Art Integration Lesson Plan Template

Stacey Sartorius
Art Integration Lesson Plan Template
LTC 4240: Art for Children

Grade Level*: 2nd

Lesson Title & Big Idea*:

Lesson- Abstract Animals: Motion made visible!
Big Idea- Across time and cultures people have tried to put meaning to abstract thinking through symbols and art.

Lesson Overview/Summary*:

Class Periods Required:

(please circle)

Student will first observe and discuss the work of Jackson Pollock. This will be similar to a
VTS but lead more by the teachers probing questions. After the students, think,
1
predicted, and question Pollocks work the class will then read Action Jackson by
Jan Greenberg and Sandra Jordan. This book explains Pollocks work and allow
students to gain some answers in to the process and the meaning. After, the class
will have a discussion on this information and discuss how complex concepts can
be portrayed in the craziness of abstract art. Keeping this in mind the class will
transition to science. Students will conduct research on a land animal of their
choice. They will be expected to learn about their everyday life, their movement,
and their overall life cycle. After this is completed on will connect the two subject
by using the knowledge they gained from their research to depict their animal
abstractly. This allows students to embody the animal instead of simply learning the
facts. While also teaching students that art can be used as a symbol for other
things.

Key Concepts

(3-4):

What you want the students to know.*

1.Visual Art: Jackson Pollock VTS

- Students will be able to perceive Pollocks work.
- Students will analyze Pollocks work.

Essential Questions

(3-4)*:

What is abstract art?

What process is used to make art?
Can one depict characteristics in symbols and design?
How do animals move and live their lives?

Art Integration Lesson Plan Template

-Students will question how Pollocks work was made.
-Students will embody the animal researched through abstract.
2. Literacy: Read Action Jackson book on Pollock.
-Students will read and discussion Action Jackson.
-Student will write down their science findings.
3. Science:
-Students will research and gain knowledge on a specific
animal
Lesson Objectives: (Excellent resource at http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html?for_printing=1&detoured=1): What you
want the students to do. *
1.Visual Art:
The students will be able to examine and critical thinking about the meaning behind Pollocks paintings.
The students will be able to create an abstract design of movement.
2. Literacy:
The students will be able understand Jackson Pollocks character in Action Jackson.
The student will be able to organize facts in an informational way.
3. Science:
The students will be able to describe each of their prospective animals.
The students will support their art movement with the knowledge they gained through research.

Creating, connecting, responding

Grade Level Expectations (GLEs) (3-4)
(http://dese.mo.gov/divimprove/curriculum/GLE/)
http://tinyurl.com/hndaaa8

1.Visual Art:
VA:Cr1.1.2

Identify & define common vocabulary that connect the art

form with the other identified content areas: According to
Merriam WebsterAbstract- existing in thought or as an idea but not having a

Art Integration Lesson Plan Template

Brainstorm multiple approaches to art or design problem.

physical or concrete existence

VA:RE7.1.2
Perceive and describe aesthetic characteristics of ones natural
world and constructed environments.

Expressionism- style of painting, music, or drama in which

the artist or writer seeks to express emotional experience
rather than impressions of the external world.

2. Literacy:
W.2.7
Research to Build and Present knowledge
7. Participate in shared research and writing projects (read a
number of books on a single topic to produce a report, record
a science observation)

Movement - the action or process of moving or being

moved.

3. Science:
2-3.1.B
Strand 3:Characteristics and Interactions of Living Organisms
1. There is a fundamental unity underlying the diversity of
all living organisms.
B. Organisms progress through life cycles unquiet to
different types of organisms.

Symbols- Something that stands for or suggests something

else by reason of relationship, association, convention or
accidental resemblance; especially: a visible sign of
something invisible.

Content Areas Integrated*:

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

Day 11. At the beginning of class a few pictures of Jackson Pollock
will be on the smartboard.
2. Students will discuss what they see and the methods he
used.
3. After predictions the teacher will then read Action
Jackson by Jan Greenberg and Sandra Jordan.
4. After reading pull a quote from the book He expresses his
thoughts and feelings directly on the canvas calling it
energy and motion made visible (p. 8). Use this quote to
open a discussion about how he made his pieces and if they

1.Visual Art (Inspiration Artist: Jackson Pollock)

- Photos of Pollock work, how was his art made and how it is
more then splatter painting.
2. Literacy
- Read Action Jackson by Jan Greenberg and Sandra Jordan.
- Learn the background of how Pollocks pieces are made.
-Make connection that there is mean and feeling beyond just
lines

Life cycle a series of stages through which something (as

an individual, culture, or manufactured product) passes
during its lifetime.

