Integrated Art Lesson Plan

Catalina Davila
4th Grade

Goals
Illinois Learning Standards
16.A.2a: Read historical stories and determine events which
influenced their writing.
4.A.1a: Listen attentively by facing the speaker, making eye contact
and paraphrasing what is said.
Instructional Objectives for Lesson
Students will learn about the elements of art that they will later
incorporate in their art piece.
Students will create their own artistic contribution to Miros
Constellations series.
Students will utilize lines and color in own art piece.
Students will understand and learn about World War II.
Students will evaluate their own process to creating their own
Constellation piece.
Cross Curricular Connections
Students will utilize English, Writing and Art.
Materials/Resources:
Computer
Projector
Posters
White sheets of paper (one per student)
Crayons, colored pencils, Sharpie markers, water color, paint (each
table should have all coloring utensils
YouTube Link: https://www.youtube.com/watch?v=eGrGkJtSLsk
Website:
World War II: http://www.ducksters.com/history/world_war_ii/

http://www.bbc.co.uk/schools/primaryhistory/world_war2/
http://www.neok12.com/World-War-II.htm
http://www.socialstudiesforkids.com/subjects/worldwarii.htm
Time
This lesson will encompass approximately a 45 to 60 minute each class
session.
Prior Knowledge
The class is learning about events that lead way to the beginning of World
War II.
Instruction:
Day One:
Anticipatory Set
- Present posters with the important Art Concepts the students will
learn.
- Teacher will present the concepts/elements of art as students take
notes (they will have to refer back to their notes.
- Write LINES on the board and tell the students, "look around the
room, think creatively and in your notebook brainstorm all the types
of line you see."
- After students have brainstormed for four to five minutes ask the
class what types of lines they see and teacher is to record student
answers on the board.
- Next, students will be given a white sheet of paper. The paper will
be divided into 16 smaller boxes.
- In each of the box students will draw representation of 16 types of
lines choosing them from the extensive list on the board.
Part One
- "Class, I am now handing this paper (white construction paper)
and Sharpies of different widths. We are going to do something
similar to what we did when we experimented with lines.
- At this time, I want you to draw different types of lines on your
white construction paper. The lines can meet with other lines but
they do not have to.
- At this moment the teacher should be demonstrating on the
board what they mean by lines that connect and lines that do not
connect or meet.
- "Be creative, have fun with your lines, and remember we are
going to build upon our lines the following day."

- The teacher should walk around class but should also be doing
their own art project.
- Allow the students to have enough time to complete task. Then
teacher should collect them and place them in a safe place.
Vocabulary
- Line: the continuous mark made on a surface by a moving point
- List on BBC website:
http://www.bbc.co.uk/schools/primaryhistory/world_war2/children_at
_war/glossary/index.shtml
Part Two
- World War II topic: How did World War II start?
- " Okay class, we are now switching gears. Please set your LINES
paper to the side, as we will later look back at it. We have learned
about key events in history that are leading to a World War II. Today
and for the next few days we are going to talk and understand
World War II.
- Teacher will then lecture for about ten minutes using the WWII
PowerPoint. Students are to be taking notes.
Day Two
Anticipatory Set
- "Class, today we are going to be exploring the art element
SHAPE. Does anyone have a definition of shape that would like to
share it with the class?
- If given a definition, teacher is to write the definition on the
board, students should be writing definition in notes as well.
- Teacher is also to give the definition of Shape.
- Next, students will be given a white sheet of paper. The paper
will be divided into 16 smaller boxes.
- In each of the box students will draw representation of 16 types
of shapes.
- "Class, think creatively about the idea of shape, you may use the
standard ordinary shapes but you can also include other shapes.
Part One
- Teacher will hand back the large white construction sheets with
LINES created the previous day.
- "Class, what art element are we talking about today?"
Answer: shape
- "Today, we are going to convert the lines we drew yesterday into
shapes. Remember, you may use the standard ordinary shapes
but you can also include other shapes. Have fun creating these
shapes.

Students will create the lines into shapes.

Vocabulary
- Shape: the distance or area between, around, above, or within
things
- List on BBC website:
http://www.bbc.co.uk/schools/primaryhistory/world_war2/children_at
_war/glossary/index.shtml
Part Two
- World War II topic: United States Joins the War
- Students will read the article: World War II Attack on Pearl Harbor.
(The article is found on this document pages 12-14.)
- After reading the World War II Attack on Pearl Harbor article,
students will take a 10-question easy Pearl Harbor assessment
online in the following website:
http://www.ducksters.com/history/world_war_ii/pearl_harbor_attack_
questions.php

