Unit Plan Template

Authors

Name(s): Ayça Yıldız

Esra Henden
Ezgi Bulut
Tuğba Şahin

Unit Content

Course

Art

Unit Title

Painters
-Vincent Van Gogh
-Pablo Picasso
-Achimboldo
-Joan Miro

Grade Level [ASSURE (Analyze Learners)]

60-72 months

Time

8 hours

Prerequisites [ASSURE (Analyze Learners)]

Children have general information about painters and art literacy; however their knowledge is limitted in
terms of spesific painters who are Vincent Van Gogh,Pablo Picasso,Arcimboldo,
Joan Miro.

Sequence of the Content

Vincent Van Gogh
The Starry Night examination
Pablo Picasso
Examination of paintings of Picasso
Arcimboldo
Creating Arcimboldo style paintings
Joan Miro
Learning about Miro’s style

Lesson Plan Template

Authors
Name(s): Ayça YILDIZ
Esra HENDEN
Ezgi BULUT
Tuğba ŞAHİN

Details

Course

Language integrated Art Activity

Unit Title

Painters-Arcimboldo

Grade Level

60-72 months

Time

One lesson hour

Content

Learning Outcomes [ASSURE (State Objectives)]

Social-Emotional Development Domain

Children who are 60-72 months of age (Audience) will express themselves (Behavior) by using all of the
fruits (Degree) that they bring to the class with respect to Arcimboldo (Condition) .

Instructional Materials & Media [ASSURE (Select Strategies, Technology, Media and Materials)]

Fruits and vegetables which are collected from children, 2 big craft paper, a poster that made with
pictochart.com (https://create.piktochart.com/output/30581226-new-piktochart)

Learning-Teaching Methods [ASSURE (Select Strategies, Technology, Media and Materials)]

Discussion, Cooperative Learning, Philosophizing

Teaching Activities [ASSURE (Utilize Technology, Media, and Materials and Require Learner
Participation)]

While everybody sitting on a semi-circle position, teacher shows them the poster about Arcimboldo and
wants them to investigate it. Then, teacher asks some questions about his works and components of
the drawings.

Group Learning Activities Activity is appropriate for group learning.

Summary
 Before the activity, teacher send an e-mail to all parents:
“Hi, all parents, for the next Monday, we will meet with Arcimboldo who an Italian
painter is was living in 16 century. He is the best known with his creating imaginative portrait
th

heads made with fruits, vegetables and fishes. For understanding his drawings better, we will
investigate some of his paintings. Then, we will be an Arcimboldo and we will do some
Arcimboldo projects. For that reason, I request you to send available fruits or vegetables. With
those materials, we will make an Arcimboldo work as a two group in the classroom. After the
work, I will send you to photos of work.
Regards”
For the activity time, teacher shows the poster that made with pictochart.com on the
projection screen. This poster includes 3 paintings of Arcimboldo and 3 fruits that found in the
drawings. As a starting, teacher wants children to observe these paintings. Then, asks
children’s feelings and thoughts about the paintings. Then, asks them about the common
components of drawings. And expect them to say fruits and vegetables. After that little
conversation, teacher points the fruits which are on the poster. Firstly, asks what those fruits
are and wants children to show those in the drawings. Teacher asks: “Would you find apples
where represented in the drawings?” With this question, teacher wants them to observe works
in detailed way. Then, teacher wants them to bring all fruits and vegetables that they bring
from home. After everybody take all fruits and vegetables, teacher asks them what they can
do with those materials and expect them to say an Arcimboldo work. After that, teacher make
divide them into 2 groups. Then, teacher gives 2 group a craft paper and wants them to be an
Arcimboldo. While they are making a drawing with real objects, teacher observes them. Also,
teacher can provide them a scissor for cutting vegetables and fruits. If any child needs help,
teacher can help them about using scissor. When each group finished their work, each child
can walk and see other group’s work. When everybody finished it, they can sit on semi-circle
position and teacher goes with assessment part.

Measurement & Evaluation

Teacher asks assessment questions to the children for evaluating the learning process.

Descriptive Questions:
What were the common features of Arcimboldo’s works?

