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Community Building

Interdisciplinary Unit Plan connecting

Visual Art & Social Emotional Learning Grade 4

Haring, K. (1989). Untitled (family). Illustrated.

Lesson 1: Positivity Posters

Lesson 2: Mindfulness Weaving

Lesson 3: Community Table Murals

Ellie Lawson

Art Ed Curriculum PK-8

March 2022
 UNIT PLAN OVERVIEW

Stage 1 Desired Results

ESTABLISHED Transfer
GOALS
Students will be able to independently use their learning to…
Massachusetts Visual
Arts Frameworks Identify and communicate how they are feeling, reflect on how their
actions can impact their overall community, and work in groups to
create a cohesive final product.
 (3-4.V.Cr.02)
Use a teacher Meaning
selected
strategy (e.g., ENDURING UNDERSTANDINGS ESSENTIAL
sketches, QUESTIONS
prototypes, Students will understand that…
rough drafts) to How can art be used to
organize artistic  Recognizing our feelings and understand and cope
ideas.  the feelings of others can create with our emotions?
 (3-4.V.P.05) positive impact on our overall
Refine a community. How do individuals
specific  Artists collaborate to create impact the community?
technique to meaningful works of art.
produce a What does a positive
desired effect  Art can be used as a healthy
community member look
(e.g., creating coping mechanism for negative
like?
realistic emotions.
shading). 
 (3-4.V.R.08) Acquisition (Learning Objectives)
Describe
contrasting Students will know… Students will be skilled
interpretations at…
of an artwork to Students will know where to get help
identify multiple within their school for themselves or Students will be skilled at
perspectives their peers. considering other
and diverse opinions when creating a
community Students can recognize how they are collaborative artwork.
ideas. feeling while making art.
 Arts Education and Students will be aware of how their own Students will be skilled at
Social Emotional emotional responses can impact their designing artwork for
Learning peers. presentation considering
Frameworks both the message and
 01 Recognizes audience.
one’s feelings
and thoughts
 08 Recognize
and identify the
thoughts,
feelings, and
perspectives of
others 

Stage 2 - Evidence
Evaluative Criteria Assessment Evidence

See attached Rubric Lesson 1, Positivity Posters: The final product will be an 11 x 1
poster with a slogan, symbol, and a positive affirmation. An
exemplary project will have a harmonious design, a chosen color
scheme, at least three different materials and have a clear
message.

Lesson 2, Mindfulness Weaving: A finished product will have at

least three different texture threads, one found object, and will
be displayed off of the loom in creative way. An exemplary
product will have neat edges, fill the entire loom, and the
student will have used class time wisely to demonstrate
patience and craftsmanship. Additionally, all students will add
one thread neatly to the community weaving that will be
worked on by the whole grade level.

Lesson 3, Community Table Murals:

The final product will be a mural on the table legs of a

table in the art room showing a repetitive pattern using
the symbols from one of six artists previously studied
during the school year. An exemplary project will be
cohesive, neat, and each student will participate in the
 painting of the table.

OTHER EVIDENCE:

Lesson 1, Positivity Posters:

 Students will complete a brainstorming worksheet in groups
designing their final product.
 Students will decide where to display their posters in the
school and explain why they chose how to display their
work.
 Students will self-assess at the end of the project with a
rubric.

Lesson 2, Mindfulness Weaving:

 Students will give a check-in with their thumbs for
understanding throughout each class. Students will check in
one-one with the teacher as well as with their peers
periodically.
 Students will create a list of feelings they tend to avoid on a
piece of chart paper in groups.
 Students will write an artist statement about their work and
how it felt to create it.

.
Lesson 3, Community Table Murals:
 Students will each create one stencil inspired by the
patterns in an artist’s work.
 Students will have check-ins at the end of each class
to share their progress and reflect on any changes
they want to make next class.
 Students will self-assess their own behavior working
on a team at the end of class.

