Level 3: ART 309 & Student Teaching

Community
Central Focus
Grade Level
Class Size
Time
Class Demographics

Constructed environments/ Community

2nd Grade
10
9-10:50 am
ISU Saturday Class

National Core Arts Standards Addressed

Brainstorm collaboratively multiple approaches to an art or design problem (VA: Cr 1.1.2a)
Explore and invent art-making techniques and approaches. (VA: Cr 2-4a)
When making works of art, utilize and care for materials, tools, and equipment in a manner that prevents anger to oneself
and others. (VA: Cr 2-4b)
Common Core State Standards Addressed
Comprehension and Collaboration:
CCSS.ELA-LITERACY.SL.2.1.A
Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care,
speaking one at a time about the topics and texts under discussion).
CCSS.ELA-LITERACY.SL.2.1.B
Build on others' talk in conversations by linking their comments to the remarks of others.
SPECIAL PRE-INSTRUCTION PREPARATIONS
Organize building materials
Forms
Frames
Conceptual Framework

ARTISTIC PRACTICE
3D
Subjective
Artist

2D
Cultural
Artwork

Artmaking (60%)
Creating forts collaboratively to create their own
environment.

Structural
Audience

4D
Postmodern
World

Critical/Historical Study Activities (40%)

Hear introduction to Juan Angel Chavez and learn how
creating an environment can create a sense of community

LEARNING OBJECTIVES
As a result of this lesson, students will be able to:
1. Using at least two of the provided materials, collaboratively construct an environment to convey a certain meaning. (VA: Cr
1-4a) (VA: Cr 1-4b)
2. Orally identify at least one way Juan Angel Chavez creates his own environment by using ready-made objects.
INTERDISCIPLINARY CONNECTIONS
Social Studies
Powerpoint presentation with
information about Juan Angel
Chavez

Paper, pencils,

Key Artists
Key Artworks
Key Critical Questions

TEACHER MATERIALS
Computer, projector for power point and
videos

STUDENT MATERIALS
Fort materials (found objects)

Example images

ARTISTS IN CONTEXT
Juan Angel Chavez
Sideways Can (2011), Speaker Project (2007)
1. Sideways Can: What materials are used to make this piece? How does the audience
interact with the piece?
2. Speaker Project: What does this object look like? What senses are the viewers using

Level 3: ART 309 & Student Teaching

while interacting with this piece?

VOCABULARY AND LANGUAGE ACQUISITION
Include ALL words as well as definitions for all terms related to this lesson that you will emphasize. Remember to think
about age-appropriate language when wording definitions.
Discipline Specific (Syntax)
Academic
Ready-made: using an object in a completely new
Senses: how the body perceives an external stimulus;
context
one of the faculties of sight, smell, hearing, taste, and
touch.

Environment: The surroundings or conditions in which a

person, animal, or plant lives or operates.
Community: A group of people living in the same place
or having a particular characteristic in common.
LANGUAGE FUNCTIONS
Describe, identify
LANGUAGE MODES AND ACTIVITIES
Throughout your unit you should have at least one activity focused on have students exercise each mode.
Read
Write
Listen
Speak

Students will look

at what their
classmates have
written down for
their environment
concept.

Students will make a list

of materials they would
like to utilize for their
constructed
environments

Students will listen to the

teachers as they present
information on about Juan
Angel Chavez and
demonstrate possible ways
to create an environment

Students will be asked to

describe their
environments and what
mood they were trying to
convey.

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS

Launch
Instruction Methods
What types of communities do you belong to?
Questioning, direct instruction, group
discussion.
Instruction
Instruction Methods
Teachers will go through powerpoint of Juan Angel Chavez and the meaning of
Questioning, direct instruction, group
community
discussion.
Students will collaborate and come up with a mood or feeling they want their
environment to convey.
Students will work together to come up with what types of materials they want to
use in order to convey their mood or feeling.
Students will work together to construct a fort or environment.
Teachers will ask students what kind of mood they were trying to convey and
why they used the materials they did.
Closure
Instruction Methods
Teachers will ask students to mention one thing they learned about Community;
Questioning, group discussion
they will be asked to define community and why it is important.
Students will be asked what they did or did not like about the lesson.
ACCOMODATIONS FOR SPECIFIC DIVERSE LEARNERS
Adaptations and Accommodations
Teachers will scaffold questions about Chavezs work so that students have an easier time analyzing his installations.
Teachers will help come up with ideas on how to use materials to create environments.
Enrichment and Extensions
Students will be able to keep adding to their environments (forts)
Activity for Early Finishers

OBJECTIVE-DRIVEN ASSESSMENTS

Level 3: ART 309 & Student Teaching

1.
2.

Through collaboration, students will have to use at least two of the materials given to them. (Objective 1)
Students orally identified at least one way Angel Chavez creates his own environment by using ready-made objects
in Sideways Can and Speaker Project. (Objective 2)

REFERENCES
Retrieved from Juan Angel Chavezs website.
http://www.juanangelchavez.com/artwork.php?gallery=&id=76

* Developed and written by Larry Hermosillo and Kara Lomasney, Art Education, Illinois State University, 2014 *