Assessment Portfolio

Assessment
Portfolio
Final Assignment 3504
Teacher
Matthew Fosen
Subject
Art
Grade
Grade 1
Lesson
Focus
Depiction - Shapes
ED 3504 Components
Embedded
Assessment
(Outcome 3,4)
Performance
Task
(Outcome 3)
Rubric Design
(Outcome 4)
* Rubric component for the defense paper is included in the defense paper section of the portfolio
Lesson
#1
Shapes in Nature
Date
Oct. 21st, 2014
Subject/Gra
de Level
Art 1
Time
Duratio
n
10:00 10:50 AM
Unit
Art and Shapes
Teacher
Matthew Fosen
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:
Opportunity should be provided for experiences that contribute to:

A knowledge of the vocabulary of basic art terms and expressions appropriate to the
students level of development
Skills and techniques necessary for meaningful self-expression by the child
An understanding of art media, materials and processes and their appropriate use
An understanding of the expressive content inherent in visual forms.
Concepts
A. All shapes can be reduced to basic shapes; i.e., circular, triangular, rectangular.
B. Shapes can be depicted as organic or geometric.
C. Shapes can be made using different procedures; e.g., cutting, drawing, tearing,
stitching.
D. Animals and plants can be represented in terms of their proportions.
E. A horizontal line can be used to divide a picture plane into interesting and varied
proportions of sky and ground.
LEARNING OBJECTIVES
Students will:
1. Be able to differentiate basic shapes within organic forms. Using those same basic shapes,
students will be able to reproduce images on a 2 dimensional surface.
ASSESSMENTS
Observations:
Key Questions:
Products/Performan
ces:
What is the shape of the sun? What is the shape of a Christmas Tree?
Can organic forms be broken down into basic shapes?

Can you reproduce organic objects using basic shapes?
Using basic shapes, students will be able to reproduce organic
forms found in nature (plants, animals, land formations)
LEARNING RESOURCES CONSULTED
MATERIALS AND EQUIPMENT
Alberta Guide to Education Program of Study Art

Design by nature : using universal forms and
principles in design - Maggie Macnab
Adventures in Art: Teacher's Edition (Grade 1) L.
H. Chapman
Photographs of nature
o Trees
o Animals (bird, fish, cat and dog)
o The sun
o Mountains
Paper for the students;
regular/colored
Pencils for the students
Handout of photographs (see below)
Handout of shapes (see below)
Cut outs of basic shapes for tracing
1/2 pages for exit slips
PROCEDURE
Prior to lesson
Have several photos printed and available to students to

demonstrate the basic shapes involved (using the SMART board).
Draw in the basic shapes as students guess the right answer. Create
a handout using similar images (minimized for multiple images per
Attention Grabber
Assessment of
Prior Knowledge
Expectations for
Learning and
Behaviour
Advance
Organizer/Agenda
Transition to Body
Learning Activity
#1
Teacher Notes:
Assessments/
Differentiation
page) that the students can draw on using colored pencils. Have
pages, chopped in half, on the table for exit slips.
Introduction
Time
Did you know that the entire world is made up of basic
shapes?
Who can give me an example of something you see every day
that is a circle? A square? A Triangle? What about an oval? Lets
5 min
go over a few examples. I want you to guess the basic shapes
in the pictures Im going to show on the board.
Students are actively engaged in brainstorming about shapes in
their environment.
Handouts are prepared
Photographs are printed
Extra pencils and colored pencils are available.
As (student) hands out our sample pages, I want everyone to
think about what basic shapes they see on their walk or drive to
school every morning.
Body
Handout activity 1: Photographs
Learning Activity
#2
Teacher Notes:
Assessments/
Differentiation
Learning Activity
#3
Teacher Notes:
Assessments/
Differentiation
Using the handout, students will identify the major

shapes present within the pictures
Using a colored crayon, the students will draw the
shapes on the photograph as proof of identification Have
the students identified the basic shapes in the
photographs?
If not, why? What shapes did they identify? (assessment:
put page up on board; have students come up and draw
in shapes)
10 min
Handout Activity 2: Shapes
Using the handout, students will use the shapes