Summary of Key Learning Events and Instruction

Positivity Posters

In this lesson, students will create posters with an encouraging message for the school in
groups of three. Students will discuss negative self-talk and how to use positive affirmations.
Students will collaborate on the slogan, symbols, and overall design of the posters on a
worksheet. Students will use mixed media techniques to create visually appealing work.
When the posters are completed, students will choose how and where to display their work in
the school.

  Mindfulness Weaving

In this lesson students will learn how art is a meditative practice through weaving on a
cardboard loom.  Students will discuss how their actions influence the community and how
coping mechanisms and self-regulation are practices of positive community members.
Students will learn where and how they can get help for themselves and others in the school
community.  Additionally, students will contribute to a community loom, which will be added to
by the entire grade level. This site-specific installation will be displayed in the fourth-grade
hallway. 

Table Murals

In this lesson students will collaborate on painting the table legs of a table for the art room
inspired by one of the artists that students studied throughout the school year. Students will
discuss public works of art and permanent art installations in their community. Students will
analyze an artist’s work to identify patterns or symbols to inspire their mural design. Students
will learn how to make a stencil that will be used to make repetitive patterns. Students will
discuss how repetitive artworks can be a meditative practice. Students will share
responsibilities of planning, designing, and creating the final mural.

LESSON 1: POSITIVITY POSTERS

INTRODUCTORY INFORMATION
 Grade level and class size: Fourth grade, classes of 20
 Number of classes & Length of class period: 40-minute classes once a week, three
weeks
 Lesson topic & description:

In this lesson, students will create posters with an encouraging message for the school in

groups. Students will discuss negative self-talk and how to use positive affirmations.
 Students will collaborate on the slogan, symbols and overall design of the posters on a

worksheet. Students will use mixed media techniques to create visually appealing work.

When the posters are completed, students will choose how and where to display their work

in the school.

STAGE 1 – DESIRED RESULTS

A. ENDURING UNDERSTANDINGS
o Students will understand that using positive affirmations can build self-
confidence.
 Students will understand that their classmates experience the same negative
emotions as they do.
 Students will understand how communicate through their artwork.

B. ESSENTIAL QUESTIONS
 How can we counter negative self-talk in ourselves and others?
 Where can I get support in my school community?
 How do artists communicate through design?

C. ESTABLISHED GOALS/ MA STANDARDS

 (3-4.V.Cr.02) Use a teacher selected strategy (e.g., sketches, prototypes, rough

drafts) to organize artistic ideas. 
 (3-4.V.P.05) Refine a specific technique to produce a desired effect (e.g.,
creating realistic shading). 
 (3-4.V.R.08) Describe contrasting interpretations of an artwork to identify multiple
perspectives and diverse community ideas.

D. ACQUISITION OR LEARNING OBJECTIVES

 Students will be skilled at considering other opinions when creating a
collaborative artwork.
 Students will be skilled at designing artwork for presentation considering both the
message and audience.
 Students can explain how design choices such as symbols and colors are used
to convey meaning.
 Students can use their experiences with negative emotions to empathize with
and encourage others.
 Students will know where to get help within their school for themselves or their
peers.

STAGE 2 – ASSESSMENT EVIDENCE

A. PERFORMANCE TASK AS EVIDENCE.
Fig 1. Example of a finished poster. Positive affirmation posters and cards. Your Therapy Source. (2020,
October 11). Retrieved March 5, 2022, from https://www.yourtherapysource.com/product/positive-
affirmation-posters-and-cards/

The final product will be an 11 x 17 poster with a slogan, symbol, and a positive
affirmation. An exemplary project will have a harmonious design, a chosen color
scheme, at least three different materials and have a clear message relating to a positive
affirmation.

OTHER EVIDENCE/ CONTINUUM OF ASSESSMENTS.

 Students will complete a brainstorming worksheet in groups designing their final product.
 Students will decide where to display their posters in the school and explain why they
chose how to display their work.
 Students will self-assess at the end of the project with a rubric.

STAGE 3 – LEARNING PLAN

A. Materials and equipment:
a. Whiteboard, expo markers
b. 11 x 17 paper
c. Collage paper
d. Markers, crayons, colored pencils, oil pastels, sharpies
e. Tape, scissors, glue
B. Resources: visuals, text, media and web
 Barbosa, B., & Rodriguez, E. (2020). I am!:
Affirmations for resilience. Rise x Penguin Workshop.

