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Art Integration Unit Plan 1

Abbie Kent

Art Integration Unit Plan Template


LTC Art for Children

Unit Title & Big Idea: (Define the BIG IDEA?) My big idea is History and it will be used to integrate art into a history
lesson. During the teaching of the Civil War, we will talk about the time period and what/ who was popular during the
1800s. During this time Vincent Van Gough was one of the top artist, we will briefly study his work and create an original
piece that mimics his technique and tells a story of our history. The work can be of anything the student wants, they could
tell the story of an American historical event, of family history, of foreign history, whatever story they want to share.

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

Grade Level/Class Periods


Required:

Grade:
5th
Class Periods Required:
- Whole lesson: 4
weeks
- Van Gogh part: 3
class periods
Materials/Equiptment/Etc:
- American History
textbooks
- PowerPoint of Van Gogh
- Vincent Van Gogh books
- Pictures of Van Goghs
work
- Large white paper
- Oil Pastels
- Pencil (for lightly
sketching outline of art)

I think this lesson is important to teach because it shows students that there are many events
and people that tie together that we may not even realize. We all know that the Civil War took
place and we all know whom Vincent Van Gogh is and what he was famous for, but does everyone
know that during the Civil War was when Vincent Van Gogh was creating all of this work? Even
though the Civil War took place in America and Van Gogh was European, it is still a connection in
time that students can understand and get a feeling about what life was like for both sides. By
the end of this lesson I am hoping my students understand historical events and facts about the
Civil War and that time period. As well as having some newfound knowledge about Van Gogh and
his type of work. I am also hoping the students can see relationships between the two since they
took place during the same time period, as well as being able to see how the over all theme,
history, stretches across the Civil War, Van Gogh and their art work.
Key Concepts (3-4)
Essential Questions (3-4)
What will students learn and KNOW about art and art making from this
What questions guide the investigation in this lesson?
lesson?
- What is a story from history (can be yours or someone
elses) that you want to tell through your work?
- Civil War
- What type of media do you think would best resemble
- 1800s time period figures and events
Van Goghs?
- Van Goghs drawing, painting, print making, oil paintings
How can we share our stories through this art in a
and water color
unique was that is still readable?
- Material Mixing
- Should the story be obvious or can it be a piece that
needs to be explained by the artist?
- Can multiple forms on media be used within one piece?

Art Integration Unit Plan 2


Abbie Kent
Unit Objectives: (Excellent resource at http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html?for_printing=1&detoured=1)
- Students will be able to recall events that happened during the Civil War and the consequences they had on America
- Students will understand how cultures interacted through the Civil War
- Students will see the changes in Missouri and the United States since the Civil War
- Students will understand Van Goghs style of work
- Students will be able to create a piece of work that resembles Van Goghs style by finding a media that looks like his
work
- Students will know about Van Goghs life from birth to death
Grade Level Expectations (GLEs)

(3-4)
(http://dese.mo.gov/divimprove/curriculum/GLE/)

National Core Art Standards


(http://www.nationalartsstandards.org)
STRAND I: Product/Performance
Select and apply two-dimensional media, techniques, and processes
to communicate ideas and solve challenging visual art problems
- Create texture or surface quality using any drawing media

Core Academic Standards (Common Core State Standards)

(3-

4)
(http://www.corestandards.org/)

Missouri, United States and World History


3a. Knowledge of continuity and change in the history of Missouri
and the United States
-Examine cultural interactions among these groups from colonial
times to Civil War: a. Native Americans b. Immigrants from Europe
c. Africans brought to America

STRAND I: Product/Performance
3. Communicate ideas about subject matter and themes in artworks
created for various purposes
- Create an original artwork that communicates ideas about the
following themes: United States Patriotism World Time (e.g.,
past, present, future)

Missouri, United States and World History


3a. Knowledge of continuity and change in the history of Missouri
and the United States
-Identify political, economical and social causes and consequences
of the Civil War and Reconstruction

STRAND IV: Interdisciplinary Connections (IC)


2. Explain the connections between Visual Art and Communication
Arts, Math, Science or Social Studies
- Explain how artworks reflect the cultures in which they were
created

Missouri, United States and World History


3a. Knowledge of continuity and change in the history of Missouri
and the United States
-Describe the changes in Missouri since the Civil War in education,
transportation and communication

Content Areas Integrated:


1. Visual Art

Identify & define common vocabulary/concepts that


connect the art form with the other identified subject area(s):

Art Integration Unit Plan 3


Abbie Kent
2. Social Studies
3. History

Civil war: A civil war is a war between organized groups within


the same state or republic, or, less commonly, between two
countries created from a formerly united state.
Art: Art is a diverse range of human activities and the products of
those activities, usually involving imaginative or technical skill.
Van Gogh: was a major Post-Impressionist painter. He was a
Dutch artist whose work had a far-reaching influence on 20thcentury art. His output includes portraits, self portraits, landscapes
and still lifes of cypresses, wheat fields and sunflowers. Van Gogh
drew as a child but did not paint until his late twenties; he
completed many of his best-known works during the last two years
of his life. In just over a decade he produced more than 2,100
artworks, including 860 oil paintings and more than 1,300
watercolors, drawings, sketches and prints.
Art Media: In the arts, a medium is a material used by an artist
or designer to create a work.

