Integrated Art Lesson Plan Catalina Davila 4th Grade

GoalsIllinois Learning Standards 16.A.2a: Read historical stories and determine events which influenced their writing.4.A.1a: Listen attentively by facing the speaker, making eye contact and paraphrasing what is said.

Instructional Objectives for Lesson Students will learn about the elements of art that they will later incorporate in their art piece. Students will create their own artistic contribution to Miros Constellations series. Students will utilize lines and color in own art piece. Students will understand and learn about World War II. Students will evaluate their own process to creating their own Constellation piece.

Cross Curricular ConnectionsStudents will utilize English, Writing and Art.

Materials/Resources: Computer Projector Posters White sheets of paper (one per student) Crayons, colored pencils, Sharpie markers, water color, paint (each table should have all coloring utensils YouTube Link: https://www.youtube.com/watch?v=eGrGkJtSLsk Website: World War II: http://www.ducksters.com/history/world_war_ii/ http://www.bbc.co.uk/schools/primaryhistory/world_war2/http://www.neok12.com/World-War-II.htm http://www.socialstudiesforkids.com/subjects/worldwarii.htm

TimeThis lesson will encompass approximately a 45 to 60 minute each class session.

Prior KnowledgeThe class is learning about events that lead way to the beginning of World War II.

Instruction:

Day One: Anticipatory Set Present posters with the important Art Concepts the students will learn. Teacher will present the concepts/elements of art as students take notes (they will have to refer back to their notes. Write LINES on the board and tell the students, "look around the room, think creatively and in your notebook brainstorm all the types of line you see." After students have brainstormed for four to five minutes ask the class what types of lines they see and teacher is to record student answers on the board. Next, students will be given a white sheet of paper. The paper will be divided into 16 smaller boxes. In each of the box students will draw representation of 16 types of lines choosing them from the extensive list on the board.

Part One "Class, I am now handing this paper (white construction paper) and Sharpies of different widths. We are going to do something similar to what we did when we experimented with lines. At this time, I want you to draw different types of lines on your white construction paper. The lines can meet with other lines but they do not have to. At this moment the teacher should be demonstrating on the board what they mean by lines that connect and lines that do not connect or meet. "Be creative, have fun with your lines, and remember we are going to build upon our lines the following day." The teacher should walk around class but should also be doing their own art project. Allow the students to have enough time to complete task. Then teacher should collect them and place them in a safe place.

Vocabulary Line: the continuous mark made on a surface by a moving point List on BBC website: http://www.bbc.co.uk/schools/primaryhistory/world_war2/children_at_war/glossary/index.shtml

Part Two World War II topic: How did World War II start? " Okay class, we are now switching gears. Please set your LINES paper to the side, as we will later look back at it. We have learned about key events in history that are leading to a World War II. Today and for the next few days we are going to talk and understand World War II. Teacher will then lecture for about ten minutes using the WWII PowerPoint. Students are to be taking notes.

Day Two Anticipatory Set "Class, today we are going to be exploring the art element SHAPE. Does anyone have a definition of shape that would like to share it with the class? If given a definition, teacher is to write the definition on the board, students should be writing definition in notes as well. Teacher is also to give the definition of Shape. Next, students will be given a white sheet of paper. The paper will be divided into 16 smaller boxes. In each of the box students will draw representation of 16 types of shapes. "Class, think creatively about the idea of shape, you may use the standard ordinary shapes but you can also include other shapes.

Part One Teacher will hand back the large white construction sheets with LINES created the previous day. "Class, what art element are we talking about today?" Answer: shape "Today, we are going to convert the lines we drew yesterday into shapes. Remember, you may use the standard ordinary shapes but you can also include other shapes. Have fun creating these shapes. Students will create the lines into shapes.

Vocabulary Shape: the distance or area between, around, above, or within things List on BBC website: http://www.bbc.co.uk/schools/primaryhistory/world_war2/children_at_war/glossary/index.shtml

Part Two World War II topic: United States Joins the War Students will read the article: World War II Attack on Pearl Harbor. (The article is found on this document pages 12-14.) After reading the World War II Attack on Pearl Harbor article, students will take a 10-question easy Pearl Harbor assessment online in the following website: http://www.ducksters.com/history/world_war_ii/pearl_harbor_attack_questions.php

Day Three

Anticipatory Set Teacher will ask the students: What are the colors of the rainbow? Answer: ROY G BIV Red, Orange, Yellow, Green, Blue, Indigo, Violet Now, the class will watch a short Color Wheel Video: https://www.youtube.com/watch?v=eGrGkJtSLsk Then the teacher will pass out color wheel worksheet. (Color Wheel Worksheet on page 15). The students will use paint or water color to complete worksheet. The teacher will walk around to provide help. After class has completed the Color Wheel Worksheet, they are to clean up their area, clean and return brushed to back table, and set the worksheet aside to reference to later.

