Date submitted: 6/29/2008 

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.
Engages in a creative process in a group setting to achieve/establish a group goal.	Communication of ideas, reflection, identifying feeling, sharing feelings, appreciate a peer’s response.
Students will develop problem-solving skills.	Brainstorm, research, rough sketch, final product.
Students use a variety of three-dimensional materials and techniques to produce original art works.	Group creation and execution, using a specific & limited number of supplies.

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 is seen?	How are the elements and principles used?
What is the message of the work?	Was the artist successful in presenting the massage?
Describe just what you see not what you know.	What elements are present? If any principles were achieved what are they and what elements contributed.
3. Interpret	4. Evaluate
The lesson is to represent fear. Is this an object of fear for you? Why do the think people fear this?	Those of you that fear this object, does the sculpture exude fear? Can you identify with that fear?

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 1. Students participate in a PPt. about fear. No sculpture representing fears are shown. During and after the PPt. students will engage in a class discussion through the guiding questions. ? Check for understanding by: In-process assessment of student learning through questions, self reflection, teacher scan, peer sharing, checklist, or other assessment tools Verbal answers, participation in class discussion, rubric, Daily topical inquiries.   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 2. As individual students will draw four thumbnails sketches of images that represent something their fear. ? Check for understanding by: informal assessment Verbal answers, participation in class discussion, rubric, Daily topical inquiries.  Check for understanding by:
3.                                                                                                      CreatePerform/ExhibitRespond/Reflect 3. Each group of students will be supplied a non-refillable box containing; tape, scissors, and white glue. The class will be supplies with a box of newspapers, a box of magazines, a box of yarn, and a box the will determine the minimum size of the sculpture. Now having their supplies and thumbnails they are directed to create a sculpture with only the supplies given. I suggest that they discuss as a group which sculpture will have the most success in achieving the rubrics goals. A final group thumbnail requires a signature for a quick check for realistic sculptural success. I only give questions to the group no answers; most questions are met with questions and redirection to the rubric. ? Check for understanding by:  Check for understanding by:
4.                                                                                                      CreatePerform/ExhibitRespond/Reflect 4. Each day I give them indirect hints and information through the daily topical inquires. How elements increase the strength of the principles, and the overall feelings the sculpture will create. As questions arise, problems and frustrations are voiced, they are dealt with through class discussions for answers. I give no answers, only guidance. For example increasing color and contrast with out paints. I guide them to the magazines and yarn. ? Check for understanding by: Verbal answers, participation in class discussion, rubric, Daily topical inquiries.  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? 5. Responding: Closing Reflection with Students Did you achieve the learning targets? How effectively did you meet each assessment criteria for the lesson? For this lesson the guided questions/art criticism starts at the beginning and continues through out the lesson. The summative assessment is not only based on the final sculpture. The group’s performance, the progression of the ideas in the thumbnails, group cleanup, group engagement in the project, participation of all student, on the sculpture, and peer relations, are all taken into account.