Morgan, P. (n.d.). 25 affirmations to help reprogram your negative self-talk. Retrieved

February 22, 2022, from https://www.solutionsforresilience.com/negative-self-talk/

Haring, K. (1998). World. Illustration.

 Haring, K. (1986). Announcement for Gay/Lesbian
Pride Day, New York. Illustration.

Haring, K. (1989). Untitled (family). Illustrated.

Hedger, T. (2018). Celebrating Keith Haring. Illustration.

Vocabulary with definitions:

 Positive affirmation – phrases that challenge negative thoughts
 Encouragement – giving someone support
  Negative self-talk – things you say to yourself that are hurtful or limit your abilities
 Self-confidence – trust in your own abilities
 Abilities – skills, talents
 Self-doubt – lack of confidence in yourself and your abilities
 Display – a place where something can easily be seen
 Symbol – image used instead of words
 Slogan – short message

C. Teacher Instruction & Learning Activity:

 The teacher will start class with the class routines, the art mantra and setting an
intention. The teacher will ask students to stand up, close their eyes, and take a
minute and think about how they are feeling. Then the teacher will introduce the
book, I am! Affirmations for Resilience by Bela Barbosa and Edel Rodriguez. While
reading the book, the students will continue to stand and do the actions described in
the story. Students will reflect with their table groups how the book made them feel.
After the reading, the teacher will ask students what a positive affirmation is. If
students struggled with the word affirmation, the teacher will ask them what positive
means. The teacher will ask students to look back at the class mantra and share that
the mantra is made of positive affirmations, I am positive, I am creative, I am mindful,
and I am an artist. The teacher will ask students why they think we start class with
positive affirmations. The students will discuss some of the negative feelings they
feel when an art project is not going the way they wanted it to.
 Next, the teacher will pass out whiteboards to groups of three. The teacher will
introduce an activity where students will be given a negative thought and will come
up with a positive affirmation that someone who is having that thought can use
instead. The teacher will present four to five negative thoughts and students will
share their affirmations by holding up their whiteboards. To end this activity, the
teacher will ask students to raise their hands if they have ever thought the negative
thoughts. As students raise their hands, the teacher will explain that everyone has
self-doubts, so it is important to use positive affirmations not only for ourselves but
also for our community. At the end of the first class the teacher will ask students to
think of a positive affirmation that their classroom teacher might need to hear.
Students will share a positive affirmation for their teacher while they line up in the
hall.
 During the second day of the lesson students will start class by looking at the artwork
of Keith Haring. Students will be asked what they notice and why. Then the teacher
will ask students what a symbol is, and if they notice any symbols in the artwork. The
teacher will ask if students can use the symbols to understand what the artist is
trying to communicate. The students will discuss two to three of Haring’s artworks
and the meanings behind them.
 Next the teacher will ask students what a slogan is. The teacher will explain that the
students are going to work groups to create a poster for the school that uses a
positive affirmation. The poster will need to include one or more symbols and a
slogan. The teacher will model how to develop a slogan and symbols with the class
using the affirmation “I am brave.” Then students will get a worksheet to brainstorm
their poster design in groups of three. The teacher will provide a list of positive
affirmations for students to choose from. As students finish the worksheet, they will
be given their final 11 x 17 poster paper.
 For the next one to two classes students will work on finishing their posters. Students
will use at least three materials, a slogan, and a symbol. As students finish their
 posters, they will be asked to consider where their poster should be displayed and
why. Then students will be given a self-assessment rubric to allow students to reflect
on how they think they did during this project, both in the final product and as a team
member. To wrap up this lesson, the teacher will ask students if they know where to
get support if they are feeling overwhelmed with negative thoughts. Students will
brainstorm a list of places to get support as a class. The teacher will make this list
available to students.

QUESTIONS TO GENERATE DISCUSSION:

 What does positive mean? What is a positive affirmation?