provided in the handout to create specified shapes
Are the forms created recognizable? (Assessment: walk
around: look at student work, ask questions. Students
must justify artistic decisions on making particular
image)
15 min
Free-form Activity
Consolidation of
Time
Now
Using blank paper, students will first trace a basic shape

using the cut out forms, then, in a different color,
elaborate on their shape to create a set of organic forms
(rock, tree, animal)
Shapes will be based on creativity and adhering to the
original shapes.
Once the image is created, the students will embellish
the image with details to establish its context
(environment). A horizon line will be established, as well
as other details to give the image proper proportions.
(Assessment: does image use a basic shape? Is the
image in context proportion with embellishments?)
This time includes clean up.
Closure
that you have gone through these steps, you can see
15 min
Time
Learning:
Transition To Next
Lesson
how basic shapes are the foundation for all objects. Look
around as you go through your day, and see what basic shapes
make up the objects around you.
Look around the class room right now, what basic shapes do
you see? Could you break down what you see into a simple
shape and draw it? I want you to use the exit slip in the middle
of the table, identify a basic shape in the classroom, write
down what it is and then quickly draw it. Does this object have
more than one basic shape inside of it? Make sure you put your
name on the slip.
I will be looking at your projects today and your exit slips to
see how well you identified those basic shapes. I am then going
to compile your exit slips together into a video montage that
you guys can watch at the beginning of next class.
Next lesson, we are going to cover combining multiple basic
shapes to make up images.
Sponge
Activity/Activities
If the students finish their projects early, they are encouraged to work in
their sketchbooks on the choice activities for the month.
Reflections from the

lesson
Materials for this lesson are in a separate digital file.
Feedback From
Students:
Feedback To
Students
5 min
Lesson
#2
Combining Simple Shapes to Make Forms
Date
Oct. 22nd, 2014
Subject/Gra
de Level
Art 1
Time
Duratio
n
10:00 10:50 AM
Unit
Art and shapes
Teacher
Matthew Fosen

General
Learning
Outcomes:
Specific
Learning
Outcomes:

Concepts
stitching.
LEARNING OBJECTIVES
Students will:
2. Be able to graphically depict images using a combination of simple shapes as the base for the
image
ASSESSMENTS
Observations:
Key Questions:
Products/Performan
ces:
Students will be able to demonstrate the ability to breakdown complex

objects into simple shapes to readily identify the major shapes of the
image to recreate that image.
Can the students create more complex images using multiple simple
shapes as the template for that image?
Do the students comprehend that images can be made of more than one
shape?
Can the students discover multiple shapes within a single image?
Students will create an image using at least three basic shapes
(Square, Triangle, Circle)
Students will be able to breakdown images into multiple basic
shapes
Alberta Guide to Education

H. Chapman
Cutouts of basic shapes (from lesson 1)

Posters of images created with basic
shapes (to be used with cut-outs for
identification of basic shapes)
SMART Board slideshow on basic shape
flash quiz
YouTube video on creating an image
using basic shapes
Drawings on the board of simple shapes
making up complex images
PROCEDURE
Prior to lesson
Attention Grabber
Assessment of
Prior Knowledge
Expectations for
Learning and
Behaviour
Advance
Organizer/Agenda
Transition to Body
Learning Activity
#1
Teacher Notes:
Assessments/
Differentiation
Learning Activity
#2
Teacher Notes:
Assessments/
Differentiation
Cutout basic shapes (squares, triangles and circles), enough for

