ARTE Learning Segment (LS) Template
Creating a Collage based on Mood 5th Grade
Prior Knowledge color identification, safety of materials, Principles and Elements of Design
Central Focus/Big Idea - Drawing inspiration from other sources to create patterns using line
and color to convey emotion.
Learning Segment Overview
Lesson 1 (Day 1) Intro: Introduce Fabric, creating design, ect. Difference between Mood
and Emotion, Look at images, Concept Map
Lesson 2 (Days 2-3) Choose an emotion/mood for collage. Discuss Interpret Demonstrate
picking out images, SW begin cutting images. TW demonstrate the thought process in making a
collage
Lesson 3 (Day 4) SW create a collage
Lesson 4 (Day 5) TW demonstrate how to create an artist statement, share artist statement
sentence frame.
Standard Learning Objective Summative Assessment
NVAS: RE8.1.5a SWBAT interpret their own artwork and is
Interpret art by visual elements to identify the mood and
analyzing emotions that are conveyed. Students will write a sentence artist
characteristics of statement using learning segment
formant structure vocabulary to interpret their own collage
contextual and the emotion that is conveyed.
information, subject
matter, visual
elements, and use
of media to identify
ideas and mood
conveyed.
ARTE Learning Segment (LS) Template
SCVAS: Anchor I can experiment while making my
Standard 1: VA.CR collage in order to improve my art.
IM.1.2
: I can work through
the artistic process to
improve my artwork
through
experimentation.
Academic Language Demands, as applicable:
1. Language Function: Interpret & Experiment
2. Vocabulary
- Interpret: to bring personal opinion when understanding a work of art
- Experiment: to continuously try new methods and items until the right combination is
found
- Mood: the over all feeling of a work of art
- Collage: using multiple images in one work of art.
3. Discourse SW engage in conversations about “Mood”. SW write out words they want their
collage to convey. SW partake in a Think-Pair- Share to discuss the moods of their collages.
4. Practice- TW share examples of collages and will lead them through discussion
Key Materials: magazines, glue, white watercolor paper, scissors, graphite pencils, Concept
Map graphic organizer, ziploc bags
Lesson I of 4
Standard Objective Formative Assessment
NVAS: RE8.1.5a Same as overview Participation in VTS and Concept
Interpret art by analyzing Map of the term Mood and
characteristics of formant
structure contextual exploring what a mood is and
information, subject matter, different kinds of moods art can
visual elements, and use of have.
media to identify ideas and
mood conveyed.
Lesson 2 of 4
Standard Objective Formative Assessment
1: VA.CR IM.1.2 Same as overview Formative for this lesson is… 1-on-1
: I can work through the artistic conversations about choices in
process to improve my artwork
through experimentation. images they are selecting
Lesson 3 of 4
Standard Objective Formative Assessment
1: VA.CR IM.1.2 Same as overview Think-Pair-Share - students will
: I can work through the artistic engage with one another to talk
ARTE Learning Segment (LS) Template
process to improve my artwork about the mood of their collage so
through experimentation. far.
Instructional Strategies and Learning Tasks (Procedures & Timelines)
Introduction- Lesson 1 :
● TW ask students to get comfortable for a discussion we are going to have. TW introduce the
concept of mood to the class using a powerpoint.
● After introducing the concept TW pulls up an image of a collage and will conduct a Visual
Thinking Strategy with the image.
o TW explain the structure to the VTS - SW take 30 sec - 1 min to look at the image.
o TW ask the following questions
▪ What is going on in this image?
▪ What do you see that makes you say that?
▪ What more can we find?
o TW practice reflective answering. At the end of the VTS TW thank students for their
participation.
● TW introduce the project of creating a mood collage - what does that look like? What moods
are there?
● T&S W create a concept map exploring moods ex. somber, welcoming, exotic, cheerful,
exciting, bold, melancholy, mysterious ect.
o TW guide students through 2 branches and then SW work on the next ones by
themselves. TW check in with each student individually.
Lesson 2
● TW reintroduce the concept of mood and collage.
● SW share verbally what mood they chose for their collage.
● TW ask, “What does it mean to interpret?”
o S and T will discuss the term interpret
● TW go over instructions and demonstrate for collage building and creating
o SW get 1 magazine/old book at a time
o SW get use 1 pair of scissors
o SW make a pile of neatly cut out
● TW walk around the room and individually give feedback to students based off of the mood
they chose and the cut outs they have
● At the end of class SW put their cut out images into ziplock bags to keep safe for the
following week.
Lesson 3
● TW ask students to recall what we have been working on. - What is a collage? What is a
mood? How do we interpret?
● TW introduce constructing collages
● TW ask “What does it mean to experiment?”
● TW ask students to move to a space where they can see the demonstration and be socially
distanced - can be sitting or standing
● TW demonstrate collage construction with students
o Moving around different images, overlapping, cropping, shifting, ect.
o Do not glue until completely 100% confident - This should take place during the next
lesson
● TW give students their bags of cut out images while they are close
● SW return to seats
● Magazines and other construction paper that were used will be put at the front of the room if
students still need to cut out images.
ARTE Learning Segment (LS) Template
● TW give out 10x10 sheets of paper so students can begin to lay out their images to form
their collages.
● SW finish cutting out images from magazines and shapes from construction paper
● SW begin laying out their images
● When ready, SW glue their collages together
● SW be paired for a Think-Pair-Share to discuss the mood they chose and the images they
have so far.
o SW share with the class about their partner’s mood and images chosen
● SW put their images back into their bags and clean up
Lesson 4
● TW hand out supplies and explain the rundown for the day
o 1. Finish collage :)
o 2. Writing an artist statement.
● TW introduce artist statement - TW share their artist statement for the collage they made.
● TW provide a sentence frame for student’s artist statement.
o I am showing the mood, ________________ by using _______ colors and
_______________.
● TW provide a sheet for students to write their final artist statement on.
● TW model how to share artist statement and collage with class.
● SW share their artist statement and collage with the class.
Theory/Theorists Concept Maps, Fisher and Frey; VTS, Abigail Housen ; Questioning,
Bloom’s
Accommodations
● Representation: Verbally describe, using images, power point, demonstrating, I do, We Do,
You Do
● Engagement: SW have many different ways to have choice in the mood they decide to
portray in their collage, the images they use, and the composition they create. SW write an
artist statement backing up their own work. Students will engage in discussions with the
class.
● Expression: SW sow what they know through a VTS session, creating a concept map,
creating their collage, and writing their artist statement.
● Individual student with special needs: Unknown
Resources/
Moeller, M., Cutler, K., Fiedler, D., & Weier, L. (2013). Visual Thinking Strategies =
Creative and Critical Thinking. Phi Delta Kappan, 95(3), 56-60.
doi:10.1177/003172171309500312
Artifacts/teacher or student made
https://docs.google.com/presentation/d/1RSk2dk96x8a2HqgfgVclgJHzHrJD3hKnwQh6296CWY
I/edit#slide=id.g35f391192_09
Reflection (Internship I only) What went well? Not so well? Next time I will do this differently…
