Integrated Art Lesson Plan Catalina Davila 4th Grade
GoalsIllinois Learning Standards 16.A.2a: Read historical
stories and determine events which influenced their writing.4.A.1a:
Listen attentively by facing the speaker, making eye contact and
paraphrasing what is said.
Instructional Objectives for Lesson Students will learn about
the elements of art that they will later incorporate in their art
piece. Students will create their own artistic contribution to
Miros Constellations series. Students will utilize lines and color
in own art piece. Students will understand and learn about World
War II. Students will evaluate their own process to creating their
own Constellation piece.
Cross Curricular ConnectionsStudents will utilize English,
Writing and Art.
Materials/Resources: Computer Projector Posters White sheets of
paper (one per student) Crayons, colored pencils, Sharpie markers,
water color, paint (each table should have all coloring utensils
YouTube Link: https://www.youtube.com/watch?v=eGrGkJtSLsk Website:
World War II: http://www.ducksters.com/history/world_war_ii/
http://www.bbc.co.uk/schools/primaryhistory/world_war2/http://www.neok12.com/World-War-II.htm
http://www.socialstudiesforkids.com/subjects/worldwarii.htm
TimeThis lesson will encompass approximately a 45 to 60 minute
each class session.
Prior KnowledgeThe class is learning about events that lead way
to the beginning of World War II.
Instruction:
Day One: Anticipatory Set Present posters with the important Art
Concepts the students will learn. Teacher will present the
concepts/elements of art as students take notes (they will have to
refer back to their notes. Write LINES on the board and tell the
students, "look around the room, think creatively and in your
notebook brainstorm all the types of line you see." After students
have brainstormed for four to five minutes ask the class what types
of lines they see and teacher is to record student answers on the
board. Next, students will be given a white sheet of paper. The
paper will be divided into 16 smaller boxes. In each of the box
students will draw representation of 16 types of lines choosing
them from the extensive list on the board.
Part One "Class, I am now handing this paper (white construction
paper) and Sharpies of different widths. We are going to do
something similar to what we did when we experimented with lines.
At this time, I want you to draw different types of lines on your
white construction paper. The lines can meet with other lines but
they do not have to. At this moment the teacher should be
demonstrating on the board what they mean by lines that connect and
lines that do not connect or meet. "Be creative, have fun with your
lines, and remember we are going to build upon our lines the
following day." The teacher should walk around class but should
also be doing their own art project. Allow the students to have
enough time to complete task. Then teacher should collect them and
place them in a safe place.
Vocabulary Line: the continuous mark made on a surface by a
moving point List on BBC website:
http://www.bbc.co.uk/schools/primaryhistory/world_war2/children_at_war/glossary/index.shtml
Part Two World War II topic: How did World War II start? " Okay
class, we are now switching gears. Please set your LINES paper to
the side, as we will later look back at it. We have learned about
key events in history that are leading to a World War II. Today and
for the next few days we are going to talk and understand World War
II. Teacher will then lecture for about ten minutes using the WWII
PowerPoint. Students are to be taking notes.
Day Two Anticipatory Set "Class, today we are going to be
exploring the art element SHAPE. Does anyone have a definition of
shape that would like to share it with the class? If given a
definition, teacher is to write the definition on the board,
students should be writing definition in notes as well. Teacher is
also to give the definition of Shape. Next, students will be given
a white sheet of paper. The paper will be divided into 16 smaller
boxes. In each of the box students will draw representation of 16
types of shapes. "Class, think creatively about the idea of shape,
you may use the standard ordinary shapes but you can also include
other shapes.
Part One Teacher will hand back the large white construction
sheets with LINES created the previous day. "Class, what art
element are we talking about today?" Answer: shape "Today, we are
going to convert the lines we drew yesterday into shapes. Remember,
you may use the standard ordinary shapes but you can also include
other shapes. Have fun creating these shapes. Students will create
the lines into shapes.
Vocabulary Shape: the distance or area between, around, above,
or within things List on BBC website:
http://www.bbc.co.uk/schools/primaryhistory/world_war2/children_at_war/glossary/index.shtml
Part Two World War II topic: United States Joins the War
Students will read the article: World War II Attack on Pearl
Harbor. (The article is found on this document pages 12-14.) After
reading the World War II Attack on Pearl Harbor article, students
will take a 10-question easy Pearl Harbor assessment online in the
following website:
http://www.ducksters.com/history/world_war_ii/pearl_harbor_attack_questions.php
Day Three
Anticipatory Set Teacher will ask the students: What are the
colors of the rainbow? Answer: ROY G BIV Red, Orange, Yellow,
Green, Blue, Indigo, Violet Now, the class will watch a short Color
Wheel Video: https://www.youtube.com/watch?v=eGrGkJtSLsk Then the
teacher will pass out color wheel worksheet. (Color Wheel Worksheet
on page 15). The students will use paint or water color to complete
worksheet. The teacher will walk around to provide help. After
class has completed the Color Wheel Worksheet, they are to clean up
their area, clean and return brushed to back table, and set the
worksheet aside to reference to later.
