Artintegratedlessonplanlm 2
Artintegratedlessonplanlm 2
Artintegratedlessonplanlm 2
Moshkowsky
Art
Integration
Unit
Plan
Materials/Equipment/Etc:
-Olivia
and
the
Fairy
Princesses
by
Ian
Falconer
-Magazines
-Construction
Paper
-Glue
-Scissors
-Oil
Pastels
-Internet
access/projector
for
video
and
collage
sample
viewing
Websites:
https://www.youtube.com/watch?v=l-gQLqv9f4o
http://www.juxtapoz.com/current/interview-with-
derek-gores-intricacies-of-collage
http://www.wanderingeducators.com/artisans/artisan-
month/artist-month-collage-artist-derek-gores.html
http://facweb.cs.depaul.edu/sgrais/collage.htm
Lindsay
Moshkowsky
Art
Integration
Unit
Plan
Key
Concepts
(3-4)
What will students learn and KNOW about art and art making from
this lesson?
1. Collage is typically a technique involving gluing and assembling
different forms, creating a new whole.
2. Collages are often made up of multimedia, or a mixture of
various forms; A picture or design created by adhering such
basically flat elements as newspaper, wallpaper, printed text and
illustrations, photographs, cloth, string, etc., to a flat surface, when
the result becomes three-dimensional, and might also be called a
relief sculpture. Most of the elements adhered in producing most
collages are "found" materials. Introduced by the Cubist artists, this
process was widely used by artists who followed, and is a familiar
technique in contemporary art.
3. There are many options to choose from in regard to materials- it
is truly up to the artist!
4. The juxtaposition and layout of each piece will affect the meaning
conveyed in the artwork.
5. Pablo Picasso: papier coll (pasted paper); With papier coll the
artist pastes pieces of flat material (paper, oil and cloth?) into a
painting. Papier coll may include shreds of mixed media to produce
the effect of actual paint, layered on the canvas. Paint can also be
added in addition to the other media.
6. Derek Gores: paper-cutting collage technique; both deliberate
and random, a way to explore textures
Students will learn from the process of art making, the most
effective way to communicate their underlying intentions and
thoughts. Students will also learn that from both literature and
discussion, they can take away further ideas and suggestions to
integrate into existing pieces of art. They will uncover how authors,
much like artists, are able to use the process of writing to craft
deeper meaning and larger ideas. From this experience, it is the goal
that students will be able to manipulate their original artwork to
compensate for their recent growth and learning.
Essential
Questions
(3-4)
What questions guide the investigation in this lesson?
What will students discover and investigate both about art and art making?
What will you ask that will guide the purposeful exploration of materials and ideas that
will produce meaningful content to the creative production?
1. Artists and designers shape artistic investigations, following or breaking with
traditions in pursuit of creative art making goals.
2. Artists and designers experiment with forms, structures, materials, concepts,
media, and art- making approaches.
3. How can we become more accepting of individual differences? How can we
celebrate these differences?
Lindsay
Moshkowsky
Art
Integration
Unit
Plan
Unit
Objectives:
(Excellent
resource
at
http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html?for_printing=1&detoured=1)
What learners will DO? List beginning with the student will*(NOTE: Evidence of the objectives and concepts attained make up your assessment
criteria below)
The student will:
1. Be able to critically evaluate deeper meaning within a text.
2. Be able to analyze deeper meaning behind an image (collage).
3. Be able to demonstrate his or her individual understanding of the word acceptance via collage.
Grade
Level
Expectations
(GLEs)
(3-4)
(http://dese.mo.gov/divimprove/curriculum/GLE/)
National
Core
Art
Standards
(http://www.nationalartsstandards.org)
VA:Cr1.2.2a
Make art or design with various materials and tools to explore
personal interests, questions, and curiosity.
VA:Pr5.1.2a Distinguish between different materials or artistic
techniques for preparing artwork for presentation.
STRAND I.D, VA1.D: Select and apply two-dimensional media,
techniques, and processes to communicate ideas and solve
challenging visual art problems
CCSS.ELA-LITERACY.RL.2.7
Use information gained from the illustrations and words in a print or digital text to
demonstrate understanding of its characters, setting, or plot.
CCSS.ELA-LITERACY.RL.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to
the text as the basis for the answers.
