Art Education Lesson Plan Template: ART 133

Group 1 2 3 4 5 6 (please circle)

Print First and Last Names:
Alyssa Glantz ____________________
________________________________
Brett Melliar_____________________
________________________________

Cristina Huynh-Kim_______________
Emily Manova____________________

Lesson Title*: we forgot

21

st

Big Idea*:Memory

Grade
Level*: 5

Century Art Education Approach(es):

Learner DIrected
Lesson Overview (~3 complete sentences)* Students will reflect on what strategies they use to recall memories. They will use their
senses to remember the art piece in a short time period and rebuild the art project from memory. Students will see how different
each person remembers specific elements while re-creating art which will display the importance of memory and the greatness of
individual perception.
Key Concepts (3-4): What you want the
students to know.*
1.
1. Memory can be used as a tool to create art.2.
2. Memory can take the form of sensations, 3.
4.
images, and emotions.
5.

Essential Questions (3-4)*:

In what ways can art engage memory?
How can memory be altered in art making?
How can sensations, images, and emotions take the form of memory?
How is memory used for documentation?
How does memory inform imagination?

3.
4.
5.
6.

Memory can be used for documentation.

Memory informs imagination
Memory can be fleeting
Memory can be altered and falsified.

6. How can memory be altered or falsified?

7. How does art shape our collective memory of the past?

Lesson Objectives of three distinct content areas: (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. Content area 1 Visual Art

: The students will (TSW) be able to . . . Explore strategies for memorizing

and recalling visual information imagery.

2. Content area 2 Science

: The students will (TSW) be able to . . . Create art from memory

3. Content area 3 Psychology__: The students will (TSW) be able to . . . Recognize how past experiences
inform future choices and associations
Common Core State Standards (2-3): Please list grade-specific
standards.
1. Reading standards for Literature, grade 5:

Identify & define vocabulary that connect the art form with
the other two identified content areas*:

1. Memory- process of retaining information over time (Tulving,

2000)
7.) Analyze how visual and multimedia elements contribute to the 2. Subconscious- Not conscious awareness (Ellenberger &
Craik, 1970)
meaning, tone, or beauty of a text (e.g., graphic novel, multimedia
3. Abstract- a composition that does not attempt to represent
presentation of fiction, folktale, myth, poem).
external reality (Arnheim, 1997)
4. Free Recall- Being given a list of information to memorize,
then being asked to restate it in any order. (Zimmermann,

2. Writing standard, grade 5:

2014)
5. Association- Perceived experience influenced by memory of
8.) Recall relevant information from experiences or gather relevant previous experiences (Treadaway, 2009)
information from print and digital sources; summarize or paraphrase
information in notes and finished work, and provide a list of sources
National Core Art Standards: Visual Arts (grades 1-6 only) (4):
Please list number and description of Anchor Standard.

Lesson Activities & Procedures (please be very specific,

including individual roles of group members)*:

1. Creating: 1.2.5a Identify and demonstrate diverse methods of 1. (15-20 min) Discussion of article in 3 groups of 8 for 10min
artistic investigation to choose an approach for beginning a work of then each group report out to the class. Class discuss for 5art.
10 mins. We will provide the questions for discussion. Q1:
How does this article relate to memory? Q2:How does
2. Presenting: 5.1.5a Develop a logical argument for safe and
memory relate to the lived experience? Q3:In what ways is
effective use of materials and techniques for preparing and
memory developed?
2. (1-2 min) Introduction- Brett will introduce the members of
presenting artwork (will be discussed before studio).
Group 1. Then he will convey to the class our lesson title,
the big idea, and which age group we focused our lesson
3. Responding:7.1.5a Compare one's own interpretation of a work
plan around. He will also provide the lesson overview.
of art with the interpretation of others.
3. (12 min) VTS- Brett will conduct a session of VTS with the
class, discussing Pat Perrys work.
4. (7-8 mins) Inspirational artist- Alyssa will introduce to the
class our inspirational artist for this lesson and play a quick
informative video about him and his art making process.
5. (1 min) Key concepts- Alyssa will read over the key concepts
we have written for this lesson plan to the entire class.
6. (1 min) Essential Questions- Cristina will read over the
essential questions for the class.
7. 1 min) Vocabulary- Cristina will tell the class about important
terms to keep in mind while performing the activity.

8. (1 min) Learning objectives - Emily will talk about our

intended learning objectives.
9. (1 min) Materials needed- Emily will inform the class of the
materials that we will be using during our activity and where
they will be located in the classroom.
10. (40-45 mins) Studio Investigation- Brett will begin explaining
the studio assignment

4. Connecting: 11.1.5a Identify how art is used to inform or change beliefs, values, or
behaviors of an individual or society (will be discussed in their memos addressing article
and studio).
California Visual and Performing Arts Standards (grades 1-6 only) (3-5): Please check all
that apply and add number and description of applicable content standard.
_x_1.0 Artistic Perception: 1.2 Identify and describe characteristics of representational,
abstract, and nonrepresentational works of art.