 Why do we say positive affirmations at the beginning of art class? What kind of
negative feelings do we feel when our art is not looking the way we want it to?
 Who has experienced negative self-talk? How does it make you feel?
 What kind of affirmations can we share with our community?
 What do you notice about Keith Haring’s artwork? What makes you say that?
 What is a symbol? How do artists and designers use symbols communicate
meaning? What is a slogan? What is a color scheme?
 Where would you display your work and why?
 Where can you get support if you need it?

Differentiation: Describe accommodations that you will make in terms of the instruction,
assessment, and activities for English Language Learners and for any students with specific
learning needs that you see at your field sites. In addition, include specific classroom
management and differentiated instructional strategies.
 The teacher will allow students to work independently.
 The teacher will provide both verbal and visual instruction.
 The teacher will allow students to create posters in their native languages to encourage
sharing cultures.
 The teacher will offer a challenge of adding a 3-D element to the poster project for
groups who need a challenge.
 The teacher will keep a physical copy of the book I am! Affirmations for Resilience in the
room.
 The teacher will allow students choices in materials and methods while creating posters.
 The teacher will be flexible with the timeline of the project.
 The teacher will use classroom routines and a consistent schedule in the art room.
 The teacher will provide a self-assessment rubric with images and less words.
 The teacher will ask students to lead demonstrations of skills.
 The teacher will encourage sharing of artwork throughout the lesson.
 The teacher will provide a space for quiet independent work.
Rubric for self-assessment

LESSON 2: MINDFULNESS WEAVING

INTRODUCTORY INFORMATION
Grade level and class size: Fourth grade, classes of 20
Number of classes & Length of class period: 40-minute classes once a week, 4 weeks
Lesson topic & description:

In this lesson students will learn how art can be used as a meditative practice through

weaving. The focus of this project will be how art can be used to help students work through

negative emotions. Students will discuss where and how they can get help for themselves
 and others. In the end, students will contribute to a community loom, which will be added to

by all of the fourth graders. This site-specific installation will be displayed in their hallway.

STAGE 1 – DESIRED RESULTS

ENDURING UNDERSTANDINGS

Students will understand that art can be used as a healthy way to deal with negative
emotions.

Students will understand that mediation can be used to help our mental and physical
health.

Students will understand artists create works of art for specific locations to better convey
meaning in their work.

ESSENTIAL QUESTIONS

 Why do people meditate?

 How can art be used as meditation?
 How do artists create works of art for specific locations?

E. ESTABLISHED GOALS/ MA STANDARDS

(3-4.V.Cr.02) Use a teacher selected strategy (e.g., sketches, prototypes, rough drafts)
to organize artistic ideas. 
(3-4.V.P.05) Refine a specific technique to produce a desired effect (e.g., creating
realistic shading). 

(3-4.V.R.08) Describe contrasting interpretations of an artwork to identify multiple

perspectives and diverse community ideas.

F. ACQUISITION OR LEARNING OBJECTIVES

o Students will be able to explain how artmaking can be used to cope with negative
emotions.
o Students can recognize how they are feeling while making art.
o Students will be skilled at using weaving techniques, using the over and under
pattern and recognizing mistaken stitches.
o Students will be skilled at designing artwork for presentation considering both the
message and audience.

STAGE 2 – ASSESSMENT EVIDENCE

B. PERFORMANCE TASK AS EVIDENCE.
 A finished product will have at least three different texture threads, one
found object, and will be displayed off of the loom in creative way. An
exemplary product will have neat edges, fill the entire loom, and the
student will have used class time wisely to demonstrate patience and
craftsmanship. Additionally, all students will add one thread neatly to the
community weaving that will be worked on by the whole grade level.

Fig 2. Example of a finished work. Retrieved from: Kramer , B. (n.d.). Weaving

with tooled foil. Art Lesson. Retrieved February 21, 2022, from
https://www.incredibleart.org/lessons/middle/middle8.html

OTHER EVIDENCE/ CONTINUUM OF ASSESSMENTS.