CCSS.ELA-LITERACY.RL.2.2
Recount stories, including fables and folktales from diverse cultures, and determine
their central message, lesson, or moral.
Lindsay
Moshkowsky
Art
Integration
Unit
Plan
Content
Areas
Integrated:
1.
Visual
Art
2.
Literacy
3.
Social
Studies
(via
the
history
of
an
artist)
Identify
&
define
common
vocabulary/concepts
that
connect
the
art
form
with
the
other
identified
subject
area(s):
1. Layers
2. Meaning
3. Expression
4. Layout/Juxtaposition
5. Collage
Lesson
Titles
in
Sequence/Order
with
TIME
and
MATERIALS
needed
Brief
Lesson
Descriptions
(2-3
sentences
each)
for
each
portion
1.
What
makes
you
unique?
How
have
people
in
your
life
1.
Students
will
discuss
what
makes
them
unique.
They
will
then
apply
what
they
encouraged
you
to
be
unique
and
accepting
of
others?
How?
One
have
learned
from
a
whole
class
discussion
about
the
big
idea
of
acceptance,
by
class
period
(60
minutes),
introduce
the
idea
of
collage,
present
expressing
their
understanding
through
visual
representation
in
a
heart
map
collage.
Pablo
Picassos
Three
Musicians,
scissors,
glue,
magazines,
tissue
We
will
discuss
how
all
of
our
different
understandings
of
acceptance
come
together
paper,
newspaper,
oil
pastels,
markers,
construction
paper
(variety
to
create
a
safe
and
productive
learning
environment
and
greater
world.
We
will
show
of
materials
for
collage)
this
accepting
community
by
putting
each
students
heart
portrait
onto
one
class
acceptance
collage
later
in
the
unit.
a.
Pablo
Picassos
work
(The
Three
Musicians)
will
be
presented
and
analyzed
together
as
a
class.
We
will
talk
about
the
materials
and
techniques
that
can
be
used
in
collage.
Other
examples
will
be
used
to
showcase
how
artists
use
collage,
like
those
from
artist
Derek
Gores.
2.
How
do
other
people
demonstrate
acceptance?
One
class
period
2.
Students
will
view
a
short
documentary
by
Kid
President,
and
will
then
build
off
of
(60
minutes),
Kid
President
video,
large
piece
of
butcher
paper,
those
ideas
to
build
a
large
brainstorm
scroll
of
what
they
think
acceptance
means
in
markers
for
all
students,
literacy
tie
in
(Olivia
and
the
Fairy
the
classroom.
Students
will
share
their
ideas
together
so
that
I
can
formatively
assess
Princesses)making
the
idea
relatable!
each
individuals
understanding
of
the
overarching
big
idea.
Students
will
then
listen
to
a
read
aloud
of
Olivia
and
the
Fairy
Princesses,
looking
for
deeper
meaning
and
relevance
to
the
big
idea
of
the
lesson.
3.
Making
an
acceptance
quilt:
How
can
we
be
accepting
and
show
our
acceptance?
One
class
period
(60
minutes),
construction
paper,
3.
Students
will
have
seen
many
examples
of
collage,
made
by
different
artists,
and
magazines,
images,
scissors,
glue,
oil
pastels,
large
poster
size
will
have
already
compared
each
in
a
large
group
(similarities,
difference,
meaning).
thicker
to
act
as
support
for
individual
collages.
Next,
students
will
edit
and
add
to
the
heart
portraits
they
created
during
the
last
lesson.
Together,
the
class
will
redesign
their
portraits,
adding
symbols,
new
words,
images,
or
sentences.
Differing
perspectives
will
be
discussedwe
may
all
be
Lindsay
Moshkowsky
Art
Integration
Unit
Plan
representing
the
same
idea,
but
in
different
ways!
We
will
show
this
accepting
community
by
putting
each
students
unique
heart
portrait
onto
one
class
acceptance
collage.
What
student
prior
knowledge
will
this
unit
require/draw
upon?
These
lessons
may
draw
upon
student
prior
knowledge
in
the
form
of
experiences.
There
is
not
much
academic
content
that
would
need
to
be
drawn
upon,
but
rather
the
students
social
experiences
and
observations
of
the
world
and
the
people
around
them.
