Lesson Plan

Title: Social Justice Sketchbook Length: 5 Sketchbook Sessions

Note: Before you plan and write art experiences; pre-assess your students based on the proposed concepts, enduring understandings, and objectives of the unit/lesson(s). You may also gather this
information from (previous) teachers, by reviewing already completed art work, consulting curriculum materials, etc., to get a better understanding of what content students already know and what
they will need to know to be successful.

Pre-Assessment:
This will need to be done prior to teaching your lesson. Outline the method you will use to determine the skill/knowledge level of your students based on the concepts/enduring understandings/objectives of the lesson.
(Hint: turn these into questions.) Be specific in describing what you would recognize as proficient skill/knowledge.

During previous lessons and sketchbook projects, students have universally noted that they are not familiar with a variety of ideation techniques
and tools. This includes the use of a mind map. Direct interactions with students as individuals and during an informal full-class discussion, student
responses indicate that students in these three sixth-grade classes are not well acquainted with the concept of art as a communication device. These
responses also indicated a general lack of knowledge of the use of art as a means to communicate ideas and to address social injustice issues. This
discussion was conducted for the purpose of pre-assessment and interest generation at the conclusion of the previous sketchbook assignment. This
pre-assessment indicates that students need instruction in ideation techniques and tools, that future instruction should emphasize the capacity of art
to communicate and/or to convey a narrative, and that students lack knowledge of, but are eager to create art that has personal meaning and
addresses a concern of personal interest. Student sketching techniques are developing but will not be the primary focus of instruction during this
lesson. Sketch quality will be assessed according to the general sketchbook rubric.

Performance:
What will students accomplish as a result of this lesson? This can be presented to students in the form of a story. In this narrative the students take on a role and create a learning product about a specific topic for a
certain audience. (RAFT – Role / Audience / Format / Topic)

• Students will create a mind map related to the social justice topic of their own choosing

• Students will create a complete drawing of their own design in response to the topic and the related mind map

• Students will complete a sketch that adheres to the standard sketchbook rubric related to percentage of page utilized, quality and quantity of
shading, and detail (This rubric is not part of this lesson plan as it is standard for all sketchbook projects)

You are an artist who feels strongly about a social justice issue. You will create a mind-map to help you come up with a creative art project that
you hope will raise awareness and help bring about social change.

Concepts:
List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless and transferrable. Examples of concepts used in art might include: Composition, Patterns, Technique, Rhythm, Paradox,
Influence, Style, Force, Culture, Space/Time/Energy, Line, Law/Rules, Value, Expressions, Emotions, Tradition, Symbol, Movement, Shape, Improvisation, and Observation Look for concepts in the standards, content
specific curriculum, etc.

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Social Justice Emotion

Visual Communication Influence

Awareness

Enduring Understanding (s):

Enduring Understandings show a relationship between two or more concepts; connected with an active verb. The best enduring understandings not only link two or more concepts; but demonstrate why this relationship
is important. Like concepts, they are timeless, transferrable and universal.

Artists use visual communication to increase awareness and to influence the viewer of their artwork

Standards: (All lessons should address all standards.)

1. Observe and Learn to Comprehend
2. Envision and Critique to Reflect
3. Invent and Discover to Create
4. Relate and Connect to Transfer

Objectives/Outcomes/Learning Targets:
Objectives describe a learning experience with a condition → behavior (measurable) → criterion. Aligned to: Bloom’s – Standards – GLEs - Art learning and, when appropriate, Numeracy, Literacy and Technology.
Should be written as: Objective. (Bloom’s: _____ - Standard: _____ - GLE: _____ -Art learning: _____ -Numeracy, Literacy, and/or Technology)

Upon completion of the project, students will be able to describe, verbally or in writing, how art may communicate with the viewer
Bloom’s: Understand
Standard: Observe and Learn to Comprehend
GLE: Art created across time and cultures can exhibit stylistic differences and commonalities
Art Learning: Critical reflection/aesthetics/transfer

