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g5 - Lesson Plan
g5 - Lesson Plan
Lesson Title: Exploring The Identities of Stereotypes Big Idea: Stereotypes Grade Level: 6
21st Century Art Education Approach(es): Visual Culture, Choice-Based
Inspiration Artists, including those from underrepresented populations: Frida Kahlo
Lesson Overview: Utilizing creative expression and aesthetic valuing, students will explore stereotypes through the lens of visual culture and choice-based
learning. Through literacy, visual art, and health education students will explore stereotypes, diversity, culture, assumption and interpretation. Inspired by
Frida Kahlo, students will VTS one of her works, then create a postcard depicting their interpretation of how others/society perceive them as individuals.
Background Knowledge:
We will tap into their previous experiences, knowledge and learning by scaffolding their expertise in works of art prevalent to their lives. Students will be
encouraged to express the role art plays in their different environments. Students will be aware that different perspectives exist due to individual cultural
experiences.
Key Concepts: Essential Questions:
1. People experience and witness stereotypes. 1. What are some stereotypes that people have experienced or witnessed?
2. Visual Culture impacts society. 2. How does visual culture impact society?
3. Assumptions and stereotypes are interrelated 3. How are assumptions and stereotypes interrelated?
4. Visual culture distorts assumptions and stereotypes. 4. How does visual culture distort assumptions and stereotypes?
Lesson Plan Template 2
Lesson Objectives: Formative Assessment strategy (of assigned reading): How will you assess
1. Content area 2 Literacy: The students will (TSW) be able to Literacy? What will you be looking for? Students will be assessed informally
demonstrate their knowledge on stereotypes through the use of through one on one, group, and teacher led discussions. Teacher(s) will observe
multimedia components. and make note on how students are using past experiences to present their
2. Content area 1 Visual Arts : The students will (TSW) be able to knowledge and ideas about stereotypes. Teachers will facilitate the discussion(s)
engage with varying interpretations on what they consider works of art. through open ended questions.
Common Core State Standards: California Visual and Performing Arts Standards:
1. ELA (Grade 6) Presentation of Knowledge and Ideas 5. Include ___1.0 Artistic Perception:
multimedia components (e.g. graphics, images, music, sound) and visuals _X_2.0 Creative Expression: 2.1 Participate in improvisational activities,
displays in presentations to clarify information. demonstrating an understanding of text, subtext, and context.
2. Visual Arts: (Grade 6) 4.1 Construct and describe plausible ___3.0 Historical & Cultural Context:
interpretations of what they perceive in works of art. _X_4.0 Aesthetic Valuing: 4.2 Identify examples of how theatre, television, and
3. Health Education (Grade 6) 4.3M Demonstrate ways to film can influence or be influenced by politics and culture.
communicate respect for diversity . ___5.0 Connections, Relationships, Applications:
Materials:
Lesson Plan Template 3
Have: Purchase
Vocabulary: Magazines/decorative paper N/A
1. Stereotypes (biases, prejudice, and discrimination): An Fabrics
oversimplified image or idea of a particular person or thing. 2. Diversity: Hot glue gun/glue sticks
paint/brushes/watercolor
The state of being diverse; variety Paper
3. Culture (multiculturalism): The beliefs and/or customs of a Pens
Pencils
particular group of people. Scissors/exacto knives
4. Assumption: Something that is believed to be true without Decorative scissors
Googly eyes
confirmation. Pipe cleaners
5. Reflection / Interpretations: A summary/stylistic representation Glitter
Yarn
of work Popsicle sticks/skewers
Lesson Plan Template 4
Lesson Procedures:
1. How will you adapt the various aspects of the lesson for students with disabilities?
a. We will make sure all materials are easily accessible by having them presorted for students with physical disabilities with teacher assistance
available as needed. Those with visual and auditory impairments will have teacher assistance made available to them with visual and auditory
aids available for use based on their accommodations.
2. How will you adapt the various aspects of the lesson for English language learners?
a. Students identified as English language learners will be able to have alternate responses to discussion questions and general commentary. Students
use their native language(s) in creative ways to demonstrate knowledge.
b. Students will be given advance notices, as an opportunity to preview what will be taught and in turn, aids in comprehension of the material.
c. Students will be offered extended time to complete task(s) to process and communicate information.
d. Students will benefit from teacher modeling ( e.g. gestures to aid in understanding concepts). Teacher will be thoughtful about what will be modeled
and how it will be done ahead of time.
e. Students will be offered simplified written and verbal instruction (taking out extra words or turning complex sentences into simple ones) for easier
comprehension.
3. How will this lesson allow for/encourage students to solve problems in divergent ways?
a. Students will build empathy by given the opportunity to view the vulnerable perspectives and emotions of their peers.
b. Students will be more aware of their own thinking and how their biases or stereotypical thoughts can have a negative effect on others.
5. How will you (a) address potential safety issues and (b) assure necessary precautions are followed?
a. Display the appropriate ways to use the provided art supplies during the demo that follows OEHHA guidelines.
b. Review precautions while using: Exacto knives, hot glue guns, acrylic paints, scissors.
Lesson Plan Template 6
Lesson Resources/References:
Jung, Y. (2015). Post Stereotypes: Deconstructing Racial Assumptions and Biases through Visual Culture and Confrontational Pedagogy. Studies in Art
Education, 56(3), 214-227.
https://www.youtube.com/watch?v=RzTDupFfnuo&feature=youtu.be