Lesson Plan Name: Juana Martinez Title: Masks and self expression Length: 45 mins

Enduring Understanding - Big Ideas

What are the big ideas you would like students to explore during this lesson? What are lasting values you would like students to learn beyond the classroom?
Self expression through mixed media

Art Concepts
Mediums, Forms, Art Genres/Styles/Movements/Disciplines, Techniques/Methods/Practices, Terms

color
pattern
line

Art Education Approach(es):

e.g. Choice Based (TAB), Arts Integration/STEAM, Media/Skill Based, Studio Habits of Mind, Visual Culture, Environmentalism, Social Justice, Community Based, Contemporary Art Practice, Socially Engaged Art,
Museum Education, Historical, Technology/Media Arts/Maker Space, Design, DBAE, Art History, Elements and Principles of Art, Social and Emotional Learning (SEL)

art history
culture appreciation- students will learn about african culture and tradition
Media/skill based- Students will practice a new art style

Elements and principles of art: shape, line, color, texture

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Objectives/Outcomes/Learning Targets: (TCQS 1a)
What do you hope the students will learn/What do you want the students to get out of this lesson?
(Use verbs from Blooms Taxonomy)

● Students will learn the cultural and historical background of african masks
● Students understand and practice the use of expression through pattern and color

Standards/Studio Habits of Mind

How do your objectives align with the Colorado (Visual Art) Academic Standards (use Grade Level Expectations) (TCQS 1a)
Which Studio Habits of Mind do your objectives connect with?
Objective Standard Studio Habits of Mind

Students will learn 1.Observe and learn to comprehend Observe- Learning to attend to visual contexts more closely
the cultural and than ordinary “looking” requires, and thereby to see things that otherwise
4th grade- Demonstrate an understanding of how intent and might not be seen
historical purpose are informed by research and experimentation.
background of Understand Art Worlds- Learning about art history and current practice
african masks Communities: Learning to interact as an artist with other artists (i.e., in
classrooms, in local arts organizations, and across the art field) and within the
broader society

Students
1.Observe and learn to comprehend Express- Learning to create works that convey an idea, a feeling, or a personal
understand and meaning
practice the use of 3rd grade- Investigate works of art and design to recognize how
to create meaning with purpose and intent. Engage and Persist- Learning to embrace problems of relevance within the
expression art world and/or of personal importance, to develop focus and other mental
through pattern 3. Invent and discover states conducive to working and persevering at art tasksStretch and explore
and color Envision
3rd grade- Plan and create works of visual art and design
recognizing various purposes and intentions. Develop Craft- Technique: Learning to use tools (e.g., viewfinders, brushes),
materials (e.g., charcoal, paint); learning artistic conventions (e.g., perspective,
4. Relate and connect to transfer color mixing) Studio Practice: Learning to care for tools, materials, and space

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 Recognize how works of visual art and design communicate
meaning both within a community and between diverse
cultures.

Interdisciplinarity (Arts Integration)

Connect to a variety of content areas/disciplines and emphasize literacy and mathematical practices. (TCQS 1b)

Literacies – Visual, Oral, Written

Please describe how students are being engaged in practices of literacy through art production, art criticism, visual culture, art history, visual culture.
Visual literacy: analyzing artwork
- describe what they see
- ideation questions

What do my students already know/don’t know?

Encourages and provides opportunities for students to make connections to prior learning (TCQS 1c)
Anticipates student misconceptions related to learning and addresses those misconceptions during instruction (TCQS 1c)

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Students will not be familiar with African masks and their history
Students will be familiar with pattern

Inquiry and Ideation (Connecting students to the big idea)

How will this lesson use questioning strategies to develop students’ critical thinking skills and problem-solving skills (TCQS 3d)
Inquiry – What essential questions will you ask to facilitate student’s critical thinking and problem solving about the Big Idea (be specific)?
Ideation – What strategies will you use to help students develop ideas for their work?

- view different african masks

● What do you notice about the way these masks are decorated?
● What do they have in common?
● How are they different?