Upon completion of the drawing, students will be able to thoughtfully examine and discuss the content of their own work and that of other artists in their table group
Bloom’s: Analyze
Standard: Envision and Critique to Reflect
GLE: Visual symbols and metaphors can be used to create visual expression
Art Learning: Critical reflection/aesthetics/transfer

After completion of their mind map, students will be able to utilize its content to create a drawing that communicates some significant aspect of the central topic
Bloom’s: Create
Standard: Invent and Discover to Create
GLE: Explore various media, materials, and techniques used to create works of art
Art Learning: Conceptual/ideation/personal grounding

After completion of the mind map, students will be able to accurately describe different applications for mind mapping
Bloom’s: Evaluate

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Standard: Relate and Connect to Transfer
GLE: Critical thinking in the arts transfers to multiple lifelong endeavors
Art Learning: Critical reflection/aesthetics/transfer
Differentiation:
Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive scale. Describe the strategies you will use for students who are already proficient and need growth
beyond what you have planned for the rest of the class, as well as modifications for students with physical and/or cognitive challenges. Students must still meet the objectives.
Differentiation:
(Multiple means for students to access content and
multiple modes for student to express understanding.)
Extensions for depth and complexity:
Literacy:
List terms (vocabulary) specific to the topic that students will be introduced to in the lesson and describe how literacy is integrated into the lesson.
Access (Resources and/or Process)
Instruction for this lesson will be provided verbally. Students
will see visual examples of historical and contemporary
artwork related to social justice. Students will see a live
demonstration of how to create a mind-map. The physical
mind-map will be available to students after it is finished.
Students will engage in a group discussion to generate ideas
related to the mind-map demonstration and this information
will be recorded in a graphic organizer. Students with
individual needs who require individual instruction and
assistance will be given this instruction. All students will be
evaluated formatively to ensure that they are accessing the
resources and process of this assignment.
Access (Resources and/or Process)
As is typical, this project will provide a relatively open-ended
opportunity for the student to extend his or her learning
according to the individual’s ability and motivation.
Students who require an opportunity for resource and/or
process extension will be able to research their topic in class
if doing so does not prevent them from completing their
work. This may also include instruction to create additional
artwork and/or written information about their topic, e.g.
personal thoughts, potential solutions, underlying causes, etc.
Students may also request or receive permission to directly
acquire materials to use as visual references
Expression (Products and/or Performance)
The product each student produces will reflect the student’s
prior knowledge, individual attributes, and personal
experience. As in most art projects, the process in which the
student engages is the more significant aspect of the learning
than the final project produced. Students will be continually
observed and communicated with during the completion of
this project. The assessment of the product and performance
will weigh the formative and summative assessment to
reflect the student’s individual experience and challenges.
Expression (Products and/or Performance)
This project will allow students to express themselves at any
point along a long continuum based on the student’s ability and
motivation
• Students who finish working pre-maturely will be
advised directly and through dialogue as to how they
may further enhance the drawing or express the
content of their work. Students may be instructed to
create a written piece in response to their own
artwork, in response to an example of social justice
related art or related to their chosen topic if the
student does not opt to further enhance their artwork
or create a second related artwork.
• Students who have difficulty completing their work
during work time will be given the option to work at
home, during ELO, and/or to receive assistance
through a verbal discussion with the instructor or with
a cooperating advanced student.
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Mind Map

Ideation

Visual Communication

Materials:
Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools. (These are the materials students will use.) List all materials in a bulleted format.

PowerPoint
Graphic Organizer
Student Sketchbooks
Drawing tools
Handout with potential social justice topics
Optional: Printed images to use as visual references

Resources:
List all visual aids and reference material (books, slides, posters, etc. Be specific; include title, artist, etc. Make reference to where the material can be found. (These are the resources used by the teacher to
support/develop the lesson.) List all resources in a bulleted format.

