Assessment Tools
Unit Pre-Assessment & Unit Post-Assessment:
For the pre-assessment and post-assessment tools, a scoring rubric was used with the following criteria: planning and ideation, creation and exploration, and reflection and connection. The pre-assessment and post-assessment are identical, to show growth for the specific criteria.
For the pre-assessment and post-assessment tools, a scoring rubric was used with the following criteria: planning and ideation, creation and exploration, and reflection and connection. The pre-assessment and post-assessment are identical, to show growth for the specific criteria.
Unit Strands
1. Observe and Learn to Comprehend
GLE: The identification of characteristics and expressive features in works of art and design help to determine artistic intent.
GLE: Characteristics and expressive features of art and design are used to identify and discuss works of art.
Connection: Students used sketchbooks, ideation, and group discussions to communicate and express ideas in a complex and inventive way.
Students explored different ideation techniques to facilitate the students in making connections between their personal lives and their artwork.
2. Envision and Critique to Reflect
GLE: Artists, viewers, and use the language of art to respond to their own art and the art of others.
GLE: Artists, viewers, and patrons make connections among the characteristics, expressive features, and purposes of art and design.
Connection: Students used group discussion, in-class discussion, and one-on-one individualized discussion to analyze, evaluate, and connect, using
the language of art.
3. Invent and Discover to Create
GLE: Use familiar symbols to identify and demonstrate characteristics and expressive features of art and design.
GLE: Demonstrate basic studio skills.
Connection: Students explored different techniques and processes along with a wide variety of materials. The students demonstrated their creative
thinking skills and art-making skills to visually depict what they were thinking.
4. Relate and Connect to Transfer
GLE: Works of art connect individual ideas to make meaning.
GLE: Visual arts respond to human experience by relating art to the community, historical, and cultural events.
Connection: Either at the beginning or end of each class period, discussions were led to talk about reasoning behind artistic decisions. Here, students discussed their explanation and personal connections either with classmates or teachers. each lesson of the unit connected and transferred to the next.
Assessment Tools:
Blog:
Throughout each lesson, documentation of student learning was recorded and posted on a blog weekly. Here, interviews, photos, and videos are provided with students discussing their art making process and artistic decisions. Through the use of the blog, documentation and student learning was easily available to access and review. By reviewing the days, progress and growth can be tracked throughout the semester.
Lesson 1:
Pre-assessment:
What does brainstorming mean?
What are ways to plan for an art project?
What makes a character relate to it’s specific environment?
Post-assessment:
Did students use their sketchbook activity to create their final character?
Did the student use inherent characteristics and expressive features in their character?
Did the student use multiple mediums to draw and build their characters?
Did students reference their 2-D and 3-D “sketches” while making their 3-D character
Did the students answer questions in their sketchbook
Can the students list characteristics of space relating to their character
1. Observe and Learn to Comprehend
GLE: The identification of characteristics and expressive features in works of art and design help to determine artistic intent.
GLE: Characteristics and expressive features of art and design are used to identify and discuss works of art.
Connection: Students used sketchbooks, ideation, and group discussions to communicate and express ideas in a complex and inventive way.
Students explored different ideation techniques to facilitate the students in making connections between their personal lives and their artwork.
2. Envision and Critique to Reflect
GLE: Artists, viewers, and use the language of art to respond to their own art and the art of others.
GLE: Artists, viewers, and patrons make connections among the characteristics, expressive features, and purposes of art and design.
Connection: Students used group discussion, in-class discussion, and one-on-one individualized discussion to analyze, evaluate, and connect, using
the language of art.
3. Invent and Discover to Create
GLE: Use familiar symbols to identify and demonstrate characteristics and expressive features of art and design.
GLE: Demonstrate basic studio skills.
Connection: Students explored different techniques and processes along with a wide variety of materials. The students demonstrated their creative
thinking skills and art-making skills to visually depict what they were thinking.
4. Relate and Connect to Transfer
GLE: Works of art connect individual ideas to make meaning.
GLE: Visual arts respond to human experience by relating art to the community, historical, and cultural events.
Connection: Either at the beginning or end of each class period, discussions were led to talk about reasoning behind artistic decisions. Here, students discussed their explanation and personal connections either with classmates or teachers. each lesson of the unit connected and transferred to the next.
Assessment Tools:
Blog:
Throughout each lesson, documentation of student learning was recorded and posted on a blog weekly. Here, interviews, photos, and videos are provided with students discussing their art making process and artistic decisions. Through the use of the blog, documentation and student learning was easily available to access and review. By reviewing the days, progress and growth can be tracked throughout the semester.
Lesson 1:
Pre-assessment:
What does brainstorming mean?
What are ways to plan for an art project?
What makes a character relate to it’s specific environment?