This
is
the
prior
knowledge
that
can
be
tapped
into
to
foster
more
meaningful
discussions
about
the
causes
and
effects
of
acceptance
in
a
greater
sense.
What
activities
will
you
use
to
engage
students
in
imagining,
exploring,
and/or
experimenting
in
this
unit?
The
sequence
of
the
lessons
in
this
unit
will
build
upon
one
another
with
one
common
goal
in
mind:
to
allow
students
to
experience
play
in
parallel
with
true
expression.
By
having
students
begin
the
unit
imagining
and
brainstorming
about
the
big
idea
of
acceptance,
they
will
become
better
prepared
to
more
deeply
explore
the
idea
in
lesson
two.
In
this
lesson,
students
will
truly
dive
into
exploration
as
they
discuss
their
individual
ideas
in
relation
to
those
of
their
peers,
as
they
engage
in
the
opportunity
to
deconstruct
and
reconstruct
their
original
class
collage
with
newfound
thoughts
and
insights.
The
preparation
done
in
the
first
two
lessons
will
assist
students
in
being
ready
to
truly
experiment
with
the
artistic
element
at
hand:
collage.
Student
will
be
fully
engaged
in
both
the
art
making
and
meaning
making
processes,
as
they
will
have
had
plenty
of
time
to
experience
acceptance
through
the
eyes
of
their
peers
as
well
as
deeply
examining
their
own
thoughts.
This
experience
will
allow
students
to
experiment
with
a
variety
of
visual
elements
and
how
each
plays
a
different
role
in
exuding
meaning,
understanding,
and
a
powerful
idea.
The
process
of
these
lessons
will
truly
establish
student
ownership
and
confidence
over
the
final
product:
the
acceptance
quilt.
How
will
this
unit
permit/encourage
students
to
solve
problems
in
divergent
ways?
Students
will
have
limited
materials
in
the
beginning
of
the
unit,
later
building
to
include
more
options.
However,
students
will
need
to
problem
solve
when
confronted
with
this
hurdle,
thinking
about:
How
can
I
illustrate
my
ideas
with
only
______?
In
what
ways
can
I
transform
these
materials
to
serve
my
desired
purpose?
How
can
I
incorporate
multiple
materials
into
one
piece
but
still
remain
focused
on
my
goal?
Academically,
students
may
confront
a
barrier
regarding
the
concept
of
acceptance.
It
may
be
a
reality
for
some
students
that
this
is
not
the
way
in
which
they
think.
This
possibility
that
students
hold
different
beliefs
than
what
it
being
taught
may
occur,
with
which
I
hope
to
encourage
all
students
to
focus
on
what
they
have
experienced
in
addition
to
(or
in
place
of),
their
beliefs
regarding
acceptance.
Students
who
feel
they
are
unable
to
align
their
belief
system
with
what
is
being
discussed
and
taught
may
take
the
alternate
route
of
remaining
more
objective
as
they
look
at
acceptance.
Lindsay
Moshkowsky
Art
Integration
Unit
Plan
How
will
you
engage
students
in
routinely
reflecting
on
their
learning/learning
processes?
Students
will
begin
by
discussing
their
thoughts
and
ideas
surrounding
what
makes
each
of
them
unique.
From
this
discussion,
students
will
have
the
option
to
pull
in
ideas
from
peers
to
include
in
their
heart
map
collage.
Following
this
art
making
experience,
students
will
be
introduced
to
two
famous
collage
artists
work.
They
will
be
encouraged
to
respond
to
what
they
see:
How
does
this
piece
of
art
make
you
feel?
What
kind
of
meaning
do
you
think
each
of
the
components
holds?
What
do
these
pieces
of
art
say
about
acceptance?
Uniqueness?
Following
these
pieces
of
the
lesson,
students
will
be
interacting
with
text,
responding
and
inferring
as
to
what
the
greater
message
may
be
in
relation
to
the
big
idea
of
acceptance.
By
constantly
returning
to
this
big
idea,
students
are
able
to
reflect
on
their
previous
ideas
and
continually
build
upon
them.
For
the
final
step
of
the
lesson,
I
would
like
to
transition
the
class
into
reflecting
on
where
they
began
in
their
knowledge
about
acceptance
versus
where
they
stand
close
to
its
completion.