Watch a video about the history of african masks

Assessment (General)
Use formal and informal methods to assess student learning, provide feedback and use results to inform planning and instruction. (TCQS 3b)

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What strategies and methods will you use to determine what students have learned? How does your assessment connect to objectives and standards?
e.g.: pre/post assessment, rubrics, student reflections/journaling, documentation, quiz, portfolio review, art critique, etc.
In progress check ins
optional presentation on screen/ student reflection

Student reflective/inquiry activity (This is a specific method of assessment that should generally be used)
Sample questions and activities (i.e. games, gallery walk, artist statement, interview) intended to promote deeper thinking, reflection and refined understandings precisely related to the grade level expectations. How
will students reflect on their learning? A participatory activity that includes students in finding meaning, inquiring about materials and techniques and reflecting about their experience as it relates to objectives,
standards and grade level expectations of the lesson.)

Students will have the option to share their artwork and present it on the projector
- Explain their creative process

Student Abilities:
Engage students as individuals, including those with diverse needs and interests, across a range of ability levels by adapting teaching for the benefit of all students. (TCQS 2c)

Explain specifically how you attend to the range of student abilities. Describe the strategies you will use for students who are already proficient and need growth beyond what you have planned for the rest of the class,
as well as modifications for students with physical and/or cognitive challenges. Students must still meet the objectives.
Differentiation: Access (Process) Expression (Product)

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 Chunked learning ● Allowing students to work smaller if necessary
● adjusting requirements, ex: instead of having to use
four different materials they can use two different
materials or one
● due date extension

Extensions for depth and complexity: Access (Process) Expression (Product)

Tiering ● Allowing students to create more than one mask
● adjusting requirements, ex: allow students to use a
greater variety of materials

Diversity, Equity & Inclusion:

How does the lesson exhibit an awareness of, a commitment to, and a respect for multiple aspects of diversity (TCQS 2b)
Lesson/success criteria will be altered for students with different abilities

Lesson Pragmatics/Logistics:

Resources (These are the resources used by the teacher to support/develop the lesson.)
Artists/Artworks (include images!), Designers/Creators, Books, Videos,

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African Masks | PBS LearningMediaPBS Learning Mediahttps://www.pbslearningmedia.org › resource › african-...

0:33-3:12

https://docs.google.com/presentation/d/1EO8Zz9JN2P0pZkQBAkikxUUlspjrZyZqjzXiXh2CGJ8/edit?usp=sharing

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Materials and Technologies
Integrates available technology to enhance creativity, use of information, and collaboration (TCQS 3c)
Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools. (These are the materials students will use.) List all materials in a bulleted format.

Day one:

masks

string

pipe cleaners

markers

colored pencils

foam stickers

construction paper

scissors

glue sticks

tissue paper

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Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.
Checklist/To Do list
Teacher Example

precut masks templates

Safety: (TCQS 2a)

Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.

Scissor safety review

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 Instruction: DAY 1 OF 2
Give a detailed account (in bulleted form) of what you will teach. Be sure to include approximate time for each activity and instructional methodology: skills, lecture, inquiry, etc. Include motivation and
ideation/inquiry where appropriate; including what student will understand as a result of the art experience

Day Instruction - The teacher will... (Be specific about what concepts, Learning - Students will... i.e.: explore ideation by making connections, Time
1 information, understandings, etc. will be taught.) Identify comparing, contrasting; synthesize possibilities for each painting
instructional methodology. KNOW (Content) and DO (Skill) technique; etc. (Be specific about what will be the intended result of the
instruction as it relates to learning.) UNDERSTAND

● Arrival and Opening work (6min) ● Arrival and Opening work (6min)
● Lesson Introduction (4min) ● Lesson Introduction (4min)
○ Introduce African masks and their history ○ Students will watch hear objectives and learn
○ Students will watch a short video about African masks and their history
● Artwork analysis (6min) ○ Students will watch a short video
○ Have students look at 3 masks for 10 ● Artwork analysis (6min)
seconds each ○ students will look at 3 masks for 10 seconds
■ Answer these questions with a each
partner: ■ Students will answer these questions
What can you see? with a partner:
Did you notice any patterns? What What can you see?
materials were used? What do you Did you notice any patterns? What
think it represents materials were used? What do you think it
represents
● Students will begin creating their masks (15min)
● Pass out materials for masks ● Students will begin creating their masks (15min)
● clean up (5min) ● Students will pick from different materials to create
their masks
● clean up (5min)

Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to students.

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