Art Integration Unit Plan Template

Art Integration Unit Plan Template

LTC Art for Children
Katie Gaebler
Unit Title & Big Idea: (Define the BIG IDEA?) What is the big idea that is being investigated in this lesson? How will
you connect the big ideas about art and artists work with the art making part of this lesson?
The big idea from this lesson would be that students will learn about geometric shapes and learn how Kandinsky
incorporates geometric shapes into his art.

Grade Level/Class Periods

Required: Grade 4, Class
periods 2

Unit Overview/Summary: Why is this important to teach? What do you hope to accomplish?
Students will be learning about geometry concepts and they will learn geometric shapes. It is important to learn the shapes
and it is a standard in the Common Core Standards for students to learn. I hope to have students learn how to draw
geometric shapes (rectangles, squares, triangles, circles, and so on) in a collage. They will be able to know what certain
shapes look like and how to draw them accurately. They will learn about Kandinsky and how he incorporates geometric
shapes into his art. Students will examine a piece of Kandinskys art and create their own piece of art through a geometric
shape collage.

Materials/Equiptment/Etc:
MATERIALS, TEACHING
RESOURCES/REFERENCES(Books (Teacher and Childrens),
posters, articles, websites) and
PREPARATION REQUIREDwhat materials, tools, and
resources do you need for this
class? What do you need to
practice and prepare for this
lesson? What did you learn from
creating your teaching exemplar?
Kandinsky painting, Cossacks, for
students to look at as an example.
Project it on the SMARTboard or
print out if there is no technology.
Students will get a large piece of
white construction paper. They
will get a ruler and pencil to draw
with for the initial drawing.
Crayons, colored pencils,
markers, and oil pastels will be
given after they finish their initial
pencil drawing. I will need to
research Kandinsky and his
artwork. I will need to create a list
of ideas for what they can draw
(shapes, lines, angles, etc) for the

Art Integration Unit Plan Template

students to incorporate in their

piece. I learned how to overlap
shapes and lines to create new
shapes. How to utilize the space
of the paper and how to use
certain colors to make certain
lines and shapes pop.

Key Concepts (3-4)

What will students learn and KNOW about art and art making from this lesson?
List as facts about art and artists and works of art. What will they learn from an
art, art history, and art criticism discussion? What will they learn from the art
production part of the lesson? What key concepts from other core subjects will
they uncover?

Essential Questions (3-4) What questions guide the investigation in this

lesson?
What will students discover and investigate both about art and art making?
What will you ask that will guide the purposeful exploration of materials and
ideas that will produce meaningful content to the creative production?

What responsibilities come with the freedom to create?

They will know how to incorporate geometric shapes into a piece of artwork by
doing it creatively and artistically. They will learn about the artist Kandinsky
and get to see some examples of his art work and how he uses geometric shapes How do artists grow and become accomplished in art forms?
in his art. They will learn how to incorporate shapes, colors, utilize the space of
the paper and learn how to collage. Students will uncover the different
What conditions, attitudes, and behaviors support creativity
geometric concepts such as, lines, angles, shapes, space, colors, etc. They will
use those concepts to create art. They will learn about Kandinsky and his art
and innovative thinking?
work, how he uses lines, shapes, angles and even colors to create art.
Unit Objectives: (Excellent resource at http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html?for_printing=1&detoured=1)
What learners will DO? List beginning with the student will
*(NOTE: Evidence of the objectives and concepts attained make up your assessment criteria below)
The students will learn about geometric shapes and designs. They will learn how to utilize those geometric shapes and designs to create a geometric shapes
collage.
The students will learn about who Kandinsky is as an artist and study his art work.
The students will learn how to incorporate Kandinskys ideas into their own art work to create their collage with geometric shapes.
The students will learn many different types of shapes, lines and angles to use for their piece. (ex. Triangles, squares, rectangles, rhombus, circles, ovals, acute,

Art Integration Unit Plan Template

Core Academic Standards (Common Core State Standards)

(3-

right and obtuse angles, zig zag, spiral, wavy, straight lines and colors.

