Evaluation and Assessment

Video Assessment


Survey
3-2-1 Reflection Summary - this is used at the end of an assignment to allow students to reflect on their learning. They will also analyze their own project to determine what they like about their work and what they might to do differently next time.

Rubric
Self Portrait Rubric

Use in the Classroom
These assessments are based on a self-portrait project. The video clip focuses on the elements of art -- specifically the line element. It uses self portraits as a way to showcase the importance of line in creating a portrait. It is part of a seven-video series highlighting each of the elements of art and students will view them all throughout the course of the year. My students complete a different style of self portrait every year in elementary school so when they graduate they can see how they have grown both technically and stylistically.

Students will be able to:

• Identify the different kinds of line
• Analyze other works of art (especially self portraits) for line usage 
• Analyze what the artist is trying to communicate through the use of line in his or her self portrait
• Create his or her own self portrait focusing on the elements of art that they have studied thus far, but specifically the line element. 

Art typically involves project based learning. It involves viewing art, learning about art history and related artists, analyzing aesthetics, and making art. The act of making art is a cumulative process that incorporates art, math, science, history, as well as personal history, personal style, and personal aesthetics. It takes all of the students prior knowledge, especially the lesson at hand, and presents the opportunity to showcase learning in a visual format. Sometimes that visual format can include words (in the art and/or in the artists statement) as well as other elements such as technology and time. 

Student success relies on his or her ability to combine all of the related information and create a project based on this information. In this case, the student will create a self portrait. Before doing the project, s/he will have looked at the video on line, looked at other artists and their self portraits (e.g., Rembrandt, VanGogh, and Picasso), analyzed their artistic styles, and then would go ahead and sketch ideas for his or her own self portrait before beginning the final piece. The final piece would combine the background information from the unit as well as the information on line from the video. 

Application

Editing is a factor in assessment. It's important to have a clear idea of the goals of the unit before you can create a formative and summative assessment. Art isn't necessarily a linear process, so it's important to keep tangents to a minimum in order to keep the students on track and to avoid confusion. This organization carries over to the assessments where it's important to edit the assessments well and to use clear and consistent language choices. 

Reflection

My students complete a 3-2-1 reflection after every assignment, however, I never thought about doing it with Google Forms. It would be so much easier to track these reflections if they were online and would eliminate the clutter of paperwork. It would also make sharing results much easier with administration and other art teachers in district. In terms of project based learning, this was kind of a given for me considering the content of my class. As art teachers, most of our learning leads up to a project based assignment to bring together the concepts within the unit and cement them in the student's learning. 

Concept Map - Lesson Plan

Use in the Classroom
Third graders in our district spend more than half the year studying pop art. They learn about the history of pop art and study several artists including Keith Haring and Wayne Thiebaud. In fifth grade, they study Andy Warhol. This concept map helps students make the connections between the stylistic elements of pop art with the history and with the related artists. It makes connections between third and fifth grade by showing that Keith Haring, Wayne Thiebaud, Andy Warhol, and others were all part of the pop art movement.

This concept map would be best used in fifth grade to refresh prior knowledge from their third grade studies. While studying Andy Warhol, they can refresh themselves with the details of pop art and then add to the concept map. I would have them focus on adding to the Andy Warhol portion because he is their main artist for the year. Having each student find a link, photo of his work, and/or video to add would be great for deeper understanding, however this could be used for an assignment as simple as identifying the stylistic characteristics of his work, listing the various subject matter that he used, or even connecting his work to current ideas like advertising, web design, and video game design (especially minecraft).

Students will be able to:

• Read the concept map and make connections between third grade and fifth grade artists and the pop art movement
• Add one idea to the concept map (characteristic of his work, connection to current cultural icons, and/or add a picture of one of his artworks. 
• Analyze the connections between pop art and popular culture/mass media
• Create their own piece of art based on the pop art ideas of connecting art to popular culture and making art accessible to everyone 

Since students are working on the same concept map, they will be building off of each others ideas. Our school uses Visible Thinking Routines and the concept map is very similar to a routine called a "chalk talk." Since students are already familiar with the format, they understand how to add on to each other's ideas -- agreeing, disagreeing, adding new ideas, and making connections. The fact that students are so familiar with the Visible Thinking Routines from art and their regular classrooms is building a culture of collaboration throughout the school, not just in my classroom. The idea of putting the concept map online would be new to them since we typically just use the giant rolls of paper and post it in the hallway. Having it online would be a great way to share their learning with parents and might encourage students to collaborate even further when they know they have to be accountable to their parents as well as the teacher. 