Affective Questions:
How did you feel when you see Arcimboldo’s work at the first time?

Gain Oriented Questions:

How did you express yourself while making an art with all fruits and vegetables?

Daily-Life Questions:
Do you have any idea about how to use these vegetables and fruits in a different way?
Measurement & Each child observes both their and other group’s project and make a
Assessment Activities for comparison about them individually.
Individual Performance

Measurement & Classroom divided into 2 groups and make an Arcimboldo work by
Assessment Activities for using fruits and vegetables. At the end of it, they will explain how they
Group Performance made it.

Explanation regarding to the implementation of the plan

Teacher print the poster in the sizes that everybody can see in case of projection will not work.

Lesson Plan Template

Authors

Name(s): Ayça YILDIZ

Esra HENDEN
Ezgi BULUT
Tuğba ŞAHİN

Details

Course

Language integrated Art Activity

Unit Title
Painters-Van Gogh

Grade Level

60-72 months

Time

One lesson hour

Content

Learning Outcomes [ASSURE (State Objectives)]

Cognitive Development

60-72 months children (Audience) will estimate the name of Van Gogh’s paintings (Behavior)
at least one (Degree) at the end of the activity (Condition).

Language Development
60-72 months children (Audience) will explain the content of the painting verbally (Behavior)
at the end of the activity (Condition).

Instructional Materials & Media [ASSURE (Select Strategies, Technology, Media and Materials)]

The Starry Night painting, mind maps from bubble.us

Learning-Teaching Methods [ASSURE (Select Strategies, Technology, Media and Materials)]

Discussion, Collaborative Learning, Philosophizing, Demonstration and Documenting

Teaching Activities [ASSURE (Utilize Technology, Media, and Materials and Require Learner
Participation)]

Mind map for brain storming and philosophizing.

Drawing part for documentations with active participation of children.
Group Learning Activities Activity is appropriate for group learning.

Summary

Teacher shows the Starry Night painting of Vincent Van Gogh. She asks children what they see
and what they feel when they look at to the painting. They make some discussion about the
painting. They focus on the painter’s feelings, the influence of art movement on his painting,
and the content of the painting. Teacher asks some questions for expanding children’s ideas.
What may the painter want to tell us with this painting? Which style did he use? What may be
the name of the painting?
The teacher creates a mind map about the starry night painting under the 3 contents and she
creates a mind map for possible names for the painting.
(https://bubbl.us/NDY2MjE0Mi85MDg4NDUyLzg4ZjgxOGQwMjllMWUyZDIyNGUzZjFiY
mUyYjM3ZWQ2-X?utm_source=shared-link&utm_medium=link&s=9088452) She creates a
discussion environment and fills the bubbles. At the beginning, children have no idea about the
painter and the name of the painting. They just express their thoughts about what they see and
what they feel. Thus, teacher aims to improve children’s critical thinking and art literacy. After
they complete the bubbles, teacher asks which one is the most close to being the name of the
painting. After children decide, she explains the name of the painting and the painter. –The
Starry Night/ Vincent Van Gogh- She gives brief information about Van Gogh and the painting.
He is a post-impressionist painter. He is from Holland. He used blue and gold tones for the
Starry Night. There is a small village and sky with stars.
After children learn them; teacher asks children whether they were close or not. How children
think differently from the reality? And she asks children if they were Van Gogh, how they draw
the starry night. She wants children to think and she gives children drawing paper for the
drawing part.
After children complete the task, the teacher asks how they feel when they were drawing their
own table and how was being Van Gogh. She listens children’s answers and continues the
activity with assessment part.

Measurement & Evaluation

 Descriptive Questions
1. Which painting, and painter did we analyze today?
2. What did we use for mind map?
Sensual Questions
1. What did you feel when you see the painting at the beginning of the activity?
2. What did you feel when you draw your own starry night?
Questions about Objectives and Indicators
1. How can you complete your starry night painting with different ways?
2. If the paintings name was not the Starry Night, what would be its name?
Daily life Questions
1. Did you observe the sky with stars? Is it similar with the painting?
2. Did you see Van Gogh’s paintings in your daily life before?

