Department of Arts Administration, Education and Policy

UNIT PLAN OVERVIEW

(Revised 2021)

Teacher Candidate Olivia Durbin

School Elementary

UNIT TITLE
Length of Class Period 45 mins
Approximate Number of Students in Each class 20
Grade Level or Course Title 5th grade
Beginning Date for this Unit September 15th
Ending Date for this Unit October 25th

ENDURING UNDERSTANDINGS (FROM ODE STANDARDS)

Students work individually and in groups to focus ideas and create artworks that address genuine
local and global community needs.

PROGRESS POINTS (FROM ODE STANDARDS)

Explore a range of art concepts and artworks and construct meaning about the works

Connect making art with individual choice and understanding personal cultural identity.

CRITICAL ISSUE / BIG IDEA

A).Anticipatory Set (what do the students already know)
B). Rationale (why is this lesson relevant?)

Page| 1
A) The students know how to use certain technology tools to preform research and digital
imagery students will continue to practice and participate in respectful collaborative group
work. Fifth grade students know how to use drawing materials appropriately, how to clean up
after themselves and what behavior is expected of them in the art room. Students at this age
may have varying views of art and why it is important and how it relates to everyday life.
Many students at this age are very critical of their work and shut down easily or are not
interested in the project. I will be clear and concise about the purpose of this project and how
it is relevant in our society and creating relationships. This will allow students to better
understand the community around them and the importance of being involved and supported
by your community. Students will learn about modern contemporary artists that infuse their
communities through art and allow the students to practice research and comprehension skills.
Students will be able identify and describe the influences of certain artists and artworks in
various communities. Students view and participate in collaboration work and how it relates to
community development. I will guide my students learning by asking thought provoking
questions and allowing them to discuss and respond individually and as a whole class.
B) In fifth grade students are about to be in middle school and starting to make real work
connections and relationships outside of the classroom. Students are involved in various clubs
and programs outside of school and will soon enter a whole different school community. It is
important that at this age students to develop their voice, opinions, be curious and learn
important aspects of growing up and being involved. This is a great age to encourage
expression in order to make a change or to be heard by the people around you and entering
society. This project will give real life examples of artists working within their communities to
bring togetherness and solidarity through art. Students will relate these influences back to
themselves and self reflect on the impact their community has on them and vise versa. This
will allow students to see art as powerful, connective and essential.

Central Focus (creating, presenting, interpreting, responding, and/or relating art to context)

The students will learn to identify the components of a community, while working collaboratively
with a group to create a mural that places each student in the chosen community, visually. The
students will learn to relate specific artists and art movements to the impacts it has the community
and unification of groups of people. Students will showcase their understanding of specific
artistic techniques and elements based on their chosen material and artists influence. Students will
both demonstrate and reflect on how art can support and encourage community involvement and
relationships. The students will present their finished project in a gallery walk throughout the
school. Students will use brainstorming skills, research, and exploration of various materials fro
their mural.

Essential Questions (provocative, engaging, critical)

Page| 2
How do artists showcase the influence and importance of Community in their work?

What is the significant of being involved in your community?

What does art bring to a community?

Possible Integration

The concept of community can be related to other subject matter and can be used as a
stepping stone to get students more involves in their communities around them (socially,
politically, and environmentally).
-This lesson can be a starting point of identity, diversity and culture within our communities and
social issues and activism.
—I could work closely with the social studies teacher to exemplify the relation and importance
of civic engagement and advocacy through art. The integration of language arts within this
project can allow the students to see the connection between writing and art and the need for
both, research skills.

DESCRIPTION OF THE ESSENTIAL EDUCATIONAL CONTENT OF THIS UNIT

Lesson One

Title Elements of Community

Lesson Description To start this lesson, as a class we will discuss what a community is and
examples of different communities. I will share artists and their work in
communities through a Powerpoint presentation with essential vocabulary
and concepts. Students will be asked to answer questions based on what we
discussed as a whole to the best of their ability, in order to see what the
students do and do not know about communities. The students will
learn/view examples of artwork and artists whose work involves
community through PowerPoint presentations and short videos. I will then
ask my students to brainstorm words, images and concepts that are related
to different communities based on what we learned in class that day. This
will be done in their sketchbook or on a digital device. Students will have a
better idea of what a community. Is and will be able to examine how much
they know about arts in the communities and start formulating vocabulary
and imagery based on our class discussions.