Part One Teacher will hand back the large white construction
sheets with the LINES and SHAPES created the previous days. Class,
now that we have learned about the Color Wheel, our final step in
our art creation is to add color to our shapes. You may use any
media available to add color to your piece. Allow the students to
add color and to complete their piece. When the students are
finished they will set their art piece on the drying rack and clean
up their area.
Vocabulary Color: When light is reflected off an object, color
is what the eye sees. The primary colors are red, yellow and blue.
The secondary colors are orange, purple and green. List on BBC
website:
http://www.bbc.co.uk/schools/primaryhistory/world_war2/children_at_war/glossary/index.shtml
Part Two World War II topic: End of World War II and Class,
today we are going to talk about the ending of the war and its
effects. Class will be divided into three groups; all groups will
rotate to read the following articles. Group 1: When did the war
end? http://worldwar2.org.uk/when-did-world-war-2-finishGroup 2:
Atomic Bombs
http://www.ducksters.com/history/world_war_ii/ww2_atomic_bomb.php
Group 3: The Marshall Plan and Recovery
http://www.ducksters.com/history/world_war_ii/ww2_recovery_marshall_plan.php
After all the articles have been read, there will be a whole class
discussion about World War II. The teacher will record answers on
the board. Students are to return to their sits. Teacher will then
show the class the three Miro art pieces and will also learn about
who Joan Miro was. Teacher will give a small lecture using the Joan
Miro website, they will learn about Miro and his painting style.
http://joanmiro.com/joan-miro-biography/http://joanmiro.com/style-of-joan-miro/
Closure:
Day Four All the class will present their unique and
personalized Miro inspired Constellations Series. Each student will
briefly talk about the lines and colors they used to create their
Art piece. Class will complete the Art Reflection worksheet.
Artistic Behaviors: Drawing, Painting, and working with
Watercolors. The whole class will listen draw their own
contribution to the Constellation Series created by Joan Miro. They
will use crayons, colored pencils, Sharpie markers, watercolors and
paint to create their piece.
Assessment Based on ObjectivesThis lesson includes a variety of
methods of assessing. Students
Student Constellation piece demonstrate their creative aspect.
Did the students use the art elements discussed in class? How did
students use lines, shapes, and color in a unique manner?
Adaptations and ExtensionsAdaptationsFor students with social
and/or cognitive disabilities in the class, the following changes
can be made: Allow student(s) to view other art works by Miro for
inspiration. Allow student(s) to work to work at their own pace
with teacher guidance. Allow student(s) to complete this work as
homework if they are unable to complete it in class.
ExtensionsIf there are students who are academically advanced or
finish ahead of time the following extensions could be made:
Student(s) can go on to the Neok12 website and play educational
games about World War II. Student(s) can view other works created
by Joan Miro.
Joan Miro (after) Femmes encerclees par le vol d'un oiseau
(Woman Encircled by the Flight of a Bird), Plate XVIArtist:Joan
Miro (after)Medium:Original pochoirTitle:Femmes encerclees par le
vol d'un oiseau (Woman Encircled by the Flight of a Bird), Plate
XVIPortfolio:Constellations: A Suite of Twenty-Two
PochoirsYear:1959Edition:350Framed Size:27" x 24"Sheet Size:17" x
14"Reference:Cramer No. 58
Joan Miro (after) Personnages dans la nuit guides par les traces
phosphorescentes des escargots (People at Night Guided by the
Phosphorescent Trails of Snails), Plate IIIArtist:Joan Miro
(after)Medium:Original pochoirTitle:Personnages dans la nuit guides
par les traces phosphorescentes des escargots (People at Night
Guided by the Phosphorescent Trails of Snails), Plate
IIIPortfolio:Constellations: A Suite of Twenty-Two
PochoirsYear:1959Edition:350Framed Size:24" x 27" (61 x 68.6
cm)Image Size:14" x 17" (35.6 x 43.2 cm)Sheet Size:14" x 17" (35.6
x 43.2 cm)Reference:Cramer No. 58
Joan Miro (after) Le reveil au petit jour (Awakening in the
Early Morning), Plate XIVArtist:Joan Miro (after)Medium:Original
pochoirTitle:Le reveil au petit jour (Awakening in the Early
Morning), Plate XIVPortfolio:Constellations: A Suite of Twenty-Two
PochoirsYear:1959Edition:350Framed Size:27" x 24"Sheet Size:17" x
14"Reference:Cramer No. 58
World War IIAttack on Pearl HarborThe Attack on Pearl Harbor
happened on December 7th, 1941.Japaneseairplanes made a surprise
attack on the US Navy in Pearl Harbor. They destroyed many ships
and killed many soldiers. It was this attack that forced the United
States to enter World War II.
Japanese fighter plane attacking
Where is Pearl Harbor?
Pearl Harbor is located inHawaiion the island of O'ahu. Hawaii
is located in the Pacific Ocean between California and Japan.
