Art Integration Unit Plan Frank 1

Art Integration Unit Plan Template

LTC 4240: Art for Children

Unit Title & Big Idea: Storytelling through Action and Art Grade Level: 2
Unit Overview/Summary:
This unit will show students three different ways that they can hear and see stories. The first way is through reading the
book and the second is through a video and third, through live performances. Students will compare two versions of the
same story that they have read as a class and then bring those comparisons to life by performing different scenes.


Class Periods Required:
Literacy: 1-2, 30-40 minute
period
Visual Arts: 3, 30-40 minute
periods
Performing Arts: 3, 30-40 minute
periods
Key Concepts (3-4)
Compare and contrast different versions of the same story
Understanding the elements of a story
Learn how to tell stories in a variety of ways
Use art to create different elements of a story

Essential Questions (3-4)
What are the important elements of a story?
What are different ways that we can tell a story?
What are important elements of theatre?



Unit Objectives: (Excellent resource at http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html?for_printing=1&detoured=1)
Students will be able to identify basic elements of a story
Students will be able to identify basic elements of a scene
Students will be able to compare elements of two stories
Students will be able to tell stories through a visual and performing arts

Grade Level Expectations (GLEs) (3-4) (http://dese.mo.gov/divimprove/curriculum/GLE/)
Theatre
2.1.A Tell stories through role-play, imitation, and recreating dialogue
2.1.B Identify dialogue and lines of a script
2.2.A Listen to a story and act out the story in a dramatic play

Art
2.3.A Create an original landscape
SII. 2.1.G. Identify and use foreground and background to create illusion of
space

Kennedy Center Standards (Art)
Core Academic Standards (Common Core State Standards) (3-4)
(http://www.corestandards.org/)
CCSS.ELA-LITERACY.RL.2.9
Compare and contrast two or more versions of the same story by different
authors or from different cultures.
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.SL.2.2
Recount or describe key ideas or details from a text read aloud or
information presented orally or through other media.
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Standard 1: Students know the differences between materials, techniques,
and processes
-Students use different media, techniques, and processes to communicate
ideas, experiences, and stories
-Students use art materials and tools in a safe and responsible manner
Standard 6: Students identify connections between the visual arts and other
disciplines in the curriculum

Content Areas Integrated:
1. Visual Art
2. Theatre
3. Literacy

Identify & define common vocabulary/concepts that connect the art form
with the other identified subject area(s):

Character traits: the way a person or a character in a book acts: its a part of
their personality and it comes from inside (scholastic)
Props: items carried on stage by an actor; small items on the set used by the
actors
Scenery: Pieces on stage that represent the location of a scene
Scene: a part of a play or story in which a particular action or activity occurs
Elements: a particular part of something

Lesson Titles in Sequence/Order
1. Comparing stories

2. Building the Scene

3. Page to Stage
Brief Lesson Descriptions (2-3 sentences each)
1. Students will hear two versions of the story Cinderella. The first
story will be the Disney version and it will be read out loud to the
class. The second will be Prince Cinders by Bebette Cole and it will
be played as a video. After hearing both books, the class will
compare the similarities and differences of the books. Students will
then discuss how the elements of the story were told for each book.
After the discussion, the class will split into 4 groups, 2 groups for
each book. Once in groups, students will pick a scene that they
would like to perform from their book. They will use the different
elements of the story to begin to outline their scenes that they will
perform to the class on a graphic organizer.

2. After students have outlined their scenes, they will begin to make
the props and scenery that they will need for their performance.
Groups can refer to their books to determine what items they will
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need to create. Students can use a variety of mediums such as
fabrics, construction paper, wooden rods, clay, cardboard, markers,
jewels, glue, and paint to create the pieces that they will need. Most
materials will be provided, but specialty ideas may need to be
brought in by the students or purchased by teacher. Students can
create anything from a set of trees to a fairy wand.

