Stage 1 Desired Results

Content Standard(s):

AR.03.CP.04 Describe how one's own work reveals knowledge of the arts.
Unpacked Standard(s):
Essential Questions:
Students will summarize the lecture in
Michelangelo considered sculpture to be a far greater
order to highlight the main ideas.
art than painting. Do you agree? Why or why not?
Students will visually compare two
Are all art forms equally valuable?
different art concepts and explain the
differences.
Students will identify an artists work by
visually recognizing a specific technique
or style.
Students will identify pictorial space in
Michelangelos work.
Students may need to use context clues
to define the vocabulary words.
Students will form an opinion about the
value of different mediums of art.
Students will transform an artistic style
from viewing examples and listening to a
multimedia presentation to an art project.
Students will relate their own work to the
lesson
Students will set their own personal goals by.
using the rubric to set personal learning goals based on pre-assessment results
Progress on students' personalized goals will be monitored by
multiple verbal check-in times throughout the lesson
rubric assessment at the end on the lesson
Rules and Procedures
4th Grade Class Rules:
Respect each other, ourselves, and our things
Keep body parts, objects and unkind words to yourself
Be in the proper place at the proper time
Use materials and equipment properly
Have FUN!!
th
4 Grade Class Procedures:
Enter the classroom ready to learn
Gather materials listed on the board
Eyes on whoever is talking
Raise your hand if you need something or have a question
Ask creative and thought provoking questions

Art Literacy Lesson Procedures:

Enter the classroom and take your seat
Your teacher will introduce Ms. Woodman for Art Lit.
Introduce yourself to Ms. Woodman
Follow instructions
Regular classroom rules and procedures apply
Use your imagination and have fun!

Stage 2 Assessment Evidence Directly Aligned to Content Standard

Performance Task(s) or Assignment Description(s):
Listening and participating in a multimedia presentation about Michelangelo
Make a fresco style painting depicting the use of pictorial space
Present it to the class using vocabulary and ideas pulled from the lesson.
Rubric:

Knowledge and
Understanding

Vocabulary

Presentation

0-1
The student demonstrated
limited understanding of
the concept of space in 2demsensional art. The
student did not compare
their art to Michelangelos.
The student used 0-1
vocabulary words from
the lesson.
The student was difficult
to hear and made minimal
eye contact when sharing
with the class.

The student did no use

time wisely and was
Use of Classroom rushing to complete work
because they were not
Time
focused during work time.

2-3
The student demonstrates
a good understanding of
the concept of space in 2demsensional art. The
Student was able to
compare their artwork with
Michelangelos.

4-5
The student demonstrates
an excellent
understanding of the
concept of space in 2demsensional art. The
Student was able to
compare their artwork
with Michelangelos.
The student used 2-3
The student used 2-3
vocabulary words from the vocabulary words from
lesson.
the lesson.
The student spoke mostly The student spoke clearly
clearly and used some eye and used eye contact
contact when sharing with when sharing with the
the class.
class. The Students
presentation was well
thought out and presented
exceptionally.
The student used time
The student managed
fairly well and was able to time well by planning
complete the project within ahead and staying
the allotted time.
focused. The student
completed the project on
time.

Application

The students art did not

display the use of actual
or pictorial space.

The students art

demonstrated the use of
actual or pictorial space
with much explanation
from the student.

The students art clearly

demonstrated the use of
actual or pictorial space
with no explanation from
the student.
Total

/25

Self or Peer Assessments

Formative Assessments, Summative Assessments, etc.

During the formative assessment portion of the lesson I

will walk through the classroom and look at the students
shape projects and ask about perspective and give non
evaluative feedback regarding their responses. For
example, if a student is not modeling the concept of
perspective, I would say something along the lines of Can
you tell me what you are showing me with your shapes? I
would do this to encourage the student to give a self
assessment. If I can help them reflect on what they do or
do not understand I can better understand what they are
missing and hopefully redirect or give clearer instruction. If
a student is modeling the concept I would give feedback
such as, It looks like you understand the concept of
perspective and you are showing it through the
overlapping of your shapes.

I will do an informal check in with students by asking some of

the following questions regarding Michelangelo and space in
art:

Opportunities to Process
During the formative assessment students will
process the concept if implied space.
There will be opportunities for students to process
by asking questions during the multimedia lecture.
The art making time is a great time for students to
think on their own or discuss with other students
the techniques they may use to demonstrate
perspective.
Processing will also happen during presentations
of art projects.

1.
2.
3.
4.

Who knows who Michelangelo is?

Has anyone heard of the Sistine Chapel?
What does 3D (three dimensional) mean?
Do you know what the difference is between actual
space and pictorial space?
5. What is the most important thing about art in your
opinion?
Since this is an art lesson I will also want to do a quick
formative assessment that involves creating something! The
concept of space in art comes up multiple times in this lesson.
I will ask students to cut three different shapes from three
different colors of paper. They can choose any shapes
(square, circle, heart, even abstract). I will then ask them to
overlap the shapes and tell me what they see! What I am
looking for is the idea of implied space and perspective.
1. What do notice when you overlap the shapes?
2. Do objects look closer if they are on top or in the
back?
3. Does overlapping them make a difference?
4. What if the objects are not touching? Which one
appears closest?

Stage 3 Learning Plan Directly Aligned to Content Standard AND Assessments

Learning Activities, Time Line and the Essential Cs:

Introductions: This is the first time I will meet the students, so knowing names and a little bit about each other is
essential (5 minutes) Connection
Welcome to Art Literacy: Why is Art Literacy Important? Short overview of the program (2 minutes) Context
Essential Questions: I will put the Essential Questions on the board for class to keep in mind for later (1 minute)
Curiosity
Pre Assessment activity: Informal check in questions to asses prior knowledge (5 minutes) Context, Connection
Formative Assessment Shape Activity: Overlapping of shapes to demonstrate implied space and perspective (15
minutes) Coaching, Concentration, Context
Multimedia Presentation: presentation through images, lecture and video (15 minutes) Coherence, Coaching and
Context
Lets Make Art!: Students will be given materials at their desks to create a fresco using burlap, plaster of paris and
paint. The goal is to show perspective and implied space in the piece. (30 minutes)

Clean up time (5 minutes) Connection

Presentations of Projects: Students will share projects with the class. Students will describe their art piece, techniques
used and how they are demonstrating some type of perspective or space in their art work (20 minutes)
Concentration, Coherence, Coaching, Context
Closing: We will discuss the Essential questions and see if anyones thoughts were changed during the process of
making art themselves (5 minutes) Curiosity, Context
Stage 4 Feedback Strategies

Pre Assessment discussion

Formative Assessment art project (self assessment)
Verbal/individual feedback
Rubric
Learning Targets
Comments from peers on presentations
Teachers comments on Rubrics