Approximately how 1 class session

long will this lesson
take?
Lesson Two

Page| 3
 Title Community Influence
Lesson Description The students will individually research and find examples artists and their
work and identify specific influences that communities have on people and
the area around them. The artists that the students will be exploring are
Aminah Robinson, Invader, and Shepard Fairy) The students will create a
visual representation of their findings and influences that speak and relate to
them and their own life. Each student will interpret certain aspects of an
artist’s style or technique in their visual representation and choose one or
two specific components to demonstrate in their draft and final piece. They
will create these visuals using a digital device or their sketch books
(Collage, colored pencils, markers, watercolor). Students are able to explore
different materials during this lesson and start planning what they want their
final mural to look like.

Approximately how 2 class sessions

long will this lesson
take?
Lesson Three

Title ComYOUnity
Lesson Description In a small group students will bring their ideas from the previous lesson and
collaborate with other students to come up with a mural idea that
incorporates each student’s visual representation of Community into one
and a total of two specific techniques or stylistic approaches from the
artists they researched. The group will morph each group members idea into
one cohesive mural that will be displayed with the other murals in the
hallway for a gallery walk. The students must include themselves in the
mural in some aspect and incorporate influences and inspiration from artists
we have learned about. At the end of the lesson I will ask the students to
respond to the essential questions again in order to examine the overall
understanding of community and its relation and influence amongst each
other. I will have the students reflect on their classmates murals as well.

Approximately how 2 class sessions

long will this lesson
take?

Explain how technology has been used in this unit

Page| 4
Students will use technology to research and create a digital representation if they
choose. I will use Powerpoint presentations present the concept of community and will
show a couple short video clips of artists that work closely within a community.

LESSON PLAN

Teacher Candidate Olivia Durbin

School Elementary

LESSON NUMBER 1
Lesson Title Elements of Community
Length of Class Period 45 mins
Approximate Number of Students in Each class 20
Grade Level or Couse title Fifth grade
Beginning Date for this Lesson

Ending Date for this Lesson

CONTENT STATEMENT – PERCEIVING/KNOWING (FROM ODE STANDARDS)

6PE Select and access contemporary digital tools media arts to investigate ideas and inform art
making
4PE Compare and contrast how form and style are influenced are influenced by social,
environmental and political views in artworks

CONTENT STATEMENT – PRODUCING/PERFORMING (FROM ODE STANDARDS)

Page| 5
2PR Use digital tools to explore ideas, create and refine works of art during the art making
process.

5PR During collaborative art-making experiences, demonstrate respect and support for peer ideas
and creativity

CONTENT STATEMENT – RESPONDING/REFLECTING (FROM ODE STANDARDS)

2RE Describe how personal experiences can influence artistic preference

4RE Communicate how personal artistic decisions are influenced by social, environmental
political views

Performance-based Assessment Objectives

1. Students will be able to identify and describe components of different communities.

2. Students will make artistic decisions in order to display themselves, artist inspiration and
community in their mural idea

3. Students will work collaboratively in small groups to combine individual thoughts and ideas
into a cohesive mural

Performance-based Assessment Strategies

(attach assessment documents if applicable)

1. I will assess students comprehension and understanding of community and how they visually
represent these ideas
2. I will visually assess students’ collaborate working skills through team work and respect
3. I will assess students written and oral response to essential questions and how they combine
artist inspiration with their own ideas and style

Academic Language
Vocabulary (define each)

Page| 6
Community- A group of people living in the same place or having a particular characteristic in
common or a feeling or fellowship with others

Community Arts/ Community-based art- the practice of art based in and generated in a
community setting, any media, characterized by interaction or dialogue with the community

Mural- a painting or other work of art executed directly on a wall/ like or relating to a wall

Collaboration- the action of working with someone to produce or create something

Street Art- visual art created in public locations for public visibility, post-graffiti, neo-graffiti

Additional Language Demands (specific communication task)

Students will work independently during the research portion and will participate in a large
teacher-led lecture and discussion about community artists and different style of art seen in
communities. They will work collaboratively in small groups on their mural while displaying
themselves somewhere in the mural and ideas from a chosen artist.