PowerPoint

https://d.docs.live.net/738fbf6a672e9555/Teaching/Kinard%20Student%20Teaching/Lesson%20Plans/Social%20Justice%20Ideation%20and%20S
ketch%206/Social%20Justice%20PowerPoint_Webb_Grade%206.pptx

Social Justice Handout with topics (at bottom of lesson plan)

https://d.docs.live.net/738fbf6a672e9555/Teaching/Kinard%20Student%20Teaching/Lesson%20Plans/Social%20Justice%20Ideation%20and%20S
ketch%206/List%20of%20Social%20Justice%20Issues%20You%20May%20Consider%20Handout.docx

Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.

Prepare student handout

Setup to create a mind map graphic organizer example and related group ideation graphic organizer to be made available to all students
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Safety:
Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.

The only safety concerns are for students who may be adversely affected by the topics being explored in class

Action to motivate/Inquiry Questions:

Describe how you will begin the lesson to stimulate student’s interest. How will you pique their curiosity and make them interested and excited about the lesson? What inquiry questions will you pose? Be specific
about what you will say and do to motivate students and get them thinking and ready to participate. Be aware of the varying range of learning styles/intelligences of your students. Some ideas might include: telling a
story, posing a series of questions, role-playing, etc.

What is something you feel strongly about?

How has social injustice affected you, your family, friends, etc.?

Would it be exciting to create art that makes a difference in people’s lives?

During the PowerPoint presentation, students will see historical social justice related artworks and hear explanations of their content. Students will
also see a large colorful mind-map and related artwork related to a current social justice issue produced by their instructor. This contemporary
example will be accompanied by an explanation of the instructing artist’s motivation, ideation process, and artmaking process.

Ideation/Inquiry:
Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood as a basic element of thought that can be visual, concrete or abstract. List and describe inquiry
questions and processes you will engage students in to help them develop ideas and plans for their artwork.

Students will create at least one personal mind-map related to the topic or topics of their choosing.

Students will participate as a class in the completion of a mind-map graphic organizer

Students will participate as a class in the generation of potential artwork concepts related to the group mind-map. This information will be recorded
in a graphic organizer which students may utilize as a reference for their own mind-map or for their own project

Each student will be engaged in a direct conversation to provide assistance in the ideation process and to encourage the student to extend themselves
to express their ideas, emotions, etc. visually

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Instruction:
Give a detailed account (in bulleted form) of what you will teach. Be sure to include approximate time for each activity and instructional methodology: skills, lecture, inquiry, etc. Include motivation and
ideation/inquiry where appropriate; including what student will understand as a result of the art experience
Day 1 Instruction - The teacher will... (Be specific about what concepts, Learning - Students will... i.e.: explore ideation by making connections, Time
information, understandings, etc. will be taught.) Identify comparing, contrasting; synthesize possibilities for each painting
instructional methodology. KNOW (Content) and DO (Skill) technique; etc. (Be specific about what will be the intended result of Initial instruction
the instruction as it relates to learning.) UNDERSTAND will be completed
This lesson will take place during designated sketchbook time and during a 40-
will span approximately two weeks: minute time
period.

Instructor will conduct a short lecture related to the topic of social Students will learn historical and contemporary information about art and 5
justice in art. artists
Students will learn the meaning of the term “social justice” and current
Motivating questions: examples of social injustice
• What is something you feel strongly about? Students will learn that art is a form of visual communication

• How has social injustice affected you, your family, friends,

etc.?

• Would it be exciting to create art that makes a difference in

people’s lives?

Instructor will provide students with a general overview of the entire Students will learn about the project so that further instruction is 5
sketchbook project meaningful and so that they may plan and work in a timely manner
• Social justice issue selection process
• Ideation process
• Sketch development process
• Assessment process and lesson objectives
• Project duration and deadline

Instructor will show students an example of a finished mind-map

Students will learn how a familiar contemporary artist utilized a mind- 5
and the resulting artwork
map graphic organizer to create art related to social justice
Instructor will describe the process for creating each example

Students will learn about the mind-mapping process and potential use in 5
Instructor will describe the mind-mapping process
other areas of study