each student. Prepare YouTube Video on basic shapes. Prepare
slideshow on basic shapes (flash quiz), drawings on the board of
simple shapes making up complex images.
Introduction
Time
Last class we worked on finding basic shapes in nature. Today,
we are going to find those same shapes, but this time, all in one
image!
Flash quiz slideshow to review basic shape discovery.
Slideshow starts with simple shapes in nature, and
single shapes to be found, then moves into more
complex images, demonstrating to students how
10 min.
multiple basic shapes make up an object (this will be
shown by using the pens on the smart board to draw in
the shapes over the images). Students in their seats will
use the cutouts to view find the shapes at their
stations.
Students will be engaged in listening and answering
questions. Well-behaved students will be given the
opportunity to come up to the board to draw in the basic
shapes over the images on the smart board)
Slide show to reinforce basic shape finding skills
Cut out shapes for view-finding during presentation
Show slideshow of exit slips from previous class
Now that weve had that review, and a taste of finding multiple
shapes in a single image, we are going to move on to practicing
those skills on your own.
Body
Time
Multiple Shape-finder activity:
Using the cut-out provided and the posters provided

(one for each table), the students will identify where the
shapes belong to which image. (Assessment: Group
activity; students will work well with others and properly
identify the placement out the basic shape cutouts)
5 min
YouTube video on basic shapes
Students will watch the video on basic shapes to see

how many shapes make up the same objects, and how
to define those shapes within the object.
https://www.youtube.com/watch?v=BohQzFQqUgE
(No assessment; are students listening and sitting
quietly?)
5 min
Learning Activity
#3
Teacher Notes:
Assessments/
Differentiation
Consolidation of
Learning:
Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson
Free work with basic shapes
Students are free to trace the basic shapes given to

them (the cutouts) to use as a base template for making
an image using multiple basic shapes
Examples will be given on the board for the less inspired
(Assessment: Have the students successfully combined
simple shapes into a more complex image? Have the
students successfully used embellishments to make the
basic shapes look like more than just the simple
shapes?)
This time includes clean-up
As before, once the initial image is complete, the
students will provide context for the image by using
embellishments to establish both details within the
image and its environment (such as a horizon line and
other details about its environment)
Closure
Now youve seen that even complex shapes can be broken
down into simple shapes and how you can use those same
simple shapes to build up a complex shape.
Someone give me an example of a complex shape that you
see every day that you can break down into simple shapes.
Does anyone have any questions?
Lets do a gallery walk of your projects and see what shapes
you came up. While you are looking at everyones work, think
about how they combined their basic shapes into an image. Do
these images give you ideas for a new project?
In our next lesson, we will be using simple shapes in patterns
to make designs. These designs can be either repeated
patterns or making other, more complex shapes.
20 min
Time
10 min
Sponge
Activity/Activities
For those who are finished early, they have the opportunity to work in their
sketchbooks on the theme of the month choices.

lesson
Lesson
#3
Repeating Simple Shapes to Make

Patterns
Date
Oct. 23rd, 2014
Subject/Gra
de Level
Art 1
Time
Duratio
n
10:00 10:50 AM
Unit
Art and shapes
Teacher
Matthew Fosen

General
Learning
Outcomes:
Specific
Learning
Outcomes:

Concepts
stitching.
LEARNING OBJECTIVES
Students will:
3. Students will be able to create patterns with basic shapes, either into geometric organizations
or a complex image.
ASSESSMENTS
Observations:
Key Questions:
Products/Performan
ces:
Students are able to organize and arrange simple shapes into complex
shapes and patterns.
Using only basic shapes repeated over and over, can you make a
pattern? How about an even more complex shape than we did
last class?
Students will be able to create complex patterns and shapes
using simple shapes.

Alberta Guide to Education, Program of Study
H. Chapman
Pattern Block kit for each table

Camera
SMART Board Presentation on patterns
Kaleidoscope
YouTube video on kaleidoscope patterns
.mp3 for background sound during
video
PROCEDURE
Prior to lesson
Attention Grabber
Assessment of
Prior Knowledge
Expectations for
Learning and
Behaviour
Advance
Organizer/Agenda
Transition to Body
Learning Activity
#1
Teacher Notes:
Assessments/
Differentiation
Have the shape blocks prepared. Have SMART Board presentation

