You are on page 1of 11

Lesson Plan Template 1

Art Education Lesson Plan Template: ART 133


Group 1 2 3 4 6 (please circle)
5

Print First and Last Names: ___Cindy Chenh___________________ _______Jessica Williams____________


________________________________
___Mariana Escobar_______________ _______Tezerash Eibensteiner_______
________________________________
Lesson Title*: Dreams and Nightmares Big Idea*: Dreams and Nightmares Grade Level*:
4th

21st Century Art Education Approach(es):

Choice-Based and Learner directed; Modified choice

Inspiration Artists, including those from underrepresented populations:

Clips from Little Nemo Adventures in Slumberland directed by Masami Hata and William Hurtz

https://youtu.be/wRs4Y3Kzdt0 2:46-7:50 and 10:00-11:39

Lesson Overview (~3 complete sentences)*:

Teachers introduce students to and facilitate discussion over the example artwork (animation clips) containing symbolism and
visual metaphor. Teachers discuss a single symbol in the work. Students then collaboratively come up with examples of
symbols and metaphors to strengthen their knowledge of the new vocabulary. Students apply this knowledge of literacy and
health to create an artwork based on an important dream or nightmare of theirs and how it has affected their health.

Background Knowledge (~3 complete sentences): How will you tap into students experiences and prior knowledge and
Lesson Plan Template 2

learning?

Past experiences with dreams and nightmares will be necessary for the lesson.

Students will use their knowledge of health science to assess the effects that their dreams/nightmares have on their health.

(Any reference to health science/biology/psychology/general science in the standards to rely on?)

Students will use past experiences with speech and literacy to distinguish symbols and metaphors.

(Is there anything mentioned in K-4 literacy requirements about comparisons/symbols/metaphors/literal vs.figurative?)

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. Dreams/nightmares can inspire art-making.
1. In what ways do dreams/nightmares affect art-making?
2. Dreams/nightmares can reflect reality.
2. How can dreams and reality relate to one another?
3. Dreams/nightmares can help process emotions,
experiences, and knowledge. 3. In what ways are dreams/nightmares personally impactful?

Lesson Objectives: What you want the students to do via Align Assessment with Lesson Objectives in left column.
three content areas.*

1. Content area 2 Literacy : The students will (TSW)


be able to understand symbols and metaphors. Formative Assessment strategy (of assigned reading): How will
you assess Literacy? What will you be looking for?*
2. Content area 1 Visual Art : The students will (TSW)
be able to create an artwork about an important
dream/nightmare that they have had. Students will fill out a form at the end of class circling ether
Lesson Plan Template 3

3. Content area 3 Science_____: The students will (TSW) be symbol or metaphor indicating which they used in their
able to understand the effects that dreams/nightmares artwork. Students will also include written responses to
have on ones health. questions asking what the symbol/metaphor literally is, what it
means.

Summative Assessment strategy (of studio investigation): How


you will assess Visual Art and science? What will you be looking
for?*

In the form that students will fill out at the end of class, they will
also include how the student has illustrated the
dream/nightmares effect on their health and what that effect is.

Common Core State Standards (2-3): List grade-specific California Visual and Performing Arts Standards (grades 1-6 only)
standards. (3-5): Check all that apply and add number and description of
applicable content standard.
1. Organize and develop artistic ideas and work.
_x_1.0 Artistic Perception: Processing, Analyzing, and Responding to
2. Apply criteria to evaluate artistic work. Sensory Information Through the Language and Skills Unique to the Visual Arts

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.

Vocabulary: Identify and define vocabulary that connect _x_2.0 Creative Expression: Creating, Performing, and Participating in the
Visual Arts. Students apply artistic processes and skills, using a variety of media
Lesson Plan Template 4

the art form with the other two identified content areas.* to communicate meaning and intent in original works of art.

_x_4.0 Aesthetic Valuing: Responding to, Analyzing, and Making


Judgments About Works in the Visual Arts
1. Symbol - something that represents something else
(concerning representation) 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.

