Académique Documents
Professionnel Documents
Culture Documents
(Revised 2017)
School Elementary
Grades 3-5
Personal Choice and Vision: Students construct and solve problems of personal
relevance and interest when expressing themselves through visual art.
Critical and Creative Thinking: Students combine and apply artistic and reasoning skills to
imagine, create, realize and refine artworks in conventional and innovative ways.
Demonstrate technical skill, craftsmanship and reasoning abilities in solving visual art
problems using appropriate tools, media and technologies.
Express personal responses to artistic works giving reasons for their interpretations and
preferences.
B). Family is increasingly relevant to children, because family is a dynamic system that
constantly surrounds them. Home life can impact the opportunities that students have for
success, and It is an important factor in their academic careers. Students also already love
talking about their home life because it is something that they already understand. It could
really benefit them to learn the system of family deeply, and use its relational and social skills
to propel themselves to a future that ensures a better life than they would have in a situation
where they have less resources and a smaller network. Often times this is the case with
students in a single parent household, and/or students that are experience poverty. If we can
get these students to think about family differently then we might be able to help them in
creating reliable networks within their own communities. These networks would give them
access to more resources that could be used as tools for success. Through art they can think
creatively, explore critically, and express consciously their family experience. Through
research they can discover their truth. Through relating they can create a community unique
to them. Through reflecting they can plan out their personal goals. The art process
incorporates these steps, and it could help them to take ownership over their success in all
areas of life.
Central Focus (creating, presenting, interpreting, responding, and/or relating art to context)
Exploring, and Expanding Family Through Art.
There are so many ways to define family, and thatll be great for discussion. There are also so
many different elements of art that speak to the topic of family; Both Fine Art, as well as
commercial art- in the form of television shows, cartoons, and animations- open up
discussions about this. Exposing the students to that art, and having them think critically in
how they interpret it is a very important part of this unit. Exploring this idea through art is just
as important. Students have to create and express something that reflects their sense of
family, as well as responds to how others view family. Hopefully expanding their ideas in
creative ways, such that it has a positive effect on their self-efficacy.
What is Family?
Who decides what family is?
What are some examples of families?
Do all families look the same?
Can you have more than one family?
Possible Integration
Literature: Read books about families that also incorporate art into their stories.
Research Lineage
Science: Learn to read Pedigrees (Family Trees)
History: Examples of what families did, and looked like in the past
Lesson One
Title Kindred
Lesson I will introduce the lesson with a presentation that includes art discussing
Description families. Opening a dialogue, and creating a safe/brave space for the students.
I probably will share about my family here too.
Students will work independently on their own to research their own lineage,
and art work that relates to the topic of family. The students will share their
findings in small groups, and write important takeaways from group
discussions. These discussions are to guide them in creating symbols for their
projects.
The students will often use their Ipads for projects in class
LESSON PLAN
School Elementary
Grades 3-5
LESSON NUMBER 1
5PE Provide examples of how we encounter art and artists in everyday life.
6PE Identify and name the sources for artmaking ideas (e.g., self, environment and other
people).
2PR Experiment with art materials by using them in unexpected and creative ways to express
ideas and convey meaning
3PR Experiment with various ideas and visual art media to solve a problem that
addresses a contemporary social issue.
3RE Recognize and describe the relationship of artworks to their social and
cultural contexts.
1. Students will talk about materials and experiment with different media to produce three
different art works that convey meaning through the use of unique and original
symbols.
1. Students will use different media to work through the issue of their contemporary
family experience, and personal goals.
1. I will visually assess students works to confirm they have attempted different media
experiments and successfully created three different pieces of art.
2. I will assess students oral responses and group discussions for whether they
demonstrate an understanding of the contemporary issue of the family, and how their
goals relate to addressing that issue
I will provide a rubric with these points in them for self-assessment, and teacher
feedback.
Academic Language
Students have to give a small group presentation on their research about lineage and art in
family life.
Preparations
Projector
Blackboard
Family Pedigree
Personal Art Work
Handouts
Power Point
Safety Procedures
The main safety procedure for this lesson will be oriented around the scissors, because they
are the most dangerous item on the materials list. I will tell the students not to run with the
scissors. I will also inform them how to hold and pick up the scissors, as well as what direction
they should cut. Although I should have toxic free martials for the kids, its important to keep
them away from the habit of putting things in their mouths. Another thing that should be
addressed is no stabbing. There should be no impaling of any kind with the class materials.
Learning Activity
Procedures for the Teaching/Learning Structure (indicate approximate time for each step)
Day Duration Application Resources
1 10 I will Great the students and they will come in on the rug at Projector
minutes the center of class.
1 15 During this time, they will draw a little family tree of their IPads
minutes immediate family, along with a small description in their journals
journals.
I will go around to make sure that they are on task and sure
1of what theyre doing.
1 5 I will give them a 1o minute warning for the end of class so Hand out
minutes that they can be prepared to clean up following the clean-up Blackboard
procedure.
2 10 I will Great the students and they will come in on the rug at
minutes the center of class.
2 10 The kids will discuss in small groups all of the research that
minuets they compiled, and take notes on things that they find
interesting about their family, or other peoples families.
2 10 I will move the kids back to their individual work. They will
minutes make symbols on the notes that they took, or on things they
found interesting in their research.
After they make the symbols I will tell them to add it to their
family tree from Day 1.
2 5 I will give the final 5-minute warning urging the kids to put
minutes away their notebooks, and iPads, since the class session will
end soon.
After the kids are cleaned up. Ill line them up for their
teachers to come and get them.
3 10 I will Great the students and they will come in on the rug at
minutes the center of class. After this I will give them a quick review
of the previous day, and then send them off to work
3 5 I will give the final 5-minute warning urging the kids to put
minutes away their notebooks, and iPads, since the class session will
end soon.
After the kids are cleaned up. Ill line them up for their
teachers to come and get them.
4 10 I will Great the students and they will come in on the rug at
minutes the center of class. After this I will give them a quick review
of the previous day.
Today will be a reflection day. So, Ill send the kids off to do
some journaling.
All materials should be put back in their rightful places. I will organize and label bins for all
materials. This will make it easy for the students to get themselves together and cleaned up.
We will always have a 10-minute warning time for clean-up. At 5 minutes, I will really
emphasize that the class is almost over and that they should have all their stuff away ready
for dismissal.
Closing we will evaluate the art work of the students, and review the good things to take away
from this lesson.
Supplemental Activity
For students who finish early there will be paper for drawing whatever they want. They can
take this home, or add it to the family art gallery that I will set up in the room.
Lesson 1: Kindred
Artwork 2 __ / 5 __ /5 __ /5 __ /5
Artwork 3 __ /5 __ /5 __ /5 __ /5