Post-assessment:
Did students use their sketchbook activity to create their final character?
Did the student use inherent characteristics and expressive features in their character?
Did the student use multiple mediums to draw and build their characters?
Did students reference their 2-D and 3-D “sketches” while making their 3-D character
Did the students answer questions in their sketchbook
Can the students list characteristics of space relating to their character
Lesson 2:
Pre-assessment:
Can the student name important characteristics of space?
Can the student relate a character to it’s environment?
Can the student explain the purpose of a color wheel? (what are primary colors, analogous, complimentary, etc.)
How can you use multimedia in a painting?
Post-assessment:
Did the student complete the ideation worksheet to plan their painting?
Did the student create a painting using inherent characteristics and expressive features?
Did the students create a painting that depicts a room?
Can the student identify important characteristics about space in contemporary works of art?
Did the student complete the exit slip that shows examples of space?
Pre-assessment:
Can the student name important characteristics of space?
Can the student relate a character to it’s environment?
Can the student explain the purpose of a color wheel? (what are primary colors, analogous, complimentary, etc.)
How can you use multimedia in a painting?
Post-assessment:
Did the student complete the ideation worksheet to plan their painting?
Did the student create a painting using inherent characteristics and expressive features?
Did the students create a painting that depicts a room?
Can the student identify important characteristics about space in contemporary works of art?
Did the student complete the exit slip that shows examples of space?
Lesson 3:
Pre-assessment:
Can students make purposeful connections between the inhabitant and their environment?
Can students demonstrate how to take a drawing and make it into a 3-D model?
Can students demonstrate how to re-purpose a found object?
Can students identify who these people are? (Narcissa Thorne as well as Jee Young Lee)
Post-assessment:
Did students make purposeful connections between the inhabitant and environment?
Did the student transform a 2D concept into a 3D model that connects to their character?
Did the student transform found objects for their environment into something new?
Can the student correctly identify the work of Narcissa Thorne and Jee Young Lee?
Did the student create a short story describing the relationship between their character and environment?
Post-assessment instruments:
✓, ✓ +, ✓ -
Did students make purposeful connections between the inhabitant and environment?_______
Did the student transform a 2D concept into a 3D model that connects to their character?_______
Did the student transform found objects for their environment into something new?_______
Can the student correctly identify the work of Narcissa Thorne and Jee Young Lee?_______
Did the student create a short story describing the relationship between their character and environment?_______
✓+ = successfully, correctly
✓ = complete
✓ - = partially, developing
Programmatic Assessment:
The exhibition at Polaris shows the progression of student learning in each lesson. Each art lesson added on to knowledge learned from the prior lesson. Students explored characters and also environments. Students made connections between their own personal character and that character’s living space. The students discussed all of their artistic decision making, ultimately making more connections along the way. The final lesson challenged the students to place their designed environments together and form a communal setting. Here, the students learned how to work together and build off of each other's ideas. Here, the students were making connections to real world settings and blueprints, incorporating important city planning aspects into their community.
Pre-assessment:
Can students make purposeful connections between the inhabitant and their environment?
Can students demonstrate how to take a drawing and make it into a 3-D model?
Can students demonstrate how to re-purpose a found object?
Can students identify who these people are? (Narcissa Thorne as well as Jee Young Lee)
Post-assessment:
Did students make purposeful connections between the inhabitant and environment?
Did the student transform a 2D concept into a 3D model that connects to their character?
Did the student transform found objects for their environment into something new?
Can the student correctly identify the work of Narcissa Thorne and Jee Young Lee?
Did the student create a short story describing the relationship between their character and environment?
Post-assessment instruments:
✓, ✓ +, ✓ -
Did students make purposeful connections between the inhabitant and environment?_______
Did the student transform a 2D concept into a 3D model that connects to their character?_______
Did the student transform found objects for their environment into something new?_______
Can the student correctly identify the work of Narcissa Thorne and Jee Young Lee?_______
Did the student create a short story describing the relationship between their character and environment?_______
✓+ = successfully, correctly
✓ = complete
✓ - = partially, developing
Programmatic Assessment:
The exhibition at Polaris shows the progression of student learning in each lesson. Each art lesson added on to knowledge learned from the prior lesson. Students explored characters and also environments. Students made connections between their own personal character and that character’s living space. The students discussed all of their artistic decision making, ultimately making more connections along the way. The final lesson challenged the students to place their designed environments together and form a communal setting. Here, the students learned how to work together and build off of each other's ideas. Here, the students were making connections to real world settings and blueprints, incorporating important city planning aspects into their community.
Above are images from the final exhibition. It shows students exploring artwork, talking about art, and filling out a worksheet that is shown below. the students were asked to sketch the art in the 4 boxes and then write about their favorite piece.
