Date submitted: 7/15/2008 

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.
Demonstrate understanding of basic art related vocabulary	identify a named concept by pointing to an example in a print
follow 1-2 step verbal directions containing concepts	student will listen to verbal instruction and complete given steps in a task
demonstrate ability to use various medium to create an individual abstract work of art	student will demonstrate knowledge of ebony pencil, oil pastels, crayons, paint brush (by selecting the one described by the teacher)
state similarities and differences in the original artwork that is described and the students artwork using vocabulary learned.	Each student will state verbally one similarity or one difference between the artwork observed or will describe one feature of the artists work using classroom vocabulary appropriately

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
Study of Artists: What do you see in the drawing/painting?	What types of lines did the artist use?
What does the artwork make you think of?	Choose one facet of this artists work and describe it using one of the vocabulary words discussed.
Self study: What do you see in your own drawing/painting?	What types of lines did you use?
3. Interpret	4. Evaluate
What ideas were you trying to communicate through this piece?	Choose one concept that was described in the lesson and tell how you used that in your artwork.
	Compare the artist's use of lines with your own use of lines. How are they similar/different?

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 View drawings/paintings from various artists and discuss their use of line and shape.   Check for understanding by: In-process assessment of student learning through questions, self reflection, teacher scan, peer sharing, checklist, or other assessment tools
2.                                                                                                     CreatePerform/ExhibitRespond/Reflect Discuss and provide examples of target vocabulary  Check for understanding by:
3.                                                                                                      CreatePerform/ExhibitRespond/Reflect Follow verbal directions to create an individual abstract drawing  Check for understanding by:
4.                                                                                                      CreatePerform/ExhibitRespond/Reflect display drawings to entire class and discuss  Check for understanding by:
5.                                                                                                      CreatePerform/ExhibitRespond/Reflect 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? Each student's artwork will be displayed on the wall. Student's will take turns choosing another student's work that they feel demonstrates a specific targeted concept (line, curve, thin, thick, etc). Student's will choose another student's work that has similarities to the artist's drawing/painting and describe the similarities using target vocabulary.