ArtEducationLessonPlanTemplate:ART133

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PrintFirstandLastNames:DanielTeranishiSteviePooleCaylaPerez

LessonTitle*:RoleModelforMe
BigIdea*:RoleModels
GradeLevel*:3
21stCenturyArtEducationApproach(es):MeaningMakingandBigIdeas

InspirationArtists,includingthosefromunderrepresentedpopulations:
J.HowardMiller
LessonOverview(~3completesentences)*:
Teacherswillintroducestudentstothebigidea(rolemodels)and21stcenturyartapproach
(meaningmakingandbigideas).Studentswilldiscussingroupstheimportanceofrolemodels
andreflectontheassignedreading(personalspacesaddressedbySakataniandPistolesi)by
engaginginatableshareactivity.Thisactivitywillrequirestudentstodiscuss,describe,and
recordonapieceofpaper(providedbytheteacher)withtheirtablewhatabigideaisand
comparethearticlesbigidea(humanscreatepersonalspaces)versustheteachersbigideaof
rolemodels(howhumanscreaterolemodels).Studentswillthenbeinvitedtocreateacollage
usingmagazinecutouts,paint,crayons,personalphotosoffriendsandfamily,and/orprintouts
offictionalcharactersexemplifyingcharacteristicsandtraitsofrolemodels.Toconclude,
studentswillindividuallyansweressentialquestionsregardingtheirartwork.Onapieceof
paperthattheteacherswillprovide,thestudentswillanswertheessentialquestionsfeaturedin
thepowerpointandprovideadescriptionofwhytheyfeaturedspecificpeopleorcharacteristics
withintheircollage.Studentswillalsoengageinagallerywalktoviewpeerscollages.
BackgroundKnowledge(~3completesentences):Howwillyoutapintostudentsexperiences
andpriorknowledgeandlearning?
Studentswilltapintotheirpersonalexperiencestosharewithotherstheimportanceofrole
models.Studentswillreflectontheassignedreadingintheirgroupstofurthertheconversation
regardingmeaningmakinginartandrolemodels.Thestudentswillcreatealistoftraitsand
characteristicsthatrolemodelsmightpossess.Studentswillusetheirpriorknowledgeofbasic
skillsinartmakinginordertocreatetheircollage.

AlignBigIdeawithbothKeyConceptsandEssentialQuestions,below
KeyConcepts(34):Whatyouwantthestudentstoknow.
Rolemodels...
1.areapersonlookedtobyothersasanexampletobeimitated
2.leadbyexample
3.possesspositivecharacteristicsandtraitsthatanindividualaspirestoobtain
4.canbeanyone(parents,peers,teachers,fictionalcharacters)
EssentialQuestions(34):RestateKeyConceptsusingopenendedquestions.*
1.Whatisarolemodel?
2.Inwhatwaysdorolemodelsleadbyexample?
3.Inwhatwayscanarolemodelworkthroughtheirimperfections?
4.Inwhatwaysdorolemodelsinspireotherstobecomearolemodelthemselves?
LessonObjectives:Whatyouwantthestudentstodoviathreecontentareas.*
1.Contentarea2Literacy:Thestudentswill(TSW)beableto...explainindetailwhata
bigideaisandhowthebigidearelatestopersonalspaces.
2.Contentarea1VisualArt:Thestudentswill(TSW)beableto...createaportrait/collage
thatdepictstheiridealrolemodel
3.Contentarea3SocialScience/Studies:Thestudentswill(TSW)beableto...identify
characteristicsandtraitsoftheirselectedrolemodel(s)

AlignAssessmentwithLessonObjectivesinleftcolumn.

FormativeAssessmentstrategy(ofassignedreading):HowwillyouassessLiteracy?Whatwill
youbelookingfor?*
Teacherswillaskstudentstodoatablesharewiththeirpeerstodiscussandexplainwhatabig
ideaisandhowthebigidearelatestopersonalspaces.

