Art Lesson Plan
Teacher : Adriana Sigala, Violeta Lerma,and Edward Stuart
Grade : 4
Unit Title : Transformation Lesson Title: Theme Garden
Rationale:
Students will create a garden in which the students will choose a “world” to represent in their garden. Students will learn the amount of trees and energy is spent on junk mail and how much junk mail one receives per household. Students will discuss the different ways they can stop junk mail. Making a garden out of junk mail and found objects will help students understand transformation of an object to a new context.
Students will create a garden out of junk mail and other thrash. Students will work in groups and learn to collaborate with each other. Students will think creatively to create a garden that is from another world and work together to build the garden.
Major Goals:
· Students will create a garden out of junk mail in a group.
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Students will learn about awareness.
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Students will learn to transform an object into something else.
· Students will explore connections between them and the community.
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Students will learn about primary and secondary colors
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Students will learn how to mix primary and secondary colors
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Students will learn about emphasis.
· Students will learn about contrast.
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Students will learn about elements of art and principles of design and incorporate them to create an artwork.
· Students will learn about color choice and it’s influence within the theme they have chosen for their garden.
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Students will problem solve.
Aesthetics, Art History, Art Criticism, and Interdisciplinary Connections:
Major Concept: Recycling, building, consistency in theme.
Artist/Arts/Object/Period/Culture: Flowers, plants, and themes.
Aesthetic Concepts: How would an X garden look like? Can we all agree on the same theme? What would be important to have in X garden?
Art Theories: Formalism, expressionism
Art Criticism Model: Feldman

Social, Political, Multicultural Context:
Interdisciplary Connections: Communication, Architecture
Elements of Art: Color, Shape, Space, Texture
Principles of Design: Contrast, Emphasis, Movement, Repetition, Dominance, Unity
Additional Vocabulary: Theme, Collaboration, paper mache
Art Production:
Subject Matter: Three dimensional artwork
Medium: Junk mail and paint
Process:
Instructional Strategies: Teacher will demonstrate techniques: Paper mache, cutting and tapping, assembling
Elements of Art: Color, Line, Shape, Space
Principles of Design: Emphasis, Dominance
Additional Vocabulary: paper mache, primary color, secondary color
Objectives: (Expected Learning Outcomes) Content Standards Addressed (Proficient)
1.1 Perceive and describe rhythm and movement in works of art and in environment.
From own work, students will describe the movement they see in their gardens and how the objects interact in the environment of their gardens.
2.2 Mix and apply tempera paints to create tints, shades, and neutral colors.
Students will apply paint to their made objects using tints, shades, neutrals, primary and secondary colors according to their garden themes.
3.3 Distinguish and describe representational, abstract, and nonrepresentational works of art.
In the garden students will be able to make different types of plants and animals that belong in the garden, some might look representational and some may not.
4.2 Identify successful compositional and expressive qualities of their own works of art describe what might be done to improve them.
At the end of the project students should be able to share what is successful in their art work and what can be improved.

5.3 Look at images in figurative works of art and predict what might happen next, telling what clues in the work support their ideas.
Students will look at other classmates work and try to predict what type of garden the art is and what is being portrayed.
Teacher/Learner Materials:
Cardboard
Boxcutters
Scissors
Glue
Tape
Paint
Paint brushes
Junk mail
Plastic bottles
Sketchbooks
Anticipatory Set:
Teachers will bring in a pile of junk mail and measure the amount of newspaper each household receives per week which is approximately 17 pieces and 41 pounds in a year.
Students will be asked questions on how useful junk mail is.
Students can think of ways in which we can reduce the amount of junk mail as a population. This project will also be a direct result as a way to utilize junk mail.
Objective and Purpose:
Gardens are part of nature which include various plants such as trees.By making gardens the students will make a connection that junk mail comes from nature and that they are converting back to what it was. To add creative thinking the students will make their garden bases on a theme for example a garden in Mars.
Students will work in groups of five to build up communication and negotiating skills.
Students will decide as a group the theme of their garden.
Input:
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Teacher will review primary colors
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Teacher will review how to make secondary colors form primary colors.
Teacher will show examples of different adhering techniques.
Teacher will explain the terms color,shape, space.
Teacher will explain the terms Contrast, Emphasis, Movement, Dominance
Teacher will review the importance of an artist statement.
Check for Understanding:
What does a garden look like?
What is color?

What is a primary color, secondary, tint, shade?
What is shape?
What is an issue?
What is theme?
What is imagery?
How can a poster create awareness?
Can a poster start a dialogue?
Modeling:
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Teacher will assist students in brainstorming for themes.
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Teacher will demonstrate how to mix a secondary color.
Teacher will demonstrate how paper mache and glue objects together.
Teacher will demonstrate how to create texture.
Guided Practice:
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Teacher will walk around class as students work on gardens.
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Teacher will help students with any questions regarding paper mache and getting height on structures.
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Teacher will monitor progress of class and each individual.
Teacher will help students with mixing of secondary colors.
Independent Practice:
Homework assignment: Students will bring in ideas, junk mail, and plastic bottles to use in their garden.
Closure:
Students will have a class critique and discuss the garden they created. Students will write an artist statement describing what they learned from the project.
Evaluation:
Criteria:
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Project instructions followed
Lesson concepts displayed in artwork
Garden completed
Participation/time well spent in class
Effort
Artist Statement
Participation in critique
Total project: 100 points
Student effort = 50 points
Following project instructions = 10 points
Participation in group = 20 points
Artist Statement = 5 points
Completing project = 10 points
Lesson concepts displayed in artwork = 5 points

Rubric:
85-100 = A
70-84 = B
55-69 = C
40-54 = D
0-39 = F
Procedural Outline
Time:
Ed
Violeta techniques
Process:
Anticipatory set (info of junk mail)
Paper mache and attaching
Adriana colors
How to make secondary
Developmental Considerations:
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Advanced students will be challenged to build taller structures.
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Students having difficulties may work in smaller simple objects.
Student Special Need Considerations:
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Special needs students will be paired with more advanced students who have
 expressed an interest in helping other students.
Students with learning disabilities will be given extra time to finish final project.
English as Second Language Considerations:
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ELL students will sit near bilingual students.
Assignments, vocabulary, and criteria will be written on board.
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Visuals will be placed around the classroom.