LESSON PLAN 5

University of North Texas

Art Education

I. Lesson Number, Grade Levels, Title, and Duration:

Lesson Number 5, Grade 3rd-5th, Independent Cultural Tradition Investigation, 4 class periods for 55
minutes each
II. Lesson Rationale: Students will accomplish researching an unfamiliar culture. Students will
research a specific traditional celebration within a culture and create an artwork from it. This lesson is
significant in helping students understand multiculturalism because they are actively investigating
other cultures.
III. Key Concepts:
The key concept from this lesson is diversity in multiculturalism.
IV. Essential Question:
What is tradition?
What is culture?
How is the selected cultural tradition celebrated?
V. Lesson Objectives:
1. The student will be able to explain their selected tradition after conducting research of that
tradition.
2. The student will be able to explain how that tradition is celebrated.
3. The student will be able to create an artwork and explain their concept that connects with the
tradition of their choice.
VI. Specific Art Content:
Line, Color, Texture, shape, Form, Value, Space, emphasis, Balance, Harmony, Contrast, movement,
Rhythm. Craft
VII. Resources & Materials for Teacher:
Resource that includes information on a variety of traditions:
http://www.scholastic.com/teachers/article/holidays-sampler-around-world
Resource that includes more information on traditions:
http://www.emlii.com/78e50642/22-Breathtaking-Festivals-Around-The-World-That-You-Must-SeeBefore-You-Die
School Library
Internet
VIII. Resources & Materials for Students:
(Materials are open to all students)
Construction paper, cardboard, glue, collage material, scissors, acrylic paint, water color paint, pencil,
markers, crayons, markers, colored pencils, oil pastels colored chalk , watercolors, tempera paint
acrylic paint, textiles, yarn, craft felt, fabric scraps, thread, embroidery floss, muslin, burlap, wool felt

homemade dough, air dry clay, aluminum foil, chenille stems, toothpicks, scrap wood, craft/popsicle
sticks, wood shapes, polymer clay, clay, string, straws, pony beads, wood beads, glass beads
fishing line, ink pad, sponge, brayer, rubber stamps, printing ink, glitter, pom poms, feathers
cotton balls, googly eyes, craft foam, sequins, floral wire, white glue, glue stick, painter's tape, brads
Mod Podge, liquid starch, fabric glue, wood glue, copy paper, wax paper, colored tissue paper, coffee
filters, paper towels, clear contact paper, freezer paper
List of Cultural Traditions:
St. Patricks Day, Ireland
Yi Peng Lantern Festival, Thailand
Thanksgiving, America
Highland Games, Scotland
Kwanzaa, Africa
Diwali festival of lights, India
La Tomatina Festival, Spain
Venice Carnival, Italy
New Orleans Jazz Festival, America
Albuquerque International Balloon Fiesta, New Mexico
Rio Carnival, Brazil
Burning Man, America
IX. Instruction and Its Sequencing:
For each day of the lesson (see below), describe the steps necessary in teaching the lesson content. This
includes introducing the essential question, the key concepts, any discussion questions, use of
supporting materials, instructions and demos for students, and classroom procedures that include how
materials will be distributed and collected. Instruction focuses on facilitating what the students will do
during the lesson and in relationship to the essential question. Be sure to select and vary instructional
strategies appropriate for your unit (i.e. demonstration, presentation/lecture, class discussion,
audio/visual, individual work, collaborative group activities, field trips, games, student research, visual
displays, . . .etc). Plan each day using the following six-part framework:
1st Day of the Lesson
1. Introduction/Motivation:
My goal is to present a YouTube video that shows a compilation of celebrations around the
world which demonstrates multiculturalism and diversity.
2. Guided Practice
What is the selected tradition about?
How is the selected tradition celebrated?
What aspects of this tradition can the student relate to?
3. Independent Practice
Student will be able to explain verbally facts about their chosen tradition and explain the
concept of their artwork and how it relates to that tradition.
4. Closure
Student must list 3 facts of the selected tradition.
5. Formative Evaluation
Class will go on a school library fieldtrip to gather books and materials for research.
Student must select minimum 1 library source.
6. Classroom Management Procedures