SummativeAssessmentstrategy(ofstudioinvestigation):HowyouwillassessVisualArtand
____Socialscience/studies____?Whatwillyoubelookingfor?*
Studentswillbepresentedwiththeessentialquestionsintroducedatthebeginningofthelesson
andaskedtoanswerthemonaseparatesheetofpaper.Teacherswilllooktostudentsvisualart
forunderstandingofmeaningmakinginartaswellasthebigideaofrolemodels.Thestudents
understandingwillbedemonstratedthroughthecomplexityoftheircollageandwritten
responsestotheessentialquestions
CommonCoreStateStandards(23):Listgradespecificstandards.
1.Askandanswerquestionstodemonstrateunderstandingofatext,referringexplicitlytothe
textasthebasisfortheanswers.
2.Distinguishtheirownpointofviewfromthatoftheauthorofatext
3.Engageeffectivelyinarangeofcollaborativediscussions(oneonone,ingroups,andteacher
led)withdiversepartnersongrade3topicsandtexts,buildingonothersideasandexpressing
theirownclearly.
Vocabulary:Identifyanddefinevocabularythatconnecttheartformwiththeothertwo
identifiedcontentareas.*
1.RoleModels:apersonwhosebehavior,example,orsuccessisorcanbeemulatedbyothers,
especiallybyyoungerpeople
2.Characteristics:adistinguishingtrait,quality,orproperty
3.BigIdea:broad,importanthumanissuesarecharacterizedbycomplexity,ambiguity,
contradiction,andmultiplicitybigideasdonotcompletelyexplicateanideabutrepresenta
hostofconceptsthatformtheidea.
4.Collage:apieceofartmadebystickingvariousdifferentmaterialssuchasphotographsand
piecesofpaperorfabricontoabacking.
5.PersonalSpaces:anartenvironmentwhichsymbolizespersonalspacesimportanttostudents.
Itcanbecreatedintheformofmatchboxes,studentlockers,internetvirtualspace,collage,in
miniaturetableaus.

CaliforniaVisualandPerformingArtsStandards(grades16only)(35):Checkallthatapply
andaddnumberanddescriptionofapplicablecontentstandard.
_X__1.0ArtisticPerception:Studentsperceiveandrespondtoworksofart,objectsinnature,
events,andtheenvironment.Theyalsousethevocabularyofthevisualartstoexpresstheir
observations.
_X__2.0CreativeExpression:Studentsapplyartisticprocessesandskills,usingavarietyof
mediatocommunicatemeaningandintentinoriginalworksofart.
___3.0Historical&CulturalContext:
_X__4.0AestheticValuing:Studentsanalyze,assess,andderivemeaningfromworksofart,
includingtheirown,accordingtotheelementsofart,theprinciplesofdesign,andaesthetic
qualities.
_X__5.0Connections,Relationships,Applications:Studentsapplywhattheylearninthevisual
artsacrosssubjectareas.Theydevelopcompetenciesandcreativeskillsinproblemsolving,
communication,andmanagementoftimeandresourcesthatcontributetolifelonglearningand
careerskills.Theyalsolearnaboutcareersinandrelatedtothevisualarts.
*TheseVAPAstandardshavebeenselectedunderanumbrellaratherthanselectingindividual
contentstandardsbasedonhowrestrictiveandspecifictheindividualstandardsare

Materials:Listallmaterialsneededinthecolumnsbelow.
Copiesoffacesilhouettes
Miscellaneousdecor
Scissor
Gluesticks
Markers
Crayons
Paint
Paintbrushes
Magazines
Personalphotosorprintouts

Have:
Allitemslistedabove
Purchase:
N/A
LessonProcedures:Outlinethestepsthatwillhappenfirst,second,etc.intheProceduresthat
followtoteachwhatyouexpectthestudentstolearn.Proceduresshouldbethelongestsection
intheLessonPlan,andshouldbeveryspecificanddetailed,includingindividualrolesofgroup
members,andtimespentoneachtask.Describedirectionsyouplantogivethestudents,
teachingmodels/strategiesyouplantouseduringthelesson,differentactivitiesyourstudents
willdo,etc.Besuretoincludemanagementissuessuchastransitions,roomarrangements,and
studentgroupings

1.FocusLesson(teacherdoes):Detailopeningactivitiesbyexploringthefollowingquestions.
Howwillyoumotivatethestudentstowanttolearnthenewconcepts(seeKeyConcepts)and
strategies/skills(seeLessonObjectives)?HowwillyouintroducetheBigIdeaofthelesson?
Howwillyoulinkthislessontothestudentspriorknowledge?

