency or style in art with a
specific common goal followed by a group
of artists during a restricted period of time.
Lesson Procedures: Outline the steps that will happen first, second, etc. in the Procedures
that follow to teach what you expect the students to learn. Procedures should be the longest
section in the Lesson Plan, and should be very specific and detailed, including individual
roles of group members, and time spent on each task. Describe directions you plan to
give the students, teaching models/strategies you plan to use during the lesson, different
activities your students will do, etc. Be sure to include management issues such as
transitions, room arrangements, and student groupings.

About 18 min: Focus Lesson (teacher does): Detail opening activities by exploring the
following questions. How will you motivate the students to want to learn the new
concepts (see Key Concepts) and strategies/skills (see Lesson Objectives)? How will
you introduce the Big Idea of the lesson? How will you link this lesson to the students’
prior knowledge?
We will motivate our students by connecting our lesson to real-life situations and giving them
each a chance to talk. We will introduce our big idea of movement through pictures with VTS
and videos. We will link this lesson to the students’ prior knowledge by building on the
common core standards from fifth grade.

10 min Maddy: Introduce lesson with hook and grade level then instruct open discussion on
assigned reading for students to do within their groups then present their findings to the class.
5 min Meghan: Present big idea, 21st century art ed. Approaches, vocab and the three types
of movement to the class.
3 min Jordan: Present lesson overview and key concepts to class.

About 9 min: Guided Instruction (teacher and students do together): Detail main
activities by exploring the following questions. What Essential Questions will you ask
students to facilitate learning? How will you organize students? What will you do/say
during each learning activity? What will the students do (see Lesson Objectives)?
The essential questions are “How does movement connect with artists emotions?”, “What can
movement express?”, and “How can movement be visual?”. Students will be within their
lesson plan groups of about 4 students. During the discussion we will have our students
review the assigned reading. During both VTS and the studio we will have our students look at
the three types of movement discussed thus far and reinforce their understanding of them.
TSW be able to distinguish between the 3 types of movements, give examples, and use one
type of movement in their art.

3 min Jordan: Discuss essential questions with class.

3 min Maddy: Present lesson objectives to class.
3 min Meghan: Present assessment to class.
3 min Maddy: Present inspiration artists.

About 25 min: Collaborative Learning (students do together): What activity will you
include so that students have an opportunity to negotiate understandings and engage
in inquiry with peers?
We have them analyze 5 different pictures as groups giving them about 2-3 minutes per
picture. There will also be a piece of paper next to each picture, so each group can write down
what they think is important. Each group can build off the information from previous groups
about each picture, we will then have a group discussion on each group’s findings.

2 min Jordan: Discuss what students will do with VTS and the multiple images.
5 min All 3: Come back together as a class and discuss students findings within each image.

About 5 mins: Modeling (teacher does): Name and demonstrate the content area
strategies/skills (see Lesson Objectives) that are the focus of the lesson. Explain and
show their purpose. Use analogies or other concrete examples to explain concepts
(see Key Concepts).
*All 3 teachers will display their teacher samples with additional materials to make the art 3-D.

5-10 min Group: Do demonstration of altering an image with painting on transparency sheet
over original image. Meghan will show her demo of altering a social justice movement and
present a half-way done one. Jordan will show his demo displaying visual art movement and
Maddy will display her demo on physical movement.

Independent Learning (students do alone): What activity will the students complete
independently to apply their newly formed understanding to novel situations? What
will the students explore independently?
Prior to class the students will independently read the assigned reading and bring a
completed memo to class the day of. The students will also look up an image about what they
believe movement is and bring that to class which will allow them to explore their idea of
movement on their own prior to class.

Closure: How will you end the lesson to solidify learning? How will you and/or
students summarize concepts and strategies/skills (see Key Concepts and Lesson
Objectives) for the day?
Throughout the lesson we as teachers will monitor the students to make sure they have a
concrete understanding of all aspects taught throughout the lesson. The students will
summarize their findings within groups from the reading as well as within the provided VTS for
the big idea of movement. They will also demonstrate the big idea of movement and their art
skills within the given studio.

Please respond to the following questions thoroughly and in complete sentences.

1. How will you adapt the various aspects of the lesson for students with disabilities?
Depending on the severity of the students’ disability, when doing our activity where the
students’ will need to go outside and pick an item to use within their art another student can
pick something for them or we can have items within the classroom already picked out. If the
student has a learning disability to where they might not understand other aspects of the
lesson that’s within the classroom, us as teachers will explain each part of the lesson more in-
depth and even give the student an enlarged copy of the power point we are using.

2. How will you adapt the various aspects of the lesson for English language learners?
To allow the English language learner to fully understand all aspects of our lesson plan we will
explain each step in-depth, similar to what we would do for a student with a disability. We also
will ask for clarification to make sure that we don’t need to repeat any aspect of the lesson so
that each student has the same understand.

3. How will this lesson allow for/encourage students to solve problems in divergent ways?
This lesson will encourage students to solve problems in divergent ways by taking a different
approach/look on everyday situations. Since we are taking any item from outside that the
students’ find and using it within their art to create a masterpiece, the students’ will be able to
see that everyday items can be used within different ways that they might not have first
thought of. This can translate into different aspects of the students’ like to help them solve
problems in new ways.

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

To allow the students to reflect on their learning we will have discussions throughout the
lesson as well as questions the students will need to answer. The students’ will also do a
gallery walk of the art of others in the class to reflect on all different approaches each student
took.

5. How will you (a) address potential safety issues and (b) assure necessary precautions
are followed? See OEHHA, link HERE
To address potential safety issues, I will make sure that the students stay within a specific
area when going outside by given them a perimeter that they must stay in. I also will make
sure that the students don’t run and walk when going outside and if they don’t follow these
aspects they won’t be able to partake within the activity. To make sure that precautions are
being taken we as teachers will make sure that when the students are using the hot glue gun
they will know that parts of it are hot and the glue gun will be near the teachers in the front of
the classroom.

Lesson Resources/References (use APA; please identify, with an asterisk, article or chapter
due for HW):

Douglas, K. M., & Jaquith, D. B. (2009). Engaging learners through artmaking: Choice-based
art education in the classroom. New York, NY: Teachers College Press.
* Include this information in the form of a PPT, Prezi, etc.
On the day of the presentation or the day before, one person from the group should
email two files to each student via Blackboard: the finished (a) Lesson Plan Template;
and (b) PPT, Prezi, etc. Login to Blackboard/My SacCT, click on ART 133, click on Course
Tools > Send Email > All Users.
A helpful link to get you started: http://sacstatearted.weebly.com/visual-art-education.html

Reference

Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from

http://www.americansforthearts.org/networks/arts_education/publications/special_publications/D
efining%20Arts%20Integration.pdf