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ARTS EDUCATION TEACHER HANDBOOK

VISUAL ARTS :: ELEMENTARY ASSESSMENTS

ELEMENTARY ASSESSMENTS

 

Submitted by Renee Baxter, Wake County Schools

Lesson Title:
Artist Research Poster and Red Wolf Rendering Assessment

Grade Level or Course:
Fifth Grade Visual Arts

Targeted Goals and Objectives from the 2000 North Carolina Arts Education Standard Course of Study and Grade Level Competencies, K-12:

1.01 - Use the imagination as a source for symbolic expression.3.04- Use variations to create interest in a composition.
3.06 - Recognize the validity of one's feelings and impressions when solving visual problems.
4.01 - Compare and contrast the works of various artists' styles and cultures.
5.01 - Begin to recognize that art is the visual record of the history of mankind.
5.04 - Compare art of one culture to that of another culture or time.
5.05 - Recognize selected individual style characteristics of an artist.
5.06 - Compare and contrast selected major artists and artwork.
6.01 - Respond to questions relating to purpose and appropriateness of works including: why do you think this artist painted this way or how do the materials the artist used to help get across the idea of the artwork?
6.02 - Critique artwork in relation to design principles: emphasis, movement, repetition, space, balance, value and unity.

 

Link with other subjects: Type of Assessment: Type of Item:
Science 1.02-Determine the function of organisms within the population of the ecosystem: producers, consumers, and decomposers.

English 1.03- Increase reading and writing vocabulary through : wide reading, word study, word reference materials, content area study, writing process elements, writing as a tool, debate, discussions, seminars, examining the author’s craft

Guidance 7.07- Demonstrate cooperative behavior in-groups.		 ______ Diagnostic
______ Monitoring
__x__ Summative
(You may check more than one)		 _____ Selected Response
_____ Written Response
__x__ Performance
_____ Conversation
_____ Observation

 

Assessment Item

  1. Work together in pairs to create a research poster based on a artist

  2. Look at rubric for the product rendering of the artist reproduction.

  3. Look at the checklist for the research poster.

Scoring Information:

  1. Rubric for the product rendering of the artist reproduction (see attachment) Teacher will evaluate this rubric.

    • Checklist for the research poster (teacher graded)

    • The teacher will assign two different grades for the two projects.

Note: students should be familiar with the rubric and have a copy of the checklist from the beginning of the project.

Teacher notes:

Students should be familiar with the Red Wolves of North Carolina and use guiding practices to aid them. Students should be familiar with most of the artists provided on the list of artists to choose from. Students should be familiar with the use of colored pencils. Another option is to add to the checklist or to have students' work to create the rubric.

Teachers should create their own list of artists that would be appropriate for your class.

Other related items:

  1. As students are working in their cooperative pairs this would be a good time to use the PAM process for constructive criticism (Praise, Ask Questions, Make Suggestions)

  2. Students could critique their posters and product together in groups.

 

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