prepared for demonstrating examples of shapes as patterns, as well
as YouTube video showing simple shapes making patterns
(kaleidoscope)
Introduction
Time
Today we are going to continue working on basic shapes. In
this lesson, we are going to build off of what we have learned
and create some complex patterns and shapes. First, we will
watch a slideshow of different patterns made by simple shapes.
Then we will watch a short video on how shapes interact with
each other. Finally, we are going to use the pattern blocks on
your table to create our own patterns.
Have you seen examples of patterns in the school? How about
5 min
at home? What makes a pattern?
Students will be able develop unique patterns using basic
shapes, either mimicking existing images or original work.
Have pattern block kits out and prepared on each table. Have
camera prepared to document student creations. Ready SMART
Board presentation and video demonstrating simple shapes as
patterns.
Youll see at each table we have a set of pattern blocks. You
need to share those blocks with everyone at your table, and
create some patterns using the shapes. I will be coming around
to photograph the finished patterns, and then we will create a
slideshow of everyones creations. If you finish your pattern,
once it has been photographed, you may make another one.
But first, lets go through our slideshow and identify what
patterns look like, then watch a short video on kaleidoscopes
Body
Time
SMART Board Presentation on patterns with simple images.
During each slide shown, have the students raise their

hands and identify shapes in the pattern. Have them
come up and, using the smart board pens, draw the
10 min
shapes in the pattern. (Assessment: Are students

understanding and/or participating?)
Learning Activity
#2
Teacher Notes:
Assessments/
Differentiation
YouTube Video on kaleidoscopes
Learning Activity
#3
Teacher Notes:
Assessments/
Differentiation
Consolidation of
Learning:
Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson
Students will watch the video on kaleidoscopes for

inspiration to create their own patterns
If students see an image they really like, they are
encouraged to remember the image and try to repeat it
when they move to the blocks.
https://www.youtube.com/watch?v=q2fIWB8o-bs (start
at 30 seconds, watch for 4 minutes; there is no sound.
Use the provided .mp3 track:
https://www.youtube.com/watch?v=QRtHl9n-G3o )
(No assessment for this task. Students will be listening,
watching, and sitting quietly)
5 min
Pattern Making using Pattern Blocks
Students will create patterns using the shapes provided,

organizing the pattern by color and shape.
Depending on table room, students may be able to work
on the floor to make their patterns. Continue to stress
the importance of sharing. (Assessment: have the
students created a pattern? How complex is the pattern?
Are the students incorporating both objects AND
shapes?)
This time does not include clean-up
Closure
Not you see how even just using simple shapes, you can
create a very complex image, by repeating shapes and colors
in the image. While you are cleaning up your stations, I will put
all the pictures together in a slideshow, then we will all look at
the finished products and discussed the ones we liked and
why.
As you look through the slides, raise your hand if you like the
image, but make sure you have a reason why you like it. Those
reasons can be anything; the color, the shape, the size, there is
no wrong reason for liking something.
You have all given great examples of why you liked the work,
and have put a lot of thought and creativity into the images
you created. I am going to open the link to this slideshow to
your parents and email them the link so they can see what
youve made as well!
Next class, we are going to look at taking simple shapes, and
creating 3-D images by building them together with polygon
blocks.
20 min
Time
5 min
5 min
Sponge
Activity/Activities
If, for whatever reason, the students run out of ideas for making patterns,
they are encouraged to continue working in their sketchbooks on the topics
of the month.

lesson
Basic Shapes
Teacher
Subject
Matthew Fosen
Art 1
10
Topic/Focu
s
Performance
Task
Overview
Determining Basic Shapes
Students will recognize simple shapes in nature through a process of visual, and active
observation. Using the worksheets provided, students will both recognize existing shapes
and create images from simple shapes.
Materials
Photographs of nature
o Trees
o Animals (bird, fish, cat and
dog)
o The sun
o Mountains
Paper for the students;
regular/colored
Pencils for the students
Handout of photographs (see
below)
Handout of shapes (see below)
Cut outs of basic shapes for
tracing
1/2 pages for exit slips
Learner Outcomes
General
Outcomes
A knowledge of the
vocabulary of basic art
terms and expressions
appropriate to the
students level of
development
Skills and techniques
necessary for
meaningful selfexpression by the child
An understanding of
art media, materials and
processes and their
appropriate use
An understanding of
the expressive content
inherent in visual forms.
Specific Outcomes
A. All shapes can be reduced to basic
shapes; i.e., circular, triangular,
rectangular.
B. Shapes can be depicted as organic or