 Students will give a check-in with their thumbs for
understanding throughout each class. Students will check in one-one with the
teacher as well as with their peers periodically.
 Students will create a list of feelings they tend to avoid on a piece of chart paper
in groups.
 Students will write an artist statement about their work and how it felt to create it.

STAGE 3 – LEARNING PLAN

A. Materials and equipment:
 Cardboard
 Scissors
 Needles
 Yarn, Ribbon, Felt, Thread
 Woodsies, coins, wires, beads
 Collage paper

B. Resources: visuals, text, media and web (List in APA format)

Figure 3. Example of a finished work. Kramer , B. (n.d.). Weaving with tooled foil. Art Lesson. Retrieved
February 21, 2022, from https://www.incredibleart.org/lessons/middle/middle8.html

Figure 4. Example of a finished work. Retrieved from Sagastegui, A. (2020, May 6). 4th grade – loom
weaving. In the K-8 Art Studio with Anita Sagastegui. Retrieved February 21, 2022, from
https://anitasagastegui.com/2020/05/01/4th-grade-loom-weaving/
Figure 5. Example of a finished work.Retrieved from Briggs. (n.d.). Maples Elementary K-5 Art mrs.
Briggs. Maples Elementary K5 Art Mrs Briggs. Retrieved February 21, 2022, from
https://iblog.dearbornschools.org/maplesart/2012/09/27/4th-grade-weaving/

Buddha (early 7th century) Sculpture (wood, clay, cloth)

 Gyatso, G. (2011).Golden Wheel. Sculpture (Polyurethane, paint, graphite, collage,
stickers).

Shimek, M (2017). Exposed [Wool]., Shimek, M (2017). Transformation [Wool].

Scott, J. (1989) Untitled [Fiber and found objects].

Scott, J. (1988). Untitled [Fiber and found objects].

Hinduism. National Geographic. (2021, March 8). Retrieved February 21, 2022, from
https://www.nationalgeographic.co.uk/topic/subjects/people-and-culture/traditions/
religion/hinduism

Kramer , B. (n.d.). Weaving with tooled foil. Art Lesson. Retrieved February 21, 2022, from
https://www.incredibleart.org/lessons/middle/middle8.html

National Geographic Society. (2020, July 7). Buddhism. National Geographic Society. Retrieved
February 21, 2022, from
https://www.nationalgeographic.org/encyclopedia/buddhism/#:~:text=Buddhism%20is
%20one%20of%20the,Religion%2C%20Social%20Studies%2C%20Storytelling

North Carolina Museum of Art . (n.d.). Textile weaving (Lesson Plan). Textile Weaving –
NCMALearn. Retrieved February 21, 2022, from https://learn.ncartmuseum.org/lesson-
plans/textile-weaving/

C. Vocabulary with definitions: (Please define in student friendly language)

Meditation – deep thinking or focus
Cope – to deal with something
Coping mechanism – ways we deal with negative emotions
Loom – device for weaving cloth
Warp -
Weft -
Weave – to make a material by passing strips over and under each other
Site-specific installation – art that has more meaning in a specific location
Community – a group of people who share values, goals, or spaces.
Mindfulness – being aware of the present moment
Avoid – keep away from
Mantra – word or sound repeated to help meditation
Found object – art using something not normally viewed as art

