Art Education Lesson Plan Template: ART 133

Group 1 2 3 4 5 6 (please circle)

Print First and Last Names: Sydney Steele, Megan Theep, Rebeca Orozco-Chavez, Vanessa Stott, and Christopher Wong

Lesson Title*: My Comic Hero Big Idea*: Heroes Grade Level*: 3rd

21st Century Art Education Approach(es): Learner-Directed

Inspiration Artists, including those from underrepresented populations: Alex Ross

Lesson Overview (~3 complete sentences)*: In this lesson, we hope to explore what heros mean to each individual through
creating a narrative comic book that identifies each students personal hero. A hero is a different person to everyone; family,
historical figures, artists, friends and so on. We aspire to teach each student about heros and discover different meanings of hero
through each art project.

Background Knowledge (~3 complete sentences): How will you tap into students experiences and prior knowledge and learning?
Students should, by 3rd grade, have experience with creating stories. Also, students should understand and be able to identify
fictional and nonfictional characters that inspire them at such a young age; thus, we aim to connect the students storytelling skills
with the creation of a personalized comic.

Align Big Idea with both Key Concepts and Essential Questions, below
Key Concepts (3-4): What you want the students to know.
Heroes:
1. influence our lives in positive ways.
2. are admired for being courageous.
3. Inspire artists to create an artwork through use of
storytelling.
4. encourage acquisition of noble qualities that can be
portrayed artistically.
Lesson Objectives: What you want the students to do via
three content areas.*
1. Content area 2 Literacy : The students will (TSW) be
able to . . .comprehend and know who is a hero/heroine is by
viewing a video segment from the Inspiration Artist and tying
that information to the main idea of the assigned reading.
2. Content area 1 Visual Art : The students will (TSW) be
able to . . create an artwork of a hero in their life by bringing
a self portrait photo of their own heroic figure and
customizing the image to become a Comic hero.
.3. Content area 3 Social Studies: The students will (TSW)
be able to . . .understand what qualities, characteristics, and
duties are entailed with being a hero/heroine by discussing
their narrative about why they chose his or her for their
Hero/Heroine with each other.
Essential Questions (3-4): Restate Key Concepts using open-
ended questions. *
1. How do heroes influence our lives in positive ways?
2. Why are heroes admired for being courageous?
3. How do heroes help create artistic works through storytelling?
4. How do heroes encourage acquisition of noble qualities that can
be artistically portrayed?
Align Assessment with Lesson Objectives in left column.
Formative Assessment strategy (of assigned reading): How will you
assess Literacy? What will you be looking for?*
Each group will will answer the article discussion questions. We will
assess the Literacy aspect through provided group and class
discussion.
Summative Assessment strategy (of studio investigation): How you
will assess Visual Art and Social Studies? What will you be looking
for?* Students work will be assessed with the completion of their
Write-up and art piece (comic) and during the Gallery Walk.
Students should see a personal connection between the writer and
their artwork that ties in with the Big Idea.
Common Core State Standards (2-3): List grade-specific California Visual and Performing Arts Standards (grades 1-6 only)
standards. (3-5): Check all that apply and add number and description of
ELA (pp. 10-43, link HERE) applicable content standard.
Math (pp. 10-52, link HERE) (pp. 122-143), link HERE)
1. Reading Standards for Informational Text K5 . ___1.0 Artistic Perception: 1.2, 1.4
2. Reading Standards for Foundational Skills K-5. ___2.0 Creative Expression: 2.1, 2.2, 2.4
3. ___3.0 Historical & Cultural Context: 3.2, 3.5
___4.0 Aesthetic Valuing: 4.1, 4.3
___5.0 Connections, Relationships, Applications: 5.5
Vocabulary: Identify and define vocabulary that connect the
art form with the other two identified content areas.*
1. Hero
2. Ethnicity
3. Civic Duties
4. Narrative
5. Identity Materials: List all materials needed in the columns below.