During the time of World War II, Hawaii was not a state, but a US
territory.
Before the Attack
World War II had been raging in Europe and Asia for two years,
but the United States had not entered the war. The Empire of Japan
was trying to take over much of Asia and was worried about the US
Navy in Hawaii. They decided to strike in order to prevent the
United States from attacking them.
The Japanese thought that if they took out the war ships in
Pearl Harbor, then the United States Navy would be crippled and
would never attack. However, they were mistaken and the attack on
Pearl Harbor had just the opposite result. The US declared war the
next day.
The Attack
The attack on Pearl Harbor came as a complete surprise. Hundreds
of Japanese fighter planes and bombers flew to Pearl Harbor and
attacked. The bombers dropped bombs and torpedoes on the war ships,
while the fighter planes attacked the US fighter planes on the
ground so they could not take off and fight back. There were two
waves of attacks and by the end of the second wave a number of US
ships were destroyed.
The USS Arizona sinking
The Numbers
Here are the casualties from both sides during the attack.
Although the Japanese inflicted considerable damage to the US Navy,
they did not cripple it. They damaged many ships including
warships, destroyers, and cruisers. They also destroyed a lot of
the fighter planes and aircraft at the base. However, all of the US
ships but three (the Arizona, the Utah, and the Oklahoma) were able
to be recovered and were used later during the war.
The biggest US loss was the sinking of the USS Arizona. Over
1,100 US military personnel died when the Arizona sunk.
United StatesJapan
People Killed2,390
Navy2,34164
Civilian49
People Wounded1,178unknown
Armed forces1,143
Civilian35
Ships
Sunk or Beached125
Damaged9
Aircraft
Destroyed16429
Damaged15974
(information in this table from www.nps.gov)
After the Attack
The citizens of the United States were in shock. They had tried
to avoid the war, but they could not ignore this attack. The
Japanese had hoped to break the Americans by attacking Pearl
Harbor, instead they united them. The next day, December 8th, 1941,
the US declared war on Japan. Three days later Japan's allies,
Germany and Italy, declared war on the United States. The United
States was now a major part of World War II.
The US Navy was able to recover from the attack on Pearl Harbor
fairly quickly. The Japanese had not damaged a number of important
facilities on the Hawaiian Islands, including oil storage depots
and repair yards. Also, no aircraft carriers were in Pearl Harbor
at the time of the attack. Aircraft carriers would soon become the
most important type of navy vessels in the war.
Memorial
Today there is a memorial to the US soldiers who lost their
lives during the attack on Pearl Harbor. It is called the USS
Arizona memorial and is built on the water above the wreckage of
the USS Arizona. The wreckage is considered a US National Historic
Landmark.
Interesting Facts The Japanese reportedly had intended to
declare war prior to the attack. However, the message never got to
the President. President Roosevelt gave a famous speech after the
attack in which he said December 7th would be a "day which would
live in infamy". Every president since Franklin D. Roosevelt has
visited the USS Arizona Memorial site. The Japanese also used
submarines, including smaller ones called midget submarines, in the
attack. The entire attack lasted around 110 minutes, just under two
hours. The Japanese attacked on a Sunday morning because they
thought the US soldiers would be less alert at that
time.http://www.ducksters.com/history/world_war_ii/pearl_harbor_attack.php
The idea behind this four-day lesson plan was to allow students
to explore the art elements seen in the beautiful paintings of Joan
Miro. The art elements this lesson covered are: line, shape, and
color. These three elements are clearly seen in his 1939
Constellation Series. The artwork of Miro was chosen to go along
with the historical period of World War II. While the Constellation
Series does not display the violence of the war, the series serves
a different contribution to the war. Miro said he created this
series as a manner to bring hope and happiness into the lives of
the World as World War II was happening.For the art portion of this
four-day lesson, students will create their own piece as an
addition to the Constellation Series. Day one the social studies
concept is students learning about how World War II began. The art
concept they will learn in Day One is the concept of Lines. Today
they will only incorporate lines into their work in progress art
piece. Day two, the social studies concept is leading and
understanding when and why the United States decided to join the
war. The art concept that students will learn and incorporate today
is shape. The previous day the students draw lines, today they will
transform those lines into unique shapes. Day Three, the students
will learn about how the war ended and the impact of the overall
war. Today the students will also complete their artistic
contribution to the Constellation Series. Today the student will
learn about color. They will learn about the primary and secondary
colors and warm and cool. They will complete a color wheel
worksheet.The closure, (Day Four) students will present their final
artwork to the class. After everyone has presented the teacher will
display the three-art piece from Miro and students will learn who
Joan Miro was. When students return to their sets, they will
complete the Art Reflection worksheet. This worksheet allows for
students to reflect on their process throughout the whole
experience of creating their art contribution. This worksheet will
also be used as a teacher student evaluation.The art activities are
suitable for fourth grade because they are engaging with art
concepts. No longer are they simply learning to draw or color now
they can learn and start to interpret art. This activity also
allows for the unique individualism of each student to be shown
through his or her artwork.
9