geometric.
C. Shapes can be made using different

procedures; e.g., cutting, drawing,
tearing, stitching.
D. Animals and plants can be

represented in terms of their proportions.
E. A horizontal line can be used to divide

a picture plane into interesting and
varied proportions of sky and ground.
Assessment Criteria
Students provide evidence of their learning as
they
use side 1 of the worksheet to find the

simple shapes in the photographs of
nature. The students will mark these
basic shapes on the worksheet with a
colored pencil.
use side 2 of the worksheet to
extrapolate on the simple shapes and
create specific images. With the image
selections, students will create organic
images from geometric shapes.
use a variety of mediums to create
basic shapes and elaborate on those
shapes to create organic forms in a free
form style.
using simple shapes, students will
create organic images (plants and
animals) with the basic shape as the
base of the image. Using that basic
image will assist in determining the
proportions for the image.
embellish the initial image by adding
details to contextualize the image in its
environment.
11
Student Task Description

Students will first view the SMART Board presentation, identifying basic shapes in
the examples provided on the board. Students will be allowed to come up and draw
in the basic shape over the images.
Next, the students will, using the first handout and a colored pencil, will identify and
draw out the basic shapes in the images provided. Students may work individually
or in groups, as befits the layout of the room.
Afterwards, students will create images using the examples provided in handout 2.
In these examples, they will be making specific examples based on the shapes
given. Unlike above, students will work alone to create images, but may freely
discuss the images.
Finally, the students will be given pre-cut forms to trace (they may choose any of
the cutouts as a base) and, using that simple shape, in another color they will flesh
out the image and make it into a natural form (plants, rocks, animal). Once the
image is established, the students will embellish the image with both details within
the image and by establishing a background (horizon line, other elements of
environment as is relevant to the form chosen)
This task requires the following files:
SMART Board file: Basic Shapes in Nature

Word Document: Basic Shapes in Nature Handout 1
Word Document: Basic Shapes in Nature Handout 2
Once this task is finished, the students will fill in an exit slip, identifying a simple
shape they see in the classroom, writing its name and drawing the shape on the
form. These exit slips will be compiled into a slideshow to shoe at the next lesson.
12
Combining Simple
Shapes
Performance
Task
Overview
Teacher
Subject
Topic/Focu
s
Matthew Fosen
Art 1
Determining Basic Shapes
Students will generate simple shapes from complex images that define the edges of that
image. Using this technique, students will be able to produce original images by basing
the image on basic shapes.
Materials
Cutouts of basic shapes (from

lesson 1)
Posters of images created with
basic shapes (to be used with
cut-outs for identification of
basic shapes)
SMART Board slideshow on
basic shape flash quiz
YouTube video on creating an
image using basic shapes
Drawings on the board of
simple shapes making up
complex images
Learner Outcomes
General
Outcomes
A knowledge of the
appropriate to the
students level of
development
necessary for
Specific Outcomes
rectangular.

geometric.
An understanding of
processes and their
appropriate use

tearing, stitching.
An understanding of

Assessment Criteria
they
identify the simple shapes present

within complex images on the SMART
Board.
find the basic shapes of a poster image

using the cut-outs provided. In this way,
they see that even organic shapes can
be broken down into basic geometric
shapes.
watch a video on how to draw an

elephant just using basic shapes.
create their own images using the cutouts as templates, this time using
multiple templates in the creation of
their images.
13

embellish the image to provide

context, similar to the first exercise.

