Visual Arts Guide

Formative Assessment should be focused on observing students as they learn and provide feedback to them to assist progress towards outcomes. Observe students with criteria in mind. Provide timely feedback. Summative Assessment is comprehensive and records the extent to which students have met the outcomes for a period of work.

●

Target individuals or small groups of students to ensure meaningful feedback. Feedback can be verbal and/or written.

Provide meaningful feedback: ●

Use rubrics with task criteria as the basis for both oral and written feedback. ● Provide positive reinforcement of individual strengths. ● Provide constructive comments about areas requiring further development. ● Provide opportunities for peer feedback. ● Provide opportunities for student self-assessment that can form the basis of discussion and feedback. Examples: (Since visual art is all about skill development, AAA is done routinely throughout class) ● Teach skills through demonstration, explanations, examples on the board, teacher modeling ● Students practice whole group, small group, or individually ● Students apply skill to piece of art Students use implied texture, rhythmic lines, and emphasis to create an original artwork that communicates group identity (e.g., teens, family, school club). ● Students make decisions, plan and create art within given parameters. ● Students develops a plan for expressing in artwork addressing decisions on the use of elements, principles, subject matter, theme, style, media, and technique. ● Students make decisions where there are multiple acceptable solutions. Examples of DOK 4: ● Use a variety of resources to research a “big idea” of your choice. Develop multiple images that Examples of DOK 3: ● communicate a personal interpretation of the idea and refine them into a plan for a two- or three- dimensional artwork. S Select elements, principles, media, style, and techniques most appropriate to the express of the idea. ● During the creative process, self-evaluate and improve the work. ● Write an artist’s statement. ●

Instructional Hierarchy: AAA

●

Explicitly teach a skill to students by explaining, demonstrating, and modeling. Build the skill through practice and use, to gain automaticity.

●

●

Provide students with multiple opportunities to apply the skill.

DOK 3: Students create original artwork within a set of teacher-directed parameters which could include subject matter, theme, historical style, elements and principles, media, and/or technique. They can express a personal point of view through the creation of artwork, and create art that serves a purpose in society (e.g., fine crafts, graphic design; group identity; social, cultural or political commentary). Students justify artistic decisions, and analyze and evaluate the effectiveness of communicating meaning in art. DOK 4: Students selects a topic of personal interest as a theme/subject for creation of art and define an artistic problem. They conduct research using a variety of sources and develop ideas through a series of studies. They choose and use elements, principles, style, media, and techniques that will best express the intended meaning. Students can write an artist’s statement that explains and defends artistic decisions. Students develop and defend personal answers to aesthetic questions: “What is the nature of art? What is beauty?” and “Who decides what makes something art?” They

DOK 3 & 4

draw and defend conclusions about how art is influenced by and influences culture/history.