Art Education Lesson Plan Template: ART 133

Group 1 Presenting 11/17

Kyle Anstess
Letha Boatner
Satenik Fesliyan
Marisa Snchez
Ashley Warwick
Lesson Title*:ART AND SECURITY

Big Idea*: Privacy

Grade
Level*:6

21st Century Art Education Approach(es):meaning making, visual culture, social justice,
vulnerability, choiced based
Lesson Overview (~3 complete sentences)*:
Students will analyze Sara Scotts thesis and investigate the implications of art journaling in
the classroom. The studio will further investigate and allow them to create their own form of
art journaling. Their final studio composition and discussion of her thesis will demonstrate
their understanding of privacy in art education.
Key Concepts (3-4): What you want
the students to know.*
1. A sense of privacy is established and
maintained through art journaling
2. Private words can be expressed in works
of art
3. Privacy allows students to express their
culture, religion, etc., through art journaling
to make sense of their world and
environment

Essential Questions (3-4)*:

1. How is art connected to privacy?
2. In what ways does open ended art
facilitate individual meaning making?
3. How is art connected to experience?
4. How does experience inform art
making?

Lesson Objectives: (Excellent resource at http://www.teachervision.fen.com/curriculumplanning/new-teacher/48345.html?for_printing=1&detoured=1): What you want the students
to do. *
1. Content area 1 Visual Art
: The students will (TSW) be able to demonstrate an
understanding, by defining and creating, an art journal that incorporates some of the visual
elements of art and different mediums.
2. Content area 2 Reading: Students will connect reading to studio experience.
3. Content area 3 Writing: Students will synthesize visual text and written text.
Common Core State Standards (2-3): Please
list grade-specific standards.
1.Writing Standards Production and
Distribution of Writing 4. Produce clear and

Identify & define vocabulary that connect

the art form with the other identified
content areas*:
1. Fear:a distressing emotion aroused by

coherent writing in which the development,

organization, and style are appropriate to task,
purpose, and audience. (Grade-specific
expectations for writing types are defined in
standards 13 above.)
2.Reading Standards Craft and Structure 4.
Determine the meaning of words and phrases as
they are used in a text, including figurative and
connotative meanings; analyze the impact of a
specific word choice on meaning and tone.
3.Reading Standards for Literacy in
History/Social Studies 612 Integration of
Knowledge and Ideas 7. Integrate visual
information (e.g., in charts, graphs,
photographs, videos, or maps) with other
information in print and digital texts.

impending danger, evil, pain, etc.,whether

the threat is real or imagined; the feeling or
condition of being afraid.
2. Privacy:1. the state of being apart from
other people or concealed from their view;
solitude; seclusion: 2. the state of being free
from unwanted or undue intrusion or
disturbance in one's private life or affairs;
freedom to be let alone
3. Abstract: thought of apart from concrete
realities, specific objects, or actual instances:
2. expressing a quality or characteristic apart
from any specific object or instance,
4. Realistic: interested in, concerned with, or
based on what is real or practical
5. Composition:the act of combining parts or
elements to form a whole.

National Core Art Standards: Visual Arts

(grades 1-6 only) (4): Please list number and
description of Anchor Standard. 6th grade
1. Creating: VA:Cr1.2.6a Formulate an artistic
investigation of personally relevant content for
creating art.
2. Presenting: As the Big Idea is privacy, it
becomes unrealistic to apply a standard that
reflects presentation. However, students will
present their final artwork on their own student
websites, which fellow students do have access
to.
3. Responding: VA:Re.7.2.6a Analyze ways that
visual components and cultural associations
suggested by images influence ideas, emotions,
and actions.
4. Connecting: VA:Cn10.1.6a Generate a
collection of ideas reflecting current interests
and concerns that could be investigated in
artmaking.

Lesson Activities & Procedures (please be

very specific)*:
1. Kyle will set up the individual stations for
the studio and place the prompts for each
station according each station.
2. Our peers will first enter, where they will
be greeted and instructed by everyone in the
group. Whoever is available to, while our
peers come in, will instruct them to sit
according which station catches their
interest.
3. Once our peers are seated we will then
instruct them to get out any notes they may
have taken on the assigned reading and
begin an open discussion of the reading for
about 15-20 minutes.
4. Within the given time for the discussion,
Kyle, Letha, Satenik, Marisa, and Ashley
will switch and take turns leading the
discussion.
5. After discussion, Ashley will begin the
presentation by going over slides 1-3.
6. After Ashley, Kyle will discuss slides 4-5.
7. After Kyle, Letha will present slides 6-7.
8. After Letha, Satenik will present slides 89.
9. After Satenik, Marisa will present slides

California Visual and Performing Arts

Standards (grades 1-6 only) (3-5): Please
check all that apply and add number and
description of applicable content standard.
___1.0 Artistic Perception:
1.3 Describe how artists can show the same

theme by using different media and styles.

