Mini-Lesson Plan Template- Art Integrated Lessons

Your Name: Lauryn Ferrette

Lesson Title: Creative Identity-Fostering an Idea

Number of Students: 15-20

Grade Level: 2nd-4th

The unit must include at least one artist you will introduce to the students, a book,
and a content area you will integrate in the lesson (science, math, geography, social
studies etc.) a process (printmaking, coil pots, pastels, collage, weaving, recycled art
activity, etc.) teacher’s samples and an additional handout, rubric, or slide
presentation to be given or shown to students.

Unit Rationale

An idea is the base to the creative process. Whether the answer to a question
or abstract thought, each idea is important and essential to growth. This lesson
teaches students how to create a home for these thoughts and nurture these ideas.
Often people assume they are not “creative,” however, they never learned how to
develop their ideas. Creativity teaches more than just thinking outside the box, it has
number of benefits that are crucial to development. Through problem solving and
reasoning students are learning to be innovative in their art projects. These
innovations are then carried into adulthood. Along with innovation encouraging
creativity prompts improvisation, teaching students to learn pass their mistakes.
These benefits are vital to a student’s professional growth in both education and
future workforce. Generating original ideas help in both the workplace and through
everyday life. Allowing students to “grow” their ideas fosters a genuine passion. At
an early age students are able discover what they truly like and want to spend time
developing. Giving students a safe space to discuss and foster their ideas establishes
self-confidence. Creating a platform where their ideas are seen as both valid and
vital to their identity.

Ideas are not just for those who are seen as “creative or artistic,” they’re for
everyone. Through the story “What do you do with an Idea?” by Kobi Yamada
students will learn how to move through the creative process. Like the story,
students will have the chance to personify their own idea. Deciding aspects such as
color, personality, and habitat. This is important because it fosters a since of self and
pride in their own ideas. Having students imagine their ideas as a living thing makes
their legitimacy even easier to believe.

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LESSON RATIONALE Description of what this particular lesson addresses
and why is it important to teach this content (this is not procedural as that will be in the
scripting section)

Through the steps of painting ceramics the students ideas will encounter a
literal change in both color and consistency after being kilned. Students will paint
with an under-glaze and see the visual transition of the colors overtime. Similar to
how their ideas develop, this project will develop and change overtime as well.
Students will have a choice in design of their idea’s “home.” Each idea is unique,
allowing individuality adds to the big idea of creativity in identity. Creativity is
important in a classroom. Students need to not only be able to understand and
appreciate their own ideas but respect the ideas of their peers as well. In the
creative process, like in the story, there will be doubts and criticism but we have the
choice to prevail. When students establish a belief in themselves and see value in
their own ideas it establishes a since of perseverance. This lesson not only teaches
students about creative processes, but it teaches them attributes to carry with them
through the rest of their life. At the end of this lesson, students will be able to
describe their ideas and grow them in the creative process.

BIG IDEA: Identity

ARTISTS (include brief bio; name, art movement, medium, training, born/died, big
idea etc.)

Roberto Lugo

Contemporary Artist

Ceramics

Education: BFA Kansas City Art Institute, MFA Penn State

1981-current

Social Activist- hip-hop, history and politics

ESSENTIAL QUESTIONS:

What is an idea?

How do you build big ideas in daily life?

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What is a ceramic?

What are the stages of clay?

LEARNER OUTCOMES/ OBJECTIVES:

Students will be able understand why ideas are important to identity

Students will be able to define ceramics

Students will be able to effectively use under-glaze as a medium

Students will learn about the artist, Roberto Lugo

State Content Standards

4.3 The student will use imaginative and expressive imagery to create works of art
4.5 The student will use the following to express meaning in works of art: 1. Color—hue,
tint, shade, intensity 2. Texture—actual, implied 3. Value—shading 4. Pattern—
repetition to imply movement 5. Variety—to create interest
4.10The student will describe and use hand-building techniques to make a ceramic work
of art.
4.20 The student will describe how personal beliefs influence responses to works of art.

National Visual Arts Standards

VA:Cr1.1.3a
Elaborate on an imaginative idea.
VA:Cr2.1.4a
Explore and invent art-making techniques and approaches

VA:Cr2.1.2a

Experiment with various materials and tools to explore personal interests in a work of
art or design.