Accommodations for Special Populations

For students who need extra assistance or prefer to work alone due to social frustration, I will
provide the option for them to work alone or with a teacher aid. I will offer this option to the
whole class to avoid singling any student out. Accommodations will be available to my students
who need them in order to succeed
- Additional time will be given to students who need more time for planning and
producing
- Various research and drawing utensils will be available for students with motor needs
- Teacher aides will be present for students who need additional attention and guidance
-

Art/Visual Culture Examples (list all artists, artwork or media used)

Invader
Shepard fairy
Aminah Robinson

Preparations

Page| 7
Materials/Resources for Teacher

Projector
Powerpoint Presentation
Laminated printouts of artworks
White board and markers
Printed handout of essential questions

Materials for Students

Individual sketchbooks
Pencils
Chromebooks
Colored pencils
Markers
Acrylic paint
Large multimedia paper
Paint brushes
Handout of sessional questions

Safety Procedures

Students will be using standard drawing tools and acrylic paint which they are familiar with. I
will provide smocks when they are ready to paint their final product and will remind them of the
appropriate way of using each material. I will remind my students to be using respectful words
and actions towards their classmates and the classroom rules.

Day Duration Aplication Resource

1 5 min As the students enter class I will direct them to the rug White board
located at the front of the classroom and there will be
a question written on the white board for them to
think about while everybody else gets settled. I will
have the students ponder this question for 30 seconds.
When everybody is seated and has read the question I
will ask for students to write their answer to the
question on the white board. Question- What are the
characteristics of a community?

Page| 8
Day Duration Aplication Resource
1 3 mins I will lead the class into a group discussion about the
answers written on the board and ask them if they
agree or disagree with these characteristics. Based on
the students feedback we will erase and add to the list
of characteristics and examples of different
communities. Questions- Which of these do we agree
with, which do we disagree with?
1 2 mins The students will be asked to transition to their seats
at their assigned table and get their sketchbooks out
and a writing utensil, while I turn my projector on to
start my Powerpoint about Community.
1 15 mins Once the students are settled in their assigned seats I Powerpoint
will begin my lecture. I will go through each slide and Projector
provide information about the artists I have presented
and share exampled of their work. I will ask the class
how they have used characteristics of community in
their work, I will allow my students to raise their
hands and wait be called on. For each artists I share I
will give background information and ask questions
based on their art.As a class we will identify materials
being used, techniques, colors, elements of design and
how that adds to their overall purpose of the piece. I
will also allow this time for students make connections
between the artists and styles while relating back to
other lessons we have had. At the end of the
Powerpoint I will take any questions about the
presentation and inform them on their final project
and what will be asked of them for the following class
period.
1 15 mins I will ask my students to get their sketchbooks out and Colored pencils
start brainstorming words and images that relate to Markers
community and different types of communities, I will Pencils
ask them to answer the Question- What is the Oil pastels
significance of being involved in your community? Crayons
This will be answered in their sketchbook and I will
view them after class. The students will be able to use
markers, colored pencils, oil pastels, pencils or
crayons to work in their sketchbook.

Page| 9
Day Duration Aplication Resource
1 5 mins I will announce it is clean up time and have on person
from each table collect and put the materials back in
the container on the designated table, I will ask them
to make sure everything is cleaned up and give a quick
reminder/ overview of what we will be doing next
class. A minute before class ends I will have the
students line up at the door.

LEARNING ACTIVITY
Getting the Classroom Environment Ready

There are six tables within the classroom with approximately six seats at each table. Not all seats
will be filled due to there being roughly twenty students in each class. There will be
approximately four students per table, along with a large rug placed at the front of the class for
group seating and discussion. Students will be bale to work individually for a portion of this
lesson and collaboratively with the students at their table. The assigned table groups will be the
groups for this project. The tables are close enough for me to quickly assess and observe multiple
students at a time while be able to move comfortably around the classroom.
For Day One setup: I will have my Powerpoint up and ready. Before students arrive. There will
be laminated handouts of artwork at each table for students to refer to as they brainstorm. I will
have the materials out and ready for the students.