Grade Level Expectations (GLEs)

(3-4)
(http://dese.mo.gov/divimprove/curriculum/GLE/)

National Core Art Standards

(http://www.nationalartsstandards.org)

4)
(http://www.corestandards.org/)
CSS.MATH.CONTENT.4.G.A.1

VA:Cr1.1.4a Brainstorm multiple approaches to a creative art or

design problem.

Draw points, lines, line segments, rays, angles (right, acute, obtuse), and
perpendicular and parallel lines. Identify these in two-dimensional figures.
CCSS.MATH.CONTENT.4.G.A.2

VA:Cr2.2.4a
When making works of art, utilize and care for materials, tools,
and equipment in a manner that prevents danger to oneself
and others.
VA:Cr3.1.4a
Revise artwork in progress on the basis of insights gained
through peer discussion.
Content Areas Integrated:
1. Visual Art
2. Social Studies History of artist
3. Mathematics - Geometry

Classify two-dimensional figures based on the presence or absence of parallel or

perpendicular lines, or the presence or absence of angles of a specified size.
Recognize right triangles as a category, and identify right triangles.
CCSS.MATH.CONTENT.4.G.A.3
Recognize a line of symmetry for a two-dimensional figure as a line across the figure
such that the figure can be folded along the line into matching parts. Identify linesymmetric figures and draw lines of symmetry

Identify & define common vocabulary/concepts that

connect the art form with the other identified subject area(s):
Lines (perpendicular, intersecting, and straight)
Shapes (triangles, squares, rectangles, rhombus, and circles
Angles (right, acute, obtuse)
Overlapping shapes, lines, angles.

Art Integration Unit Plan Template

Lesson Titles in Sequence/Order with TIME and MATERIALS
needed for each portion
1. Introduction to Kandinsky and geometric concepts.
(Kandinskys painting, Cossacks and biography.
Projector. Time: 20 minutes.)
2. Instructions for geometric collage and studio time.
(White construction paper, pencils, rulers and list of
shapes, lines, and angles we saw in Kandinskys
painting. Time: 40 minutes.)
3. Final stages for adding color and displaying collages.
(Crayons, colored pencils, oil pastels, markers, water
color markers, water color paint, paint brushes and
cups of water. Time: 30 minutes.)

Brief Lesson Descriptions

(2-3 sentences each)

1. The students will examine Kandinskys Cossacks, that

will projected on the board through technology. We will
discuss the shapes, lines, angles, and colors we see.
We will connected those shapes, lines, and angles to
what we have learned in our geometry lessons prior to
this lesson. We will create a list as a class as to what
kinds of shapes, lines, and angles we saw and what we
can include in our piece of art work. We will also
discuss who Kandinsky is and how his art includes
geometric shapes into his art.
2. The students will be given directions to create their
own geometric shape collage. They will be given white
construction paper, a ruler, and a pencil. They will be
instructed to use our list of shapes, lines and angles as
they start to create their piece. They will be
encouraged to be creative and utilize the space of the
paper. They can overlap lines and shapes and angles.
They will be encouraged to explore the shapes and
lines and angles in any way they want to.
3. The students will be given crayons, colored pencils, oil
pastels, markers, water color markers, water color
paint, paint brushes and cups of water to color their
shapes, lines and angles that they created. They will be
encouraged to use any colors and mediums they want
to. I want them to be able to explore different art
materials and use them in creative ways. We will hang
up their collages in the classroom for their peers and
anyone else to view.

What student prior knowledge will this unit require/draw upon?

Students will have to draw on prior knowledge of geometry they have learned. They will know the shapes of circles, triangles,
rectangles, squares and rhombi. They will have prior knowledge of lines and types of lines. They will know different types of
angles (acute, obtuse, and right). They will know how to use a ruler to draw straight lines and be able to use it as a measuring
tool as well if needed.

