Date submitted: 7/13/2008 

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.
Students will be able to identify and describe elements of art in Michelangelo’s work.	Communicate ideas, reflection, identifying feeling, sharing feelings, appreciate a peer’s response
Students will create a mural or self portrait	Brainstorm, rough sketch, final product
Students will name their painting and write an artist’s statement	Explain name and statement

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 notice in Michelangelo’s work in Sistine Chapel?	What elements of art do you see in Michelangelo’s work?
How do you think Michelangelo’s work is representative of the Renaissance?	Do you like the way your art work turned out?
How does it make you feel?	What elements do you see in your work?
3. Interpret	4. Evaluate
What was the most difficult part of this art project? What part was most fun?	What if anything would you do differently next time?
What message do you think Michelangelo was trying to convey with his paintings?
What are some of the challenges you think Michelangelo encountered?

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 and discuss Sistine Chapel images. Discuss the use of line, form, color, shape, value, and space. Discuss methods that Michelangelo used. 4-5.VA.1.1.3 Explain how specific works of art reflects events in history and/or culture 4-5.VA.2.1.3 Use appropriate arts vocabulary to discuss a variety of art works 4-5.VA.2.1.5 Identify elements in artworks and environments 4-5.VA.2.2.2 Discuss how an artwork’s properties can elicit different responses   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. Tape paper to underside of desk or table. Cover floors with newspapers or old sheets. While laying/sitting under the desk/table, have students sketch out a single image, symbol or entire scene that represents an important moment in their personal history(can also choose to do a self portrait). Then paint. 4-5.VA.3.1.1 Acquire skills necessary for using arts techniques, media, and processes 4-5.VA.3.1.2 Demonstrate safe and proper use, care, and storage of media, materials, and equipment 4-5.VA.3.3.2 Create a work of art based on personal experience and/or emotional response 4-5.VA.3.3.3 Use the creative process to create a work of art  Check for understanding by:
3.                                                                                                      CreatePerform/ExhibitRespond/Reflect Have students name their portrait or mural and write an artist’s statement 4-5.VA.2.2.6 Write an artist’s statement  Check for understanding by:
4.                                                                                                      CreatePerform/ExhibitRespond/Reflect Have students name their art work and do a gallery walk with responses to the art work. 4-5.VA.2.1.3 Use appropriate arts vocabulary to discuss a variety of art works 4-5.VA.2.1.4 Discuss how symbols, subject, and themes create meaning in art 4-5.VA.2.2.5 Show respect for personal work and works of others  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? Do you think your art looks like it could be a modern day Michelangelo? Why or why not? If I let you do this activity again, would you do it differently? Are you happy with the way your art turned out? What are some of the challenges you encountered during this time? How might these be similar to those of Michelangelo while painting the Sistine Chapel?