TeachersCayla,Daniel,andSteviewillgreetthestudentsastheyarrivetoclass.Teacherswill
askstudentstositwiththeirlessonplangroupsandgetoutawritingutensil.Whenclassstarts,
teacherSteviewillaskstudentstodirecttheirattentionupfrontwherethebigideaandlesson
willbeintroducedthroughpowerpointpresentation.Tofurtherexplainthebigidea,teacher
SteviewillplayaYouTubevideo.https://www.youtube.com/watch?v=Kc2lV00LoPo.

Modeling(teacherdoes):Nameanddemonstratethecontentareastrategies/skills(seeLesson
Objectives)thatarethefocusofthelesson.Explainandshowtheirpurpose.Useanalogiesor
otherconcreteexamplestoexplainconcepts(seeKeyConcepts).

Caylawillintroduceourlessonobjectivesviapowerpoint:
LiteracyTSWbeabletoexplainindetailwhatabigideaisandhowthebigidearelatesto
personalspaces.
Thestudentsdemonstratethisbytheirabilitytotalkamongtheirclassmateswhileindiscussion
andbeabletowriteoutwhatthemeaningofrolemodelsaretothem.Whilealsotalkingabout
thebigideaandhowitrelatestotheirarticleaboutpersonalspaces.
VisualartTSWbeabletocreateaportraitofcollagethatdepictstheiridealrolemodel.
Thestudentswilldemonstratethisbymakingacollageofwhattheirpersonalrolemodelisand
beabletoexplainwhateachaspectoftheircollagedepicts.
Socialscience/studiesTSWbeabletoidentifycharacteristicsandtraitsoftheirselectedrole
models.
Thestudentsdemonstratethisbyansweringtheessentialquestionsgivenbytheteachers.While
alsobeingabletorelatetheessentialquestionstotheirartworkbywhycertaincharacteristics
werechosentoaddtotheircollage.
Totransitionforward,teacherCaylawillintroducestudentstoourinspirationartistJ.Howard
Millerviapowerpointpresentation.Thisprovidesstudentswillconcreteexamples.

2.GuidedInstruction(teacherandstudentsdotogether):Detailmainactivitiesbyexploring
thefollowingquestions.WhatEssentialQuestionswillyouaskstudentstofacilitatelearning?
Howwillyouorganizestudents?Whatwillyoudo/sayduringeachlearningactivity?Whatwill
thestudentsdo(seeLessonObjectives)?

TeachersCayla,Daniel,andStevieshowstudentstheirhandmadecollageexamplesandgivea
briefexplanationastowhytheychosetheimagestheydid.Teachersalsoexplainwhat
techniquestheyusedtocreatetheircollageandprovidestudentswithsuggestions.Teacher
Steviedirectsstudentstothesuppliesavailabletocompletecollagesandwheretheycanbe
foundthroughouttheroom.Studentswillbeorganizedbybeingintheirownlessonplangroups.
Theessentialquestionsthatwillhelpfacilitatelearningare;Whatisarolemodel?Inwhatways
dorolemodelsleadbyexample?Inwhatwayscanarolemodelworkthroughtheir
imperfections?Inwhatwaysdorolemodelsinspireotherstobecomearolemodelthemselves?
Thesequestionswillbeansweredonaseparatepieceofpapergivenoutbytheteachers.
Studentswillhavetimetoanswerthequestionsandbeabletoreflectthoseontotheirown
artwork.

3.CollaborativeLearning(studentsdotogether):Whatactivitywillyouincludesothat
studentshaveanopportunitytonegotiateunderstandingsandengageininquirywithpeers?

Studentswillworkwiththeirtablematestoproducealistofcharacteristicstheyfeelarolemodel
shouldexemplify.Askstudentstodiscussoutloudpastexperiencesandwhotheymayknowin
reallifeorfictionalcharacters,thattheyconsidertoberolemodels.Inadditiontocreatingalist
ofrolemodelcharacteristics,studentswillalsodiscusstheassignedreadinganddelveintothe
21stcenturyartapproachofmeaningmakingthroughart.
4.IndependentLearning(studentsdoalone):Whatactivitywillthestudentscomplete
independentlytoapplytheirnewlyformedunderstandingtonovelsituations?Whatwillthe
studentsexploreindependently?

