ARTS EDUCATION TEACHER HANDBOOK

HIGH SCHOOL ASSESSMENTS

 

Submitted by Sarah Price, New Hanover County

Lesson Title:
Technology as a Design Tool for Self-portraits

Grade Level or Course:
Grade 11 - 12, Visual Arts IV

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

1.01 Plan and organize for creating art.
1.02 Develop strategies for imagining and implementing images.
1.03 Develop multiple solutions, discuss their quality, and apply to creative problem solving.
1.04 Evaluate and refine concepts and images from a variety of sources to create original art.
1.05 Show and evaluate how ideas develop and evolve over a period of time.
1.06 Continue to develop perceptual awareness through sensory stimuli.
2.01 Focus exploration on the unique properties and potential of materials and media.
2.02 Refine techniques and processes for working with each material.
2.03 Communicate and express ideas through a variety of materials and techniques.
2.04 Evaluate and select materials, techniques and processes to facilitate the creation of artwork.
3.01 Recognize, apply and evaluate the use of elements of art in an aesthetic composition.
3.02 Recognize, apply and evaluate the design principles used in composition.
3.03 Assess the value of intuitive perceptions in the problem-solving process.
3.04 Assess the value of experimentation in the problem-solving process.
3.05 Assess the value of critical thought and analysis in the problem-solving process.
4.04 Explore, compare and assess how artists develop personal imagery and style.
5.04 Recognize, differentiate and evaluate the existence of art movements, periods, and styles.
7.01 Identify connections, similarities and differences between the visual arts and other disciplines.
7.04 Compare and synthesize characteristics of visual arts within a particular historical period or style with ideas, issues or themes in other disciplines.

 

Link with other subjects: History English Chemistry

Type of Assessment: __X__ Diagnostic __X__ Monitoring __X__ Summative (You may check more than one)

Type of Item: _____ Selected Response __X__ Written Response __X__ Performance __X__ Conversation __X__ Observation

 

Alignment with NC High School Exit Exam: (check domain and write objective number(s)

_____ Communication

_____ Processing

_____ Problem Solving

_____ Using Numbers and Data

 

Assessment Item:

Self-portraits on black paper

Scoring Information:

Teacher input:

1. In previous activities, you should have covered all elements and principles of design.

2. In previous activities, you should discuss and have students analyze self-portraits done in Art History such as VanGogh, Carivaggio, Manet, Rembrandt or in different periods.

3. In previous activities, you should have demonstrated techniques in using a grid for enlargement and accurate proportion purposes.

4. You should demonstrate modeling of three-dimensional objects using color pencil with varying degrees of value.

 

Rubric for Technology as a Design Tool for Self-portraits

 

Performance Element	Exemplary/ Superior 4	Commendable/ Above Average 3	Acceptable/ Average 2	Minimal/ Below Average 1
Principles and Elements of Design	Outstanding use of composition, visually implied texture, accurate proportion, strong contrast	Is able to use elements and principles effectively	Elements and principles are not efficiently used in composition	No manipulation of elements and principles in the composition
Execution of Media	Outstanding use of variation in line quality and smooth transitions of value through cross-hatching	Evidence of some variation in line quality and transitions of value through cross- hatching	Little evidence of variation in line quality and transitions of value through cross- hatching	No evidence of variation in line quality and transitions of value through cross- hatching
Originality	Unique interpretation of self from point of view. Shows focus of emphasis and variations to create interest in the composition.	Some variations in the interpretation of self with some focus of emphasis.	Little variations in the interpretation of the self-portrait.	No variation in the interpretation of the self-portrait
Craftsmanship	Meticulous attention to neatness	Work is fairly neat and clean	Little concern for neatness evident. Needed to take more time and care.	Messy

 

Student Input:

As you begin your self-portrait drawing, you need to use the grid to make a contour line drawing lightly sketched. When completed, erase grid lines

During this process, you need to use a variety of lines, thick and thin.

Your face should be drawn accurately and in correct proportions to the computer-generated image.

You need to shade the objects using cross-hatching to create a three-dimensional effect.

You may add other images to enhance your self-portrait.

You need to use strong contrast in your drawing and in order to do so; you may want to use light color pencils with a heavy application.

You need to keep a journal of your self-reflection during this process. Write your feelings and perhaps discoveries of yourself in it. It will not be graded but will count as a participation grade.

Other Related Items:

Students may also use a self-assessment answering the following questions:

1. Did you follow the steps in the lesson, if not what did you do that was different?

2. What parts of your work do you like the most?

3. What parts of your work could use improvement?

4. The grade you feel you deserve ____.

In addition, students should include a paragraph about what they learned about the process.

 

Another follow-up activity may include a character education lesson where the students also write about the character traits that best exemplify themselves and why.

Character traits are courage, respect, integrity, self-determination, perseverance, good-judgment, kindness, and responsibility.

 

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