Professional Documents
Culture Documents
K# McGouirk
%ssign&ent
K# McGouirk
Essential &!estions
.co,y and ,aste )ro& Stage '/ 'verarc"ing &!estions# 9!at is t!e ,ur,ose o) art and 2!y s!ould 2e study it: 9!at are so&e &isconce,tions or &yt!s about art: ;o2 is "isual art analy<ed and understood: ;o2 can "isual art and its conce,ts be rele"ant in li)e: 9!y is criticis& and aest!etic 4udg&ent used in art and in e"eryday li)e: ;o2 can I a,,ly "isual art and t!e creati"e ,rocess in ot!er content areas: ;o2 does art i&,act t!e 2orld and t!e 2orld i&,act art: 9!at careers can be connected to art: Topical &!estions# 9!at is t!e language o) art: 9!at are t!e ele&ents o) art: ;o2 are ele&ents o) art used in "isual art: 9!at are t!e ,rinci,les o) design: ;o2 are ,rinci,les o) design used in "isual art: 9!at are so&e si&ilarities bet2een t!e ele&ents o) art and ,rinci,les o) design: 9!at are so&e di))erences bet2een t!e ele&ents o) art and ,rinci,les o) design: ;o2 can I e))ecti"ely use t!e ele&ents o) art and ,rinci,les o) design in &y o2n art2ork: 9!y and !o2 do artists use t!e language o) art in co&&unication: 9!at are t!e roles o) t!ese conce,ts in co&&unicating ideas in 2orks o) art: 9!y is t!e e6,loration and a,,lication o) &aterials1 tools1 tec!ni3ues1 ,rocesses and tec!nology in a sa)e and res,onsible &anner i&,ortant in "isual art:
%ssign&ent
K# McGouirk
)rod!ct )erformance and )!rpose# =ou 2ill need to ,re,are a .language o) art/ book )or &iddle sc!ool "isual art students# =ou s!ould include t!e language o) art 2it! a ,age re,resenting a descri,tor and "isual.s/ o) eac! ele&ent o) art and eac! ,rinci,le o) design# =ou s!ould also include t!e signi)icance o) eac! and ele&ent and ,rinci,le by e6,laining !o2 it is used as a co&&unication tool in art2orks re)erring to )a&ous 2ork.s/ o) art as an e6a&,le# =our goal is to insure an understanding o) !o2 to use criticis& and 4udg&ent as art is e6,lored t!roug! t!e 2orld around us# =ou 2ill researc! and kee, a 4ournal o) 2ritten notes and &aga<ine cli,,ings1 digital "isuals1 etc# o) kno2ledge obtained# Standards and .riteria for S!ccess# =our book s!ould include t!e )ollo2ing$ % title ,age .language o) art/ 2it! eac! ot!er ,age re,resenting key "ocabulary > ele&ents o) art$ line1 s!a,e1 )or&1 s,ace1 color1 "alue1 te6ture1 ,rinci,les o) design$ r!yt!&1 &o"e&ent1 balance1 ,ro,ortion1 "ariety1 e&,!asis1 !ar&ony1 and unity# % clear understanding o) !o2 artists use t!e ele&ents and ,rinci,les to create art2ork# % clear understand o) 2!y artists use t!e ele&ents and ,rinci,les as a )or& o) co&&unication# % clear understanding o) t!e i&,ortance o) art criticis& and aest!etic 4udg&ent# % correlation art conce,ts !a"e 2it! ot!er content areas and careers signi)ying t!e i&,act art !as in our e"eryday li)e#
%ssign&ent
K# McGouirk
Proficient 2
Majority of the information is accurate in regards to the language of art for visual art. The reflection or understanding of the information is somewhat unclear. The boo is ade!uately designed with some organi"ed information. $reativity is general at best.
Mastery 3
All information is accurate in regards to the language of art for visual art. There is a clear reflection or understanding of the information. The boo is e%ceptionally attractive and presents well& organi"ed information. A great deal of creativity is evident. $areful and accurate records are ept to document the source of the facts and graphics in the boo . $ontains no grammatical or spelling errors.
Score
Sources
'ources are not documented accurately or are not ept on many facts and graphics.
Most of the sources are documented in the facts and graphics in the boo .
Mechanics
$ontains many grammatical or spelling errors. (eeds !uite a bit of revising. *id not complete many of the re!uirements on& time as e%plained in the discussion of instructions.
$ontains a few grammatical and)or spelling errors. $ompleted most of the re!uirements on&time as e%plained in the discussion of instructions.
