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: _Ashley Sutter ___________________ _______Marcell Ramish____________ Lawrence Schaedler-Bahrs________
________________________________ ________________________________ ________________________________
Lesson Title*: Celebration Quilt Big Idea*: C
elebrations and Family Grade Level*: 3
st
21 Century Art Education Approach(es): Modify Choice, Visual Thinking Strategies, and Meaning Making

Inspiration Artists, including those from underrepresented populations: Faith Ringgold

Lesson Overview (~3 complete sentences)*: Students will be able to share how their family celebrate both traditional cultural holidays and normalized
holidays as well as getting a chance to know what holidays their peers celebrate as well. They shall first be exposed to various depictions of celebration
amongst cultures. Then they will be presented with an inspiration artist, Faith Ringgold, that depicts celebration within quilts. After which, they shall be
giving an activity in which they will use various materials to creating drawings reflecting their own celebrations. Students will then take all of the classes
different drawings on how they celebrate and make a quilt out of it. At the end students will VTS their classmates artwork and discuss how cultures/religions
celebrate in different ways.

Background Knowledge (~3 complete sentences): How will you tap into students experiences and prior knowledge and learning?
Students are only familiar with what they celebrate with their families. By doing this lesson plan we hope to introduce our students to other
cultural/religious holidays that are celebrated around the world. This will give the students new perspectives on how different holidays are celebrated.
Align Big Idea with both Key Concepts and Essential Questions, below
Key Concepts (3-4): What you want the students to know. Essential Questions (3-4): Restate Key Concepts using open-ended questions.*
1. People celebrate different holidays all around the world. 1. Why do people celebrate?
2. Celebrations give life meaning. 2. How do celebrations create meaning within communal identity?
3. People celebrate traditions. 3. What are traditions?
4. Celebration leads to meaning making in art and discussion. 4. How do people celebrate?
Lesson Objectives: What you want the students to do via three content Align Assessment with Lesson Objectives in left column.
areas.*
1. Content area 2 Literacy : The students will (TSW) be able to . . . Formative Assessment strategy (of assigned reading): How will you assess
learn and identify vocabulary words and how it relates to the big idea of Literacy? What will you be looking for?* The students will be able to
celebrations and family. Literacy would be assessed through memo understand what celebrations and Visual Thinking Strategies are through the
writing based on readings. vocabulary words and the article readings. Assessment will be done through
2. Content area 1 Visual Art : The students will (TSW) be able to . . . memos which students will also be assigned in order to reflect on the readings.
Create a drawing or painting of how his/her family celebrates a certain Summative Assessment strategy (of studio investigation): How you will assess
holiday in their culture utilizing line, form, use of space, and color. Tying Visual Art and Geography? What will you be looking for?*

these individual pieces together with yarn, students will also be making a
communal quilt in the same guise as the inspiration artist, Faith Ringgold.
3. Content area 3 Geography: The students will (TSW) be able to . . .
relate to and identify different holidays that are celebrated around the
world and also be able to identify the countries where these holidays are
celebrated.
Common Core State Standards (2-3): L ist grade-specific standards.
Third Grade
1.Reading Standards for Informational Text K5: Integration of
Knowledge and Ideas-# 7 -Use information gained from illustrations (e.g.,
maps, photographs) and the words in a text to demonstrate
understanding of the text (e.g., where, when, why, and how key events
occur).
2.Speaking and Listening Standards K5:
.Comprehension and Collaboration- #1
Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacherled) with diverse partners on grade 3 topics and texts,
building on others ideas and expressing their own clearly. a. Come to
discussions prepared, having read or studied required material; explicitly
draw on that preparation and other information known about the topic
to explore ideas under discussion. b. Follow agreed-upon rules for
discussions (e.g., gaining the floor in respectful ways, listening to others
with care, speaking one at a time about the topics and texts under
discussion). c. Ask questions to check understanding of information
presented, stay on topic, and link their comments to the remarks of
others. d. Explain their own ideas and understanding in light of the
discussion..
Vocabulary: Identify and define vocabulary that connect the art form with
the other two identified content areas.*
1. Big Idea: The overreaching theme of something (in this case art).
Lesson Plan Template 2
Regarding Visual Arts, we shall assess the students on how they compose their
works, concerning such things as composition. We will look at their choice of
line use, negative space, and what color combinations they used. For
Geography, students would be assessed by listening for a clear understanding of
the diversity amongst celebration in culture across the world and whether or
not the students have observed the videos as well as the readings as well as
understood the video. Assessment for this would be done through 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: Develop Perceptual Skills and Visual Arts
Vocabulary
1.4 Compare and contrast two works of art made by the use of different art
tools and media (e.g., watercolor, tempera, computer).
x 2.0 Creative Expression: Skills, Processes, Materials, and Tools
2.2 Mix and apply tempera paints to create tints, shades, and neutral colors.
Communication and Expression Through Original Works of Art
2.4 Create a work of art based on the observation of objects and scenes in daily
life, emphasizing value changes.
x 3.0 Historical & Cultural Context:Role and Development of the Visual Arts
3.2 Identify artists from his or her own community, county, or state and discuss
local or regional art traditions
x 4.0 Aesthetic Valuing: Derive Meaning
4.1 Compare and contrast selected works of art and describe them, using
appropriate vocabulary of art.
Materials: List all materials needed in the columns below.
Have: Purchase
Crayons None
Markers
Colored Pencils
Water Color Paint
Paint brushes
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2. Celebration: acknowledge (a significant or happy day or event) with a White Construction Paper
social gathering or enjoyable activity. Colored Construction
3. Community: a group of people living in the same place or having a Hole Puncher
particular characteristic in common. Yarn
4. Culture: deposit of knowledge, experience, beliefs, values, attitudes,
meanings, and religion acquired by a group of people in the course of
generations through individual and group striving.
5. Diversity: the inclusion of individuals representing more than one
national origin, color, religion, etc.
6. Tradition: the transmission of customs or beliefs from generation to
generation, or the fact of being passed on in this way