Studentswillcreateacollageoftraitsandcharacteristicsrepresentativeofrolemodelsonaprint
outofafacesilhouetteusingmaterialssuchasmagazinecutouts,scissors,glue,crayonsand/or
markers,accessories,andpersonalpicturesifdesired.Thisactivityencouragesstudentstocreate
theirownidyllicrolemodelratherthanchoosingonewhomayalreadyexist.

Closure:Howwillyouendthelessontosolidifylearning?Howwillyouand/orstudents
summarizeconceptsandstrategies/skills(seeKeyConceptsandLessonObjectives)fortheday?
TeacherStevieasksstudentstodisplaytheircollageonthetablespaceinfrontofthem.Students
allparticipateinagallerywalktovieweachother'swork.Asstudentswalkaroundthe
classroomtoviewotherswork,teacherStevieencouragesstudentstothinkaboutthedifferent
characteristicstheirpeerschosetoincludeintheirartwork.

Pleaserespondtothefollowingquestionsthoroughlyandincompletesentences.
1. Howwillyouadaptthevariousaspectsofthelessonfordifferentlyabledstudents,
includingEnglishlanguagelearnersandadvancedlearners?
ToadaptthislessonfordifferentlyabledstudentssuchasEnglishlanguagelearners,wewould
providemorevocabularywordsandallowstudentsextratimetoaskquestionsandreceivehelp.
Ifmoreexplanationwereneeded,wewouldcreateavocablistthatcontainsthewordsinthe
student'sfirstlanguageandthenprovidesthetranslatedwordandenglishdefinition.Toadapt
thislessonforadvancedlearnerswewouldprovidemoreindepthreadingthatexplainsinmore
detailthe21stcenturyartapproachofmeaningmakingthroughart.

2. Howwillthislessonallowfor/encouragestudentstosolveproblemsindivergentways?
Thislessonwillencouragestudentstosolveproblemsindivergentwaysbycollaboratingwith
otherstoshareideasregardingmeaningmakinginartandimprovisingintheirartmaking.
Throughgroupdiscussionthestudentsarebeingexposedtoideasthatdifferfromtheirownand
findingawaytocometoaconsensusindefiningmeaningmakingandwhatmakesagoodrole
model.

3. Howwillyouengagestudentsinroutinelyreflectingontheirlearning?
Toengagestudentsinroutinelyreflectingontheirlearningwewillprovidestudentswiththe
opportunitytoobjectivelyreflectontheprogressmadeintheirartpieces.Byrespondingtotheir
worksthroughselfassessmentstudentsenjoythelearningprocessastheylearnmoreabout
themselvesandasanartist.Byhavingthestudentstakepartinagallerywalk,peerswillhave
theopportunitytoofferfeedbackontheartwork,whichwillhelpthestudentsidentifywhatwent
wellintheirartworkandwhatcouldbeaddedtoimprovethepiece.

4. Howwillyou(a)addresspotentialsafetyissuesand(b)assurenecessaryprecautionsare
followed?SeeOEHHA,linkHERE
Inordertoaddresspotentialsafetyissuesandassurenecessaryprecautionsarefollowed,wewill
abstainfromusinganyprohibitedmaterialsperOEHHAstandards.Inaddition,wewill
demonstrateproperscissorsafetytothestudentspriortotheirparticipationinthelesson.

LessonResources/References(useAPA;pleaseidentify,withanasterisk,articleorchapterdue
forHW):
Sakatani,K.,&Pistolesi,E.(2009).PersonalSpaces:StudentsCreatingMeaningThroughBig
Ideas.ArtEducation,62(1),4853.

*IncludethisinformationduringthepeerMediaandTechniquesWorkshopintheformofa
PPT,Prezi,etc.
Onthedayofthepresentationorthedaybefore,onepersonfromthegroupshouldemailtwo
filestoeachstudentviaBlackboard:thefinished(a)LessonPlanTemplate;and(b)PPT,
Prezi,etc.LogintoBlackboard/MySacCT,clickonART133,clickonCourseTools>Send
Email>AllUsers.
Ahelpfullinktogetyoustarted:http://sacstatearted.weebly.com/visualarteducation.html
Reference
Silverstein,L.B.&Layne,S.(n.d.).Definingartsintegration.Retrievedfrom

http://www.americansforthearts.org/networks/arts_education/publications/special_publications/D
efining%20Arts%20Integration.pdf