Timeliness
K# McGouirk
't"er Evidence
.e#g# tests1 3ui<<es1 2ork sa&,les1 obser"ations/
%ssign&ent
K# McGouirk
+ro&,t > 9!at is t!e ,ur,ose o) art and 2!y do 2e study it: ?lass Discussion > 9!at are so&e &isconce,tions o) art: +ro&,t > 9!at is t!e language o) art: ?lass Discussion > ;o2 is "isual art analy<ed and understood: +ro&,t > 9!at are t!e ele&ents o) art and ,rinci,les o) design: ?lass Discussion @ 9!y is criticis& and aest!etic 4udg&ent used in art and in e"eryday li)e: ?lass Discussion > 9!y is t!e e6,loration and a,,lication o) &aterials1 tools1 tec!ni3ues1 ,rocesses and tec!nology in a sa)e and res,onsible &anner i&,ortant in "isual art: Skill ?!eck > +)erspective, 9!at are t!e si&ilarities and di))erences bet2een t!e ele&ents o) art and ,rinci,les o) design: /A012A 30 Analy4es5 reflects5 and criti6!es t"e lang!age of art in art$or*s !sing constr!ctive criticism3 Skill ?!eck > +Interpretation, ;o2 do artists e))ecti"ely use t!e ele&ents o) art and ,rinci,les o) design: /A012%.37 Interprets "o$ artists comm!nicate meaning in t"eir $or* t"ro!g" spo*en5 $ritten5 or vis!al form $"ile !sing t"e lang!age of art# +elements of art and principles of design,3 Skill ?!eck > +Empat"y, 9!y and !o2 do artists use t!e language o) art in co&&unication: /A012%.37 Interprets "o$ artists comm!nicate meaning in t"eir $or* t"ro!g" spo*en5 $ritten5 or vis!al form $"ile !sing t"e lang!age of art# +elements of art and principles of design,3 Skill ?!eck > +E8planation, ;o2 can I a,,ly "isual art and t!e creati"e ,rocess in ot!er content areas: 9!at careers can be connected to art: ;o2 does art i&,act t!e 2orld and t!e 2orld i&,act art: /A012.32 Applies information from ot"er disciplines +Englis"5 %at"5 Science5 and 9istory, to en"ance t"e !nderstanding and prod!ction of art$or*s3 /A012.31: elates *no$ledge of art to$ards t"e real($orld t"ro!g" a profession and;or "obby3
%ssign&ent
K# McGouirk
Test o"er t!e language o) art including t!e ele&ents o) art and ,rinci,les o) design including a 2ritten criti3ue or sel)@re)lection +Self(<no$ledge, about your o2n AbookB # .For&al assess&ent > unit test/ /A012) 3= Uses t"e elements of art and t"e principles of design to prod!ce 2(D and 7(D $or*s of art3 +Elements# line5 s"ape5 form5 space5 color5 val!e5 te8t!re, +)rinciples# r"yt"m5 movement5 balance5 proportion5 variety5 emp"asis5 "armony5 and !nity,3 Test o"er t!e language o) art including t!e ele&ents o) art and ,rinci,les o) design# .In)or&al assess&ents > s!ort 3ui<<es/ +er)or&ance tasks o"er t!e language o) art including t!e ele&ents o) art and ,rinci,les o) design 2!ere students 2ill ,lan and create t!eir o2n 2orks o) art using t!e ele&ents o) art and ,rinci,les o) design +Application,# .%rt ,ro4ects/ /A012) 31 Understands and applies media5 tec"ni6!es5 and processes# /A012) 32 .reates art$or* t"ro!g" a range of concepts5 ideas5 and s!b>ect matter3
%ssign&ent
K# McGouirk
+1(2 )oints, %ssess&ents a,,ear to utili<e so&e )acets to build assess&ents )or understanding#
+7 )oints, Utili<es t!e si6 )acets to build assess&ents )or understanding# Assessments clearly identify t"e correlating facet3 %ssess&ents de&onstrate congr!ency among goals Designs aut!entic ,er)or&ance task.s/ Task.s/ in alignment 2it! goals and standards Designs a scoring rubric t!at includes distinct traits o) understanding and success)ul ,er)or&ance Includes a "ariety .at least 7 types/ o) a,,ro,riate assess&ent )or&ats 2it!in t!e unit to ,ro"ide additional e"idence o) learning Sel)@assess&ents clearly used as )eedback and re)lection )or students and teac!ers1 as 2ell as )or e"aluation#
Your
Score
C3
Designs ,er)or&ance task1 2!ic! re3uires learners to e6!ibit understanding t!roug! aut!entic ,er)or&ance tasks# Designs a,,ro,riate criterion@based scoring rubric to e"aluate learner ,er)or&ance task.s/ Includes at least t$o di))erent )or&ats o) assess&ent# +ro"ides o,,ortunities )or learners to sel)@assess#
C3 C3 C3 C3 C'D
3#
Does not ,ro"ide scoring rubric )or t!e ,er)or&ance task.s/ Selection o) assess&ent )or&ats is li&ited# Fails to ,ro"ide o,,ortunities )or learners to sel)@ assess#
4#
D#