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

21 Century Art Education Approach(es):meaning making, visual culture, social justice,

vulnerability, choiced based
st

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 coherent writing in
which the development, organization, and style are
appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in

Identify & define vocabulary that

connect the art form with the other
identified content areas*:
1. Fear: a distressing emotion aroused
by impending danger, evil, pain, etc.,
whether the threat is real or imagined;
the feeling or condition of being afraid.

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.

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 13.
6. After Ashley, Kyle will discuss slides
4-5.
7. After Kyle, Letha 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).
_x__2.0 Creative Expression:
2.4 Create increasingly complex original
works of art reflecting personal choices and
increased technical skill.
2.5 Select specific media and processes to
express moods, feelings, themes, or ideas.
_x__3.0 Historical & Cultural Context:
3.1 Research and discuss the role of the
visual arts in selected periods of history,
using a variety of resources (both print and
electronic).
3.2 View selected works of art from a culture
and describe how they have changed or not
changed in theme and content over a period
of time.
___4.0 Aesthetic Valuing
_x__5.0 Connections, Relationships, Applications
5.3 Create artwork containing visual
metaphors that express the traditions and
myths of selected cultures.

6-7.
8. After Letha, Satenik will present slides
8-9.
List all materials needed in the columns below.
9. After Satenik, Marisa will present
slides 10-13.
Have
Purchase 10. After weve presented all slides,
Paper (white)
N/A
Ashley will ask for any questions from
Construction paper (colors)
our peers. If there are, we will
Paint (tempera)
collectively answer or volunteer to
Paint Brushes
answer to the best of our ability.
Pastels
11. We will also then introduce what we
Colored pencils
did for our art journals.
Crayons
12. Students will then be allowed to begin
Markers
their art journal/prompts for the
Pens
remaining time, minus 10 minutes.
Glue
13. Students will choose which station or
Magazines
stations they wish to utilize in production
Newspapers
of artwork for art journaling.
Tin Foil
14. At each station, they will have a small
Tape (colored and clear)
stack of white heavy paper for students to
Loose Parts
journal on as well as prompts to choose
Scissors
from. Students may opt to use other
Tissue Paper
papers provided instead.

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-abled 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-ended 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