Lesson Titles in Sequence/Order with TIME and MATERIALS


needed for each portion
1. Civil War lessons
2. Civil War time period
3. Vincent Van Gogh research
4. Van Gogh Artwork

Brief Lesson Descriptions (2-3 sentences each)


1. The main part of the lesson is going to be the students
learning about the Civil War and how it affected
America. They will be listening to lectures about events
that took place during the Civil War as well as doing
their own research on how the war took place and its
lasting impacts.
2. Along with researching the Civil War as an event, they
will also be doing some research of the time period the
war took place (1800s). They will want to see what
was going on around the world during this time and
see whom the influential people were. This will allow
students to connect other historical events and people
from around the world, to the Civil War.
3. During the Civil War time period section, we will start
talking strongly about famous people and the time and

Art Integration Unit Plan 4


Abbie Kent
really focus on Vincent Van Gogh. At this time we will
take time to research Van Goghs history and his type
of art work.
4. Now that we know a little about Van Gogh and the type
of work we makes, we will pick a story from history
(our history or someone elses) and tell the story
through our own work. The art piece that is made
should be made using similar styles as Van Goghs
work.
What student prior knowledge will this unit require/draw upon?
This lesson is a very beginning lesson so all the information the students need to know will be presented by the teacher or
through research. It would be helpful if students had some knowledge of the Civil War but just very basic stuff. It would also be
helpful if students knew a least one piece of Van Goghs art, just so they have a baseline understanding of what type of work
her did, and what kind of media it looks like he used.
What activities will you use to engage students in imagining, exploring, and/or experimenting in this unit?
Describe, specifically, how you will allow the students to engage with the media, the concepts, and other objectives in a
playful manner before they are excepted to produce the final work. This section should accentuate how the PROCESS
informs the product
Before creating their final history piece, students will be given time to experiment with different types of media that they think
can create the same look at Van Goghs work. Students will be able to pick their media, mix media, and do whatever it takes
for them to feel like they are getting a close replica of Van Goghs style. I would also like students to explore different stories
that they want to tell in their piece by discussing it with their classmates. Pick a story that can be told in a piece of art, but
that is also a story that you want people to hear.
How will this unit permit/encourage students to solve problems in divergent ways?
Deeply describe how this lesson allows for students to solve problems, aesthetically as well as scholastically? What about this
lesson allows for divergent outcomes?

Art Integration Unit Plan 5


Abbie Kent

This unit will create opportunities for students to solve problems because they will have to think or what media will look the
most like Van Gogh as well as how to make their picture readable to an audience member. They will need to experiment with
lots of different media to get the look they want and this will require lots of creativity and problem solving. They will also need
to figure out how they can tell their whole history story through one picture, I think this is the biggest problem they have to
solve because they have to be able to tell a whole historical story that a viewer can read.
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?
I think the students will be able to reflect on their work by continually adding to their story and being able to tell if the story is
readable through the piece of art. They will be able to look back and see the steps that they needed to take to get to this
finished work and discuss with other students about their story and if it is clear in the piece. Students will also be given time to
test out their media and see what they think looks best, during this time they can reflect back to the story they have picked
and decide what mixing of materials will work best for it.
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?
(Describe what student success looks like and what evidence you have that learning has taken place). You should include formative and summative
assessments. (See Beattie and Stewart/Walker texts)
After students are done with their work we will have time to share our pieces with the whole class. At this time the student will
be given the chance to explain whos history they chose to tell about and then tell the class the story they portrayed. During
this time I will be able to see their piece and hear their story and formatively assess their work and see if they were able to
clearly show the story within the picture. During the time that they are working I will be able to walk around and ask about the
technique they are using and how that is related to Van Goghs work.
What opportunities/activities will students be given to revise and improve their understandings and their work?
What happens when revision is needed? How will you handle that in this situation?

Art Integration Unit Plan 6


Abbie Kent
I dont see revision being needed unless the student doesnt use technique that Van Gogh used, or if their picture is
completely unrelated to the story they tell. In either of their cases I would have the students keep their original pieces and
either add to them or change them so that they follow these two requirements. As long as a student can defend their story
and explain how it is being shown, and can defend their technique and show which of Van Goghs pieces it is mimicking, they
will not need to redo it.
What opportunities/activities will you provide for students to share their learning/understanding/work in this unit?
Presenting the work in a meaningful way. How will this be accomplished?
Students will be able to show their understanding of the Civil War history material through an end of the unit test. As for the
art aspect, students pieces will be how they share their learning and understanding of Van Gogh and his work. Students will
be given the chance to explain the story behind their piece and which of Van Goghs techniques they used and how they
created their own version of it. For example, they would tell the story and that say they recreated his oil paintings by layering
oil pastels.
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?
I think this is a very open activity, so students are able to tell about any history they want to. This is really good for diverse
classrooms with different backgrounds because now they can share those different histories with no judgment. For very
talented students I would challenge them by having them get as close to the original pieces by Van Gogh as possible, really
layering materials and working with new things. Van Goghs work is very detailed and layered and I would expect my students
to put that kind of detail into their work as well, if students are finishing early I would encourage them to do back and do the
extra stuff that will really make it look like Van Goghs work

TEACHER REFLECTION: How will you know that this lesson is successful and meaningful? List indicators.

Art Integration Unit Plan 7


Abbie Kent
I think I will know this lesson was successful if the students can recall events of the Civil War and Van Gogh during the 1800s,
as well as having a better understanding on how to layer art materials to create a specific look. I think my lesson will show that
it is truly meaningful when the students are sharing their stories. The stories the students pick will be stories they feel strongly
about and want to share, you will really be able to tell that they care about the story and put a lot of time into their piece to
really show they story.

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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