This lesson was designed around album cover art and asked students to create a series of two album cover designs that were either recreations or original ideas. The project continued to build on both the students' prior work in editing and layout as well as the development of conceptual photography. Engaging both Colorado Visual Arts Standards, Invent and Discover to Create, and Envision and Critique to Reflect , by challenging students to connect personal ideas about music, memory, and emotion, as well as using peer-constructed activities to research and reflect on how visual art and music intersect.

During the course of the entire project, students participated in a series of ideation exercises that scaffolded their album cover designs. This led to the creation of mood boards, independent research, and technical assignments, which continued to build thinking and guided the creation of their final pieces, and were observed and recorded throughout the project. These assignments served as formative assessments, which I used to gauge student progress and make adjustments to lesson plans in real time.
The unit rubric was designed to measure not only skill level but also student progress, engagement, and development of their pieces. From ideation to planning, editing, and final results, with targeted metrics that could accurately assess each aspect of the project. Most poignant of the rubric categories was the written reflection portion. This was where students could gauge their own successes and areas for improvement, with certain students leaving what felt like direct feedback to my teaching. These responses were perhaps the most impactful for me to reflect on and consider where there was room for improvement in my planning and lesson delivery. Capitalizing on "teachable moments" and ensuring that where I wanted students to arrive at the end of the lesson is reflected in planning and activities alike.