Part One Teacher will hand back the large white construction sheets with the LINES and SHAPES created the previous days. Class, now that we have learned about the Color Wheel, our final step in our art creation is to add color to our shapes. You may use any media available to add color to your piece. Allow the students to add color and to complete their piece. When the students are finished they will set their art piece on the drying rack and clean up their area.

Vocabulary Color: When light is reflected off an object, color is what the eye sees. The primary colors are red, yellow and blue. The secondary colors are orange, purple and green. List on BBC website: http://www.bbc.co.uk/schools/primaryhistory/world_war2/children_at_war/glossary/index.shtml

Part Two World War II topic: End of World War II and Class, today we are going to talk about the ending of the war and its effects. Class will be divided into three groups; all groups will rotate to read the following articles. Group 1: When did the war end? http://worldwar2.org.uk/when-did-world-war-2-finishGroup 2: Atomic Bombs http://www.ducksters.com/history/world_war_ii/ww2_atomic_bomb.php Group 3: The Marshall Plan and Recovery http://www.ducksters.com/history/world_war_ii/ww2_recovery_marshall_plan.php After all the articles have been read, there will be a whole class discussion about World War II. The teacher will record answers on the board. Students are to return to their sits. Teacher will then show the class the three Miro art pieces and will also learn about who Joan Miro was. Teacher will give a small lecture using the Joan Miro website, they will learn about Miro and his painting style. http://joanmiro.com/joan-miro-biography/http://joanmiro.com/style-of-joan-miro/

Closure:

Day Four All the class will present their unique and personalized Miro inspired Constellations Series. Each student will briefly talk about the lines and colors they used to create their Art piece. Class will complete the Art Reflection worksheet.

Artistic Behaviors: Drawing, Painting, and working with Watercolors. The whole class will listen draw their own contribution to the Constellation Series created by Joan Miro. They will use crayons, colored pencils, Sharpie markers, watercolors and paint to create their piece.

Assessment Based on ObjectivesThis lesson includes a variety of methods of assessing. Students

Student Constellation piece demonstrate their creative aspect. Did the students use the art elements discussed in class? How did students use lines, shapes, and color in a unique manner?

Adaptations and ExtensionsAdaptationsFor students with social and/or cognitive disabilities in the class, the following changes can be made: Allow student(s) to view other art works by Miro for inspiration. Allow student(s) to work to work at their own pace with teacher guidance. Allow student(s) to complete this work as homework if they are unable to complete it in class.

ExtensionsIf there are students who are academically advanced or finish ahead of time the following extensions could be made: Student(s) can go on to the Neok12 website and play educational games about World War II. Student(s) can view other works created by Joan Miro.

Joan Miro (after) Femmes encerclees par le vol d'un oiseau (Woman Encircled by the Flight of a Bird), Plate XVIArtist:Joan Miro (after)Medium:Original pochoirTitle:Femmes encerclees par le vol d'un oiseau (Woman Encircled by the Flight of a Bird), Plate XVIPortfolio:Constellations: A Suite of Twenty-Two PochoirsYear:1959Edition:350Framed Size:27" x 24"Sheet Size:17" x 14"Reference:Cramer No. 58

Joan Miro (after) Personnages dans la nuit guides par les traces phosphorescentes des escargots (People at Night Guided by the Phosphorescent Trails of Snails), Plate IIIArtist:Joan Miro (after)Medium:Original pochoirTitle:Personnages dans la nuit guides par les traces phosphorescentes des escargots (People at Night Guided by the Phosphorescent Trails of Snails), Plate IIIPortfolio:Constellations: A Suite of Twenty-Two PochoirsYear:1959Edition:350Framed Size:24" x 27" (61 x 68.6 cm)Image Size:14" x 17" (35.6 x 43.2 cm)Sheet Size:14" x 17" (35.6 x 43.2 cm)Reference:Cramer No. 58

Joan Miro (after) Le reveil au petit jour (Awakening in the Early Morning), Plate XIVArtist:Joan Miro (after)Medium:Original pochoirTitle:Le reveil au petit jour (Awakening in the Early Morning), Plate XIVPortfolio:Constellations: A Suite of Twenty-Two PochoirsYear:1959Edition:350Framed Size:27" x 24"Sheet Size:17" x 14"Reference:Cramer No. 58

World War IIAttack on Pearl HarborThe Attack on Pearl Harbor happened on December 7th, 1941.Japaneseairplanes made a surprise attack on the US Navy in Pearl Harbor. They destroyed many ships and killed many soldiers. It was this attack that forced the United States to enter World War II.

Japanese fighter plane attacking

Where is Pearl Harbor?

Pearl Harbor is located inHawaiion the island of O'ahu. Hawaii is located in the Pacific Ocean between California and Japan. During the time of World War II, Hawaii was not a state, but a US territory.

