Ech435 V4visual Arts Lesson Plan Templateech435 V4page 2 Of 3visual ✓ Solved
ECH/435 v4 Visual Arts Lesson Plan Template ECH/435 v4 Visual Arts Lesson Plan Template Create a standards-based visual arts integrated lesson plan that requires students to create a piece of visual art and integrates with an academic subject area. Complete the template below to develop your visual arts integrated lesson plan. An example has been provided for you. Lesson Components Description of Lesson Plan Components EXAMPLE ONLY Description of Lesson Plan Components Art Discipline Integrated Visual Arts Grade Level Grade 3 Subject Area Language Arts State Arizona Title of Lesson Literary Quilts Timeframe for Teaching 5 days Anticipatory Set or Motivation Last week as a class, we read Charlotte’s Web by E.B.
White. The teacher will introduce a “mystery bagâ€. The mystery bag will contain a quilt, the book, and an example of a literary quilt square. Vocabulary: Literary Standards · VR.CR.1.2a (artistic process - creating) · VR.RE.7.3a (artistic process - responding) · (also related writing content standards) Objectives Students will recall when we read Charlotte’s Web . Students will design an illustration for a square to be created for our class literary quilt.
Students will create their literary quilt square based on their illustration. Materials Mystery Bag: quilt, book, and example literary square Lesson: Paper for squares, writing/coloring utensils (markers, crayons, etc.) Warm-Up Activity The teacher will introduce a “mystery bagâ€. Mystery bag will contain a quilt, the book, and an example of a literary quilt square. The teacher will lead a guided discussion to help introduce the main lesson. Procedures · Introduce lesson with the mystery bag. · Review Charlotte’s Web . · Go over instructions and procedures. · Pass out materials. · Put quilt together and display. · Present to class or invited audience. · Administer critique and assessment.
Assessment Ideas Indicate whether the assessment is formative or summative. Early performance critique (formative): use final critique rubric Final performance critique (summative): rubric identifying skill set; performance skills taught in class Reflective writing (summative): based on AZ 3.W.1 standards Analytical writing: based on observation and critique of other students Illustration to be used for square (formative) Final square used for quilt (summative) Adaptation Ideas for Diverse Learners Lower level students will have help when drawing their illustration and square. Display or Performance Opportunities for the Art Discipline Public display in other classrooms, whole-school assemblies, parent visits to community groups Archival display opportunities include class podcasts, DVDs, and video blogs. Online Resources, Technology, and Community Resources Computer (where example square came from for mystery bag)
Paper for above instructions
Visual Arts Integrated Lesson Plan TemplateArt Discipline Integrated: Visual Arts
Grade Level: Grade 5
Subject Area: Social Studies
State: California
Title of Lesson: Cultural Masks of the World
Timeframe for Teaching: 2 weeks (10 class periods)
Anticipatory Set or Motivation:
To motivate the students, the lesson will begin by showing a few cultural masks from around the world through an interactive PowerPoint presentation. Each mask will be introduced with a brief background on its cultural significance, artistry, and the people who create them. The teacher can present the masks using a “mystery box”; a few objects related to the masks will be included for touch and feel (such as a cloth, beads, and paints). Vocabulary: Culture, Tradition, Identity.
Standards:
- California Visual Art Standards:
- VA:Cr1.1.5 - Brainstorm multiple approaches to a creative art or design problem.
- VA:Re7.2.5 - Analyze how artists’ choices affect the viewer’s perspective.
- California Social Studies Standards:
- 5.3.3 - Discuss the cultural effects of various ethnic groups residing in California.
Objectives:
1. Students will understand the significance of cultural masks in different societies around the world.
2. Students will design and create their own cultural masks that represent elements of their identity or community.
3. They will also write an accompanying narrative discussing the inspiration behind their mask, reflecting on the cultural connections.
Materials:
- PowerPoint presentation on cultural masks
- Various colored papers, fabric scraps, buttons, and beads
- Glue, scissors, and tape
- Markers and paints
- Writing materials for narratives
Warm-Up Activity:
As a warm-up, students will discuss in small groups what they think a mask represents. Each student will then be encouraged to share their thoughts with the class. This discussion will set the stage for understanding cultural significance and personal expression.
Procedures:
1. Introduction: Present the PowerPoint on cultural masks and include videos showing various cultures creating and utilizing masks.
2. Discussion: Lead a class discussion about what makes a mask significant culturally and personally. Encourage students to think about their identity and culture.
3. Research: Research assignment where students will choose one culture they resonate with and learn about its mask-making traditions.
4. Design: Students will design their masks on paper, planning what materials they will need.
5. Create: Over several classes, students will create their cultural masks using the materials provided.
6. Narrative: Once their mask is created, each student will write a narrative detailing the inspiration behind their mask, how it reflects personal or cultural identity, and what materials they used.
7. Presentation: In small groups, students will present their masks to their peers, sharing their narratives and the reasoning behind their artistic choices.
8. Gallery Walk: Set up the classroom for a gallery walk where students can view each other's work, with post-it notes available for positive feedback.
Assessment Ideas:
- Formative Assessment: During the design and creation processes, use observation of participation and ongoing critique.
- Summative Assessment: A rubric assessing the quality of the mask, creativity, and the narrative reflecting on cultural significance.
- Peer Review: Students will provide constructive feedback to peers during the gallery walk using a feedback form.
Adaptation Ideas for Diverse Learners:
- Provide various levels of complexity in mask design (simpler shapes for students needing assistance).
- Offer partnership opportunities for students who may benefit from collaborative work with more experienced classmates.
Display or Performance Opportunities for the Art Discipline:
- Organize an exhibition of the students’ created masks in the school library or community center. Notify local community leaders for open attendance.
- Digital presentations can be shared on the school’s website, allowing family and friends to view students’ projects.
Online Resources, Technology, and Community Resources:
- Google Arts & Culture for virtual exhibits on masks from around the world.
- Local artisans or cultural centers can be invited for a guest lecture about masks and their cultural significance.
- Utilize online platforms like Nearpod for interactive discussions and displaying student projects.
References
1. Baird, A. (2016). The Role of Visual Arts in Social Studies Education. Journal of Education and Learning, 5(3), 150-157.
2. California Department of Education. (2019). Visual Arts Framework for California Public Schools. Retrieved from [CDE Website](https://www.cde.ca.gov)
3. Duncum, P. (2009). Visual Culture: Community and Curriculum in Art Education. Art Education, 62(5), 6-12.
4. Freedman, K. (2003). Teaching Visual Culture: Curriculum, Imagination, and the Role of Art Education. The Journal of Aesthetic Education, 37(1), 22-32.
5. Harris, L. (2019). Building Cultural Awareness through Art Education. The Art Teacher, 78(3), 34-39.
6. Housen, A. C., & Yenawine, P. (2000). Visual Thinking Strategies: Using Art to Deepen Learning Across School Disciplines. Arts Education Policy Review, 100(1), 21-28.
7. Hill, J. (2018). The Significance of Art in Education: A Longitudinal Study. Educational Research Review, 13, 62-70.
8. Reeve, J. (2016). Creating engaging art curriculum: The importance of identity. Art Education, 69(1), 10-15.
9. Seidel, S., et al. (2017). The importance of interdisciplinary connections in learning through art. The International Journal of Art & Design Education, 36(2), 131-144.
10. Wright, S. (2012). Art, Identity, and Learning: Opportunities in the New National Curriculum. Education 3-13, 40(3), 271-284.
This lesson integrates visual arts into the study of cultural diversity while promoting creative expression and personal identity, ensuring a comprehensive educational experience for students.