_x_2.0 Creative Expression:

2.4 Create an expressive abstract composition based on real objects.
M 2.5 Assemble a found object sculpture (as assemblage) or a mixed media twodimensional composition that reflects unity and harmony and communic
M 2.7 Communicate values, opinions, or personal insights through an original work of art.
___3.0 Historical & Cultural Context:

11. Students will get into groups of 6

12. Students pair up with the person
across from them, as they will be
your partner during this art making
process.
13. Brett will explain that in just a
moment, Emily, Alyssa, and Cristina
will be displaying a multimedia work
of art at each of the tables. Once
displayed, students have 3 minutes
to silently look and touch the model
in the means of memorizing its
complexity.
14. Clear table of any writing
utensils, paper, and cell phones
15. Give a model to each group

_x_4.0 Aesthetic Valuing:

M 4.4 Assess their own works of art, using specific criteria, and describe what changes they
would make for improvement.

16. allow for 3 minutes examining

model

___5.0 Connections, Relationships, Applications:

17. After 3 minutes, hide models

from students

List all materials needed in the columns below.

18. (20 mins)Students may begin to

recreate model with partner.

Have

-paper
-paint
-cotton balls
-feathers
-pipe cleaners
-toothpicks
-hot glue

Purchase

19. After 20 minutes, bring out

models to display for 1 minute so
that students may check their
progress.
20. After another 20 minutes, Group
1 will gauge completion, possibly
allow for another 5-10 minutes
21. (5 min) After roughly 45 minutes,
we will call for the end of the activity
and bring out art models, while the
entire class will display their own
work. Students will have the
opportunity to walk around and see
each others creations. Display a
slide on the projector that lists
questions for the students to discuss
with partner while walking around.

22. (1 min) Ticket Out- Group 1 will

announce HW, give ideas for what
they might want to consider in their
memo (memo 5). Call for clean up.
23. (5-10 min)Clean up

Anticipatory Set (beginning; example VTS)*:

Closure (ending; example ticketout) *:

We will ask students to participate in VTS with a chosen image.

Partner discussion on the aspects

students remembered.

-What is going on in this image/ work?

Announce HW then call for clean up.

-What do you see that makes you say that?

- What more can we find?
Formative Assessment strategy (of assigned, peer-reviewed reading)*:

Summative Assessment strategy

(artmaking experience):
Students will revisit the essential
questions asked before the activity
Students will read article and gain background information about how memory is used in and discuss them will their partner
"Play" and different types of art making. Students will then create art from memory of a while walking around and looking at
piece that we have created. They will synthesize the information from the article and the other students work.
Questions include:

How was memory utilized to direct

conclusions they made about memory activity to write their memos and class discussion your art making?
after the gallery walk. The class discussion will address the different perspectives of How did sensations, images, and
emotions take the form of memory?
elements and the memo will bring the article and the studio together.
How was memory altered or
falsified?
Why did different perspectives lead
to a variety of interpretations of the
same model?
How does art shape our collective
memory of the past?

Please respond to the following questions thoroughly and in complete sentences.

What student prior knowledge will this lesson require/draw upon?
Students will need to be a able to recollect past memories.

How will you engage students in creating, evaluating, analyzing, and/or applying (see Blooms new taxonomy, n.d.) in this
lesson?

Students will use visual thinking strategies to analyze artwork from Pat Perry. Students will then create their art from memory.

How will this lesson allow for/encourage students to solve problems in divergent ways?
Students will work in teams with a variety of different media to problem solve depending on what they can or cannot remember.

How will you engage students in routinely reflecting on their learning?

When students walk around the room, they will reflect on the differences of their memory compared to their peers.

How will you adapt the various aspects of the lesson for differently-abeled students?
For visually impaired students, we would use models that are three dimensional and textured allowing them to use their sense of
touch rather than sight.

What opportunities/activities will you provide for students to share their learning in this lesson?

Students will share their learning through their gallery walk around the classroom and classroom discussion.

Lesson Resources/References (use APA; please identify, with an asterisk, article or chapter due for HW):

Arnheim, R. (1997). Visual thinking. Berkeley: University of California Press.

Ellenberger, H. F. (1970). The discovery of the unconscious; the history and evolution of dynamic psychiatry. New York: Basic
Books. Retrieved April 16, 2016.

*Treadaway, C. (2009). Materiality, Memory and Imagination: Using Empathy to Research Creativity. Leonardo, 42(3), 203-237.

Tulving, E., & Craik, F. I. (2000). The Oxford handbook of memory. Oxford: Oxford University Press.

Zimmermann, K. A. (2014, February 27). Memory Definition & Types of Memory. Retrieved April 16, 2016, from
http://m.livescience.com/43713-memory.html

* Include this information during the peer Presented Lesson Plan.

Some helpful links to new terms:
Anticipatory set: http://www.cultofpedagogy.com/anticipatory-set/
Closure: http://teaching.colostate.edu/tips/tip.cfm?tipid=148
Formative and Summative Assessment: https://www.cmu.edu/teaching/assessment/basics/formative-summative.html

Reference
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
Treadaway, C. (2009). Materiality, Memory and Imagination: Using Empathy to Research Creativity. Leonardo, 42(3), 203-237.