I will make sure all students remain in the library. When their resource is chosen the student
must sit and begin research quietly. Student may also sit at a computer for internet research.
2nd Day of the Lesson
1. Introduction/Motivation:
Students will finish looking up the required research they need and begin to think about
what type of art piece they would like to make. Next, they will get out their sketchbooks
and compose a sketch of what their final art product will look like. Students will present
their ideas to the teacher before the end of the day.
2. Guided Practice
Students will be shown how to use their research the proper way and given examples on
how they can incorporate their sources in a creative way. Students will be asked if their 5
facts are incorporated into their final product.
3. Independent Practice
Students will construct their own ideas based off their independent research and library
source. Students will complete a sketch before the end of the day on their own.
4. Closure
The teacher will approve each students idea and guide them to make sure their end product
will be successful.
5. Formative Evaluation
Students will turn in their final sketch at the end of the day. It is important that the students
have included their research in a creative and insightful way and are able to present 5 facts
about their chosen celebration. Students sketches need to be attainable projects that can be
completed within the time frame given and handed to the teacher before they leave that day.
6. Classroom Management Procedures
Students have specific deadlines to meet during this class period, so I will explain that how
important it is to stay on task. Students will not be allowed to leave the classroom to do
their research on this day because they are expected to bring their two Internet and one
library. They need to have physical research with them to pull from.
3rd Day of the Lesson
1. Introduction/Motivation
Students will begin working on their final project by referring to their original sketch
they made and research that they found.
2. Guided Practice
As the teacher I will make sure that all of the students are aware of what art supplies
they can use and how much time they have to complete their project. I will ask them to
use at least 5 art supplies from the list.
3. Independent Practice
Students will complete their own art product based off the research they did. Students
will be expected to work diligently during the duration of the class to complete their
final project by the end of the day.
4. Closure
Students will present their final product to the teacher to assure they are ready to present
their project to the class tomorrow.
5. Formative Evaluation

Students will make sure their projects are displayed properly for the next day and have
told the teacher briefly what they plan on sharing with the class the next day.
6. Classroom Management Procedures
Students have only a short amount of time to complete their final project so they need to
stay focused and on task. I hope by requiring them to pick a certain amount of art
supplies this will help them keep a final goal in mind.
4th Day of the Lesson (Students will present their traditions)
1. Introduction/Motivation:
Students will organize their artwork around the classroom for presentations. Each student will
present their cultural tradition and artwork.
2. Guided Practice
I will help students interpret their own artwork and articulate their connection to their selected
culture.
3. Independent Practice
Students will present their 5 facts to the class about their selected culture.
4. Closure
Students will write down 3 interesting things they learned about other cultures than their own
selected one after everyone presents.
5. Formative Evaluation
I will check their knowledge by having them turn in for a grade their 3 interesting facts from
other students presentations.
6. Classroom Management Procedures
Students must remain quiet during presentations and show respect to each other.
X. Summative Assessment and Evaluation:

XI. Interdisciplinary Connections:

(13) Culture. The student understands ethnic and/or cultural celebrations of the local community and
other communities. The student is expected to:
(A) explain the significance of various ethnic and/or cultural celebrations in the local community and
other communities; and
(B) compare ethnic and/or cultural celebrations in the local community with other communities.
Social studies skills. The student applies critical-thinking skills to organize and use information
acquired from a variety of valid sources, including electronic technology. The student is expected to:
(A) research information, including historical and current events, and geographic data, about the
community and world, using a variety of valid print, oral, visual, and Internet resources;
(18) Social studies skills. The student communicates in written, oral, and visual forms
XII. References & Resources:
http://www.scholastic.com/teachers/article/holidays-sampler-around-world
http://www.emlii.com/78e50642/22-Breathtaking-Festivals-Around-The-World-That-You-Must-SeeBefore-You-Die
https://www.youtube.com/watch?v=lp3xpaLeasM
XIII. Art TEKS
117.14. Art, Grade 4.
(a) Introduction.
(1) Four basic strands--perception, creative expression/performance, historical and cultural heritage,
and critical evaluation--provide broad, unifying structures for organizing the knowledge and skills
students are expected to acquire. Students rely on their perceptions of the environment, developed
through increasing visual awareness and sensitivity to surroundings, memory, imagination, and life
experiences, as a source for creating artworks. They express their thoughts and ideas creatively, while
challenging their imagination, fostering reflective thinking, and developing disciplined effort and
problem-solving skills.
(2) By analyzing artistic styles and historical periods students develop respect for the traditions and
contributions of diverse cultures. Students respond to and analyze artworks, thus contributing to the
development of lifelong skills of making informed judgments and evaluations.
(b) Knowledge and skills.
Creative expression/performance. The student expresses ideas through original artworks, using a
variety of media with appropriate skill. The student is expected to:
(A) integrate a variety of ideas about self, life events, family, and community in original artworks;
(B) design original artworks; and
(C) invent ways to produce artworks and to explore photographic imagery, using a variety of art media
and materials.
(4.3) Historical/cultural heritage. The student demonstrates an understanding of art history and culture
as records of human achievement. The student is expected to:
(A) identify simple main ideas expressed in art;
(B) compare and contrast selected artworks from a variety of cultural settings; and
(C) identify the roles of art in American society.
XIV. National Art Standards