Art Education Lesson Plan Template: ART 133

Group 1 2 3 4 5 6 (please circle)

Print First and Last Names: Daniel Teranishi Stevie Poole Cayla Perez

Lesson Title*: Role Model for Me Big Idea*: Role Models Grade
Level*: 3

21st Century Art Education Approach(es): Meaning Making and Big Ideas

Inspiration Artists, including those from underrepresented populations:

J. Howard Miller

Lesson Overview (~3 complete sentences)*:

Teachers will introduce students to the big idea (role models) and 21st century art approach
(meaning making and big ideas). Students will discuss in groups the importance of role
models and reflect on the assigned reading (personal spaces addressed by Sakatani and
Pistolesi) by engaging in a table share activity. This activity will require students to discuss,
describe, and record on a piece of paper (provided by the teacher) with their table what a big
idea is and compare the articles big idea (humans create personal spaces) versus the
teachers big idea of role models (how humans create role models). Students will then be
invited to create a collage using magazine cut outs, paint, crayons, personal photos of friends
and family, and/or printouts of fictional characters exemplifying characteristics and traits of
role models. To conclude, students will individually answer essential questions regarding their
artwork. On a piece of paper that the teachers will provide, the students will answer the
essential questions featured in the powerpoint and provide a description of why they featured
specific people or characteristics within their collage. Students will also engage in a gallery
walk to view peers collages.

Background Knowledge (~3 complete sentences): How will you tap into students experiences
and prior knowledge and learning?
Students will tap into their personal experiences to share with others the importance of role
models. Students will reflect on the assigned reading in their groups to further the
conversation regarding meaning making in art and role models. The students will create a list
of traits and characteristics that role models might possess. Students will use their prior
knowledge of basic skills in artmaking in order to create their collage.

Align Big Idea with both Key Concepts and Essential Questions, below
Key Concepts (3-4): What you want the
students to know.
Role models...
1. are a person looked to by others as an
example to be imitated
2. lead by example
3. possess positive characteristics and
traits that an individual aspires to obtain
4. can be anyone (parents, peers,
teachers, fictional characters)
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 . . . explain
in detail what a big idea is and how the big
idea relates to personal spaces.
2. Content area 1 Visual Art : The
students will (TSW) be able to . . . create a
portrait/collage that depicts their ideal role
model
3. Content area 3 Social Science/Studies:
The students will (TSW) be able to . . .
identify characteristics and traits of their
selected role model(s)
Essential Questions (3-4): Restate Key
Concepts using open-ended questions.*
1. What is a role model?
2. In what ways do role models lead by
example?
3. In what ways can a role model work through
their imperfections?
4. In what ways do role models inspire others to
become a role model themselves?
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?*
Teachers will ask students to do a table share
with their peers to discuss and explain what a
big idea is and how the big idea relates to
personal spaces.
Summative Assessment strategy (of studio
investigation): How you will assess Visual Art
and ____Social science/studies____? What will
you be looking for?*
Students will be presented with the essential
questions introduced at the beginning of the
lesson and asked to answer them on a separate
sheet of paper. Teachers will look to students
visual art for understanding of meaning making
in art as well as the big idea of role models. The
students understanding will be demonstrated
through the complexity of their collage and
written responses to the essential questions
Common Core State Standards (2-3): List
grade-specific standards.
1. Ask and answer questions to
demonstrate understanding of a text,
referring explicitly to the text as the basis
for the answers.
2. Distinguish their own point of view from
that of the author of a text
3. Engage effectively in a range of
collaborative discussions (one-on-one, in
groups, and teacher led) with diverse
partners on grade 3 topics and texts,
building on others ideas and expressing
their own clearly.
Vocabulary: Identify and define vocabulary
that connect the art form with the other two
identified content areas.*
1. Role Models: a person whose behavior,
example, or success is or can be emulated
by others, especially by younger people
2. Characteristics: a distinguishing trait,
quality, or property
3. Big Idea: broad, important human
issues- are characterized by complexity,
ambiguity, contradiction, and multiplicity
big ideas do not completely explicate an
idea but represent a host of concepts that
form the idea.
4. Collage: a piece of art made by sticking
various different materials such as
photographs and pieces of paper or fabric
onto a backing.
5. Personal Spaces: an art environment
which symbolizes personal spaces
important to students. It can be created in
the form of matchboxes, student lockers,
internet virtual space, collage, in miniature
tableaus.
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.
_X__1.0 Artistic Perception: Students perceive
and respond to works of art, objects in nature,
events, and the environment. They also use the
vocabulary of the visual arts to express their
observations.
_X__2.0 Creative Expression: Students apply
artistic processes and skills, using a variety of
media to communicate meaning and intent in
original works of art.
___3.0 Historical & Cultural Context:
_X__4.0 Aesthetic Valuing: Students analyze,
assess, and derive meaning from works of art,
including their own, according to the elements of
art, the principles of design, and aesthetic
qualities.
_X__5.0 Connections, Relationships,
Applications: Students apply what they learn in
the visual arts across subject areas. They
develop competencies and creative skills in
problem solving, communication, and
management of time and resources that
contribute to lifelong learning and career skills.
They also learn about careers in and related to
the visual arts.
*These VAPA standards have been selected
under an umbrella rather than selecting
individual content standards based on how
restrictive and specific the individual standards
are
Materials: List all materials needed in the
columns below.
Copies of face silhouettes
Miscellaneous decor
Scissor
Glue sticks
Markers
Crayons
Paint
Paint brushes
 Magazines
Personal photos or printouts
Have: Purchase:
All items listed above N/A

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

1. 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?

