Molly Feehan

Orange Block
Art Integration Lesson Plan Template 1
Art Integration Lesson Plan Template
LTC 4240: Art for Children
Lesson Title & Big Idea*: Relationships
Lesson Overview/Summary*: I am going to show my students a painting by Pablo Picasso emphasizing
his use of cubism, the students will VTS the painting and write their thoughts about the painting and use
of shapes. This will be an introduction into the theme of geometric shapes where the students will create
their own art collage with specific geometric shapes.
Key Concepts (3-4): What you want the students to know.*
1. Visual Art:
The students should be able to VTS the painting.
They will understand the background of cubism and Pablo
Picasso.
2. Literacy:
Students will understand the relationship between shapes
and art when writing their visual thinking strategy.
3. Mathematics:
Students will know different geometric shapes after this
lesson.

Grade Level*: 4th grade

Class Periods Required:
(please circle)
1

Essential Questions (3-4)*:

1. What kinds of relationships do you see between art and
math?
2. Do certain geometric shapes have relationships with other
shapes?
3. Why is it important to use visual thinking strategies when
looking at a painting?

Lesson Objectives: (Excellent resource at http://www.teachervision.fen.com/curriculum-planning/newteacher/48345.html?for_printing=1&detoured=1): What you want the students to do. *
1. Visual Art: The students will be able to create their own art collage using geometric shapes.
2. Literacy: The students will be able to write what they see in the Pablo Picasso painting.
3. Mathematics: The students will be able to identify geometric shapes and have an understanding of the different shapes.
Grade Level Expectations (GLEs) (3-4)
(http://dese.mo.gov/divimprove/curriculum/GLE/)
1. Visual Art:
Big Idea 1: Self Concept: Recognize positive self-talk and
communicate personal thoughts and feelings.

Identify & define common vocabulary that connect the art

form with the other identified content areas:
1. Shapes: the quality of a distinct object or body in having an
external surface or outline of specific form or figure
2. VTS: Visual Thinking Strategies

Molly Feehan
Orange Block
Art Integration Lesson Plan Template 2

Big Idea 2: Quality Relationships: Demonstrate respect for

others personal opinions and ideas.
2. Literacy
3. Mathematics:
Big Idea 4: Self-Management for life-long learning: Apply
time-management and organizational techniques necessary
for assignments and/or task completion.
Content Areas Integrated*:
1. Visual Art (Inspiration Artist: Pablo Picasso)
2. Literacy
3. Mathematics

Lesson Activities & Procedure(s) (please be very specific):

Day 1:
1. Introduce the concept of geometric shapes.
2. Discuss with the students how Pablo Picasso created the
idea of cubism with his use of shapes in his paintings.
3. Present the painting by Pablo Picasso. (see in attached
resources)
4. Have the students write what they notice about the painting
on a piece of paper, what kind of shapes do they recognize?
5. Have the students share their thoughts with the class on
VTS with the Picasso painting.
6. Discuss with the class the relationship between math and
art in this painting. How do the shapes change the meaning
of the painting?
7. Now we are going to discuss the different shapes we found.
8. Go through each shape and draw it separately on the white
board or smart board; label the shape underneath the
drawing.
9. Introduce the art collage project.
Day 2:
1. Recall what we discussed with the Picasso painting on day
1.
2. Re-visit each shape found in the painting.
3. Hand each student a black sheet of construction paper,

Molly Feehan
Orange Block
Art Integration Lesson Plan Template 3
scissors and Elmers glue.
4. The students will be given a separate sheet of colored
construction paper with the specific shapes they found in
the painting.
5. The paper will contain 1 circle, 2 squares, 3 different sized
triangles, 1 diamond and 2 different sized lines.
6. The students must cutout the shapes and glue them on to
the black piece of construction paper however they chose
to.
7. Once all of the students are done with their collage they are
going to present it to the class.
8. When they are presenting have them say a couple sentences
about why they chose to put the shapes where they did and
how it relates to Picassos painting.
9. Once you are done with this hang up the collages in the
hallway to show off the students work!
Anticipatory Set (Gaining Attention)*:
Closure (Reflecting Anticipatory Set):
1. Use the Pablo Picasso painting to introduce geometric shapes
1. Have the students show the class their art collage and
and have the students VTS the painting.
explain the meaning behind the shapes they used.
Formative Assessment strategy:
Summative Assessment strategy*:
1. Visual Art: Did the student use the shapes given in the art
1. Visual Art: Students art collage has the shapes in it.
collage?
2. Literacy: Students have written their thoughts about the
2. Literacy: Did the student write correct and meaningful
painting and what shapes they found.
information down during VTS?
3. Mathematics: Students will create an art collage including
3. Mathematics: Does the student know which shapes he/she
the given shapes: 1 circle, 2 squares, 3 different sized
used in the art collage?
triangles, 1 diamond and 2 different sized lines.
What student prior knowledge will this lesson require/draw upon?
1. Students will draw upon their previous knowledge of geometric shapes.
2. Students will draw upon their previous knowledge of how to VTS a painting.

Molly Feehan
Orange Block
Art Integration Lesson Plan Template 4
How will you engage students in imagining, exploring, and/or experimenting in this lesson?
1. Students will have to imagine how they are going to create their art collage.
2. Students will explore the Picasso painting and their thoughts on the shapes in the painting.
How will this lesson allow for/encourage students to solve problems in divergent ways?
1. Students will first look at the Picasso painting and dissect the geometric shapes within the painting. Next the students will use
their cutout geometric shapes to create an art collage. They are looking at shapes in different ways and solving different questions
about geometric shapes and art.
How will you engage students in routinely reflecting on their learning?
1. Throughout the two days I will keep referring to the relationship between the shapes and the Pablo Picasso painting. This will
keep the students engaged in the visual art aspect of our lesson plan and not solely focused on the art collage.
How will you adapt the various aspects of the lesson to differently-abeled students?
1. This lesson can be easily adapted for children with disabilities, you can tell them beforehand what we are going to be discussing
and help them when creating their art collage.
2. I would work with the Para if there is one in the room and have her pull the student aside and do the lesson one-on-one including
the Picasso painting and art collage.
What opportunities/activities will students be given to revise and improve their understandings and their work?
1. When doing the VTS with the students have them say a couple things out loud that they wrote down, this will help the students
look at what they wrote and see if they want to change or add some things to their paper.
2. The students can ask each other about the different shapes they are using and revise their art collage before they glue it down.
What opportunities/activities will you provide for students to share their learning in this lesson?
1. The students will share their thoughts on VTS out loud with the class.
2. The students will share their art collages with the class.
Lesson Resources/References (please be very specific by providing links, authors, titles, etc.):
Pablo Picasso Painting: http://www.amillionlives.net/pablo-picasso-biography-life-of-the-greatest-modern-painter.html

Molly Feehan
Orange Block
Art Integration Lesson Plan Template 5
Lesson Adapted from: http://www.teacherspayteachers.com/Product/GeomARTry-Geometry-Integrated-Art-Lessons-396792

* Include this information during the Popplet presentation.

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%20Integrati
on.pdf