Application

I used Coggle to create my concept map. I felt like the controls were limited even though usability was pretty easy. I think next time I would use Google Draw. We use Google Classroom throughout the school so my guess is that the user interface and design would be more familiar to students and require less of a learning curve. Coggle is limited in its controls. I did think about spacing and tried to align relevant text so that it looked neat, had consistent spacing, and was in close proximity to the connected ideas. It's difficult to know where the two links are ("Andy Warhol" and "Pop Art" in the center) because they aren't easily recognizable. "Pop Art" doesn't pop at all so I doubt anyone would intentionally click there. They might click on "Andy Warhol" only because it's a slightly lighter shade of blue than the others listed in the same section. 

Reflection

The idea of collaboration is a good one. I don't think Coggle is the right tool for what I need. Like I said above, I would try Google Draw next time instead to see if the usability and design controls are any easier for the students. The fact that this concept map is so similar to the "Chalk Talk" Visible Thinking Routine is great for consistency between the classrooms. I see a big advantage in doing it electronically both in the classroom and as a means to share student thinking at home. My main disadvantage again is time and lack of technology. I typically have six groups of four students based on their classroom tables, however I only have 3 iPads and one desktop computer, which leaves two tables without the means to participate. I also only see most students 45 minutes per week, once a week.

Concept Map

Concept Map: Pop Art

Resources

(2012, September 10). Retrieved June 10, 2017, from https://youtu.be/aMDQaD8uNGQ

(2016, August 09). Retrieved June 10, 2017, from https://youtu.be/DhEyoDCTSDQ

Pop art. (2017, June 10). Retrieved June 10, 2017, from https://en.wikipedia.org/wiki/Pop_art

Augmented Learning - Lesson Plan

Augmented Learning & QR Code Lesson Plan

Use in the Classroom
I chose to use QR codes because these are becoming more popular in the art world. They use QR codes to upload their artwork to Artsonia and this past year Art Prize in Grand Rapids included QR codes for each piece that was exhibited.

This artifact would be printed as a poster. Students can access the artist info any time during centers when they are on an ipad. They can also work in small groups to learn more about the artists that we are studying. Each grade level has a specific artist that they study and this poster defines that artist and provides two links per artist. The links include biography information as well as sample artworks.

Students will be able to:

• Use the classroom ipads to scan the QR code
• Research artist biography information and view artist works of art
• Analyze the artist's works of art based on class discussion
• Create his or her own work of art based on the stylistic elements of the presented artist

This is a great tool to use for information sharing and artist research. I have been trying to figure out how to do a fifth grade research project on an artist. I could see creating an overview sheet for selected artists with QR codes that students can take with them to study in class on the ipads or at home on their own devices. 

The biggest obstacle would be lack of technology. In my classroom, we have three ipads. I can borrow from other teachers and we have a shared ipad cart. Not having 1:1 technology would impede the students' ability to complete research on time. However, the benefit is that they can take a handout home and share that information with their families and continue doing research at home. 

Application

When designing my poster, I used several design principles from the reading. I kept text to a minimum with enough of a "hook" to get them started. I also color coded each grade level to match the color of their grade level shirts (each student is given a shirt at the beginning of the year in the grade level color - e.g., kindergarten is blue, first grade is red, etc.) The text and the codes are close together and yet defined by a rectangle so the student's know which QR code to scan to get the information they are looking for. 

Reflection

The idea that I can provide directed research for students is very helpful. One of my classmates referred to google as "the black hole of google" (paraphrasing) and I think about that often when planning projects for students to research. Using QR codes and apps like padlet help direct students to information without them getting lost on the internet (and also helps reduce the risk of finding inappropriate content). The idea that students can use a tool they're already familiar with (QR codes) to do research allows them to use prior knowledge and reduces instruction time. It also encourages them to think about other areas in art that they're using one tool and may be able to use it in another way. 

Augmented Learning

Augmented Learning & QR Codes

The following is a document with links to the major artist studied in each grade level throughout the Berkley Schools. Due to the fact that the various elementary schools have different art times (30-55 minute classes), we use a curriculum matrix that defines what we teach as art teachers. It is broken down into artists, skills, techniques, elements & principles, and cross-curricular elements. This chart only covers the artists for each grade level.

Click on the chart or here to see a full-size PDF document (11" x 17").

Videos - Lesson Plan

Overview: 

Videos are a great tool to help students transition from passing time into learning time. They get to take a few minutes to passively learn new information. They are still thinking and learning, however they do not have to be "on" in terms of participation. It's also a great idea to mix up delivery methods for information in the classroom so they stay engaged throughout the whole unit. 