Students will first view the slideshow presentation from the class before showing off
their creations from the exit slips.
Then, students will be shown the SMART Board presentation, identifying many basic
shapes in the examples provided on the board. A couple of examples are provided
to prime the students for learning. Students will be allowed to come up and draw in
the basic shapes over the images.
Next, the students will watch a short YouTube video on creating an elephant out of
simple shapes, then embellishing the details to make a unified image.
Finally, the students will be given pre-cut forms to trace (they may choose any of
the cutouts as a base) and, using that simple shape, in another color they will flesh
out the image and make it into a natural form (plants, rocks, animal). Once the
image is established, the students will embellish the image with both details within
the image and by establishing a background (horizon line, other elements of
environment as is relevant to the form chosen). Once the class is about to come to a
close, all students will present their work in a gallery walk. A discussion about the
projects will follow, to help students generate ideas for future projects.
SMART Board file: Basic Shapes in Nature 2
14
Repeating Simple
Shapes
Performance
Task
Overview
Teacher
Subject
Topic/Focu
s
Matthew Fosen
Art 1
Repeating Basic Shapes
Students will generate a pattern based upon simple shapes. Using this technique,
students will be able to produce original images by combining patterns of color and
shapes using pattern blocks.
Pattern Block kit for each table

Camera
SMART Board Presentation on
patterns
Kaleidoscope
YouTube video on kaleidoscope
patterns
.mp3 for background sound
during video
Materials
Learner Outcomes
General
Outcomes
A knowledge of the
appropriate to the
students level of
development
necessary for
Specific Outcomes
rectangular.

geometric.
An understanding of
processes and their
appropriate use

tearing, stitching.
An understanding of

Assessment Criteria
they
identify the simple shapes present

within the patterned images on the
SMART Board.
create their own unique pattern

compositions using the pattern blocks
provided. Patterns will be based on both
color and shape.
watch a video on basic shapes as a

kaleidoscope image, creating complex
patterns.
students may use the pattern blocks to

create non-abstract image patterns, but
this is not a necessary element of the
assignment.
15

students may use the pattern blocks to

create a sort of background to the image
they are creating, but this is not a
necessary part of the assignment.

The students will be shown the SMART Board presentation, identifying many basic
shapes in the pattern examples provided on the board. A couple of examples are
provided to prime the students for learning. Students will be allowed to come up
and draw in the basic shapes over the images after the first few examples on the
board.
Next, the students will watch a short YouTube video of patterns generated from
simple shapes. Students are encouraged to draw pictures or take notes of images
they like during the video to inspire them in making patterns with the blocks later
on.
Once the video has been watched, the students will be able to create their own
patterns using the pattern blocks provided. Each completed pattern will be
photographed, and students are encouraged to make multiple patterns. During the
clean-up, all the photographs will be uploaded and shown as a slideshow at the end
of class. Students will view the slideshow, and find positive comments for each
pattern.
SMART Board file: Basic Shapes in Nature 3

.mp3 music file: https://www.youtube.com/watch?v=QRtHl9n-G3o
16
Assessment Criteria
1
Excellent
Proficient
Adequate
Limited
*
Identificat
ion
Student can identify basic

shapes within natural
forms consistently and
quickly. Students can
identify multiple simple
shapes within an object
consistently and quickly.
Student can create a
complex pattern based
upon simple shapes.
Student can identify

basic shapes within
natural forms
consistently. Students
can identify multiple
simple shapes within
an object consistently.
Student can create a
moderately complex
pattern based upon
simple shapes.
Student can
identify basic
shapes within
natural forms
most of the
time. Students
can identify
multiple simple
shapes within
an object most
of the time.
Student can
create a simple
pattern based
upon simple
shapes.
Student
cannot identify
basic shapes
within natural
forms.
Students
cannot identify
multiple
simple shapes
within an
object.
Student
cannot create
a pattern
based upon
simple shapes.
Interpreta
tion
Student comprehends how