Have Purchase
Construction Paper N/A
Glue Sticks
Stickers
Paint
Paintbrushes/Palettes
Masking Tape
Transparency Sheets
Lesson Procedures: Lesson Procedures: (100 minutes)
1) Introduce big idea, 21st century art education approaches, and grade level (1 minute) -Megan
2) Go over PowerPoint with class
-Article Discussion with class (5 minutes) -Rebeca
-Discuss main points
-Any questions?
-Inspiration Artists (10 minutes) -Megan
-Brief History
-Lesson Overview (3 minutes) -Rebeca
-Vocabulary- Vanessa
-Key Concepts (1 minute) -Rebeca
-Essential Questions (1 minute) -Rebeca
-Alex Ross Video (13 minutes) -Megan
-Learning Objectives (2 minutes)- Vanessa
- Materials and Safety (2 minutes) - Chris
- Studio Investigation Instructions (5 minutes) - Sydney
3) Demo (10 minutes) -Everyone
4) Students gather materials needed (3 minutes) -Students
5) Studio time (30 minutes)- Everyone helps students
-Instructors walk around to answer any questions and help when needed
6) Wrap up studio time, begin filling out Superhero handout while paint dries (10 minutes)
7) Table-share (10 minutes) - Students

Focus Lesson (teacher does): Megan Detail opening activities by exploring the following questions. How will you motivate the
students to want to learn the new concepts (see Key Concepts) and strategies/skills (see Lesson Objectives)? How will you
introduce the Big Idea of the lesson? How will you link this lesson to the students prior knowledge?
Megan will be introducing the lesson and big idea to the class and motivate the class by explaining why heros as a big idea is
exciting to explore through reading, writing and art making. Connecting the big idea hero with the students personal choice of
their own hero will connect the students to the lesson in a unique and interesting way and will get the class excited to learn about
heros then creating their own mini comic book to emphasize why their hero is important to them. Introducing them to the inspiration
artist will also get them excited to create their own artwork.
Modeling (teacher does): Vanessa Name and demonstrate the content area strategies/skills (see Lesson Objectives) that are the
focus of the lesson. Explain and show their purpose. Use analogies or other concrete examples to explain concepts (see Key
Concepts). For literacy- Amber will show a film about the illustration artist and discuss why Alex Ross reflects on the concept of the
artwork of Our Comic Hero. Next for Visual Art- Sydney will discuss the studio investigation instructions and Chriss will announce
the materials and safety. Everyone will demonstrate how the artwork is to be made with allowance of the students personalizing
their images to how they see their hero. For social studies- An article was provided to be read by the students and a discussion
following such bases off the students memos they will have written. Also during the lesson a PowerPoint is displayed with a review
of the vocabulary that Vanessa will discuss involving the words; Hero, Civic Duties, ethnicity, narrative and identity that will help the
students understand the characteristics, etc. of the artwork and overall lesson of Our Comic Hero.

Guided Instruction (teacher and students do together): Rebeca Detail main activities by exploring the following questions.
What Essential Questions will you ask students to facilitate learning? How will you organize students? What will you do/say during
each learning activity? What will the students do (see Lesson Objectives)?
Throughout the lesson, we would like for each student to be able to personally answer all 4 essential questions.
Students will work with their group members from the beginning of the class. First, Megan will introduce the lesson. Hen, Rebeca
will provide instructions for the article discussion. Each group will discuss and answer the article questions together. They will be
provided with blank paper and markers to write down their answers and share them with the class. Rebeca will ask a group
member from each table to share their responses to the questions. After discussing the article Megan will give a brief introduction
of our artist, Alex Ross. Rebeca and Vanessa will then address the Lesson Overview and will point out to the students vocabulary
words that we thought were important for our lesson. Rebeca will then address the Key Concepts and Essential Questions and ask
students if they think they are able to answer at least one question with what they will have seen so far throughout the lesson.
Next, Megan will introduce a video on the inspirational artist. The video is a bit lengthy, so we will allow students to stand up and
move around if needed. Once the video ends, Vanessa will discuss the Learning Objectives and ask if there are any questions to
what has been covered thus far. This will facilitate introduction into Studio Time once Sydney addresses the materials and safety
instructions we have designated for the activity. All 5 presenters will do a class demonstration on the activity. We want students to
see various stages of completion of the comic they will make. Therefore, two presenters will bring in completed works to show to
the class while the other 3 show how students can set up their art piece. We will clarify at this point that the students can create
their own comic presentation as long as they include all pieces of the handout we will give them to help with brainstorming and
organization of the comic. Students should be able to answer Essential Questions #1, 3, and 4 now if they havent already. We will
tell students where they can grab materials to begin working on their art piece. Students will have approx. 30 minutes to complete
their comic. All instructors will be available to answer questions and provide assistance. The instructors will announce Wrap Up
time and cleanup after the 30 minutes have passed. During this time we will also inform students that they will do a Table Share
once their area is clean. During Table Share the students will take turns in reading their comic to all group members. Christopher
will provide Closure questions once Table Share time expires. We will end our lesson by giving thanks to the class for participating
and, if time allows, provide us with feedback on positive or negative aspects of the lesson that may or may not have occurred.