Measurement & Assessment Assessment is done by assessment questions.

Activities for Individual
Performance

Measurement & Assessment

Activities for Group
Performance

Explanation regarding to the implementation of the plan

If the teacher has no internet connection, she can use big craft paper for the mind map with
children. After they complete the mind map they can hang the map on the wall.

https://bubbl.us/NDY2MjE0Mi85MDg4NDUyLzg4ZjgxOGQwMjllMWUyZDIyNGUzZjFiYm
UyYjM3ZWQ2-X?utm_source=shared-link&utm_medium=link&s=9088452

Lesson Plan Template

Authors
Name(s): Ezgi Bulut
Tuğba Şahin
Ayça Yıldız
Esra Henden

Details

Course

Language and art integrated whole group activity

Unit Title

Painters- Joan Miro. Activity name: Draw like Miro

Grade Level

60-72 Months children

Time

40 minutes

Content

Learning Outcomes [ASSURE (State Objectives)]

Objective related with motor development: Children who are 60-72 months copy at least 4 of the Miro’s drawing
technique out of 24 examples at the end of the activity.
Objective related with language development: 60-72 months children says Miro’s commonly used symbols that
they have learned in the presentation (birds, woman, stars, geometric shapes and main colors) at least 3 out of 5.

Instructional Materials & Media [ASSURE (Select Strategies, Technology, Media and Materials)]

Poppet (women in front of the sun), Game’s instruction paper and dice
Pawtoon: https://www.powtoon.com/online-presentation/fO1ESTpSHRi/miro/?mode=movie#/

Learning-Teaching Methods [ASSURE (Select Strategies, Technology, Media and Materials)]

Demonstration, Questioning, Play based teaching with games, Discussion

Teaching Activities [ASSURE (Utilize Technology, Media, and Materials and Require Learner
Participation)]

In order to develop an understanding of Miro and his painting style, teacher use Pawtoon and show children via
using visual media.

Individual Learning Children draw like Miro according to dice and given game instruction
Activities

Group Learning Activities Children watch what poppets says and watch the presentation prepared by
teacher and answer some question related with Miro and his painting style

Summary
Summary:
In order to attract children’s attention teacher come to class with a Miro’s one of the art work’s
character puppet and says children: Hello children I am women in front of the sun. Joan Miro
draw me. He is a painter and he likes to draw women, birds, stars and geometric shapes like
circle square and triangle. Moreover, he uses main colors in his paintings like red, blue and
yellow.
(woman in front of the sun)
In order to make children inform about Miro and his drawing technique, via using poppet
teacher says: I prepared a prezentation for you about who is Miro and how he created me. Let’s
watch!
After they watch the prezentation, teacher says: Children you watched the presentation. What
do you think about Miro and his drawings? How he draw his paintings. Which symbols he
uses? And which kind of color he commonly used? Did you realize any spesific shape he use?
With the light of these questions, they disscuss about Miro and his drawing technique. After
that, teacher offer a game for children to improve their learning. The game’s name is “Draw
like Miro” Teacher make them 3 group and gives each group an instruction paper which is
prepared accordinng to Miro’s drawing style and a dice. Instruction paper is in below:
First of all, teacher explain with demonstrating the play. First throw the dice and according to
the number on the dice match the number and body’s shape and orderly head’s shape and
eyes’s shape. For deciding them, they throw the decide and match the number and drawing
technique. Moreover, there are some certain colors in instruction that Miro used commonly in
his drawings. Children also match the color and number which on the dice. This game may
support an understanding of Miro’s drawing technique. Then teacher let them explore and play
the game. After each child finish their painting teacher put the all their works on the wall and
wants child to visit and look at their drawings. Then they pass through assessment part.
Measurement & Evaluation

Daily Life Questions: Which kind of objects do you see similar like Miro’s drawing in your daily life?
Questions related with objectives: How you copy the examples in “Draw like Miro” game? Did you experience
any difficulty, If yes which part you had difficulty?
Tell me about Miro’s commonly used symbols.
Sensual Questions:
What did you feel when you paint like Miro?
What did you feel when you visit your friend’s paintings?
Descriptive Questions:
What did you learn about Miro and his style?
How you draw like Miro?