D. Teacher Instruction & Learning Activity:

o The teacher will begin this lesson with the class routines, the art mantra and
setting an intention for class. Then the teacher will ask students what a mantra
and an intention are and why they think we use a mantra and an intention every
class. The teacher will introduce a slideshow explaining that a mantra comes
from Hinduism and Buddhism, and it is used to help focus during a meditation.
The teacher will show two sculptures of Buddha, one from ancient China and one
from contemporary artist, Gonkar Gyatso. Students will be asked to compare and
contrast the two artworks. The teacher will explain Buddha is a symbol of
meditation. The teacher will then ask if students have ever practiced meditation
before, then have students participate in a guided meditation. After the
meditation, students will turn and talk to their table groups about how the
meditation made them feel.
o To end the first class the teacher will give groups of three to four students chart
paper and ask them to brainstorm as many negative emotions as possible that
they can. Students will share which emotions they thought of and the teacher will
 facilitate a class discussion on ways that we can handle negative emotions,
offering art as a suggestion for students to consider. The teacher will show
students what the project is that they will start working on next week..
o The teacher will introduce the second day of the lesson by asking students if they
have ever used a rainbow loom before and will provide an image. The teacher
will ask students if they know what weaving is and if they can think of anything in
the classroom or at home that might be woven. The teacher will then The teacher
will share the artwork of artists Meghan Shimek and Judith Scott and ask
students what they notice about the art and why, and how the art makes them
feel and why. Then the teacher will explain that Meghan Shimek uses her artwork
to cope with negative emotions and Judith Scott uses her artwork to
communicate because she is unable to communicate with language.
o The teacher will lead a group activity where the students will make a weaving
together. First, the teacher will do a quick demo of how to use the over, under
weaving technique. Then the teacher will have five of the students will stand
across from five other students, each holding three feet of yarn tightly, acting as
the “loom”. The remaining students will each get a three-foot strip of a material
(felt, fabric, yarn, ribbon) and will practice weaving using their bodies to move in
and out of the loom. The teacher will hold one end of the strips of materials for
each of the students who are weaving. The group will say encouraging things to
the artist who is weaving, as well as practicing using a mantra, “over, under,
over, under.” After the weaving is completed, the teacher will ask students to
reflect on how the activity made the feel. The teacher will end class with a five-
minute meditation.
o In the third class the teacher will show students how to set up their cardboard
loom and how to weave. The teacher will give students the goal of using three
different materials on their weavings and students will spend the rest of class
working on their weaving. The teacher will play some meditative music for
students while they work. At the end of the third class the teacher will introduce
the giant loom that the entire grade will be adding to. The teacher will explain that
this weaving is a community project, and each individual will get to choose a
thread to represent themselves and add it to the weaving. The teacher will share
with students that the weaving will be hung in their hallway and ask why. The
teacher will introduce the idea of a site-specific installation and explain how some
artwork has more meaning in a specific location, like the community weaving
does.
 The students will have two or three additional classes to finish their weaving. As
students begin to finish, the teacher will encourage them to add a mixed media element.
Then the teacher will demo how students take their weaving off of the loom and students
will choose how to display the weaving when it is finished. To wrap up this lesson,
students will write a brief artist statement explaining their artwork and how it felt to create
it.

QUESTIONS TO GENERATE DISCUSSION:

 What is a mantra? Why do we use a mantra in art class?

 What is an intention? Why do we set an intention every class?
 What is meditation? Why do people meditate?
 What do you notice about this artwork? What makes you say that?
  How does this artwork make you feel? What makes you say that?
 What do you know about Hinduism? What do you know about Buddhism?
 What is weaving? What kind of things do we use in our daily lives that are
woven?
 What kinds of feelings do you want to avoid? How can we handle those feelings?
 How can art be used to meditate?
 What is a site-specific installation? Why is some artwork more meaningful in a
specific location?
 How did it feel to make this project?

E. Differentiation: Describe accommodations that you will make in terms of the instruction,
assessment, and activities for English Language Learners and for any students with
specific learning needs that you see at your field sites. In addition, include specific
classroom management and differentiated instructional strategies.
 The teacher will present the instruction both visually and verbally.
 The teacher will secure the loom to the table for students who need more stability.
 The teacher will provide alternative options for students who struggle threading a needle,
masking tape the end of the threads.
 The teacher will provide paper weaving projects as an alternative to the thread weaving.
 The teacher will introduce more complex weaving patterns to students who need a
challenge.
 The teacher will allow students to work in pairs
 The teacher will be flexible with the timeline of the project.
 The teacher will use classroom routines and a consistent schedule in the art room.
 The teacher will have visual instructions on weaving with images instead of words.
 The teacher will ask students to lead demonstrations of skills.
 The teacher will encourage sharing of artwork throughout the less.
 The teacher will provide a space for quiet independent work.

