Objectives (5 - 10 minutes)

1. Understanding Art in the Community: Students should understand how art is created in the community, recognizing the different forms of artistic expression present in the environment they live in. They should be able to identify the different techniques, materials, and styles used in creating local artworks.

2. Experimentation and Art Creation: Inspired by the community's artworks, students will have the opportunity to create their own artistic pieces, exploring different materials and techniques. This practical activity will allow them to experience the process of artistic creation individually and collectively.

3. Collaboration and Teamwork: Students should learn the importance of teamwork and collaboration in art creation. They will be encouraged to exchange ideas, discuss their artistic creations, and help each other during the creation process. This objective aims to develop social skills and encourage cooperation and empathy among students.

The objectives mentioned above are essential for this lesson as they encourage the appreciation of local art, stimulate students' creativity and individual expression, as well as promote teamwork and collaboration. Additionally, they are aligned with the general objectives of the Arts discipline and contribute to the holistic development of students.

Introduction (10 - 15 minutes)

1. Content Review: The teacher will start the lesson by reminding students of what they have learned about art so far, including different art forms (painting, sculpture, drawing, etc.), the main materials used in art (paints, clay, paper, etc.), and how art can express feelings and ideas. This review will help students better understand the content of the current lesson.

2. Problem-Solving Scenarios: Next, the teacher will present two scenarios that prompt students to think about art in the community:

   • Scenario 1: "Have you ever stopped to observe the art in our community? Have you noticed the paintings on the walls, the sculptures in the squares, and the drawings on the poles? What do you think these artworks represent for our community?"

   • Scenario 2: "Imagine you were invited to create an artwork that represents our community. What kind of art would you create? What elements would you include in your artwork to represent our community?"

3. Contextualization: The teacher will explain the importance of art in the community, emphasizing how it can express the local culture, the community's values, and the creativity of its members. Additionally, the teacher may highlight how art in the community can influence and inspire students to create their own artworks.

4. Engaging Students' Attention: To spark students' interest in the topic, the teacher can share some curiosities about art in the community:

   • Curiosity 1: "Did you know that many artworks we see in our community were created by local artists? They use their artistic skills to express their love for the community and to make it more beautiful and vibrant."

   • Curiosity 2: "Some artworks in the community have hidden meanings. For example, a painting of a bird may represent freedom, while a sculpture of a group of people may represent unity and collaboration in the community."

This introduction will engage students in the lesson, arousing their curiosity and interest in the topic. Additionally, it will help them understand the relevance of art in the community and the importance of actively participating in art creation.

Development (20 - 25 minutes)

The teacher will present three possible activities involving art creation in the community. The activities aim to promote creativity and collaboration among students, as well as encourage them to explore different artistic techniques and materials. These are suggestions, and the teacher can choose to carry out one, two, or all activities, depending on the available time and resources.

Activity 1: Collective Mural Painting

1. Using materials such as washable paint, brushes, sponges, students will create a collective mural on the schoolyard wall or on a large kraft paper sheet. Each student will have the freedom to paint a drawing representing what they love about the community.

2. Before starting to paint, students should discuss in groups and plan what they will draw, sharing ideas and respecting each other's opinions.

3. During the painting, the teacher should encourage collaboration and mutual help, reminding them that everyone is part of the same community and that all contributions are important to the mural.

Activity 2: Clay Sculpture

1. Using clay, students will be invited to create a mini sculpture representing an important element of the community. It can be a building, a tree, a local animal, a cultural symbol, among others.

2. Before starting, the teacher can show some examples of clay sculptures and discuss how shape, size, and details can express different ideas and feelings.

3. During the modeling, students will be encouraged to try different techniques and use their creativity to represent the chosen element in the best possible way.

Activity 3: Community Collage

1. Using a variety of materials - magazine cutouts, fabric scraps, colored papers, buttons, among others, students will create a collage representing the diversity of the community.

2. They should work in groups and discuss which images and materials to use in the collage, always considering the representation of all community members and their various aspects.

3. The teacher should reinforce that in the community, as in the collage, each piece, no matter how small, is an integral part of the whole and that diversity is a richness to be valued.

The teacher will supervise the activities, offering help when needed and encouraging creativity, collaboration, and respect among students. By the end of the development, students will have had the opportunity to experience art creation in a playful and fun way, developing the recognition of arts in the community.

Feedback (10 - 15 minutes)

1. Group Discussion: The teacher should gather all students in a large circle to discuss the activities carried out. Each group will have the opportunity to present their artwork to the class, explaining what they chose to represent and why. They should also share the techniques and materials they used to create their art. During the presentations, other students can ask questions and offer positive and constructive feedback.

2. Reflection on Learning: After the presentations, the teacher should connect the practical activities with the theory discussed at the beginning of the lesson. He can ask students how they applied what they learned about art in the community to their own creations. The teacher should also emphasize the importance of experimentation, creativity, and collaboration in art creation.

3. Individual Reflection Moment: To conclude the lesson, the teacher should propose a moment of individual reflection. He can ask two simple questions to help students reflect on what they learned:

   • Question 1: "What did you enjoy the most about today's activity and why?"

   • Question 2: "What did you learn about the importance of art in our community?"

Students should have a minute to think about their answers. Then, those who feel comfortable can share their reflections with the class.

This feedback is a crucial part of the lesson as it allows the teacher to assess what students have learned and reinforce the most important points of the lesson. Additionally, it provides students with the opportunity to reflect on their own learning, increasing their self-awareness and promoting an attitude of active learning.

Conclusion (5 - 10 minutes)

1. Summary and Recapitulation: The teacher will give a brief summary of the key points covered during the lesson. He will reiterate the concept of "Art in the Community," highlighting how art is created and appreciated in the community. Additionally, he will recall the painting, modeling, and collage techniques explored during the practical activities, as well as the importance of teamwork and collaboration in the artistic creation process.

2. Connection between Theory, Practice, and Applications: The teacher will explain how the lesson connected the theory about "Art in the Community" with the practical art creation activities. He will emphasize how students applied their theoretical knowledge to create their own artworks representing the community. Additionally, the teacher will discuss how art in the community can be applied in real life, stimulating the appreciation of local art and encouraging the artistic expression of community members.

3. Extra Materials: To deepen students' understanding of the lesson's subject, the teacher can suggest some extra materials:

   • Books: The teacher can recommend art books for children that explore different art forms and creation techniques. Some examples are "Art: A Visual History" by Susie Hodge and "The Usborne Art Book for Children" by Rosie Dickins and Sarah Courtauld.

   • Websites: The teacher can indicate websites that offer interactive art activities for children, such as Art for Kids Hub (www.artforkidshub.com) and Tate Kids (kids.tate.org.uk).

   • Visits: The teacher can suggest that students visit local art museums, galleries, or community art events to see artworks live and have a more immersive artistic experience.

4. Subject Importance: To conclude the lesson, the teacher will emphasize the relevance of "Art in the Community" to students' daily lives. He will explain that art in the community not only beautifies the environment but also expresses the local culture, strengthens the community's identity, and promotes socialization and cooperation among its members. Additionally, he will encourage students to continue exploring and experimenting with art, reminding them that they too can contribute to community art with their own creations.