Procedures for the Teaching/Learning Structure (indicate approximate time for each step)

This lesson will be complete in one day which will cover the interaction of community and artists
while working together as a class to come up with characteristic of different communities and
then I will give students some individual work time to brainstorm and start visually representing
their ideas. I will ask them a couple question and have them respond in their sketchbooks for me
to view later.

Clean-up Procedures (Room, Materials & Work Storage)

All the drawing utensils will be put back in their rightful container in a designated place in the
classroom. Once I announce it is clean up time, one person from each table will return the
materials. Another stints will collect each classmates work at their table and turn it in in their
correct class and grade basket. The stunts will make sure the space around them is how it was
when they entered and will line up at the door a minute before the end of the class period.

Closure, Review & Anticipation (what’s next?)

Page| 10
If there is time at the end of each class period, I will address my class as a whole and ask how
my students felt about their work, if they have any questions or if there is anything they would
like to share. Throughout the class periods I will be walking around and observing their
individual and group work, assessing participation and comprehension of concepts. After this
lesson, I will draw my students attention to the next lesson and the expectations of their research
of artists/communities and development of original ideas and visual representation.

Supplemental Activity

The students are able to work on their visual planning and artists research at home if they wish.
If students have a specific material they would like to use for their mural that we have explored
before and is relevant in this project I will make exceptions.

Teacher reflection focused on the lesson after it has been taught

N/A

Lesson 1 Teaching & Learning materials

Include attachments of any resources, slide shows, teacher samples, and/or assessments
related to this lesson.

LESSON PLAN

Teacher Candidate

School

LESSON NUMBER 2
Lesson Title

Length of Class Period

Approximate Number of Students in Each class

Grade Level or Course Title

Beginning Date for this Lesson

Page| 11
 Ending Date for this Lesson

CONTENT STATEMENT – PERCEIVING/KNOWING

CONTENT STATEMENT – PRODUCING/PERFORMING

CONTENT STATEMENT – RESPONDING/REFLECTING

Performance-based Assessment Objectives

Performance-based Assessment Strategies

(attach assessment documents if applicable)

Academic Language
Vocabulary

Additional Language Demands (specific communication task)

Accommodations for Special Populations

Art/Visual Culture Examples

Page| 12
Preparations
Materials/Resources for Teacher

Materials for Students

Safety Procedures

LEARNING ACTIVITY
Getting the Classroom Environment Ready

Procedures for the Teaching/Learning Structure (indicate approximate time for each step)

Clean-up Procedures (Room, Materials & Work Storage)

Closure, Review & Anticipation (what’s next?)

Supplemental Activity

Teacher reflection focused on the lesson after it has been taught

Page| 13
Lesson 2 Teaching & Learning materials

Include attachments of any resources, slide shows, teacher samples, and/or assessments
related to this lesson.

LESSON PLAN

Teacher Candidate

School

LESSON NUMBER 3
Lesson Title

Length of Class Period

Approximate Number of Students in Each class

Grade Level or Course Title

Beginning Date for this Lesson

Ending Date for this Lesson

CONTENT STATEMENT – PERCEIVING/KNOWING

CONTENT STATEMENT – PRODUCING/PERFORMING

CONTENT STATEMENT – RESPONDING/REFLECTING

Performance-based Assessment Objectives

Page| 14
Performance-based Assessment Strategies
(attach assessment documents if applicable)

Academic Language
Vocabulary

Additional Language Demands (specific communication task)

Accommodations for Special Populations

Art/Visual Culture Examples

Preparations
Materials/Resources for Teacher

Materials for Students

Safety Procedures

LEARNING ACTIVITY

Page| 15
Getting the Classroom Environment Ready

Procedures for the Teaching/Learning Structure (indicate approximate time for each step)

Clean-up Procedures (Room, Materials & Work Storage)

Closure, Review & Anticipation (what’s next?)

Supplemental Activity

Teacher reflection focused on the lesson after it has been taught

Lesson 3 Teaching & Learning materials

Include attachments of any resources, slide shows, teacher samples, and/or assessments
related to this lesson.

Be sure to attach to the full instructional unit

Page| 16