Lesson Plan Template

Art Education Lesson Plan Template: ART 133

Group 1 2 3
5 (please circle)
Print First and Last Names:

Sophia Santiago

David Stone

Linda Reynoso

Lesson Title*: Dreams-Fantasy

Simran Nokewal

Shannon Myers

Big Idea*:Fantasy where dreams are

concerned

Grade Level*:6

21st Century Art Education Approach(es): Big Idea

Fantasy gives students an opportunity to connect on an infinite number of levels.
Lesson Overview (~3 complete sentences)*: The students will learn that it is okay to believe in the impossible. Students as a

whole will also learn that it is normal to be different. It is okay to dream and imagine unlimited possibilities.
Key Concepts (3-4): What you want the students to
know.*
1. Fantasy is to wish, to hope, to want, as well as
to yearn

Essential Questions (3-4)*:

1.What is fantasy to you?
2. What is a dream?
3. What does it mean to dream?
4. How do your fantasies tie into your dreams?

2.Fantasy can force one to be lost in thought

3. Fantasy is the breaking down visual images
Lesson Objectives: (Excellent resource at http://www.teachervision.fen.com/curriculum-planning/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 work cooperatively.
2. Content area 2 ___________: TSW be able to discuss their thought process behind their work.
3. Content area 3 ___________:TSW be able to make connections between their work and their thought processes.
Common Core State Standards
standards.

(2-3):

Please list grade-specific

Identify & define vocabulary that connect the art form with
the other identified content areas*:

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1. Engage effectively in a range of collaborative discussions
2. Present claims and findings, sequencing ideas logically and
using pertinent descriptions, facts and details
3.Interpret information presented in diverse media and
formats (e.g., visually, quantitatively, orally) and explain how it
contributes to a topic, text, or issue under study

1. Fantasy-the faculty or activity of imagining things,

especially things that are impossible or improbable
2.Dream-a series of thoughts, images, and sensations
occurring in a person's mind during sleep
3.Psychology. an imagined or conjured up sequence fulfilling
a psychological need; daydream
4. art:the quality, production, expression, or realm, according
to aesthetic principles, of what is beautiful, appealing, or of
more than ordinary significance.
5. Juxtaposition-the fact of two things being seen or placed
close together with contrasting effect.
6. Collage- a piece of art made by sticking various different
materials such as photographs and pieces of paper or fabric
onto a backing.

National Core Art Standards: Visual Arts (grades 1-6 only)

Please list number and description of Anchor Standard.

(4):

1. Creating: VA:Cr1.2.6a Formulate an artistic investigation of

personally relevant content for creating art.
2. Presenting: VA:Pr5.1.6a: Individually or collaboratively,
develop a visual plan for displaying works of art, analyzing
exhibit space, the needs of the viewer, and the layout of the
exhibit
3. Responding: VA:Re8.1.6a Interpret art by distinguishing

Lesson Activities & Procedures (please be very specific)*:

1. Sophia will be setting the presentation
2. Linda and David will be setting up the supplies
3.Shannon will be setting up the groups and seating
placement
4.Simran will be greeting students
5.Introduce ourselves to the class

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between relevant and non-relevant contextual information and
analyzing subject matter, characteristics of form and structure,
and use of media to identify ideas and mood conveyed.

6.Slide 1: Simran

4. Connecting: VA:Cn10.1.6a Generate a collection of ideas

reflecting current interests and concerns that could be
investigated in artmaking.

8.Slides 4-5:Shannon

7.Slides 2-3: Linda; students will be asked to pair-sharing

9.Slide 6: David
10.Slides 7- ?: Sophia

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:
__X_2.0 Creative Expression: 2.5: Select specific media and
processes to express mood, feelings, themes, or ideas
___3.0 Historical & Cultural Context:

___5.0 Connections, Relationships, Applications

List all materials needed in the columns below.

Glue
Scissors
String

11.We will show our studio as the example

Students will be asked to get out their materials from home
12. Students will be given instructions about how studio will
take place
13.Students will begin to brainstorm with tables
14.Students will begin working on project

___4.0 Aesthetic Valuing

Have

Studio: We will introduce what the studio is

Purchase

15. Students will finish up working at their individual tables

16. Students will begin to work as a class
17.Have students discuss the connections that can be made
18. Have students discuss the studio as a whole
19.Critique
20.Discussion of Reading - 3 Sentence Review for homework

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Magazines

21.

Film Paper

22.

18x24 paper

23.

Sharpies

24.
25.

Anticipatory Set (Gaining Attention)*: We will discuss how

everyones dreams and images came to be about. As a group
we will then mention how our project came to be about and
the details within it.

Closure (Reflecting Anticipatory Set):

Formative Assessment strategy (of HW via creating,

evaluating, analyzing, applying, and/or understanding [Bloom,
n.d.])*: There will be a pair sharing activity in which students
will share their personal opinions and their perceptions on
what dreams mean to them after the reading.

Summative Assessment strategy: From the

homework/reading the students should understand the
mindset we want them to be in. The student will be in a safe
space where they feel they will be able to open up and
express what they themselves feel are their dreams and
anything pertaining to that idea.

We will be complementing the students on their work. Also,

we will be holding a brief discussion regarding the reading
assigned for homework, and we will be doing a student critic
with a blank piece of paper next to the artist's artwork. The
students will go around and give feedback to their peers.

What student prior knowledge will this lesson require/draw upon? They will be required to call upon their imagination, wild
thoughts and creative ideas throughout their lifetime. Dreams are sporadic to that point, so nothing needs to make perfect

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sense just talk about it might be and how it come to be that way.

How will you engage students in creating, evaluating, analyzing, and/or applying (see Blooms new taxonomy, n.d.) in
this lesson?
We will be engaging them in creating through the collage process, they will be evaluating each other on the concepts of
dreams and fantasy. they will be applying the concepts discussed in their cgroup/collaborative art pieces.

How will this lesson allow for/encourage students to solve problems in divergent ways?
It will show students how they are not alone in regards to their thoughts. Students will be encouraged to show their originality
and creativity and see their abundance of similarities. Students will work together as a group to problem solve and collaborate
to further their understanding.

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

We will have them discuss past projects, papers, and homework and have them compare the learning process they went
through with the past assignments to the current ones. Through this we can see and discuss the improvements each student
has made with their mental state.

How will you adapt the various aspects of the lesson to differently-abeled students? Dependant upon the disability we will
adapt the plan accordingly. Just as a few examples for a child with an auditory handicap we will make sure to include more

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visual work, while a student with sight disabilities much more audio instruction and work will be given.

What opportunities/activities will you provide for students to share their learning in this lesson?
Collaborating with other students.
Discussions

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

* Morgan, A. (2009, August 26). Art in the Preschool Classroom: Finding Reality and Fantasy. In Not Just Cute. Retrieved from
http://notjustcute.com/2009/08/26/art-in-the-preschool-classroom-finding-reality-and-fantasy/
Louise Bourgeois Biography, Art, and Analysis of Works. (n.d.). Retrieved from http://www.theartstory.org/artist-bourgeois-louise.htm
Louise Bourgeois. (n.d.). In Art 21. Retrieved from http://www.art21.org/artists/louise-bourgeois
Louise Bourgeois - Cell VIII [Online video]. Retrieved from https://www.youtube.com/watch?v=cnSot7bMHys&feature=youtu.be
* Include this information during the peer Presented Lesson Plan.
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
%20Integration.pdf

Lesson Plan Template