2. Simile- an attribute of something likened to something


else in a like/as statement or situation (concerning
comparison) Materials: List all materials needed in the columns below.

Have: Purchase:

scissors, liquid glue/glue stick,


3.Metaphor - figure of speech; a simile presented as an
white paper, pencils, crayons,
is/am statement/situation (concerning comparison ; non-
watercolor and tempera
literal)
paints, brushes, watercolor
and acrylic markers, colored
pencils, pens, erasers, cloud
4. Health - The overall condition of body or mind and the clay, rulers, glueable bobbles,
presence or absence of illness or injury (Insel, p. 2) water , cups, paper towels,
cotton balls, glitter glue, hole
puncher, yarn, colored
5. Dreams - mental experiences during REM sleep construction paper, stickers

6. Nightmares- unpleasant mental experiences during


REM sleep
Lesson Plan Template 5

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?

Ask students if they had any interesting dreams or nightmares the night before in which they are willing to share with the class
(1 minute per person for sharing, 3-4 students minimum). The teacher keeps track of the time and shows the final 10 seconds
on her fingers silently for the student to know s/he should wrap it up.

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).

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)?

Introduce Dream Artwork Example:

Play 2 clips from Little Nemo Adventures in Slumberland.


Lesson Plan Template 6

Discuss the similarities and differences represented in the dream scenario and reality scenario:

The train is the object of fear in the dream, but in reality, his mother is the object of fear. Both objects of fear are being loud.
The door is a barrier to the things Nemo fears in both scenarios. Nemo's mother is in the kitchen in both scenarios. In the
dream, Nemo feels that his mother is not listening to him. In reality, Nemo's mother says that she feels Nemo is not listening
to her.

Explore the train as a symbol through dream interpretation and effects on Nemos health:

"This dream may show that you want to control your life and take it in a set direction," ()Hamilton-Parker, 2014) like how a
train travels on a set direction of tracks. Nemo cannot control his sleepwalking yet still gets into trouble for it. Conclusion: The
train is a symbol of Nemo's want to control his sleepwalking.

"Alternatively, it may show that you are frustrated by the routines of your life[...]" (Hamilton-Parker, 2014) such as Nemo's
routine of sleepwalking each night to eat pie. Trains relate to routines because they travel on a routine schedule through a
routine route of tracks.

Additional interpretations: The loudness of the train could symbolize Nemo's mother's loud yelling, which affects Nemo's
emotional health with fear and his physical health by quickening his heart causing a fight-or-flight response (where Nemo runs
away to his room).

Work criteria:

Have the criteria written up for a duration of the project on the whiteboard and presentation board. Today, you will make an
artwork about an important dream or nightmare that you have had and describe its effects. You will be expected to use at
least one of either visual symbol or visual metaphor.

Here are some examples on the board, BUT I encourage you to make up your own. Ill even offer extra credit to make your
own, and you can earn a sticker from the sticker box. Make sure youll be able to explain it at the end.

Project Examples: Bring out the presentation board with two columns--one for symbol and the other for metaphor. Define
Lesson Plan Template 7

symbol and metaphor. As an example of symbol, explain that the heart symbol (draw it out) is an example of love and life
( within video games), even though it does not really look like a heart. As an example of a metaphor, explain the phrase She
is a cheetah meaning that she is not litteraly a cheetah, but she does run as fast as a cheetah. Have the students come up
with their own examples to write on the board (5 minutes).

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 collaboratively come up with examples of symbols and metaphors for the example board and will engage in
collaborative learning and peer coaching during studio time over materials and related concepts.

4. Independent Learning (students do alone): What activity will the stu

dents complete independently to apply their newly formed understanding to novel situations? What will the students explore
independently?Students will use introspection to explore the meaning of their dream/nightmare, its significance, and the
effects it has on them.

Get to work!:

Let students know what time class will end, and write it on the board (1:40 p.m.)