Teachers Cayla, Daniel, and Stevie will greet the students as they arrive to class. Teachers
will ask students to sit with their lesson plan groups and get out a writing utensil. When class
starts, teacher Stevie will ask students to direct their attention up front where the big idea and
lesson will be introduced through powerpoint presentation. To further explain the big idea,
teacher Stevie will play a YouTube video. https://www.youtube.com/watch?v=Kc2lV00LoPo.

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).

Cayla will introduce our lesson objectives via powerpoint:

Literacy- TSW be able to explain in detail what a big idea is and how the big idea relates to
personal spaces.
The students demonstrate this by their ability to talk among their classmates while in
discussion and be able to write out what the meaning of role models are to them. While also
talking about the big idea and how it relates to their article about personal spaces.
Visual art- TSW be able to create a portrait of collage that depicts their ideal role model.
The students will demonstrate this by making a collage of what their personal role model is
and be able to explain what each aspect of their collage depicts.
Social science/studies- TSW be able to identify characteristics and traits of their selected role
models.
The students demonstrate this by answering the essential questions given by the teachers.
While also being able to relate the essential questions to their artwork by why certain
characteristics were chosen to add to their collage.
To transition forward, teacher Cayla will introduce students to our inspiration artist J. Howard
Miller via powerpoint presentation. This provides students will concrete examples.

2. 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)?

Teachers Cayla, Daniel, and Stevie show students their handmade collage examples and give
a brief explanation as to why they chose the images they did. Teachers also explain what
techniques they used to create their collage and provide students with suggestions. Teacher
Stevie directs students to the supplies available to complete collages and where they can be
found throughout the room. Students will be organized by being in their own lesson plan
groups. The essential questions that will help facilitate learning are; What is a role model? In
what ways do role models lead by example? In what ways can a role model work through their
imperfections? In what ways do role models inspire others to become a role model
themselves? These questions will be answered on a separate piece of paper given out by the
teachers. Students will have time to answer the questions and be able to reflect those onto
their own artwork.

3. 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?

Students will work with their tablemates to produce a list of characteristics they feel a role
model should exemplify. Ask students to discuss outloud past experiences and who they may
know in real life or fictional characters, that they consider to be role models. In addition to
creating a list of role model characteristics, students will also discuss the assigned reading
and delve into the 21st century art approach of meaning making through art.
4. 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?

Students will create a collage of traits and characteristics representative of role models on a
print out of a face silhouette using materials such as magazine cut outs, scissors, glue,
crayons and/or markers, accessories, and personal pictures if desired. This activity
encourages students to create their own idyllic role model rather than choosing one who may
already exist.

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?
Teacher Stevie asks students to display their collage on the table space in front of them.
Students all participate in a gallery walk to view each other's work. As students walk around
the classroom to view others work, teacher Stevie encourages students to think about the
different characteristics their peers chose to include in their artwork.

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

1. How will you adapt the various aspects of the lesson for differently-abled students,
including English language learners and advanced learners?
To adapt this lesson for differently-abled students such as English language learners, we
would provide more vocabulary words and allow students extra time to ask questions and
receive help. If more explanation were needed, we would create a vocab list that contains the
words in the student's first language and then provides the translated word and english
definition. To adapt this lesson for advanced learners we would provide more in depth reading
that explains in more detail the 21st century art approach of meaning making through art.

2. 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 collaborating with
others to share ideas regarding meaning making in art and improvising in their artmaking.
Through group discussion the students are being exposed to ideas that differ from their own
and finding a way to come to a consensus in defining meaning making and what makes a
good role model.
3. How will you engage students in routinely reflecting on their learning?
To engage students in routinely reflecting on their learning we will provide students with the
opportunity to objectively reflect on the progress made in their art pieces. By responding to
their works through self-assessment students enjoy the learning process as they learn more
about themselves and as an artist. By having the students take part in a gallery walk, peers
will have the opportunity to offer feedback on the artwork, which will help the students identify
what went well in their artwork and what could be added to improve the piece.

4. How will you (a) address potential safety issues and (b) assure necessary precautions
are followed? See OEHHA, link HERE
In order to address potential safety issues and assure necessary precautions are followed,
we will abstain from using any prohibited materials per OEHHA standards. In addition, we will
demonstrate proper scissor safety to the students prior to their participation in the lesson.

Lesson Resources/References (use APA; please identify, with an asterisk, article or chapter
due for HW):
Sakatani, K., & Pistolesi, E. (2009). Personal Spaces: Students Creating Meaning Through
Big Ideas. Art Education, 62(1), 48-53.

* Include this information during the peer Media and Techniques Workshop 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