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 Instructor will engage the class in a group exercise to create a mind- Students will learn how to complete a mind-map graphic organizer and
map graphic organizer related to a social justice topic or the class’s to draw correlations between its parts
choosing
Instructor will record student responses to create a complete mind
map graphic organizer
10 for mind-map
and idea
organizer
Instructor will engage the class in a group exercise to generate and Students will learn how information recorded in a mind-map may be
graphically record potential ideas of how to express themselves used to generate creative and compelling ways to communicate or
express oneself

Instructor will direct students to complete a mind-map graphic Students will learn about the assignment to be completed by the next 5
organizer as homework according to the example and direction class period and the process and expectations for completing this work
provided during the day’s instruction
• Stream of conscious process
• Quiet surroundings if possible
• Avoid having a predetermined mental destination

Instructor will direct students to prepare themselves and to engage in

the rest of the day’s studio work. This direction will depend on the 5
project and phase of the project being completed or taught.

Day
2,3,4,5 Instructor will engage the students in a short review and Students will
conversation related to the project, the topic of social justice, the continue to
mind-map assignment and outcome, lesson objectives, and the develop their
expectation and assessment process for the sketchbook prompt. drawing during a
10-20-minute
Every sketchbook session: sketchbook session
that occurs at the
Instructor will engage every student in the class as individuals beginning of each
and in small groups as the students work on their drawings. class. Lecture and
instruction will be
Instructor will discuss content, communication effectiveness, Students will learn how to develop an idea and to communicate that idea kept at a minimum
drawing instruction, and extension opportunities during these in a visual format so that students
interactions Students will learn how to improve the quality of their sketches and will have adequate
drawings time to complete
• How do you want the viewer to feel? Students will learn how to think about their artwork from the perspective their work.
• What are you trying to tell the viewer? of the viewer
• How can you use value to make your drawing more
interesting?
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 • What can you add to your drawing to make it more
engaging, compelling, or accurate?

Instructor will administer the assessment checklist during these

interactions in order to gauge student comprehension of mind-
mapping process, purpose, and application; student participation in
reflective process; sketch development; communication quality of
the work, and as a pre-assessment for other projects.

Further discussion or instruction will be implemented to address

misconceptions, gaps in comprehension, etc.

Instructor will engage students as individuals and as groups in Students will learn to analyze artwork and to articulate their thoughts
order to engage the student(s) in the reflective process. This may verbally or in writing
occur on more than one occasion during the course of this
assignment

At the end of each sketchbook work session:

Instructor will direct students to prepare themselves and to engage in
the rest of the day’s studio work. This direction will depend on the
project and phase of the project being completed or taught.

At the end of the final sketchbook work session:

Instructor will direct students to submit sketchbooks for assessment
with their name, sketchbook prompt number, and sketchbook topic
written on the front or back of the sketch

Student reflective/inquiry activity:

Sample questions and activities (i.e. games, gallery walk, artist statement, interview) intended to promote deeper thinking, reflection and refined understandings precisely related to the grade level expectations. How will
students reflect on their learning? A participatory activity that includes students in finding meaning, inquiring about materials and techniques and reflecting about their experience as it relates to objectives, standards and
grade level expectations of the lesson.)

Instructor will serve as a facilitator for individual and small group reflections related to the quality of the sketch, the communication effectiveness,
etc.

Small group and individual interactions are being utilized due to the personal quality of some of the sketchbook content and for expediency given
the activity time constraints. Student participation in reflective activities will be assessed using a project checklist.

Post-Assessment (teacher-centered/objectives as questions): Post-Assessment Instrument:

Have students achieved the objectives and grade level expectations specified in your lesson plan? How well have students achieved the objectives and grade level expectations specified in your lesson plan?
Include your rubric, checklist, rating scale, etc.

