Mona Lisa

Art Learning Targets the Mona Lisa

Learning Targets

Identify Leonardo Da Vinci most famous art creation the Mona Lisa.

Explain some artistic features of the Mona Lisa

Explain the significance of the Mona Lisa for Renaissance Art

Formative Assessments

Questioning the class regarding the panting to determine if students have seen Da Vinci’s Mona Lisa.

Class discussion based on the following questions: what they see in the art piece, do they see the famous smile, and can they speculate on the reason for such smile.

Ask students to complete an individual worksheet related to the famous artist masterpieces and the renascence.

Match the word definition to a concept.

Summative Assessments

Ask students to sketch the Mona Lisa on a white paper and glue it to a piece of construction paper.

Next complete a paragraph about the Mona Lisa and explain why was she smiling that day, did she ever thought that her portray was going to be that famous. 


2.V.1.1 Use appropriate art vocabulary when discussing media,

processes, or images in art.

2.V.1.2 Create original art that expresses ideas about people,

neighborhoods, or communities.

2.V.1.3 Understand the “story” in works of art.

2.V.1.4 Understand characteristics of the Elements of Art, including

lines, shapes, colors, textures, form, space, and value.

2.V.1 Use the language of visual arts

to communicate effectively.

2.V.1.5 Understand characteristics of the Principles of Design,

including repetition, movement, emphasis, contrast,

balance, and proportion.

2.V.2.3 Create art from real and imaginary sources of inspiration.

2.V.3.3 Use the processes of drawing, painting, weaving, printing,

stitchery, collage, mixed media, sculpture, and ceramics to

create art.

2.CX.1.2 Recognize that works of art represent specific time periods.

2.CR.1.2 Evaluate personal work, while in progress and at


Assessment Instructions:

For this benchmark, you will create a week-long unit (five individual lessons) on social studies integrated with the visual arts, with the theme of “Civic Ideals and Practices” from the National Council for the Social Studies (NCSS). Use the Class Profile (located at the end of this document) as background information on your students, and use the GCU Lesson Plan template (located in the Student Success Center) for each of the five lesson plans.

In your unit, design the five lesson plans so they:

Develop students' abilities to make informed decisions about a culturally diverse democratic society and interdependent world.

Are aligned to national and state social studies content standards.

Integrate visual arts to promote communication, inquiry and engagement.

Incorporate digital tools and resources.

Differentiate instruction.

Use three learning centers (allowing for groups of students to engage in the learning centers simultaneously).

Use a combination of instructional strategies (outlined below) best suited for each lesson and student.

Though it is not necessary to use all six of the strategies below, each chosen strategy should provide opportunities for all students to succeed. 

Direct instruction

Indirect instruction

Collaborative learning

Experiential learning

Independent study

Interactive instruction

Along with the unit, submit a 250-500-word rationale that explains your reasoning behind your instructional strategies and choices.

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to Turnitin.


Standards/Competencies Assessed:

Standards and program competencies assessed in the benchmark assessment:

InTASC:   2(a), 2(g), 4(b), 5(a), 7(a), 7(b), 7(i), 8(a), 8(n)

ACEI: 2.1, 2.4, 2.5, 3.1, 3.2, 3.3, 3.4, 3.5, 4

ISTE-T: 1(c), 2(a)

NCSS 1.10; 3.1

COE Program Competencies: 2.4, 2.5, 3.3, 3.5

2.4:        Candidates use the major concepts and modes of inquiry from the social studies—the integrated study of history, geography, the social sciences, and other related areas—to promote elementary students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world. (ACEI 2.4)

2.5:        Candidates use—as appropriate to their own understanding and skills—the content, functions, and achievements of the performing arts (dance, music, theater) and the visual arts as primary media for communication, inquiry, and engagement among elementary students. (ACEI 2.5)

3.3:        Candidates use a variety of teaching strategies and technologies that encourage elementary students’ development of critical thinking and problem solving. (ACEI 3.3)

3.5:        Candidates use their knowledge and understanding of effective verbal, nonverbal, and media communication techniques to create opportunities for active inquiry, collaboration, and supportive interaction in the elementary classroom. (ACEI 3.5)

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