Art Integration Unit Plan Template

What activities will you use to engage students in imagining, exploring, and/or experimenting in this unit?
Describe, specifically, how you will allow the students to engage with the media, the concepts, and other objectives in a
playful manner before they are excepted to produce the final work. This section should accentuate how the PROCESS
informs the product
Students will be able to explore with shapes, lines and angles during this geometric shape collage. They will have the freedom
to do anything they would like with this collage with their shapes. They will also be able to explore and experiment with
different types of materials for coloring their collages.
How will this unit permit/encourage students to solve problems in divergent ways?
Deeply describe how this lesson allows for students to solve problems, aesthetically as well as scholastically? What about this
lesson allows for divergent outcomes?
They will have to figure out how to incorporate shapes, lines and angles in their collage as well as their colors. They will get to
think in any way they want by creating their geometric collage and this can allow for divergent thinking. Some students could
come up with many types of shapes other than what I described or what we saw in Kandinskys art work.
How will you engage students in routinely reflecting on their learning/learning processes?
What art talk questions can you engage your students in that will help them in reflecting not only on the product, but also the
product? What reflective practices can you think of that will help them in transitioning from start to stop?
We can discuss how their collages look like Kandinskys and how they differ. We can discuss what types of shapes, lines, and
angles they used. We can discuss and explore the different types and ways their peers used materials for coloring their art
pieces.
I will make sure students are reflecting on their learning by asking which ideas they used from Kandinskys Cossacks painting
and why they are using them. We can discuss at the end what they learned from Kandinskys art and how they incorporated
that into their own piece of art in their collage.
How will this unit engage students in assessing their own work?
What opportunities will you allow your students to display, describe, or evidence their learning?
(Describe what student success looks like and what evidence you have that learning has taken place). You should include formative and summative assessments.
(See Beattie and Stewart/Walker texts)
They will assess their own work by making sure they included all concepts of geometry that we discussed. Students will get to discuss what they included in
their art work from their learning of Kandinskys painting and from their geometry knowledge. I will be constantly formatively assessing the students as they
create their collages. I will make sure they are using multiple geometric ideas and that they are drawing them accurately.

Art Integration Unit Plan Template

At the end of the lesson, I will ask the students to take out a piece of paper and write about what they learned. I will be looking for students to reference
Kandinsky and geometric concepts. They should talk about how they learned some techniques from examining Kandinskys painting and how they incorporated
those techniques and geography shapes into their art work.
What opportunities/activities will students be given to revise and improve their understandings and their work?
What happens when revision is needed? How will you handle that in this situation?
When they write to me saying what they learned and why they did what they did in their art work collage this will give them
the opportunity to reflect on their work and improve their learning by explaining why they drew the shapes and used the colors
that they did.
They will have an opportunity to revise and improve their art work by using pencil first to get there initial drawing out. That
way they can revise it and improve it by erasing and changing what they want too.
What opportunities/activities will you provide for students to share their learning/understanding/work in this unit?
We will have class discussion to show off their art work and explain to peers what they did in their collage. They also will be
able to tell me this themselves in their reflective writing at the end.
Presenting the work in a meaningful way. How will this be accomplished?
I will be displaying their collages on the classroom wall for everyone to see. They can assess peers art work as well and we can
take pictures of them to send to the parents to show them.
How will you adapt the various aspects of this lesson to differently-abled students?
How will you differentiate for your diverse classroom population? How will you keep students engaged? What will you do to challenge students who are highly
talented? What have you planned for those who finish early?
I will adapt the lesson for students that are differently-abled students by giving them their own photo of Kandinskys painting so that they can see it better. I can
give a student a list of the shapes, lines and angles with pictures if they struggle with those aspects.

TEACHER REFLECTION: How will you know that this lesson is successful and meaningful? List indicators.

Art Integration Unit Plan Template

I know this lesson will be successful and meaningful because the students will get the freedom to draw geometric shapes in intricate ways that they want to do.
They will get to explore many different materials that they could use in many ways to create movement and shading and defining into their art work. They will
learn about a popular artist, Kandinsky, and get to see his colorful art work. I think the colors that the students will see with the shapes and lines from his art
will engage them and provide a good base for their own ideas for their collage. It is a great way to integrate art into math with geometric shapes.
References
Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from
http://www.americansforthearts.org/networks/arts_education/publications/special_publications/Defining%20Arts%20Integration.pdf