Art Integration Unit Plan Template 1

Art Integration Unit Plan Template

LTC 4240: Art for Children Unit Title & Big Idea: Dreams/ Imagination Unit Overview/Summary: Students will deepen their understandings about dreams and imagination through the works of surrealist artist Salvador Dali. Key Concepts (3-4) -Surrealism - Imagination - Right Hemisphere Grade Level: 6th grade Class Periods Required: 3 class periods

Essential Questions (3-4) What functions does the right hemisphere control? How did Salvador Dali portray imagination in his artwork? What do you think is going on in the dream or in this piece of art by Dali?

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 analyze and interpret works of art created by Salvador Dali. - Students will be able to create their own pieces of art that express their creativity. - Students will be able to compose a story that interprets one of Dalis artwork. - Students will have a deep understanding about the right hemisphere of the brain and how it controls creativity and artistic skills

Grade Level Expectations (GLEs) (3-4) (http://dese.mo.gov/divimprove/curriculum/GLE/) Science: DESE 2C- Complex multicellular organisms have systems that interact to carry out life processes through physical and chemical means. Communication Arts: DESE 2D- Compose text using a. precise and vivid language b. writing techniques, such as figurative language, sensory detail, and purposeful dialogue. Visual Arts: DESE 2A- Identify and explain symbolism or message communicated in an artwork. 3A- Create an original artwork using the following subjects: realistic portrait, abstract portrait. Content Areas Integrated:

Core Academic Standards (Common Core State Standards) (3-4)

(http://www.corestandards.org/)

CCSS.ELA-Literacy.W.6.2d Use precise language and domain-specific vocabulary to inform about or explain the topic. CCSS.ELA-Literacy.W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. CCSS.ELA-Literacy.W.6.3d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. Identify & define common vocabulary/concepts that connect the art form

Art Integration Unit Plan Template 2 1. Visual Art 2. Literacy 3. Science with the other identified subject area(s): Creativity- ability to make new things or think of new ideas. Surrealism- movement that experimented with a new mode of expression called automatic writing, or automatism, which sought to release the unbridled imagination of the subconscious. Brief Lesson Descriptions (2-3 sentences each) 1. In this Visual Art lesson students will learn about surrealism and Salvador Dali. Surrealism takes reality and makes it more dream like. Students will then create their own surrealist pieces of artwork by making a melting clock. They will create this out of clay. They will be able to use whatever colors they want and form their clocks in whatever they want. 2. In this Literacy lesson students will look at different pieces of artwork by Salvador Dali and analyze the artwork. Students then will write stories that interpret what they think is going on in the paintings. 3. In this Science lesson students will learn about the different parts of the brain and their functions. They will also learn about the difference between the right hemisphere and left hemisphere of the brain. They will learn that the right hemisphere is where creativity and art skills come from. This can be related to imagination.

Lesson Titles in Sequence/Order 1. Salvador Dali Melting Clock 2. Interpreting Imagination 3. Imagination in the Brain

What student prior knowledge will this unit require/draw upon? Students should have prior knowledge on how to analyze and interpret artwork. Students should also have knowledge on how to create pieces of art using clay. What activities will you use to engage students in imagining, exploring, and/or experimenting in this unit? Students interpreting and writing stories of what they think is going on in Dalis artwork allows them to imagine. Students creating artwork inspired by Dali allows them to explore surrealism as well as their imagination. How will this unit permit/encourage students to solve problems in divergent ways? This will teach students to think creatively and use their imagination when they are trying to solve problems. Instead of using logic they can think outside of the box. How will you engage students in routinely reflecting on their learning/learning processes? Students will be constantly thinking creatively in this unit. They will think about their own imagination and dreams as well as that of Dali. How will this unit engage students in assessing their own work and the work of peers? Students will be able to display their artwork with their peers. They will also be able to confer with each other on what they think is going on in the pieces of artwork. They can read each other stories to each other and see how their peers interpret things differently.

Art Integration Unit Plan Template 3

What opportunities/activities will students be given to revise and improve their understandings and their work? Students will be able to edit their stories and create final pieces of work. What opportunities/activities will you provide for students to share their learning/understanding/work in this unit? Students will be able to display their melting clocks to their peers. They will also be able to read their stories out loud. How will you adapt the various aspects of this lesson to differently-abled students? If I had hearing impaired students I would give them information that is going to be taught on a piece of paper so they can read what we will be doing. That way they dont miss out on what is going on. I will also demonstrate how to create the melting clock so they can see what they will be doing. With advanced students I will also give them information about all the other parts of the brain instead of just the right hemisphere. These students could also do an extra research on Salvador Dali.

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%20Integration.pdf http://arts-humanities.squidoo.com/salvador-dali-crafts-and-lessons-for-kids