1.4 Describe how balance is effectively used in
a work of art (e.g., symmetrical, asymmetrical,
radial).

10-13.
10. After weve presented all slides, Ashley
will ask for any questions from our peers. If
there are, we will collectively answer or
volunteer to answer to the best of our ability.
_x__2.0 Creative Expression:
11. We will also then introduce what we did
2.4 Create increasingly complex for our art journals.
original works of art reflecting personal 12. Students will then be allowed to begin
choices and increased technical skill.
their art journal/prompts for the remaining
2.5 Select specific media and
time, minus 10 minutes.
processes to express moods, feelings,
13.Students will choose which station or
themes, or ideas.
stations they wish to utilize in production of
artwork for art journaling.
_x__3.0 Historical & Cultural Context:
14.At each station, they will have a small
3.1 Research and discuss the role
stack of white heavy paper for students to
of the visual arts in selected periods of
journal on as well as prompts to choose
history, using a variety of resources
from. Students may opt to use other papers
(both print and electronic).
provided instead.
3.2 View selected works of art
15.Furthermore, if a student likes a prompt
from a culture and describe how they
from a station that differs from the station
have changed or not changed in theme
which materials they are using, they may
and content over a period of time.
choose to mix and match.
16.Students do not have to use the provided
prompts as they are meant to spark creativity
___4.0 Aesthetic Valuing
not direct it.
_x__5.0 Connections, Relationships,
17.Station 1 will focus on symbolism, and
Applications
will be the first table as students enter the
5.3 Create artwork containing
room. It will comprise of paints, paint
visual metaphors that express the
brushes, crayons and related prompts.
traditions and myths of selected
18.Station 2 will focus on drawing mediums
cultures.
such as pastels, markers, and colored
List all materials needed in the columns below. pencils. Prompts included will focus on
Storytelling. Station 2 will be to the left of
station 1.
Have
Purchase
19.Station 3 will focus on collage and will
Paper (white)
include newspaper, magazines, tin foil, tape,
Construction paper (colors)
glue, scissors and construction paper.
Paint (tempera)
Included prompts will revolve around
Paint Brushes
messages. Station 3 will be across from
Pastels
N/A
station 2.
Colored pencils
20.Station 4 will focus on abstraction, and
Crayons
will include loose parts, pens, and tissue
Markers
paper. Prompts will focus on abstract
Pens
representation. Station 4 will be to the left of
Glue
station 3.
Magazines
21. Those in group 1 will walk about the

Newspapers
Tin Foil
Tape (colored and clear)
Loose Parts
Scissors
Tissue Paper

room observing and commenting on their

peers composition
22. We will also occasionally, and
individually, ask what they are doing for
their art journaling.
23. After the given time for the studio is
complete. any remaining time will be used
to discuss what they thought and cleaning
up.

Anticipatory Set (Gaining Attention)*:

Questions to ask students: What do you know
about art journaling? In what ways has the
reading enriched your knowledge of art
journaling.

Closure (Reflecting Anticipatory Set):

Have students create their own additional
art journal prompts

Formative Assessment strategy (of HW via

creating, evaluating, analyzing, applying,
and/or understanding [Bloom, n.d.])*:
Ask Students what they know about art
journaling per the assigned reading.
What benefits can art journaling do for an
individual?

Summative Assessment strategy:

Have students create an additional journal
entry based on the prompts they created

What student prior knowledge will this lesson require/draw upon?

Using cognitive strategies to express their ideas through visual art creation.
Able to define what a journal, or more specifically art journal, is and what constitutes one.
Prior experience and diverse understanding in genres of writing.
How will you engage students in creating, evaluating, analyzing, and/or applying (see
Blooms new taxonomy, n.d.)
In this lesson students will take on an open ended prompt, which they will analyze and
evaluate based on prior knowledge and experiences. Through their evaluation and analysis of
the prompt they will apply that knowledge and experience in creating their own art journal.
They will also apply what they took from reading Sara Scotts thesis and the powerpoint
covering the big idea of privacy.
How will this lesson allow for/encourage students to solve problems in divergent ways?
Students will complete the task of art journaling without explicit right or wrong directions
with open ended materials, examples, prompts, and scaffolding.
How will you engage students in routinely reflecting on their learning?
The repetitive task of creating their art journal based on Sara Scotts analysis and their own

private thoughts will require their cognitive abilities, and forming and determining the best
path of completing a composition.
How will you adapt the various aspects of the lesson to differently-abeled students?
By adapting the studio activity to favor more abstract or personal exploration while having
alternative methods for equal inclusion of those with disabilities that will still focus on the big
idea, privacy.
What opportunities/activities will you provide for students to share their learning in this
lesson?
There will be an open-ened Q/A about the lesson plan if the students will use it in the future.

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

* Include this information during the peer Presented Lesson Plan.

References
Abstract. (n.d.). 2015. In Dictionary.com. Retrieved from
http://dictionary.reference.com/browse/abstract?s=t
Composition. (n.d.). 2015. In Dictionary.com. Retrieved from
http://dictionary.reference.com/browse/composition?s=t
Fear. (n.d.). 2015. In Dictionary.com. Retrieved from
http://dictionary.reference.com/browse/fear?s=t
Privacy. (n.d.). 2015. In Dictionary.com. Retrieved from
http://dictionary.reference.com/browse/privacy?s=t
Realistic. (n.d.). 2015. In Dictionary.com. Retrieved from
http://dictionary.reference.com/browse/realistic?s=t
Scott, S. (2010). Visual journaling towards greater meaning making in the secondary art
classroom. East Carolina University, Greenville, NC.

Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from

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