LESSON 3 & COMMUNITY TABLE PAINTING

INTRODUCTORY INFORMATION
 Grade level and class size: 4th grade, classes of twenty
 Number of classes & Length of class period: 40-minute classes once a week, four
weeks
 Lesson topic & description:
In this lesson students will collaborate on painting the table legs of a table for the art
room inspired by one of the artists that students studied throughout the school year.
Students will discuss public works of art and permanent art installations in their
community. Students will analyze an artist’s work to identify patterns or symbols to
 inspire their mural design. Students will learn how to make a stencil that will be used to
make repetitive patterns. Students will discuss how repetitive artworks can be a
meditative practice. Students will share responsibilities of planning, designing, and
creating the final mural.

STAGE 1 – DESIRED RESULTS

G. ENDURING UNDERSTANDINGS
Students will understand that artists compromise when collaborating on works of art.
Students will understand that public art can be used to bring a community together.

H. ESSENTIAL QUESTIONS
Why do artists collaborate?

How can multiple artists create one cohesive artwork?

Why do we make public artwork?

I. ESTABLISHED GOALS/ MA STANDARDS

(3-4.V.Cr.02) Use a teacher selected strategy (e.g., sketches, prototypes, rough drafts)
to organize artistic ideas. 
(3-4.V.P.05) Refine a specific technique to produce a desired effect (e.g., creating
realistic shading). 

(3-4.V.R.08) Describe contrasting interpretations of an artwork to identify multiple

perspectives and diverse community ideas.
me

J. ACQUISITION OR LEARNING OBJECTIVES

Students will be skilled at considering other opinions when creating a collaborative

artwork.
Students will be skilled at designing artwork for presentation considering both the
message and audience.
Students will know how to respectfully communicate ideas with a team of artists.

STAGE 2 – ASSESSMENT EVIDENCE

C. PERFORMANCE TASK AS EVIDENCE. (Art product). Describe the final work and
explain how it demonstrates that the students have met the learning objectives of the
lesson. List the characteristics of an exemplary project or benchmark product.
Vis: Paternoster, M. (2020, February 8). Patterns inspired by Takashi Murakami. Arte a Scuola. Retrieved
March 5, 2022, from https://arteascuola.com/2020/02/patterns-inspired-by-takashi-murakami/

The final product will be a mural on the table legs of a table in the art room showing
a repetitive pattern using the symbols from one of six artists previously studied
during the school year. An exemplary project will be cohesive, neat, and each
student will participate in the painting of the table in a respectful and kind manner.

D. OTHER EVIDENCE/ CONTINUUM OF ASSESSMENTS.

 Students will each create one stencil inspired by the patterns in an artists work.
 Students will have check-ins at the end of each class to share their progress and
reflect on any changes they want to make next class.
 Students will self-assess their own behavior working on a team at the end of
class.

STAGE 3 – LEARNING PLAN

The LEARNING PLAN is how and what the teacher presents to students and what the students
actually do in the classroom in order to learn the required knowledge and process. It includes:
 F. Materials and equipment: (List all materials needed for this lesson)
 Table
 Acrylic paint
 Paper
 Tape
 Chalk
 Paint makers
 Mod podge

G. Resources: visuals, text, media and web (List in APA format)

Mac, E. (2015). Ars et Scientia. Mural.

Criscione, F. (2015). Artistic Migration. Sculpture

 Kusama, Y. (1967). Untitled. Painting (oil on canvas).

Kusama, Y. (2021). I Want Your Tears to Flow with the Words I Wrote. Painting (oil on canvas).

Kusama,Y. (1994). Pumpkin. Sculpture ().

Kandinsky, W. (1913). Color Study: Squares with Concentric Circles. Painting

Kandinsky, W. (1926). Accent in Pink. Painting (Giclee on rag paper)

Murakami, T. (2018) Flowers on the Island closest to Heaven. Print (silkscreen on paper).

Murakami, T. (2013). Champagne Supernova: Blue. Print (offset print with silver)
Murakami, T. (2020 ). Haha Bangla Manus. Sculpture
(Bronze and gold leaf).

Haring, K. (1998). Dance II. Print

Haring, K. (1987). We the Youth. Mural.

