Integrated Arts Lesson Template
GRADE
9-11
Descriptors
Standards
addressed in the
integrated lesson
CONTENT AREAS BEING INTEGRATED
Music, Visual Art, ELA, Social Science
Arts Discipline
Visual Art
3.0 HISTORICAL /CULTURAL CONTEXT
3.3 Identify and describe trends in the visual arts and
discuss how the issues of time, place, and cultural
influence are reflected in selected works of art.
4.0 AESTHETIC VALUING
4.5 Employ the conventions of art criticism in writing
and speaking about works of art.
Music
4.0 AESTHETIC VALUING
4.4 Describe the means used to create images or evoke
feelings and emotions in musical works
Other Content Area
English
CCSS.ELA-Literacy RI.9-10.1
Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as
inferences drawn from the text (including determining
where the text leaves matters uncertain-Grade 11-12).
Social Science
11.6 Students analyze the different explanations for
the Great Depression and how the New Deal
fundamentally changed the role of the federal
government.
3. Discuss the human toll of the Depression, natural
disasters, and unwise agricultural practices and their
effects on the depopulation of rural regions and on
political movements of the left and right, with particular
attention to the Dust Bowl refugees and their social and
economic impacts in California.
5. Trace the advances and retreats of organized labor,
from the creation of the American Federation of Labor
and the Congress of Industrial Organizations to current
issues of a postindustrial, multinational economy,
including the United Farm Workers in California.
Student
Objectives in
each discipline
Integrated Arts Lesson Template
Students will be able to…use photography to explore
Students will be able to…enhance their understanding of
historical context and music to portray mood.
the Great Depression by using textual evidence (photo
and music).
Integrated
Student
Objective
What is the objective of the integrated lesson? Look at Connections being made between the two content areas. At
the end of the integrated activity students will be able to…use photography and music to explore American life
during the Great Depression.
Essential
Question
What is the question you want the students to be able to answer at the end of this lesson?
How can photography and music of an era provide enough evidence to make assumptions of history?
Assessment
Rubric
Ø Teacher walk aboutAs elbow partners or small groups are talking
teacher listens to these conversations, asks followup questions of the group, helps move
conversations.
Ø Wonder chartThis is a way to capture student thinking and
wonders. Teacher can use these wonders to spawn
new conversations, create questions, etc.
KEY KNOWLEDGE
Prior Knowledge Review of Great Depression,
New
Concepts
Visual and auditory thinking maps, Wonder wall,
New Vocabulary Imagery, Tone, Context Clues , Mood, Primary and
Secondary sources, Great Depression
Ø Graphic organizer workVisual and auditory thinking maps, imagery/word
choice/tone/context clues worksheet collection.
Teacher can look through these at the end of class to
check for understanding.
Ø Student reflectionThis “quick-write” is a way to see what and how
students are thinking at this pre-lesson stage. This
same prompt can be used throughout process.
Integrated Arts Lesson Template
SKILLS
Prerequisite
Skills
New
Skills
•
•
•
•
•
Think-ink-pair-share, Trend seeking, Quick write,
Reading information text
Looking deeply into items, Hearing things is song they
may not have done to this extent, Close Reading
Materials/Resources
Powerpoint (LCD player, Computer, projection area) 1 sheet copy Paper (Visual thinking map /auditory thinking map) Wonder chart for classroom (markers and post-­‐‑it notes) Close reading graphic organizer Copies of interview with Dorothea Lange
Additional Resources:
Resources: Educationcloset.com (Lesson seeds) Visiblethinkingpz.org (Visible Thinking-­‐‑ See, Think, Wonder) Vtshome.org (Visual Thinking-­‐‑ See, Think, Wonder) Pzartfulthinking.org (Artful Thinking-­‐‑ Hear, Think, Wonder) EyeWitnesstoHistory.com (Interview/Background of Migrant Mother) Ascd.org (Close reading) Steinbeckinstitute.org (John Steinbeck lessons/ background/video, etc.) Edsitement.neh.gov (AWESOME lessons, including elaborate Grapes of Wrath) Integrated Arts Lesson Template
Lesson Description
Teacher will model how to fold a sheet of 8 ½ x 11 paper into three columns. They will draw on top of first column an eye,
the second a light bulb, and the third a question mark. (5 min.)
Teacher will show the sample on the powerpoint of the see, think, wonder chart. Review this Visual Thinking Map with
students and have them add the questions- What do you see? What do you think? What do you wonder? Below their
drawings. (5 min.)
Students will study the photo by Dorothea Lange and fill in the visual thinking map as they go. (5 min.)
Students will pair/share with an elbow partner the first two columns. They will write in any item on their chart that they may
have missed by talking with the elbow partner. (This step can be shared out if needed) (8 min.)
Students will write out one of their wonders on a post-it note and attach it to a class wonder chart located in the room.
Teacher will read out to whole class some wonders and group (if possible) the wonders into categories. (5 min.)
Students will turn chart over and draw at the top of column one an ear, the second column a light bulb, and the third a
question mark. (What do you hear? What do you think? What do you wonder?) Teacher will talk about how this is a similar
way to consider an item but how it will differ because it is a auditory exercise, so they will have to listen for these items, not
look for them. (3 min.)
Students will listen to song and fill in the hear, think, wonder chart. This may take a few times of hearing the song to do
it. It is suggested that the students listen with no writing first, and then write in the second listen. (5 min.)
Students will pair/share with an elbow partner the first two columns. They will write in any item on their chart that they may
have missed by talking with the elbow partner. (This work can be shared out if needed) (8 min.)
Students will write out one of their wonders on a post-it note and attach it to a class wonder chart located in the room. (5
min.)
Integrated Arts Lesson Template
Students will (with elbow partners) look at both of their charts and start to see similarities or trends and circle these. In
groups of 4 (two elbow teams) students will talk about their connections to the art and music that they noticed. (10 min.)
Students will write a personal reflection to the guiding principle, “use the information from the “reading” of both the
photograph and the music to inform a conclusion about the United States in 1936.” Students will turn these in following the
writing. (8 min.)
Students will have a whole group open discussion about what they wrote, what they wondered, etc. Teacher will share the
lyrics from the song, Did they notice these? (4 min.)
Teacher will take time to read the photo background so that students are informed about the actual photograph, the time
period, and the subject matter. (4 min.)
Teacher will pass out and present the close reading graphic organizer with the terms: imagery, word choice, tone, and
context clues listed. They will also receive the migrant mother primary source that documents the interview of Dorothea
Lange with popular photography magazine. (Students may read once before writing if needed.) (5 min.)
Students will read interview and find places within the interview that they can associate with items listed on graphic
organizer. Once finished, students can share ideas with elbow partner, small group, or large groups (as teacher sees fit). (5
min.)
Teacher concludes day with collecting graphic organizers, reflecting on the days work, intros briefly the next steps or the
“why” this was done, etc. (5 min.)
Teachers could do this in one block of time or as a 2-day lesson (TOTAL-90 min.) What symbols are present? Give any examples of imagery including similes, metaphors,
personification, and/ or figurative language.
What words stand out? What words evoke emotions?
What one word describes the tone? Is the voice formal or informal and why?
Are there any clues as to what is happening in history?
What do you hear?
What do you think?
What do you wonder?
What do you see?
What do you think?
What do you wonder?