Group 4 Lesson Plan: Utopia

Katie Alicaya
Mikaela Bugarin
Jemie Quero

Big idea Utopia

Grade level 6th grade

21st century art Meaning making and big ideas

education approach

Inspiration Artists
Saya Woolfalk

Lesson Overview
Students will use their own personal experiences and
(about 3 sentences)
values to create their interpretation of utopia through
artmaking. They will be able to visually express their
perspectives on what their perfect worlds would revolve
around. Students will demonstrate their ideas by creating
wearable art using old clothes, recyclable materials, and
classroom art materials.

When referring to past experiences to frame the idea of

Background utopia, students will refer to subjects like history and
knowledge (about 3 science. Scientific and Historical references is prevalent in
sentences) the inspiration artists work to which her interests are in
hybridity or combining multiple subject matters. Utilizing
measuring and precise step-by-step procedures, students
will refer to their prior science experience.

1. Utopias can be represented through different artworks.

2. Artists can be conservative in artmaking by reusing
clothing and art materials.
Key concepts (what
do you want the 3. Utopias are shaped by different philosophies.
students to know)
4. Different utopian philosophies can help improve modern
day society.

1. How can utopia be represented in artwork?

2. How can artists utilize reusable items in their artwork?
Essential questions 3. What are philosophies/big ideas that can represent a
(restating of key utopia?
concepts using open-
4. How might the philosophy of utopias be implemented to
ended questions)
help improve modern day society?

1. Content area 1 History : The students will (TSW) be able to

Lesson objectives
2. Content area 2 language arts : The students will (TSW) be
able to choose a words and expressions that are
meaningful to them and appropriate them through the
expression of visual art
3. Content area 3 Science: The students will (TSW) be able to
experiment with different materials following a multistep
procedure. Students will take measurements of their
materials to the scale of their preference

Formative Assessment Strategy (Language arts)

Align Assessment -Students will revisit their memos to come up with one
with Lesson takeaway quote or idea that makes the article significant.
Objectives Teachers will assign groups to talk about and come up with
one takeaway idea.

Summative Assessment Strategy (History and Science)

-Revisiting the Essential Questions, students will answer
the questions in reference to their work. Teachers will ask
students to come as a class and portray their essential
questions answers to the class to better understand their
work.
 1. Language arts: Vocabulary acquisition and use: Acquire
and use accurately grade-appropriate general academic
and domain-specific words and phrases;gather vocabulary
Common Core knowledge when considering a word or phrase important
Standards to comprehension or expression
2. History: Integrate and evaluate content presented in
diverse media, including visually and quantitatively, as
well as words
3. Science: Follow precisely a multistep procedure when
carrying. out experiments, taking measurements, or
performing technical tasks.

1. Artistic Perception: The students will be able to relate

philosophy, nature, and events in society in their creation
of utopia.
2. Creative Expression: Students will use past experiences,
interests, and knowledge to create pieces from various
media

California Visual and3. Historical & Cultural Context: Students may refer to their
Performing Arts culture and knowledge of history to portray works that are
Standards (pick 3-5 culturally appropriate.
and add description
4. Aesthetic Valuing: Students will be able to view their
of application
peers artworks and give positive feedback. Students will
content standard)
also be able to interpret each pieces philosophy/big idea.

1. Utopia: an imagined place or state of things in which

everything is perfect.
2. Mythology: the collection of traditional stories that
 explain history or natural events involving supernatural
beings and events.
3. Symbolism: the use of symbols/ to represent ideas or
qualities.
Vocabulary (pick
4. Philosophy: the study of the fundamental nature of
words that tie in with
knowledge, reality, and existence.
the two identified
content areas) 5. Ideology: a system of ideas and ideals; the study of their
origin and nature.

Things we have:
paint
scissors
sequins
beads
gemstones
hot glue gun
Materials
feathers
Things we need to purchase:
No purchases needed
Things to bring in:
old party supplies
Old Clothing
Old jewelry

1.