Hurst, D. (2017). Veil of Love Everlasting. Painting

Hurst, D. (2016) Fruit Salad. Painting

Lefty OUT There (2021). Purpura Multis. Painting

Lefty Out There (2020). Multi-Colored. Painting

Stark,J. (2021 ). Cascade, Brooklyn. Mural
(painting).

Stark, J (2021). Fragment Drip. Painting (2019).

Haring stencils. The Art Junction. (2015, February 28). Retrieved March 5, 2022, from
https://theartjunctionwillardohio.wordpress.com/2015/02/27/haring-stencils/

Vocabulary with definitions:

Mural – large artwork on a wall or ceiling
 Community – a group of people who have shared values, goals, or spaces
 Repetition – the act of process of doing something again
 Pattern – an arrangement of designs (shapes, lines, numbers, colors) that are repeated
again and again
 Graffiti – artwork in public spaces
 Collaborate – to work with someone else on a project
 Public art – artwork in a public space
 Contemporary – happening in the current time
 Stencil – a sheet of material that is cut-out, used to trace.

H. Teacher Instruction & Learning Activity:

 Then the teacher will introduce this lesson with a PowerPoint about public
works of art and murals. The teacher will ask students where they have
seen art in their community. Then the teacher will share some examples
of public artworks that students may have seen before. The teacher will
ask students what they notice about the artwork and what makes them
notice these things. The teacher will ask students how many artists they
think are involved in large public art works.
 The teacher will then ask students to recall as many artists from this
school year that they have learned about in art class as they can in their
table groups. Then the whole class will make a list on the board. The
teacher will tell students they are going to focus on creating a public work
of art using one of the artists they have already looked at this year.
 Students will be shown two to three examples of artwork created by one
of the seven artists: Yayoi Kusama, Jen Stark, Keith Haring, Damien
Hurst, Lefty Out There, Takashi Murakami, and Kandinsky. Students will
draw different things that they notice in the artworks on a piece of paper.
At the end of class students will share the different elements that they
noticed and see which elements other students also noticed. The teacher
will ask them what a symbol is and explain that we have already picked
out some symbols that we will use in our community mural.
 During the second day of the lesson students will come in and get out
their papers from the first class. The teacher will choose one of the
symbols and demonstrate how to make a stencil with it. Students will then
each make their own stencils of one of the symbols they noticed in the
artwork. When students have completed their stencil, they use different
colored markers and repeat the stencil across a sheet of paper. Once
every student has a stencil, the teacher will explain that students will be
designing and creating the mural collaboratively as class and will use the
stencils to help make a repeating pattern. The teacher will introduce the
idea of a community agreement and as a class the teacher and students
will develop a list of expectations for everyone to follow to make the
 project a fair and positive experience. Then students will brainstorm as a
class the best way to design and create their mural.
 In the next few classes students will lead the mural project. They will be
responsible to the planning, design, color scheme, and painting on the
table legs. Students will have a weekly check-in as a whole class where
they will discuss what they think is going well in the project and what they
want to change. When students are finished painting the teacher will give
them chart paper and they will brainstorm an artist statement as a whole
class to explain their mural and who it was inspired by.
 To wrap up this project each student will reflect on how it felt to create art
as a whole class, what they think they did well as a team member, and
one thing that they would do differently next time.

QUESTIONS TO GENERATE DISCUSSION:

 What artists have we learned about this year?

 Where can we find artwork in our community? What do you notice about public
artworks? How many artists do you think work on these artworks?
 What is a pattern? What is repetition?
 Where can we find art? Where can we find art in our community? Why do artists create
art in public?
 What is a community agreement? Why is it important? What do you want our community
agreement to say?

Differentiation:

 The teacher will be flexible with the timeline of the project.

 The teacher will use classroom routines and a consistent schedule in the art room.
 The teacher will use visual and verbal instruction.
 The teacher will provide
 The teacher will have students work in a group.
 The teacher will relate this project back to other projects.
 The teacher will ask students to lead demonstrations of skills.
 The teacher will encourage sharing of artwork throughout the lesson.
 The teacher will provide a space for quiet independent work.