Retrieved definitions from: https://en.wikipedia.org/

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?- Lawrence, Ashley, and Marcell will stand at the front of the classroom and will greet the class and introduce themselves.
Lawrence will then introduce our Big idea which is: Celebrations and Family and explain that it is for a 3rd grade classroom. Lawrence will then begin the
lesson by going over the lesson overview and he will also introduce the essential questions to the class. Next Lawrence will go on to introduce the key
concepts to the class and once finished Lawrence will then transition over to Ashley (Lawrence will have taught for 10-15min) Ashley will introduce the
lesson objectives and discuss the vocabulary words and their meanings with the class. Ashley will then lead a discussion about the readings the class did. She
will first pass out pieces of papers and markers for the students to put their thoughts and ideas on. Then she will ask the students (will take about 10 min)
What are the pros and cons of letting a student be the artist What does celebration mean to you? What do you like to celebrate with your family?
From the reading what was the most interesting celebration you read about? Students will table share with their group and discuss their thoughts and
write down their thoughts about these questions on the piece of paper that was provided. Once they are done discussing Ashley will call on each group and
have them share their answers with the class. Then Ashley will show a 5 minute video about how christmas is celebrated around the world. This video will
be an example of how just Christmas alone is celebrated in many different ways. Once the video is done Ashley will transition over to Marcell (Ashley will
have taught for 15- 20 min) We will introduce our Big idea in the first slide of the Powerpoint and then go into further detail during the Readings Discussion
Activity. During the lesson we will try and motivate students by having the Readings Discussion Activity. We will ask them What are the pros and cons of
letting a student be the artist What does celebration mean to you? What do you like to celebrate with your family? From the reading what was the
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most interesting celebration you read about? These questions can help motivate students to want to learn more about other celebrations, and help link
them to their prior knowledge of celebrations by asking about what they celebrate. Also throughout the powerpoint there will be clipart pictures of
different celebrations and we will ask students if they know what the celebration is in the picture and ask if they celebrate that holiday with their family.
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). Marcell will introduce our inspiration
artist, Faith Ringgold, and go over her bio and present multiple different artworks of her. Marcell will discuss Faith Ringgolds artwork and how they
look like Narrative Quilts and then talk about how the class will be making a Celebration Quilt together. Marcell will inform the students of the
activity they will be doing which is, students will be painting or drawing a picture of them and their family celebrating a holiday together. The three
focus areas we will be using for our lesson objectives would be Literacy, Visual Art, and Geography. We will be modeling literacy by presenting
vocabulary that is essential to the understanding of our concepts as well as explaining the concepts as defined within the articles given out, which
would also present various celebration examples. We will be modeling visual culture by using imagery and drawing to present the Big Idea of
Celebration as well as the other vocabulary presented. Lastly, we will be modeling visual culture by introducing and presenting various depictions of
celebration as well as artwork depicting celebration from around the world. These focuses will help the class better understand the key concepts
because both the activity and readings expose them the concept of celebrations and the diversity within them and among their peers. Our opening
activity would allow them to be more open and willing to share with the class as well as identifying a sense of community.
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)? Once students are done drawing or painting then they will tie together their works with yarn and make a quilt. Works will have pre-punched
holes at all four corners done prior to activity. Ashley, Lawrence, and Marcell will show the students a sample of what their work should look like by showing
a quilt the three of them made together. Marcell will then tell the students to clear their desks and inform that they have 30 minutes to complete this
activity (Marcell will have taught for 15 min). Once the activity is done and the quilt is made students will clean up and take their seats around the quilt and
VTS with the quilt for about 20 minutes. Then with the remaining time the teachers will introduce the essential questions again to the students and have
them reflect about what celebrations truly are. Students and teachers work together by making the quilt, and by doing a VTS workshop together. Lawrence
will introduce the essential questions which are, Why do people celebrate? How do celebrations with family create meaning? What are traditions? How do
people celebrate? We will not organize students to sit anywhere specific instead students will sit in their desk and work with the people around them. What
we will say during each activity is we will keep reminding them of the big idea of celebration and the essential questions that go along with it. The students
will be drawing or painting a picture of how their family celebrates a certain holiday and tying their artworks together to make a celebration quilt. Once the
quilt is made students will VTS about their work.

