LESSON PLAN TEMPLATE for Arts Integrated Lessons
Grade
Level:
6th
Enduring
Understanding:
Overview:
Objectives:
Title: Conflict versus Cooperation
Author: Asma Zindah, Eric Jenkins, and Andrea Hatter
Students will combine ideas of how various groups of people fight or
cooperate over tangible and intangible possessions into a collaborative art
project.
[First section -four images, and video, and a question]
[Second section - Social Studies relation]
[Third section - Art project]
SWBAT: Identify ways cultural groups cooperate in their use of material
possessions (natural resources, wealth, etc.), as well as intangible ideals
(power, etc.).
SWBAT: Create a collaborative art piece constructed of images portraying
symbols of human conflict and cooperation.
Content Standard(s):
6G4.4.01 - Identify factors that contribute
to conflict and cooperation between and
among cultural groups (e.g. control/use
of natural resources, power, wealth, and
cultural diversity).
Art Standard(s):
VA: Cr2.1.6a (Creating)
Demonstrate openness in trying new ideas, materials,
methods, and approaches in making works of art and
design.
VA: Re.7.2.6a (Responding)
Analyze ways that visual components and cultural
associations suggested by images influence ideas,
emotions, and actions.
Materials:
-Fabric (3 yards, cotton)
-Fabric paint
-Desk covering (scratch paper?)
Other Resources:
-Art images
-PowerPoint
-Digital Projector
-Symbol print out (attached - 20 copies)
Vocabulary:
Globalization
Multinational
Civil War
Centripetal Force
Centrifugal Force
FROM THE NATIONAL ARTS STANDARDS-Create: Organize and develop artistic ideas and work.
Responding: Perceive and analyze artistic work.
Assessment Strategies
FORMATIVE: Students will be shown various images of conflict and cooperation, and will be asked
to describe how they believe these concepts are being represented in the artwork. During the lesson,
students will use various symbols relating to conflict and cooperation to work on their part of the
collaborative art project. Students will have a set to choose from, but they can also come up with
their own, provided that it related to conflict or cooperation.
SUMMATIVE: The collaborative art project is going to serve as a general assessment of student
understanding of the standard. There will be a rubric to grade student participation and performance
on the project.
Instructional Activities & Strategies
ENGAGE:
Students will use their prior knowledge of symbols relating to conflict and cooperation, along with
the images on the PowerPoint, to discuss the purpose of conflict and cooperation. Students will then
apply their understanding of the concepts to create a collaborative art project. Students who have a
better understanding of the lesson may come up with their own symbol or design to incorporate in
their artwork. Students with a more basic understanding may choose to stick to the provided list of
symbols and images.
BUILD:
Students will be creating a conflict/cooperation "quilt" by connecting several pieces of fabric
together. Each student will work on his/her piece individually, and once they have completed their
piece, the artwork will be joined together on a large board to create the quilt. Students will use the
supplemental sheet of symbols to incorporate images on the fabric with fabric paint. If students
decide to create their own symbols, they must run it by the pre-service teacher.
APPLY:
As students work on the quilt project, pre-service teachers will monitor progress and answer any
questions that they may have. Pre-service teachers will engage with students regarding their choice
of image, and will offer advice when necessary. Students who finish early will be asked to get more
creative with the colors, or add detail to their work.
REFLECT:
Working on a collaborative art project allows students to appreciate the differences that may arise,
and the cooperation needed to successfully complete the project. By incorporating symbols of unity,
peace, conflict, cooperation, students will be able to recognize the complexity of international
relations. This hands-on activity is designed to engage students, and enable them to better
understand the standard, and relate it to real-life situations.
What STUDIO HABITS of MIND will students use
in meeting the content standard in the lesson?
Observe:
Engage & Persist:
Reflect: Students will be able to talk to other
classmates about the choice of their symbols.
Stretch & Explore:
Express: Students will choose a symbol or create a
symbol that they think represents conflict/
cooperation in some context.
What STUDIO HABITS of MIND will students
use in meeting the art standard in the
lesson?
Visual Thinking Strategy images will show
students different ways to express conflict and
cooperation and given them more thoughts
about symbols to use.
Students are asked to focus on their project by
building skills in getting the project started
and finished in the given time.
Students will have three pre-service teachers
to ask questions about art project.
Students are going to make a symbol on a
cotton square. All the squares will be arranged
together to create a collaborative artwork.
Students will choose one of the example
symbols or create their own symbol that
represents conflict/cooperation in some
context.
Develop Craft:
Envision:
Understand Art (or other) World:
Students will be coached in the proper use of
art materials. Students will be given
instructions for the use of fabric paint on the
cotton squares. Students will be given time to
clean up.
Students will envision which symbol they
choose and what color paints they use to
portray the symbol.
Students will be exposed to artworks and what
role these forms have in the art world.
Note: not all Habits of Mind will be used in every lesson.
You can use brief phrases.
Visual Thinking Strategy:
1. What thought provoking art image did you select (which relates to your lesson topic)?
● The first image is a painting depiction of war, which relates to conflict aspect of the topic.
● The second and third images are of a new installation piece about tension of moving and
deciding when to let go.
● The last image is an example of collaborative artwork that fits together like a puzzle.
2.
What are your questions (for leading the discussion)?
-Literal level questions (“What do you see?”):
●
●
What do you see in the image?
What do you see that relates to conflict and/or cooperation?
-Inferential level questions (“Why do you think?”):
●
Why do you think these artworks were created?
-Generalization-moral-relating level questions (“How does this relate to…?” “What is the moral to
this story?”).
● How do these artworks relate to conflict and cooperation?
Ask also about the viewpoint and the message the artist is trying to convey. Think about and
connect your students’ prior knowledge and experiences to the artwork they are viewing.
3. What will you share with the students about the image and artist?
●
Share why these forms of artworks are relevant to describing conflict and cooperation.