3. After students have outlines their scenes, they will begin to rehearse
them. Each group will assign different jobs such as director and
actors to each student. Groups will use the direct text from the
books as their scripts (they will not have to memorize these lines).
They will then create their own movements and character traits
based off the action and characters in the books. Student will have
several class periods to rehearse their scenes using the items they
created during the visual art lesson. Once students have had time to
rehearse, they will perform their scenes to the class. After groups
have performed, the class will discuss how they were able to tell the
same stories through performing arts.

What student prior knowledge will this unit require/draw upon?
Students will need to know how to identify key story elements such as character, plot, and setting. Students will also need to have has some exposure to
theatre so that they are aware of some of the elements that go into performing a show such as scenery and props. Student will also need to have prior
experience building small props and scenery pieces using a variety of materials.

What activities will you use to engage students in imagining, exploring, and/or experimenting in this unit?
Students will be imagining, exploring, and experimenting in every lesson in this unit. In the literacy lesson, students will have to explore the two different
stories in order to see how they compare to each other. In the art lesson, students are imagining and exploring with different materials to create their
scenery and props for their performance. In the theatre lesson, students are using their imagination to bring the action of the book to life. They will be
experimenting with different movements as well as different character traits to see what fits best to tell the story.

How will this unit permit/encourage students to solve problems in divergent ways?
This unit will allow students to use problems solving skills when deciding what elements of the story are important when creating their scenes. They can also
use their problem solving skills while creating their scenery and props by deciding what materials will be best for creating them.

How will you engage students in routinely reflecting on their learning/learning processes?
Students will have to reflect in each lesson on if they are staying true to what the story is telling. The have to make sure they are not adding or taking away
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any important elements from the books that will change the story. They will also have to reflect on the elements that they are using to make sure they are
incorporating them in a way that stays true to their books.

How will this unit engage students in assessing their own work and the work of peers?
Student can assess their own work and the work of their peers by making sure that they are including all the details they need in order to perform their
scenes. Students can also make sure that each student is successfully performing the job that they have been assigned. Peer evaluations can be given
between group members and between groups at the end of each performance. This will allow students to express what they and their peers felt they did
well and what they felt they could have improved on.

What opportunities/activities will students be given to revise and improve their understandings and their work?
During the visual art lesson, students can work with a variety of materials to make sure they are creating pieces that can use during their performances.
Students should practice with these items and see if will hold together during the scene. Students will also be given several class periods to rehearse their
scenes to make sure they are true to the book they are performing from. During this time, students can explore with different elements until they feel that
have found what works best for the scene.
What opportunities/activities will you provide for students to share their learning/understanding/work in this unit?
At the end of the unit, students will have the opportunity to perform their scenes to the class. There wlll also be a whole group discussion at the end of the
unit on how they were able to tell stories in a variety of ways. The class will focus on how storytelling can be done within the same story idea and between
performance techniques.

How will you adapt the various aspects of this lesson to differently-abled students?
Adaptations will be based on my understanding of these students. Since there will be a variety of jobs within each group, these students can be assigned jobs
that will fit best with them. I believe that all students will be able to assist in outlining the scene, create the scenery and props, and even act. I plan on having
students assign the jobs within their groups, but I can assist with assigning them as well. Some modifications I can make are having a variety of premade
setting and prop pieces, cutting out materials, and make adjustments to the script.

References
Consortium of National Arts Education Associations and U.S. Department of Education. Arts edge: grades k-4 arts standards. Retrieved from
https://artsedge.kennedy-center.org/educators/standards
Justacornerston (2008, October 14). Prince cinders chapter one of four. Retrieved from https://www.youtube.com/watch?v=3k8eGYxInqE

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Missouri Department of Elementary and Secondary Education. (2006) Grade level expectations: theatre. Jefferson City, MO. Retrieved from
http://dese.mo.gov/sites/default/files/gle-theater.pdf
National Governors Association Center for Best Practice and the Council of Chief State School Officers: Common Core State Standards Initiative. (2014)
English language arts standards, reading: literature grade 2. Washington, D.C. Retrieved from http://www.corestandards.org/ELA-Literacy/
Northrup, M. (May 2000). Multicultural Cinderella Stories. American Library Association, v.9 (no.5). Retrieved from
http://www.ala.org/offices/resources/multicultural
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