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Can student describe, verbally or in writing, how art may communicate
responses which may be used to complete the questions in this checklist:
with the viewer?
Can student thoughtfully examine and discuss the content of their own
work and that of other artists in their table group?
Can student utilize their mind-map content to create a drawing that
communicates some significant aspect of the central topic?
Can student accurately describe different applications for mind mapping
Students will be asked questions in a personal format in order to elicit
 Did student describe, verbally or in writing, how art may
communicate with the viewer?
 Did student thoughtfully examine and discuss the content of
their own work and that of other artists in their table group?
 Did student utilize the content of his or her mind-map to crate a
drawing that communicates some significant aspect of the
central topic?
 Was student able to accurately describe different applications for
mind mapping?

Self-Reflection:
After the lesson is concluded write a brief reflection of what went well, what surprised you, and what you would do differently. Specifically address: (1) To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement.) (2) What changes, omissions, or additions to the lesson would you make if you were to teach again? (3)What do you envision for the next lesson? (Continued practice,
reteach content, etc.)

I am satisfied with the outcome of this lesson. Though, I was not enthusiastic about it for several reasons. My students did an excellent job with the
mind mapping and ideation part of this lesson. Many discussions suggest that the students plan to use what they learned about ideation in other
projects and academic disciplines. Most of the students liked the idea of having choice in terms of how they reacted visually to their selected social
issue. Others struggled with the lack of definite direction. In the end, many of these students needed fairly explicit direction in order to proceed.
The final product is consistent with sketchbook expectations. I do think that it has been engaging for a lot of students. This was also the first time
that we have talked about art’s capacity to tell a story and to elicit a reaction in the viewer. I think it was effective in this way. Finally, the historical
and contemporary example art and the related stories seems to have had a real impact on student comprehension in many cases. This was evident in
individual and table discussions.

I was not happy about doing a project that had the potential to distress the students. At least two students essentially came out as homosexual to
their peers. This obviously, raises some concern about the potential for bullying and/or family concerns. Suicide and substance abuse were topics
that several students chose to address. In several of these cases, the student discussed family histories and personal issues with their peers. Poverty
and homelessness were also common topics related to personal accounts. Politics proved to be a contentious issue in the classroom. Some of this
might be a good thing, but I am uncomfortable about bringing this up in a classroom that is not my own. I am glad that I approached this as a

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 sketchbook lesson rather than as a full assignment. This way, the student’s work will not be displayed in the hall for others to see. It also allowed
the students to address their personal social injustice in their own way.

Student work is being assessed according to the standard sketchbook rubric. Student work will be assessed in terms of percentage of the
page used, level of detail, and quality and accuracy of shading and texture. The content of the work will only be assessed in formative terms.

Affirmative Action
Ageism
HIV/AIDS
Alcohol Abuse
Airline Problems
Anti-Muslim Discrimination and Violence
Automobile and Highway Safety
Capital Punishment
Child Abuse and Sexual Molestation
Child Labor
Church State Separation
Civil Rights Movements
Corporate Crime
Consumerism
Criminal Justice and Rights
Defense and Security Issues
Divorce and Child Support
Domestic Violence
Disability Rights
Eating Disorders
Euthanasia
Environmental Issues, Wildlife, and Extinction Species
Food Safety and Drug Safety
Mafia Wars
Gambling
Global Warming
Homosexuality - Gay and Lesbian Rights
Public Health Care Reform
Homelessness
Housing Costs
Human Trafficking
Illegal Immigration
Identity Theft
Copyright and Intellectual Property Rights
Juvenile Crime Justice
Juvenile Reform
Journalistic Reform
Media Bias
Media, Sex, and Violence
Mental Illness
Money Laundering
Natural Disaster and Disaster Relief
Nuclear Energy, Power, and Waste
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Obesity
Organ and Tissue Transplant
Organized Crime
Psychological Health
Plagiarism
Pornography
Prostitution
Racism
Recycling and Water Conservation
Reproductive Rights and Technology
Scientific Research Ethics
Sex Education
Sexual Harassment
Single Parenting
Stem Cell Research
Suicide
Terrorism
Toxic Waste
Traffic Congestion
Unemployment
Voting Issues
Waste Management
Nuclear Weapons and Mass destruction
Women's

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