to find simple shapes in
nature and can
extrapolate that
knowledge to other, more
complicated objects.
Student is able to break
complex structures into
multiple simple shapes
and can reconstitute very
complex images using
basic shapes. Students
can create patterns with
the material given, or
other means and
demonstrates creativity in
making images that
incorporate good
aesthetics.
Student comprehends
how to find simple
shapes in nature and
can extrapolate that
knowledge to other
simple objects. Student
is able to break
complex structures into
multiple simple shapes
and can reconstitute
images using basic
shapes. Students can
create patterns with
the material given, or
other means and
demonstrate creativity
in making images.
Student
comprehends
how to find
simple shapes in
nature. Student
is able to break
complex
structures into
multiple simple
shapes most of
the time.
Students can
create patterns
with the
material given,
or other means.
Student fails
to
comprehend
how to find
simple shapes
in nature.
Student is not
able to break
complex
structures into
multiple
simple shapes.
Students
cannot create
patterns with
the material
given, or other
means.
Effort
Students has put in

consistent effort to
projects or assignments
and demonstrates an
eagerness to work.
Students has put in

consistent effort to
projects or
assignments.
Students has
put in sporadic
effort to projects
or assignments.
Students has
put in little or
no effort to
projects or
assignments.
Level
Criteria
Insufficie
nt / Blank
*
No score is
awarded
because there is
insufficient
evidence of
student
performance
based on the
requirements of
the assessment
task.
When work is judged

to be limited or
insufficient, the
teacher makes
decisions about
appropriate
intervention to help
the student improve.
17
Creation
Student work
demonstrates originality
and innovation in work.
Work is unique and
inspired.
Defense
Paper
Student work
demonstrates
originality and is a
unique creation.
Student work
demonstrates a
degree of
originality that
is based off of
exemplars.
Student work
is either a
copy of
another
students work
or of the
exemplar.
The defense paper (no longer than 750 words) is to explain what information
your assessment strategies are designed to collect, how you would use that
information to modify your teaching, and how your assessment designs reflect
what you have learned in the course and through the readings. Students will be
expected to cite explicit references to the texts, as well as any other assessment
literature that supports their lesson designs
Throughout the process of the classes, formative assessment will be used to keep the
students on track, and monitor and adjust the class to ensure students are getting the most
out of the classes. The key point during the assessment will be that the students
understand the concept, and can take the basic principles and extrapolate on them to
create original, unique works. The emphasis for creation will be on understanding the basic
principles of shapes in visual representation and how basic shapes can be used in a number
of different ways to create images. The specific tasks are designed as a springboard to this;
most of the assessment during tasks will be on simple comprehension of the ideas, while
during the third task in each class, one-on-one guidance will be the key assessor in seeing
the students exercise their creative license within the parameters given.
Success, in as much as a piece of art can be successful, will be determined on a twofold basis: first, there will be the finished product and the presentation of that product to
the class. This will be done through gallery walks, exit slips and slideshows to showcase the
production. Students will be encouraged to talk about their own and other peoples projects,
focusing on what they liked about each. This is important to develop a strong eye towards
finding the artistic merit and beauty in the many myriad of styles that can be present in a
given classroom. Secondly, personal judgment by the instructor, during both the formative
and summative assessment of the works will be employed, using the rubric above. The
rubric is defined so as to meet metrics of assessment while allowing for the students to
express individual freedoms; if the rubric were simply a checklist of tasks, the creativity that
is inherent to artwork would not be present, and therefore more judgment is needed on the
part of the instructor in determining the end result success.
Even at early grades, I feel it is important that the students be judged not on the
basis of natural talent (personally I dont believe such a thing as natural talent exists;
natural talent as it were is a combination of a lack of fear in having the work viewed and the
amount of time put in practicing skills to develop deeper competency; I truly feel that every
person on this planet is artistic, and those that cant have actually just convinced
themselves that they cant. I hope to develop my teaching strategies to combat this
negative assumption and show people that everyone is creative.), but rather on their ability
to express their thoughts and ideas over technical skill. Certainly those who have a higher
degree of technical skill will have an easier time with the assignments, but that does not
necessarily mean they get a better assessment. Early in the class, the students would not
18
be marked at all, as work was collected to set a baseline for their abilities, then as the year
progressed, students would be judged on the progress they have made, both in technical
skill and in their ability to communicate ideas. This is where I feel a portfolio will be
absolutely essential for proper assessment, and pieces generated like in the above
exercises would serve as marker stones on the path the students take.
As I have remarked in class before, my school experience lacked formative
assessment, and was very much grade based. As an anecdote, at one point in my Grade 11
art class I had 116% in the class, simple because I learned the rules of how my teacher
graded and then gamed the system. This is the LAST thing I want to provide for my
students. I want their time in my class to be a learning experience, not a game so they can
pad their GPA. Therefore, I will attempting to utilize everything I have learned in class, and
leaning strongly on formative assessment, to allow the students in my charge the best
chances for growth. I do not expect my methods to be perfect, and Im sure that once these
planners hit the classroom I would almost instantly see a hundred different ways to improve
them, and I look forward to that. The more I am able to teach, the more I am able to learn,
and in that I will be able to deliver better and better lessons for my students.
L
evel
Excellent
Proficient
Adequate
Limited *
Demonstrates
an extensive
understanding
of how ongoing
assessment
guides
instruction
Demonstrates
an extensive
understanding
of how to
determine
student learning
Demonstrates a
comprehensiv
e understanding
of the
assessment
theory and best
practices
Demonstrates
an substantial
understanding
of how ongoing
assessment
guides
instruction
Demonstrates
an substantial
understanding
of how to
determine
student learning
Demonstrates a
thorough
understanding
of the
assessment
theory and best
practices
Demonstrates
an partial
understanding
of how ongoing
assessment
guides
instruction
Demonstrates
an partial
understanding
of how to
determine
student learning
Demonstrates a
cursory
understanding
of the
assessment
theory and best
practices
Demonstrates
an sketchy
understanding
of how ongoing
assessment
guides
instruction
Demonstrates
an sketchy
understanding
of how to
determine
student learning
Demonstrates a
superficial
understanding
of the
assessment
theory and best
practices
Insufficient
/ Blank *
Criteria
Defense
Paper
(Outcome 2)
No score is
awarded
because there is
insufficient
evidence of
student
performance
based on the
requirements of
the assessment
task.
References:
Alberta Guide to Education Program of Study Art
Design by nature : using universal forms and principles in design - Maggie Macnab
Adventures in Art: Teacher's Edition (Grade 1) L. H. Chapman
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Assessment