2. 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?
Lesson procedures
(this is the bulk of a. Modeling (teacher does): Name and demonstrate the
our lesson plan content area strategies/skills (see Lesson Objectives) that
where we have to are the focus of the lesson. Explain and show their
talk about what they purpose. Use analogies or other concrete examples to
need to do while explain concepts (see Key Concepts).
addressing
management like Activity 1: Memos
room arrangements
and transitioning
After introducing our Big idea, Teachers Katie, Jemie,
and Mikaela will begin class with an activity
involving their memos. Each group will receive one
piece of paper and a marker. Groups will recall the
article and write one takeaway they gained from the
article.

Content area 1 History : The students will (TSW) be able to

Content area 2 language arts : The students will (TSW) be
able to choose a words and expressions that are
meaningful to them and appropriate them through the
expression of visual art
Content area 3 Science: The students will (TSW) be able to
experiment with different materials following a multistep
procedure. Students will take measurements of their
materials to the scale of their preference

3. 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 students
do (see Lesson Objectives)?

Essential questions will be further explored through the

current concluding activity where students will reference
their work. Each student will receive a pen and paper and
write their answers down. Each student is responsible for
their own work, but may ask for guidance from the peers
that are in their group. Students may use memos as a
 reference. During this activity, Teachers Jemie, Katie, and
Mikaela will walk to each group and sit with and ask them
the students about their work. After the each students has
answered the questions, teacher Katie will ask the class to
join as a group. Teacher Katie will ask for one volunteer
each from the same group.

4. 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 engage in collaborative work during the

memo activity. Each will first come up with their own
understanding and then share with their group members
in their assigned groups. Through the memo activity,
students will all need to agree on one important takeway
from the article reading assigned by teacher Katie,
Mikaela, and Jemie.

5. 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 their idea of utopia through

Artmaking, specifically in making or modifying
clothing and accessories or wearable art. Students
will work on these projects alone.

Closure: How will you end the lesson to solidify

learning? How will you and/or students summarize
concepts and strategies/skills?

Katie will ask the students to clear their desks and

have out their art piece and something to write with.
Mikaela will be passing out blank paper for the
students to respond to the essential questions.
Students will work independently but can collaborate
 with their peers if a question is confusing.

6. Instruction overview:

7. Students will be asked to come up with a theme to

resemble their utopia using inspiration from their own
experience, philosophies, etc.. Students will choose
to either make or enhance one item (list below) or
make a look (doesnt have to be complex)

a. piece of jewelry

b. Piece of clothing

c. Headdress

Once a utopia is determined, they will take out the

materials they brought. Students will also have
access to the materials that are located at the table
at the back of the classroom to create their piece

Students may use items like recyclable materials, old

clothes, materials that can embellish your base
materials, resources from nature

During the last 15 minutes of class, students will

clear their desks except for their artwork so we can
engage in our final activity

1. Instructions will be further simplified, plenty of visuals

will be provided along with labels to make understanding
easier for the student.
 2. Students will work with a lot of new and/or different
materials. Students will develop and utilize their time
management skills to create their art within a specific time
frame.

3. Grade appropriate materials will be provided. Very clear

instructions and guidelines will be given on how to safely
use the provided materials.

4. In order to adhere to the proper safety standards, the

teachers will provide the students with material that are
not prohibited by the OEHHA standards. We will
demonstrate how to properly handle scissors to the
students prior to beginning the studio.

Questions:

Wright, S. (2010). Creativity: meaning-making and

1. How will you adapt representation. In Understanding creativity in early
the various aspects childhood: Meaning-making and children's drawings (pp.
of the lesson for 1-24). London: SAGE Publications Ltd. doi:
differently-abled
10.4135/9781446251447.n1
students, including
English language
learners?
2. How will this lesson
allow for/ encourage
students to solve
problems in
divergent ways?
3. How will you engage
students in routinely
reflecting on their
learning?
4. How will you (a)
address potential
safety issues and (b)
assure necessary
precautions are
followed? See
OEHHA)
Lesson
Resources/Reference
s (use APA; please
identify, with an
asterisk, article or
chapter due for HW):

http://sk.sagepub.com/books/understanding-creativity-in-early-childhood/n1.xml