Before the Attack

World War II had been raging in Europe and Asia for two years, but the United States had not entered the war. The Empire of Japan was trying to take over much of Asia and was worried about the US Navy in Hawaii. They decided to strike in order to prevent the United States from attacking them.

The Japanese thought that if they took out the war ships in Pearl Harbor, then the United States Navy would be crippled and would never attack. However, they were mistaken and the attack on Pearl Harbor had just the opposite result. The US declared war the next day.

The Attack

The attack on Pearl Harbor came as a complete surprise. Hundreds of Japanese fighter planes and bombers flew to Pearl Harbor and attacked. The bombers dropped bombs and torpedoes on the war ships, while the fighter planes attacked the US fighter planes on the ground so they could not take off and fight back. There were two waves of attacks and by the end of the second wave a number of US ships were destroyed.

The USS Arizona sinking

The Numbers

Here are the casualties from both sides during the attack. Although the Japanese inflicted considerable damage to the US Navy, they did not cripple it. They damaged many ships including warships, destroyers, and cruisers. They also destroyed a lot of the fighter planes and aircraft at the base. However, all of the US ships but three (the Arizona, the Utah, and the Oklahoma) were able to be recovered and were used later during the war.

The biggest US loss was the sinking of the USS Arizona. Over 1,100 US military personnel died when the Arizona sunk.

United StatesJapan

People Killed2,390

Navy2,34164

Civilian49

People Wounded1,178unknown

Armed forces1,143

Civilian35

Ships

Sunk or Beached125

Damaged9

Aircraft

Destroyed16429

Damaged15974

(information in this table from www.nps.gov)

After the Attack

The citizens of the United States were in shock. They had tried to avoid the war, but they could not ignore this attack. The Japanese had hoped to break the Americans by attacking Pearl Harbor, instead they united them. The next day, December 8th, 1941, the US declared war on Japan. Three days later Japan's allies, Germany and Italy, declared war on the United States. The United States was now a major part of World War II.

The US Navy was able to recover from the attack on Pearl Harbor fairly quickly. The Japanese had not damaged a number of important facilities on the Hawaiian Islands, including oil storage depots and repair yards. Also, no aircraft carriers were in Pearl Harbor at the time of the attack. Aircraft carriers would soon become the most important type of navy vessels in the war.

Memorial

Today there is a memorial to the US soldiers who lost their lives during the attack on Pearl Harbor. It is called the USS Arizona memorial and is built on the water above the wreckage of the USS Arizona. The wreckage is considered a US National Historic Landmark.

Interesting Facts The Japanese reportedly had intended to declare war prior to the attack. However, the message never got to the President. President Roosevelt gave a famous speech after the attack in which he said December 7th would be a "day which would live in infamy". Every president since Franklin D. Roosevelt has visited the USS Arizona Memorial site. The Japanese also used submarines, including smaller ones called midget submarines, in the attack. The entire attack lasted around 110 minutes, just under two hours. The Japanese attacked on a Sunday morning because they thought the US soldiers would be less alert at that time.http://www.ducksters.com/history/world_war_ii/pearl_harbor_attack.php

The idea behind this four-day lesson plan was to allow students to explore the art elements seen in the beautiful paintings of Joan Miro. The art elements this lesson covered are: line, shape, and color. These three elements are clearly seen in his 1939 Constellation Series. The artwork of Miro was chosen to go along with the historical period of World War II. While the Constellation Series does not display the violence of the war, the series serves a different contribution to the war. Miro said he created this series as a manner to bring hope and happiness into the lives of the World as World War II was happening.For the art portion of this four-day lesson, students will create their own piece as an addition to the Constellation Series. Day one the social studies concept is students learning about how World War II began. The art concept they will learn in Day One is the concept of Lines. Today they will only incorporate lines into their work in progress art piece. Day two, the social studies concept is leading and understanding when and why the United States decided to join the war. The art concept that students will learn and incorporate today is shape. The previous day the students draw lines, today they will transform those lines into unique shapes. Day Three, the students will learn about how the war ended and the impact of the overall war. Today the students will also complete their artistic contribution to the Constellation Series. Today the student will learn about color. They will learn about the primary and secondary colors and warm and cool. They will complete a color wheel worksheet.The closure, (Day Four) students will present their final artwork to the class. After everyone has presented the teacher will display the three-art piece from Miro and students will learn who Joan Miro was. When students return to their sets, they will complete the Art Reflection worksheet. This worksheet allows for students to reflect on their process throughout the whole experience of creating their art contribution. This worksheet will also be used as a teacher student evaluation.The art activities are suitable for fourth grade because they are engaging with art concepts. No longer are they simply learning to draw or color now they can learn and start to interpret art. This activity also allows for the unique individualism of each student to be shown through his or her artwork.

9