VA:Cr2.1.5a

Experiment and develop skills in multiple art-making techniques and approaches

through practice.

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MATERIALS NEEDED FOR LESSON (be specific)

A. Art supplies

Paper plates (20)

Paint brushes (small and medium size)- min-30

Sea Sponges-10

Pouncers-20

Under-glaze Paint- 9
colors(Red,Orange,Yellow,Blue,Green,Purple,Pink,Brown,Black)

printer paper

Paper towels-one roll

Markers/pencils-one pack

Ceramic lanterns(20)

Water containers(15)

Tape-2 rolls

Bags(20)

B. Additional Materials (What books, images, websites, handouts, and other

reference materials did you consult in planning this lesson and/or use in
presenting it to your students?)

Book- What to do with an idea?

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 Worksheet- Ideas

PowerPoint-artist reference images

____________________________________________________________________

LESSON PROCEDURES

As part of the planning process, create a teaching example for your own learning
purposes, and/or a series of process samples and visuals to use in teaching the lesson.
Include 4-6 process images at end of lesson plan

A. Teacher/Classroom Prep (List tasks that the teacher needs to accomplish before
the lesson begins such as; print handouts, cut paper, divide art supplies, arrange
tables for groups of four, arrange samples/student resources- be specific)

-Print handouts

-Print galaxy instructions

-Create PowerPoint

-arrange supplies (one ceramic, one paper towel, 3 brushes each)

two water bowls per table, two paint palettes on each table

-divide each area in two sections Galaxy and free paint

LESSON SEQUENCE (Also referred to as scripting or timing, include times such as

10:30-10:35 teacher action: greets students/ learner action: enter classrooms and take
seats. Be very specific from beginning to end.)

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Teacher Actions (include teacher Expected Learner Actions
questions and explanations)

3:30-3:35 Introduction Students will write their names on

worksheet and piece of tape
Teacher-Who am I?

-“Raise your hand if you have ever had an Student response

idea?”

Today we will learn about ideas and how to

build them.

3:35-3:40- PowerPoint presentation Students listen and ask questions about

artist
-Introduce Artist Roberto Lugo

-age

-ethnicity

-type of artwork

-Show images of ceramics

3:40-3:52

Read book “what to do with an idea” Students listen to story and respond to
questions.
Questions throughout:

-What color is the idea?

-How big is the idea?

-Where does the idea live?

2 mins- have students fill out idea

worksheet Students fill out idea worksheet.

3:50-3:55

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Intro to ceramics

What is a ceramic?

-Ceramics begin as clay.first stage of clay

is wet. In this stage its soft and can be
molded into any form. The next stage after
the clay dries is leather-hard. This looks
light in color and fragile. Once the clay has Ask questions on techniques
been put in the kiln at 1000 degrees it turns
to bisque. After this stage it can be painted
and re-kilned to give it color.

Teacher ask – “How many coats of paint Students guess with number 1-3
should you use?”

Teacher ask “What happens if you mix all

your colors?”
-Demo: painting techniques
Show how to properly dip paintbrush
-Students guess “brown” (or teacher tells
answer)
Students paint an environment for their
“idea” to live.

Show option of sponge

Show galaxy sponging technique to

students using galaxy seen

3:55- 4:00

Hand out supplies and begin painting

4:00-4:20 Students set ceramic on table next to bag

with their name on it.

4:20-4:25 Collect all brushes, throw away napkins

and pallets
Clean up

4:25-4:30 –Closing activity Share ideas with tablemates.

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ADAPTATIONS AND RECOMMENDATIONS (Note Accommodations for Students
with Special Needs as well as any classroom management strategies)

-Writing: Student assistant will go around and write name for students who cannot

-Students with motor disabilities will be provided different tools-bigger brushes and
sponges to paint with.

-Teacher will individual help if needed.

ASSESSMENT

A. Assessment: How will you collect information on what students gained from
this lesson? How will you evaluate that information? (Refer back to Learner
Outcomes to decide how you will know if students learned what you hoped
they would learn)

This lesson will be a performance assessment. I will be able to gather information

based on the outcome of their projects. If the students listened well to
instruction and demos their ceramic pieces will reflect that understanding. I
will also verbally ask the class about key things they learned at the ending of
the lesson to ensure they have grasp the content clearly.

Include 4-6 process images with captions from creating your teaching sample.

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