This
process
will
be
done
through
the
revision
of
individual
heart
maps
to
form
a
whole
class
acceptance
quilt.
Students
will
have
the
ability
to
add
to
or
edit
their
own
work
in
any
way,
before
putting
it
together
to
represent
a
class
full
of
unique
students
who
accept
one
another.
How
will
this
unit
engage
students
in
assessing
their
own
work?
What
opportunities
will
you
allow
your
students
to
display,
describe,
or
evidence
their
learning?
Students
will
have
an
opportunity
during
each
lesson
to
assess
their
own
work.
Students
will
be
assessing
their
own
work
by
thoughtfully
considering
the
meaning
behind
the
art
being
created.
This
process
will
happen
through
discussion,
both
whole-class
and
teacher
to
student.
As
the
collages
progress
from
original
brainstorm
to
class
collage,
and
finally
to
individual
collage
students
will
be
responsible
for
taking
a
step
back
to
critically
assess
the
transformation
in
their
understanding
of
the
big
idea
of
acceptance.
As
the
teacher,
I
will
also
focus
on
the
progression
and
transformation
of
individual
student
expression
and
meaning
making
by
assessing
how
student
ideas
seemed
to
have
develop
over
the
course
of
the
unit.
What
opportunities/activities
will
students
be
given
to
revise
and
improve
their
understandings
and
their
work?
If
revision
is
needed,
it
will
likely
be
a
student-driven
decision,
as
I
do
not
believe
I
reserve
the
right
to
suggest
revisions
to
the
thoughts/beliefs/interpretations
of
my
students
in
this
art
making
process.
However,
if
a
student
does
decide
he
or
she
would
like
to
revise
or
improve
their
work
I
will
support
them
in
that
decision,
offering
additional
and
time
if
possible.
What
opportunities/activities
will
you
provide
for
students
to
share
their
learning/understanding/work
in
this
unit?
During
lesson
two,
students
will
discuss
the
collage
they
constructed
and
reconstructed
together.
Discussion
may
focus
on:
Lindsay
Moshkowsky
Art
Integration
Unit
Plan
Why
did
we
choose
this
placement?
Is
there
a
reason
why
we
used
these
words?
What
do
they
mean
in
terms
of
the
larger
idea?
Does
our
collage
artistically
express
our
intentions?
What
changes
would
you
make
at
this
point?
Does
acceptance
ultimately
lead
to
collaboration?
Additionally,
once
students
compile
the
acceptance
quilt,
there
will
be
time
for
students
to
share
what
they
are
taking
away
from
the
unit
in
terms
of
how
and
why
acceptance
acts
as
a
catalyst
for
a
classroom/society
of
higher
quality.
How
will
you
adapt
the
various
aspects
of
this
lesson
to
differently-abled
students?
How will you differentiate for your diverse classroom population? How will you keep students engaged? What will you do to challenge students who are
highly talented? What have you planned for those who finish early?
In
terms
of
extension
activities,
students
who
finish
their
traditional
collages
early
will
be
encouraged
to
create
a
collage
in
digital
form
to
showcase
a
different
medium.
TEACHER REFLECTION: How will you know that this lesson is successful and meaningful? List indicators.
I will know that this lesson is successful and meaningful when:
-Students engage in critical conversation about uniqueness, individuality, and ultimately acceptance.
-Students can carefully analyze and search for deeper meaning within written text.
-Students critique artists collages- questioning why certain materials are present, questioning the layout and juxtaposition, and the deeper meaning of the piece.
-Students reference these famous collages for pieces to spark greater ideas in their own work.
-Students demonstrate excitement during the process of collaging their heart maps.
-Students happily join together to create something (acceptance quilt) bigger than their individual selves.
-Students are able to see and communicate via spoken word and visual collages exactly how their uniqueness makes them special, and needed in our classroom.
-I can see a change in my students beliefs and the ways in which they approach acceptance. Once they reach a place of celebrating differences and treating
everyone with the same respect, I will know that any deficit thinking that was present originally, has been improved.
Lindsay
Moshkowsky
Art
Integration
Unit
Plan
References
Silverstein,
L.
B.
&
Layne,
S.
(n.d.).
Defining
arts
integration.
Retrieved
from
http://www.americansforthearts.org/networks/arts_education/publications/special_publications/Defining%20Arts%20Integration.pdf