Art Education Lesson Plan Template: ART 133

Group 1 2 3 4 5 6 (please circle)

Print First and Last Names: Ruby Valdovinos, Val Anda, and Yang Thao

Lesson Title*: The Circle of life Big Idea*: Life Cycle Grade Level*: 2nd
21 Century Art Education Approach (es): Meaning Making and Big Ideas
st

Inspiration Artists, including those from underrepresented populations: Alice Neel

Lesson Overview (~3 complete sentences)*: Teachers will introduce students to the big idea (life cycles), and the
21st century art approach, (meaning making and big ideas). Students will discuss and describe in groups their
knowledge of life cycles and reflect on assigned reading, Teaching Real Art-Making, by engaging in a table share.
Teacher will pass out one piece of paper per table and have students record notes on their discussions. The
students will then compare the articles big idea to the teachers big idea (life cycles). Students will then be invited
to create their own interpretation of a life cycle by acknowledging the cycle of any living thing. Students will
receive two paper plates, one pin and the freedom of choice in creating their own representation of a life cycle by
using crayons, magazine pictures, paint, water colors, markers. To conclude, students will individually answer the
essential questions regarding their art work. Students will be able to share their essential questions with the class
and engage in a gallery walk.

Background Knowledge (~3 complete sentences): How will you tap into students experiences and prior
knowledge and learning?
We will ask students to use their experiences in order to explain their stages of life. They will be asked about what
things they know go through a life cycle, and how can they interpret the different stages through their art. They
will also be asked to include characteristics they think relate to each stage. Students/Children are surrounded by
living things in different stages in life and are able to observe the different stages. Teacher(s) will incorporate not
just human life cycles, but other such as insects, animals, flowers, etc.
Align Big Idea with both Key Concepts and Essential Questions, below
Key Concepts (3-4): What you want the students to Essential Questions (3-4): Restate Key Concepts using
know. open-ended questions.*
Life Cycles... 1. What is a Life Cycle?
1. are the series of changes in the life of an organism and 2. What are the different stages of life?
how they relate to each other. 3. How can you recognize the stages of a Life Cycle?
2. include stages such as birth, adolescence, 4. What things go through a Life Cycle?
reproduction, and death.
3. are made up of stages that can be distinguished
by introduction, growth, maturity, and decline .
4. include not just human beings, but other living
things such as insects, plants, animals,etc.
Lesson Objectives: What you want the students to
do via three content areas.*
1. Content area 2 Reading : The students will
(TSW) be able to explain meaning making and big
ideas through understanding the article. They will
have the opportunity to discuss and write about the
reading and relate it to the big idea: Life Cycles.
2. Content area 1 Visual Art : The students will
(TSW) be able to create a life cycle wheel using
different art mediums: water color, crayons,
markers, pastels and create different techniques to
create their life cycles, and bring to life what they
want to represent in their art work and their
knowledge of life cycles .
3. Content area 3 Science The students will
(TSW) be able to have the opportunity to use the
scientific definitions of the stages of life and be
guided by what they learn in their science classes ex:
Butterfly metamorphosis: egg, larva, pupa and adult.
Common Core State Standards (2-3): List grade-
specific standards.
1. Recount or describe key ideas or details from a
text read aloud or information presented orally or
through other media
2. Digestive and excretory systems
Vocabulary: Identify and define vocabulary that
connects the art form with the other two identified
content areas. *
Align Assessment with Lesson Objectives in left column.
Formative Assessment strategy (of assigned reading): How
will you assess Reading? What will you be looking for?* :
Students will be asked to interpret and answer questions
about the article they read. They will share ideas with
classmates in small groups and as a whole.
Summative Assessment strategy (of studio investigation):
How you will assess Visual Art and Science? What will you
be looking for?*: We will be looking for students to chose a
living thing and create their own life cycle wheel that both
uses their scientific knowledge of different stages of life,
and their artistic interpretations that depict characteristics
and experiences of each stage. Students will be able to
make connections and call upon personal experiences and
be able to tie everything back to the big idea and
answering the essential questions.
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: 1.1 Perceive and describe
repetition and balance in nature, in the environment, and
in works of art. 1.3 Identify the elements of art in objects in
nature, the environment, and works of art, emphasizing
line, color, shape/form, texture, and space.
__x_2.0 Creative Expression:2.1Demonstrate beginning
skill in the use of basic tools and art-making processes,
such as printing, crayon rubbings, collage, and stencils. 2.2
Demonstrate beginning skill in the use of art media, such
 1. Big ideas: main idea that brings all of the as oil pastels, watercolors, and tempera.
experiences and meaning making of the artist ___3.0 Historical & Cultural Context:
together. __x_4.0 Aesthetic Valuing: 4.1Compare ideas expressed
2. Meaning making: Using life experiences and through their own works of art with ideas expressed in the
personal values to add meaning to art. work of others. 4.2 Compare different responses to the
3. Life: what distinguishes animals and plants from same work of art.
inorganic matter, including the capacity for growth, ___5.0 Connections, Relationships, Applications:
reproduction, functional activity, and continual
change preceding death. Materials: List all materials needed in the columns below.
4. Cycle: series of events that follow one another. Have: Purchase:
2 Paper Plates per child N/A
Markers
Brushes
Water Colors
Crayons
pastels
Pins