Collaborative Learning (students do together): The collaborative learning will take place during the discussion portion of the
lesson. We will have the students discuss with each other the main points of the article and the importance of those main points in
relation to art and heroes in everyday life.

Independent Learning (students do alone): The students will complete the studio and writing portion of the lesson independently
to further explore the meaning of heroes and their newfound understanding of the art education approaches. The students will first
glue the picture of their personal hero on the construction paper, next they will attach the transparent film with electrical tape and
cut to size of desired border. Next the students will paint the transparent film to create their own superhero. While the paint dries,
the students will fill out the handout provided. Once the handout is completed, the students will glue the handout to the back of the
construction paper. Once the groups are finished with the studio, they will peer-share their art and why they chose this person as
their superhero.

Closure: Chris How will you end the lesson to solidify learning? How will you and/or students summarize concepts and
strategies/skills (see Key Concepts and Lesson Objectives) for the day? Class will go around the room for a gallery walk learning
about other students heros. They will read about different types of heros. Chris will talk about the concepts and talk about how
each hero is different. Ask how does each student feel looking at other people's heros. What can we say to our heros?
 Please respond to the following questions thoroughly and in complete sentences.

1. How will you adapt the various aspects of the lesson for students with disabilities?
My group feels that using teaching strategies and lesson plans that is geared toward all different learning styles such like ours and
incorporating hands-on activities as well as literacy and reading will allow students with disabilities to be able to succeed in the
lesson being taught.

2. How will you adapt the various aspects of the lesson for English language learners?
We can include complete/partial translation for Spanish-speakers throughout the lesson, if needed. For other languages, we can
provide key word points that may help the ELL student with understanding what they are to do during the lesson. Also, during
Discussion and Studio Time ELL student(s) may ask for clarification from classmates and/or the instructor. Our goal as a group is
provide all students with an inclusive lesson in which they can all participate and enjoy.

3. How will this lesson allow for/encourage students to solve problems in divergent ways?
Students will be encouraged to think outside the box and that there is not one right way to make art. This lesson is personal to
each student because theyre allowed to bring in a personal image of their hero and turn him or her into a Comic Hero.

4. How will you engage students in routinely reflecting on their learning?

Assessments such as a Gallery Walk, Pair-share and the Hero worksheet the students will attend on will help with reflecting on
their artwork they will create.

5. How will you (a) address potential safety issues and (b) assure necessary precautions are followed? See OEHHA, link HERE
In our instructions we will have provided and safety sheet with the materials being used in the lesson for the day as well as
restating safety during the studio investigation.
 Lesson Resources/References (use APA; please identify, with an asterisk, article or chapter due for HW):
*Royal, D. P. (2007). Introduction: Coloring America: Multi-Ethnic Engagements with Graphic Narrative. MELUS: Multi-Ethnic
Literature of the United States, 32(3), 7-22. doi:10.1093/melus/32.3.7

* Include this information in the form of a PPT, Prezi, etc.

On the day of the presentation or the day before, one person from the group should email two files to each student via
Blackboard: the finished (a) Lesson Plan Template; and (b) PPT, Prezi, etc. Login to Blackboard/My SacCT, click on ART
133, click on Course Tools > Send Email > All Users.
A helpful link to get you started: http://sacstatearted.weebly.com/visual-art-education.html
Reference

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

http://www.americansforthearts.org/networks/arts_education/publications/special_publications/Defining%20Arts%20Integratio
n.pdf