Date submitted: 8/13/2009 

Learning Targets: What you want students to know and be able to do as a result of learning process	Assessment Criteria: The observable traits and dimensions of meeting the learning target—what it looks, sounds, or feels like when the student demonstrates this newly acquired knowledge or skill.
Use Musical elements vocabulary to describe and discuss the mood of the piece.	Participates in discussion of describing the mood of the piece.
Sketches landscape ideas using compositions forms for a moonlight painting.	Drawings are in a composition form which must include a t,u,l,repeated or s shape.
Uses line to describe background, foreground and middle ground.	Sketch has 3 distinct features of grounds. Larger in front and smaller in back.

Responding/Reflecting: Guiding Questions before, during and after the lesson activity that help students build critical thinking skills, link big ideas with historical/cultural resources, and reflect on and assess their own and other’s art.
1. Describe	2. Analyze
What do you hear?	What do tempo, instrumentation, dynamics and texture communicate in this art?
Which sketch will you use?	Which one of your sketches follows a composition form that you like?
What mood are you in listening to this piece?	What in this piece of music makes you feel that way?
3. Interpret	4. Evaluate
What is the purpose of this piece of music?	Does it describe the idea of moonlight?
Why did you choose this sketch?	Does it match the mood of the music?
Why does the music make you feel that way?	What made your sketch match the mood you feel when listening to this piece of music?

Learning Sequence: Indicate steps needed to achieve learning targets Note Idaho Humanities Content Standard/student artistic process element addressed in each step
1.                                                                                                      CreatePerform/ExhibitRespond/Reflect Listen to Clare de Lune by Debussy and describe the music in relation to mood and emotions using musical terms. List musical terms on board.   Check for understanding by: In-process assessment of student learning through questions, self reflection, teacher scan, peer sharing, checklist, or other assessment tools  Participation
2.                                                                                                     CreatePerform/ExhibitRespond/Reflect View paintings (prints from school library) and identify composition forms in landscape paintings from different artists.  Check for understanding by: Students complets at least 3 sketches using composition forms discussed.
3.                                                                                                      CreatePerform/ExhibitRespond/Reflect While listening to Clare de lune, sketch several landscapes in your sketchbook to depict the mood of the piece using a composition form.  Check for understanding by: Participation
4.                                                                                                      CreatePerform/ExhibitRespond/Reflect Show sketches to another student for reflection on sketches. Which one do they lie and why? Choose one to paint.  Check for understanding by:
5.                                                                                                      CreatePerform/ExhibitRespond/Reflect Participation Check for understanding by:
6.                                                                                                      CreatePerform/ExhibitRespond/Reflect Check for understanding by:
Responding: Closing Reflection with Students Did you achieve the learning targets? How effectively did you meet each assessment criteria for the lesson? What drawing techniques did you use that were representative of the mood of the music? Could you explain the mood of the music using your musical terms and elements of music vocabulary?