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? In the first 20 minutes of class, students will be asked to reflect on what celebration means to them and what they as well as
their families like to celebrate. Then we will ask them to share amongst themselves as well as voluntarily report to the class what they think celebration
means as well as their different celebrations. This will allow them to gain a sense of understanding amongst each other regarding the diversity within the
classroom and the world as a whole as well as helping them to be more open in with their peers, promoting a sense of community.
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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? After the presentation and showing of examples, students will gather their supplies and complete
drawings depicting their ideal celebrations, containing their families, friends, and etc. In drawing, they will be able to reflect on concepts of tradition and
celebration. Students will independently, 1. Answer reading discussion questions 2. Identify with a holiday celebration 3. Draw or paint a picture of a holiday
they celebrate with their family 4. Do a VTS workshop and express what they see when they look at the Celebration Quilt 5. Answer the essential questions
at the end of the lesson.

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? T o close the lesson, we all will facilitate and have the students put together their drawings into a quilt by tying
them together at the corners with yarn. We would then ask them to reflect on what they see. If they see any common threads or commonalities and
then ask them what they feel when the look at the quilt. Example questions would include How do celebrations create meaning within communal
identity?, How do people celebrate?, and etc.

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?

How we would adapt to help differently abled students is we would accommodate to whatever their special needs may be. If they have trouble speaking
English we would have a translated version of the lesson plan for them so if they are having trouble they can refer to it to help them. Any other case of
special needs such as if the student were deaf, we would have a more in depth set of instructions for the student and maybe even an interpreter for the
student. If the student were to be more advanced than they can draw another picture of a celebration that they learned from the reading that they do not
celebrate. This will give them more insight on another culture rather than their own and it will challenge them because they may not know a lot about the
certain celebration. If a student is unable to tie their drawing to the quilt then we will assist them with the tying.

2. How will this lesson allow for/encourage students to solve problems in divergent ways? This lesson will encourage students to solve problems by
allowing them to understand diversity and difference, in this case, within culture. It would thus expose them to accept different ways of accepting and
understanding which will help them seek out different problem solving methods as oppose to their traditional ones.
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3. How will you engage students in routinely reflecting on their learning? The students will write and reflect on their readings in memo form. Then they
will discuss with their group what celebrations they celebrate with their family and discuss an interesting celebration they learned about. Also after the
lesson students will VTS their work and their classmates work. They will reflect and discuss the artwork they see.

4. How will you (a) address potential safety issues and (b) assure necessary precautions are followed? See OEHHA, link HERE Concerning potential safety
issues, they will be addressed as they arise. There are none that are inherent within our supplies. We will also have the papers already punched with
holes in it so the students will not have to do it due to safety issues.

Lesson Resources/References (use APA; please identify, with an asterisk, article or chapter due for HW):
*Sands, I. (2017). Let the Student be the Artist. Arts & Activities, 161(2), 12.

*Holidays: A Sampler From Around the World. (n.d.). Retrieved April 16, 2017, from
https://www.scholastic.com/teachers/articles/teaching-content/holidays-sampler-around-world/

Retrieved Common Core Standards from: http://www.corestandards.org/assets/CCSSI_ELA%20Standards

Retrieved California Visual and Performing Arts Standards from: http://www.cde.ca.gov/be/st/ss/vagrade3.asp

* 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
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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