Oct. 21st, 2014

Art and Shapes

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Opportunity should be provided for experiences that contribute to:

Can organic forms be broken down into basic shapes?

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

Alberta Guide to Education Program of Study Art

Have several photos printed and available to students to

Using the handout, students will identify the major

Handout Activity 2: Shapes

Using the handout, students will use the shapes

Using blank paper, students will first trace a basic shape

Reflections from the

Materials for this lesson are in a separate digital file.

Combining Simple Shapes to Make Forms

Oct. 22nd, 2014

Art and shapes

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Opportunity should be provided for experiences that contribute to:

Students will be able to demonstrate the ability to breakdown complex

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

Alberta Guide to Education

Cutouts of basic shapes (from lesson 1)

Cutout basic shapes (squares, triangles and circles), enough for

Using the cut-out provided and the posters provided

YouTube video on basic shapes

Students will watch the video on basic shapes to see

Free work with basic shapes

Students are free to trace the basic shapes given to

Reflections from the

Materials for this lesson are in a separate digital file.

Repeating Simple Shapes to Make

Oct. 23rd, 2014

Art and shapes

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Opportunity should be provided for experiences that contribute to:

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

Pattern Block kit for each table

Have the shape blocks prepared. Have SMART Board presentation

SMART Board Presentation on patterns with simple images.

During each slide shown, have the students raise their

shapes in the pattern. (Assessment: Are students

YouTube Video on kaleidoscopes

Students will watch the video on kaleidoscopes for

Pattern Making using Pattern Blocks

Students will create patterns using the shapes provided,

Reflections from the

Materials for this lesson are in a separate digital file.

Determining Basic Shapes

B. Shapes can be depicted as organic or

C. Shapes can be made using different

D. Animals and plants can be

E. A horizontal line can be used to divide

use side 1 of the worksheet to find the

Student Task Description