Lesson Plan~The Academy for Technology & the Classics~Cultivating Fearless Learners

Instructors name: Cermanski Course/Grade: AP/Creative Art

Week of: September 23 to 30, 2014

Unit Name: Music as Muse


(1A)*Essential Question(s):
How can music be an inspiration to me in art
making?
How can music help me draw?
How can I transform scribbles inspired by
music into a finished art piece?
(1A/1B) Connections (prior/future learning):
Students typically enjoy music and can relate to
being inspired by music to make art

(1A) Common Core/State Standards: NMVA1,2,4,5
(1E) Other considerations (modifications,
accommodations, acceleration, ELL, etc.
Students needing more assistance will get one-
on-one help
Advanced students will be asked to make a
second piece using their own music
(1D) Resources/Materials:
Teacher: Images from Kandinsky, student artwork
inspired by music

Student: Oil crayon, colored pencil, charcoal, pencil,
marker, etc (Dry media of choice), large paper (16 x 20)
(1F) Assessment (How will you monitor progress and know students have successfully met outcomes? What happens
when students understand and when they dont understand?

Daily: Music sketch

This Week: Final piece

(1B) Lesson activities for instructor and students, (1F)
Embedded Formative Assessment,

TUESDAY 9/23
(1C) Learning Target: TSW learn how to create a line
drawing inspired by music.
(1C) Do Now: Take out sketchbook and start to draw
lines inspired by the noises you hear in the room

I. Show examples of artists inspired by music
II. Discuss assignment
III. Play 4 different types of music while students draw

(1F)Embedded Formative Assessment: draft music piece
(1B)Closing Activity: how did the music inspire your lines
today?
WEDNESDAY 9/24
(1C) Learning Target: TSW learn about creating more
contrast from a scribble drawing. TSW know this when
his/her drawing displays sufficient contrast.
(1C) Do Now: Take out art piece and figure out how to
create more contrast.

I. Turn muse piece into a final art piece
II. Focus on how to create contrast in your piece

(1F)Embedded Formative Assessment: Cold call reasons
for creating contrast
(1B)Closing Activity: Student can share work so far
THURSDAY 9/25
(1C) Learning Target: TSW learn how to ensure his/her
artwork is balanced in terms of line and form. TSW
know this once his/her lines and forms are balanced.
(1C) Do Now: Check your drawingare your lines and
forms balanced? Is it too heavy on one side or the other?

I. Continue on music piece, focusing
on balance in terms of line and
form.

(1F)Embedded Formative Assessment: Check student
work for balance in line and form
(1B)Closing Activity: Student share
FRIDAY 9/26
(1C) Learning Target: TSW learn how to use ensure
his/her work has strong craftsmanship. TSW know this
once he/she makes at least one adjustment to improve
craftsmanship.
(1C) Do Now: Look at your drawingwhere can you
improve neatness and craftsmanship?

I. Continue on music pieces, focusing on
craftsmanship
(1F)Embedded Formative Assessment: Ensure students
have good craftsmanship
(1B)Closing Activity: Student share with strong
craftsmanship
MONDAY 9/29
(1C) Learning Target: TSW learn how to bring their
drawing to completion. TSW know this when he/she has
filled the page and is finished.
(1C) Do Now: What do you need to do to finish this piece?
How can you achieve unity in this piece?
Finish piece, focusing on achieving unity in the piece.
(1F)Embedded Formative Assessment: Ensure students
have a finished looking piece that fills the page and feels
unified
(1B)Closing Activity: Review importance of filling the
page
TUESDAY 9/30
(1C) Learning Target: TSW learn how to participate
effectively in a critique. TSW know this once he/she
makes several strong comments during critique.
(1C) Do Now: Read over rules for participating in a
critique
Critique

1F)Embedded Formative Assessment: Participation in
critique
(1B)Closing Activity: Review what students learned from
critique

*Refers to NMTEACH Rubric:
1A-Demonstrating knowledge of content
1B-Designing coherent instruction
1C-Setting Instructional outcomes
1D-Demonstrating knowledge of resources
1E-Demonstrating knowledge of students
1F-Designing student assessment
Formative Assessment includes, but is not limited to:
Exit tickets, white board response, consensagrams, red/green cards, formal or
informal student conferences, sticky note assessment.