Teachers will walk around the room and be available for problem-solving questions and to provide additional resources if
needed, to ask students how they are doing if they seem to be stumped and to ensure safety procedures are followed.
Teachers will also be looking out for any students who are exerting unusual behavior such as fidgeting, uncomfortable
expressions, withdrawal, etc. In the case that a student looks uncomfortable with their subject, the teacher will lightly tap the
student on the shoulder and quietly ask them to come outside where the teacher will privately ask, Whats going on?It is the
students decision how to interpret the direction of the question and discuss what the subject of the artwork is or how it is
Lesson Plan Template 8

affecting them. The teacher will then suggest that if this artwork is too uncomfortable for the student to work on, they could
use a different dream (leaving the opportunity to explore another nightmare open as far as the assignment is concerned, but
trying to encourage them to re-direct their decision to exploring a dream). If they insist on continuing this assignment and
their behaviors prior to leaving the classroom were not distracting to other students, then the teacher will suggest that the
student may use the lone table at the back of the room and borrow supplies one-by-one from the material groups. Give 5-10
minute warnings until the end of class and a 10-second verbal and finder countdown.

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?

Paperwork:

Pass out small sheets of paper. Ask students to circle symbol or metaphor, and then to use the lines below to describe it
using literal terms and then what it means. Have the students write their name and date on a piece of paper with their artwork
and turn it in (5 minutes total).

Cleanup:

Everyone will put away the items at the station they are currently sitting at in labeled cupboards (5 minutes total).

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?

The way we will adapt the various aspects of the lesson for advanced learners is through our extra credit activity in which we
ask the students to come up with more examples of symbols and metaphors. Our goal is to further challenge their thinking.
Lesson Plan Template 9

The way that we plan to adapt the various aspects of learning for English language learners is by encouraging them to use
symbols and/or metaphors from their native language.

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

Through collaborative activities, students will have several discussions with one another and will have to work together while
creating their artwork in order to explore materials, drawing concepts, introduced vocabulary, and problem-solving.

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

Students must use their knowledge of literature to use symbols and metaphors in their artwork, use their background
knowledge of science to explore their health and wellness, reflect on the elements and principles of art to help convey mood
and describe the effects of their dreams/nightmares during the studio.

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

We will address the potential safety issues and assure that necessary precautions are followed by:

Describing each material stations and individual safety measures (i.e. do not tie string to anything except the artwork; not on
your body or the furniture)

Limit 4 students per station

No running between stations, No tripping[]

Chairs planted firmly on the ground [...] No Tipping. All 4 on the floor
Lesson Plan Template 10

Lesson Resources/References (use APA; please identify, with an asterisk, article or chapter due for HW):

References

Adkins, A. [TED-Ed]. (2015, December 10). Why do we dream? [Video file]. Retrieved from

https://youtu.be/2W85Dwxx218

Fujioka, Y. (Producer), Hata, M. (Director), & Hurtz, W. (Director). (1989). Little Nemo:

Adventures in Slumberland [Motion Picture]. Japan: Tokyo Movie Shinsha Co., Ltd.

Hamilton-Parker, C. (2014, September 16). Dream Interpretation: Trains. [Blog post]. Retrieved

from http://www.dreamsleep.net/meanings/trains/

Insel, P. M., & Roth, W. T. (2012). Connect core concepts in health (12th ed.). New York, NY:

McGraw-Hill.

Matusov, E., & Rogoff B. (2003). Newcomers and old-timers: educational

philosophies-in-action of parent volunteers in a community of learners school.

Anthropology & Education Quarterly, 33. Retrieved from

http://sacstatearted.weebly.com/uploads/1/5/8/9/15898218/group5_reading.pdf *

Nielsen, T., & Powell, R. A. (2015). Dreams of the rarebit fiend: food and diet as instigators of

bizarre and disturbing dreams. US National Library of Medicine National Institutes of

Health, 6. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4330685/


Lesson Plan Template 11

* 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

You might also like