Day Three
Anticipatory Set
- Teacher will ask the students: What are the colors of the
rainbow?
Answer: ROY G BIV Red, Orange, Yellow, Green, Blue,
Indigo, Violet
- Now, the class will watch a short Color Wheel Video:
https://www.youtube.com/watch?v=eGrGkJtSLsk
- Then the teacher will pass out color wheel worksheet. (Color
Wheel Worksheet on page 15). The students will use paint or
water color to complete worksheet. The teacher will walk around
to provide help.
- After class has completed the Color Wheel Worksheet, they are
to clean up their area, clean and return brushed to back table,
and set the worksheet aside to reference to later.
Part One
- Teacher will hand back the large white construction sheets with
the LINES and SHAPES created the previous days.
- Class, now that we have learned about the Color Wheel, our
final step in our art creation is to add color to our shapes. You
may use any media available to add color to your piece.
- Allow the students to add color and to complete their piece.
- When the students are finished they will set their art piece on
the drying rack and clean up their area.
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Vocabulary
- Color: When light is reflected off an object, color is what the eye
sees. The primary colors are red, yellow and blue. The secondary
colors are orange, purple and green.
- List on BBC website:
http://www.bbc.co.uk/schools/primaryhistory/world_war2/children
_at_war/glossary/index.shtml
Part Two
- World War II topic: End of World War II and
- Class, today we are going to talk about the ending of the war
and its effects.
- Class will be divided into three groups; all groups will rotate to
read the following articles.
Group 1: When did the war end?
http://worldwar2.org.uk/when-did-world-war-2-finish
Group 2: Atomic Bombs
http://www.ducksters.com/history/world_war_ii/ww2_atomic_bom
b.php
Group 3: The Marshall Plan and Recovery
http://www.ducksters.com/history/world_war_ii/ww2_recovery_ma
rshall_plan.php
- After all the articles have been read, there will be a whole class
discussion about World War II. The teacher will record answers on
the board.
- Students are to return to their sits.
- Teacher will then show the class the three Miro art pieces and will
also learn about who Joan Miro was. Teacher will give a small
lecture using the Joan Miro website, they will learn about Miro
and his painting style.
http://joanmiro.com/joan-miro-biography/
http://joanmiro.com/style-of-joan-miro/
Closure:
Day Four
- All the class will present their unique and personalized Miro
inspired Constellations Series. Each student will briefly talk about
the lines and colors they used to create their Art piece.
- Class will complete the Art Reflection worksheet.
Artistic Behaviors: Drawing, Painting, and working with Watercolors.
The whole class will listen draw their own contribution to the
Constellation Series created by Joan Miro. They will use crayons,

colored pencils, Sharpie markers, watercolors and paint to create their

piece.
Assessment Based on Objectives
This lesson includes a variety of methods of assessing.
Students
Student Constellation piece demonstrate their creative aspect.
- Did the students use the art elements discussed in class?
How did students use lines, shapes, and color in a unique
manner?
Adaptations and Extensions
Adaptations
For students with social and/or cognitive disabilities in the class, the
following changes can be made:
Allow student(s) to view other art works by Miro for inspiration.
Allow student(s) to work to work at their own pace with teacher
guidance.
Allow student(s) to complete this work as homework if they are
unable to complete it in class.
Extensions
If there are students who are academically advanced or finish ahead of
time the following extensions could be made:
Student(s) can go on to the Neok12 website and play educational
games about World War II.
Student(s) can view other works created by Joan Miro.

Joan Miro (after) Femmes encerclees par le vol d'un oiseau

(Woman Encircled by the Flight of a Bird), Plate XVI
Artist: Joan Miro (after)
Medium: Original pochoir
Title: Femmes encerclees par le vol d'un oiseau (Woman Encircled by
the Flight of a Bird), Plate XVI
Portfolio: Constellations: A Suite of Twenty-Two Pochoirs
Year: 1959
Edition: 350
Framed Size: 27" x 24"
Sheet Size: 17" x 14"
Reference: Cramer No. 58

Joan Miro (after) Personnages dans la nuit guides par les

traces phosphorescentes des escargots (People at Night
Guided by the Phosphorescent Trails of Snails), Plate III
Artist: Joan Miro (after)
Medium: Original pochoir
Title: Personnages dans la nuit guides par les traces phosphorescentes
des escargots (People at Night Guided by the Phosphorescent Trails of
Snails), Plate III
Portfolio: Constellations: A Suite of Twenty-Two Pochoirs
Year: 1959
Edition: 350
Framed Size: 24" x 27" (61 x 68.6 cm)
Image Size: 14" x 17" (35.6 x 43.2 cm)
Sheet Size: 14" x 17" (35.6 x 43.2 cm)
Reference: Cramer No. 58

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Joan Miro (after) Le reveil au petit jour (Awakening in the Early

Morning), Plate XIV
Artist: Joan Miro (after)
Medium: Original pochoir
Title: Le reveil au petit jour (Awakening in the Early Morning), Plate XIV
Portfolio: Constellations: A Suite of Twenty-Two Pochoirs
Year: 1959
Edition: 350
Framed Size: 27" x 24"
Sheet Size: 17" x 14"
Reference: Cramer No. 58

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World War II
Attack on Pearl Harbor
The Attack on Pearl Harbor happened on December 7th, 1941. Japanese airplanes made a
surprise attack on the US Navy in Pearl Harbor. They destroyed many ships and killed many
soldiers. It was this attack that forced the United States to enter World War II.