Art Integration Lesson Plan Template

3. Science
- Animal Research- Learn about animals, their movement and
their life cycle.

believe there is some meaning to them.

Day 2 -35. Now students will research a land animal of their choosing.
While doing this research, they will take notes about how
they live, move, and their life cycle.
6. Students will create a note card that has these facts
written out nicely.
Day 47. Students will then use this information to create their own
abstract painting. One will first ask students to step in to their
animals shoes and visualize what this might look like. Have
students think about what motions might be need to
accomplish this. Students will be given a piece of
construction paper channel their inner Pollock and splatter
paint their idea of how this animal moves, their everyday life
patterns, etc. (Whatever they feel accurately portrays their
animal).
8. The class will then move outside with the materials needed
to complete this project. (Newspaper because this project will
get messy, paint, brushes (of various sizes), paper towel and
water to clean brushes, and lastly construction paper).
9.Students will first practice splatter painting. They will be
encouraged to try different strategies of splattering to get
different looks.
10. After this students will use the information on their card
and their new found strategies and techniques to create an
abstract visual representation of their animal's movements,
everyday life, etc. in order to truly embody the animal.
11. The students will then go inside while their paintings are
drying and jot down their thought process about the
movements they made and how they relate to their animal.
Day 512. I will then scan each of their paintings so that they can be

Art Integration Lesson Plan Template

Anticipatory Set (Gaining Attention)*:

-

Placing Pollocks work on the board and asking probing

questions that inspire wonder.
Allow students to choose their own land animals that
they have an interest in to get them excited to do
research.

Formative Assessment strategy:

-

Students will take notes and write their information on

their animals down, as this is being done I can check to
see if they are understanding the information they are
reading or learning about.
Through discussions I can evaluate if the students are
understanding Pollocks work and abstract thinking.

added in to a green screen.

13. Students will then be record with their paintings on the
green screen. They will express and interpret motions that
they expressed in their painting about their animals
movement. While also presenting their facts on the note card
they wrote previously.
Day 6The class will watch and reflect on everyones video.
Closure (Reflecting Anticipatory Set):
-The class will watch the video and see how others
interrupted and embodied their animals.

Summative Assessment strategy*:

- The students video projects while encompasses all
elements of the lesson and will allow one to see if they have
done their research, understand abstract art, and if they were
able to embody their animal.

What student prior knowledge will this lesson require/draw upon?

-

Prior VTS experience, in order to understand and compare the differences between other art and abstract art.
Know how to research online and find books about their research animal.

Art Integration Lesson Plan Template

How will you engage students in imagining, exploring, and/or experimenting in this lesson?
By allowing students not only to research the animal and relay the facts but also having them embody the animal in which
they are discussing, allows for more creativity and wonder.
How will this lesson allow for/encourage students to solve problems in divergent ways?
- Students will not only have to learn basic fact for their report but gain true understanding of their animals movement and
life cycle to express it abstractly.
How will you engage students in routinely reflecting on their learning?
-Through the processes they will constantly be reflecting on their animals characteristics and motions with the end goal in
mind. This is because they first learn about abstract art and then conduct the research. Also during all the processes, I will
continually ask probing questions that cause them to reflect.

How will you adapt the various aspects of the lesson to differently-abeled students?
-

In order to accommodate ELL students I will provide resources such as Pebble Go. Pebble Go is an app that reads print
out loud to students. This will be helpful when they are conducting their research.

To accommodate Physically disabled students, I would provide them with toothbrushes in order to splatter paint in a way
that is accessible to them.

What opportunities/activities will students be given to revise and improve their understandings and their work?
- Students will first do a practice run of their splatter painting. During this time students will get to work with different
strategies and techniques to see which one will embody their animal the best.
- I will also check students work before it is shared with the whole class. During this editing time students will be given the
opportunity to improve their findings from my feedback.
What opportunities/activities will you provide for students to share their learning in this lesson?

Art Integration Lesson Plan Template

- Students will share their research findings and their art work to the class through the green screen video.
Lesson Resources/References (please be very specific by providing links, authors, titles, etc.):
- Action Jackson by Jan Greenberg and Sandra Jordan. Book for Literacy part of the lesson.
- http://www.notimeforflashcards.com/2009/09/fine-art-friday-field-trip.html - Useful tips to keep the painting under control.
- http://www.scholastic.com/teachers/lesson-plan/building-research-skills - Research Skills to teach and go over with students.
- https://learnodo-newtonic.com/jackson-pollock-famous-paintings - Ten most famous painting of Pollocks- Useful for VTS and
examples.
- https://www.pebblego.com/login/ - Pebble go is a good research tool.
- https://www.merriam-webster.com/ Resource for definitions.
* Include this information during your final presentation.