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 Ruby, Val, and Yang will greet the students as they arrive to class ask students to sit with their lesson
plan groups. They should clear their tables except for something to write with, and Memo 6. When class starts,
teacher Ruby will ask students to direct their attention to the front where the power point presentation will be
show. Ruby will talk about lesson objectives, lesson overview and the different types of assessments. Students will
be called upon to brainstorm using prior knowledge, and combine that information with what is presented in their
power point. They will be asked to make connections to meaning making and big ideas and bring their own
experiences into what they will be creating. They have the freedom to choose any living thing, and how they want
to interpret each stage of life they chose. They will also see a video on life cycles that will spark their interest and
that explains many different possibilities they could include in their project (12-12:10)

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).
Yang will then introduce vocabulary, essential questions, and key concepts, that will help reinforce the
understanding of the lesson objectives. Reading: The students will (TSW) be able to explain meaning making
and big ideas through understanding the article. They will have the opportunity to discuss and write about the
reading and relate it to the big idea (Life Cycles). Visual Art: The students will (TSW) be able to create a life cycle
wheel using different art mediums: water colors, crayons, markers, pastels and use different techniques to create
their life cycles. They will bring to life what they want to represent in their art work and their knowledge of life
cycles . Science: The students will (TSW) be able to have the opportunity to use the scientific definitions of the
stages of life and be guided by what they learn in their science classes ex: Butterfly metamorphosis: egg, larva,
pupa and adult. This will help them use knowledge of another subject and incorporate it into choosing what stages they want to
include in their artwork. Val will then introduce slides on an example of an artist who incorporates life cycles throughout her works:
Alice Neel. Val will share what inspired that artist, and show examples of her artwork. (12:10-12:20)

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)?
Yang will also give examples of key concepts that will relate to the essential questions. They will be asked 1. What
is a Life Cycle? 2. What are the different stages of life? 3. How can you recognize the stages of a Life Cycle? 4.
What things go through a Life Cycle? These essential questions will help get students thinking about what they
should be focusing on and what we would like them to take from this experience. They will incorporate a mix of
reading, visual art, and science to answer the essential questions.

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?

Paper and markers will be passed out for brainstorming and coming up with ideas. We will have a pre
 brainstorming planning time in which questions are asked of the students. They will also be asked to share
what they learned through reading their article and doing their memo 6. They will able to compare ideas
and we can see how people interpreted what they read. This gives them a chance to also inspire each other
and bring personal experiences and stories to give meaning making to their art. Their discussions should tie
back to the big idea: Life cycles.
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 have the opportunity to choose something that goes through a life cycle (plants, butterflies, frogs,
trees, etc.) They will divide the life cycle in as many sections as they would like. Each section in the cycle will
depict the living thing at that stage. They can show the changes their choice goes through, and key points in life.
The plate in a circular shape represents how life continues to go round, and each stage will be focused upon one
at a time. Students will create a life cycle wheel inspired by the living thing of their choice. They can be inspired
by certain experiences and create their own life cycle and choose what stages they want to display. This shows
how in life we go through different experiences that help us grow and change they way we view things. We feel
certain things at different periods of our life, and different experiences impact us in certain ways.

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?

Students will first help each other to clean up. Ruby, Val, and Yang will assign different tables
to do different jobs that help with clean up. Students will be able to share their work with each
other. We will have a gallery walk of all the projects and students can look at the different
things that go through life cycles and how life cycles are the same or different. They will then
be asked to answer essential questions, and will be asked to reflect on their final thoughts of
the whole experience.

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?

-We will be giving step-by-step procedures and answer questions regarding concerns. We will provide
definitions and examples. Students will be able to work on their own and make decisions that pertain to what
they feel and think. Instructor will always be available for questions students may have and to promote
thinking. All instructors will also walk around and create a safe space to answer questions. If there are any
 adjustments needed we will accommodate for what is needed to ensure student feel a positive atmosphere for
creating their art.

2. How will this lesson allow for/encourage students to solve problems in divergent ways?

- Students will be able to observe and recognize the stages of life. Observations that they make can help
them make connections. These skills can help them to be more observant to details, and know that there are
various ways of interpreting and doing things. We will also be including essential questions that will allow
students to tie everything together at the end. They will be using problem solving skills throughout this whole
lesson in various ways: through art, self reflection, and group discussions. They will be given freedom of
creativity to make their own choices and deduce what they think is important or how they want to go about
things.

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

- The students art will give meaning to experiences in their life. They will be asked upon to reflect and place
meaning to cycles of life making them aware of the world around them. Through their art they will create their
own interpretation of a life cycle, and they will be asked to brainstorm different ideas. They will continually be
asked essential questions that always tie back to the big idea, and 21st century art education approach. To
wrap up there will be a final reflection, and they will be given time to reflect on the experience as a whole, and
express what they learned from it.

4. How will you (a) address potential safety issues and (b) assure necessary precautions are followed? See
OEHHA, link HERE

-We will ensure that we use appropriate art supplies, and go through the rules and procedures for handling
supplies that may need extra precautions. If there are any supplies that need extra instructions we will make
sure to mention it when directions are given. Everything will be organized and students will carefully retrieve
their supplies one group at a time. We will be monitoring as well through the lesson to ensure that we may see
any potential hazards and advise students on how to appropriately use different supplies.

Lesson Resources/References (use APA; please identify, with an asterisk, article or chapter due for HW):
*Roberts, T. (2005). Teaching real art making. Art Education, 58(2), 40-45.
[Super Kids] (2016, Nov 27). Life Cycle Songs for Kids | Humans Life Cycle | Life Cycle of a Butterfly | Life Cycle of a Frog. [Video
File]. Retrieved from https://www.youtube.com/watch?v=S3K5L7nCODM&feature=youtu.be.
* 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/Defining%20Arts
%20Integration.pdf