Japanese fighter plane attacking

Where is Pearl Harbor?
Pearl Harbor is located in Hawaii on the island of O'ahu. Hawaii is located in the Pacific
Ocean between California and Japan. During the time of World War II, Hawaii was not a
state, but a US territory.
Before the Attack
World War II had been raging in Europe and Asia for two years, but the United States had
not entered the war. The Empire of Japan was trying to take over much of Asia and was
worried about the US Navy in Hawaii. They decided to strike in order to prevent the United
States from attacking them.
The Japanese thought that if they took out the war ships in Pearl Harbor, then the United
States Navy would be crippled and would never attack. However, they were mistaken and
the attack on Pearl Harbor had just the opposite result. The US declared war the next day.
The Attack
The attack on Pearl Harbor came as a complete surprise. Hundreds of Japanese fighter
planes and bombers flew to Pearl Harbor and attacked. The bombers dropped bombs and
torpedoes on the war ships, while the fighter planes attacked the US fighter planes on the
ground so they could not take off and fight back. There were two waves of attacks and by the
end of the second wave a number of US ships were destroyed.

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The USS Arizona sinking

The Numbers
Here are the casualties from both sides during the attack. Although the Japanese inflicted
considerable damage to the US Navy, they did not cripple it. They damaged many ships
including warships, destroyers, and cruisers. They also destroyed a lot of the fighter planes
and aircraft at the base. However, all of the US ships but three (the Arizona, the Utah, and
the Oklahoma) were able to be recovered and were used later during the war.
The biggest US loss was the sinking of the USS Arizona. Over 1,100 US military personnel
died when the Arizona sunk.

United States

Japan

People Killed

2,390

Navy

2,341

64

Civilian

49

People Wounded

1,178

unknown

Armed forces

1,143

Civilian

35

Sunk or Beached

12

Damaged

Destroyed

164

29

Damaged

159

74

Ships

Aircraft

(information in this table from www.nps.gov)

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After the Attack

The citizens of the United States were in shock. They had tried to avoid the war, but they
could not ignore this attack. The Japanese had hoped to break the Americans by attacking
Pearl Harbor, instead they united them. The next day, December 8th, 1941, the US declared
war on Japan. Three days later Japan's allies, Germany and Italy, declared war on the
United States. The United States was now a major part of World War II.
The US Navy was able to recover from the attack on Pearl Harbor fairly quickly. The
Japanese had not damaged a number of important facilities on the Hawaiian Islands,
including oil storage depots and repair yards. Also, no aircraft carriers were in Pearl Harbor
at the time of the attack. Aircraft carriers would soon become the most important type of navy
vessels in the war.
Memorial
Today there is a memorial to the US soldiers who lost their lives during the attack on Pearl
Harbor. It is called the USS Arizona memorial and is built on the water above the wreckage
of the USS Arizona. The wreckage is considered a US National Historic Landmark.
Interesting Facts

The Japanese reportedly had intended to declare war prior to the attack. However,
the message never got to the President.

President Roosevelt gave a famous speech after the attack in which he said
December 7th would be a "day which would live in infamy".

Every president since Franklin D. Roosevelt has visited the USS Arizona Memorial
site.

The Japanese also used submarines, including smaller ones called midget
submarines, in the attack.

The entire attack lasted around 110 minutes, just under two hours.

The Japanese attacked on a Sunday morning because they thought the US soldiers
would be less alert at that time.

http://www.ducksters.com/history/world_war_ii/pearl_harbor_attack.php

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The idea behind this four-day lesson plan was to allow students
to explore the art elements seen in the beautiful paintings of Joan Miro.
The art elements this lesson covered are: line, shape, and color. These
three elements are clearly seen in his 1939 Constellation Series. The
artwork of Miro was chosen to go along with the historical period of
World War II. While the Constellation Series does not display the
violence of the war, the series serves a different contribution to the
war. Miro said he created this series as a manner to bring hope and
happiness into the lives of the World as World War II was happening.
For the art portion of this four-day lesson, students will create
their own piece as an addition to the Constellation Series. Day one the
social studies concept is students learning about how World War II
began. The art concept they will learn in Day One is the concept of
Lines. Today they will only incorporate lines into their work in progress
art piece. Day two, the social studies concept is leading and
understanding when and why the United States decided to join the war.
The art concept that students will learn and incorporate today is shape.
The previous day the students draw lines, today they will transform
those lines into unique shapes. Day Three, the students will learn
about how the war ended and the impact of the overall war. Today the
students will also complete their artistic contribution to the
Constellation Series. Today the student will learn about color. They will
learn about the primary and secondary colors and warm and cool. They

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will complete a color wheel worksheet.

The closure, (Day Four) students will present their final artwork
to the class. After everyone has presented the teacher will display the
three-art piece from Miro and students will learn who Joan Miro was.
When students return to their sets, they will complete the Art
Reflection worksheet. This worksheet allows for students to reflect on
their process throughout the whole experience of creating their art
contribution. This worksheet will also be used as a teacher student
evaluation.
The art activities are suitable for fourth grade because they are
engaging with art concepts. No longer are they simply learning to draw
or color now they can learn and start to interpret art. This activity also
allows for the unique individualism of each student to be shown
through his or her artwork.

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