Measurement & Each child explains their art work in “Draw like Miro” game. Moreover, they express
Assessment Activities their feelings during the game.
for Individual
Performance

Measurement & Teacher makes children group and gives each group a Miro’s drawing. As a group,
Assessment Activities children discuss about Miro’s art work and drawing style he used.
for Group Performance

Explanation regarding to the implementation of the plan

As a backup, teacher print some of the visuals in the video and put them into classes wall and in presentation part
s/he use the wall as an exhibition of Miro.

Lesson Plan Template

Authors
Name(s): Ezgi Bulut
Esra Henden
 Tuğba Şahin
Ayça Yıldız
Details
Course
Art activity(whole group)

Unit Title
Painters(Pablo Picasso)- activity name: let’s know Picasso

Grade Level
60-72 months
Time
40 minutes

Content
Learning Outcomes [ASSURE (State Objectives)]
LANGUAGE DEVELOPMENT:

Children who are at the age of 60-72 months will express themselves in accordance whit what they already
learn, saw or listen using at least two sentences

Instructional Materials & Media [ASSURE (Select Strategies, Technology, Media and Materials)]
After children walk around and talk about the exhibition, teacher can show a video about Picasso which was
made in Animoto.
https://animoto.com/play/JIXVVAiB0dLfY213wfjRbA

Learning-Teaching Methods [ASSURE (Select Strategies, Technology, Media and Materials)]

Reinforcing
Child-centered
Discussing
Cooperative Learning
Teaching Activities [ASSURE (Utilize Technology, Media, and Materials and Require Learner Participation)]
Showing a video about Picasso and sharing information and making discussion through it.
Group Learning Activities Children experience exhibition environment and try to
understand Picasso’s paintings. They make paintings
through using understanding of Picasso and their
creativity.
Summary
Teacher prepare exhibition environment with paints of Pablo Picasso before the class. Children and teacher sit
in circle and talk about the environment. Teacher asks children’s opinion with questions like ‘’when you look
around you, what will come to mind?’’ ‘’have you ever been there look like that?’’ children walk around
Picasso’s paintings and look them with group or individual. Teacher observes them and encourages children to
discuss his painting (similarities, differences and typical or unusual chacteristics). After that, teacher and
children as a whole group talk about paintings. Teacher can focus on ‘Who could make them? ‘or what they
understand from them’’. Teacher can show the video about Picasso (with giving information) to give
opportunity children to understand Picasso and his paintings in detail. When teacher show the video, she or he
can stop video and asks some questions to children. She can ask questions like ‘’if you were Picasso what would
you change in that painting?’’ or ‘’while he was made this painting, how would he feel?’’ then, teacher show a
painting of Picasso (in the paper there is a half of the painting). Teacher asks ‘’what would it be? What can we
do with this?’’ after teacher listen and respond children’s answers. She or he can say there is a half of Picasso’s
one of the paintings. You can think yourself as Picasso and complete the painting. Teacher doesn’t set
limitations about kind of paint type. While children make their paintings, teacher can walk around the children
and observe them. After finish their paintings, the ones who want to share can tell their paintings. After open
discussion about children’s paintings, they watch the video again. Teacher says if we write a story about
Picasso, how would it be? And encourages children to think about what they learn about Picasso. Children
think individual at first and then they share their ideas and think together. When the ideas are shaped, teacher
says ‘’now everybody say a sentence in order and finally we can create our story about Picasso.’’ When the
story is complete, teacher read the story to children. After that teacher asks ‘’what can we add the story, is
there anything besides we add that comes to your mind?’’

Measurement & Evaluation

creating a story and open discussion, asking questions
Descriptive Questions:
what are the common characteristics of Picasso’s paintings?
Affective Questions:
How did you feel while painting?
Daily Life Questions:
have you ever been in a exhibition?
Measurement & Assessment Activities for Creating a story about Picasso, asking questions
Group Performance
Explanation regarding to the implementation of the plan
For back-up plan, teacher can print the paintings and use prints for discussion.