This lesson is one about public art. The idea is to get students to start recognizing that art is everywhere. The video I created is based on sculptures located through Birmingham, Michigan, however it could be expanded to include street art (e.g., Russell Industrial Center, Illumination mural), graphic design (Shepard Fairey's mural, menus, billboards, etc.), fashion, monuments, architecture, etc. Art integrates culture, environment, math, science, history, literature -- everything. It touches everything we touch in one way or another. Through this video, students will see sculptures that are readily available and that many may have driven or walked by in the past (especially those closest to Woodward). They will watch the video and brainstorm on other public artworks they know of (Washington Monument? Mackinac Bridge? cool buildings?) 

Objective: 

• Students will learn about public art that is in the neighboring city
• Students will brainstorm about public art works they have seen
• Students will analyze the images from the side of the Russell Industrial Center for the elements and principles of design
• Students will evaluate the value of the artwork on the side of the building and determine whether or not it should stay up on the building if the artists' studios were closed 
• Students will create their own sketch and mini model for a public work of art to go somewhere within the city of Berkley. It can be any medium (digital, painting, sculpture, etc.)

Creativity

This is an art lesson so it is innately creative. Students will be viewing, analyzing, and critiquing local works of art. They will also be creating their own sketches and models of proposed public works of art within our city. Their thinking will also be documented through sketches, notes, and visible thinking routines. The students will also have class critiques to analyze and provide feedback to each other regarding their sketches and models. 

Time is one of my biggest considerations. My video is about 2.5 minutes which is perfect for a 45 minute class. Once they come in, transition into their seats, we discuss the day's goals, and watch the quick video, they will have about a half hour to work on their brainstorming and group discussions. This kind of a project takes several weeks when you only see students once a week. The benefit to extending the lesson is that students have time to notice their surroundings and will start to see the artwork that is around them every day. 

Application
When designing the video for my lesson plan, I purposefully chose not to add words so students could just look at the artwork. I labeled each piece and kept the text close to the actual image, if not right on top of the image. Using different delivery methods helps keep students engaged. For a lesson like this, showing images is critical because they may have already seen some of these and can make that connection with their own prior knowledge. It will also give them an idea of what to look for while in the car with their parents.

Reflection
I have been thinking about using more video clips to introduce new artists. Some days I teach 10 classes in a row and don't have even 5 minutes in between. Showing a quick video gives me a few minutes to be able to catch up with simple things like cleaning paint brushes between classes or putting one classes papers away in my back cabinet while grabbing the next class. It is a way to get students engaged without having to lead a lecture.

Using videos also helps students by looking at artwork in a new way. We see images on the smart board and in books, however a walking tour of the Louvre is going to offer a much different perspective than a still photo.

Videos also enable family sharing and student-directed learning. Using ipads, class and home computers, and mobile phones, students can watch these videos again and can share them with their family. My video includes a map of the walking tour in Birmingham. This would be helpful for parents who want to take their children to actually see the art that was featured in the video.

I enjoyed taking the walking tour on my own. It was cool to see how close some pieces were and how different they looked in person than online. One piece in particular, gave the coolest shadow late in the day and that's not something you would experience just by watching the movie. 

Videos

Public Art Video
This week we focus on videos. I chose to make my video about public art in Birmingham, Michigan. Here in Berkley, we don't have a lot of public art. Birmingham, however, has many pieces throughout the city. Because of its reputation for being "snooty" and exclusive with expensive houses, boutique shopping, gated communities, and fancy cars, many people don't think to visit Birmingham just to walk around. The video I created shows images of the various public works within a walking distance from the downtown area. To create the video, I used iMovie and took photos on a Canon SLR camera. The movie was shared to youtube so it can be viewed by students in and out of school.

Evaluate a Video

For this project, I found a series of videos where the video creators take the viewer on a "Snapchat tour" of the various public art locations on the University of Michigan campus. It's a combination of video and photos with the typical Snapchat text and graphics added on. This appealed to me because so many young people are using Snapchat. It's an easy technology to use: take a picture or video and add it to "My Story." Then you can go into My Story and download the entire compilation (Snapchat does the compiling for you) and upload it to youtube. You can also share the pictures and videos with your friends along the way. The text option is a great option for noting the title of the work and the artist if you don't include the plaque information.

Digital Images Lesson Plan

Overview: 
For this lesson, I chose the beginning of the school year information. This is a critical time in the art room because it sets the tone for the whole school year and often students forget the details because they hear and see so much those first few days. Having visible references throughout the room -- in posters, computer screen wallpaper, presentations, and videos -- will help reinforce the information we go over within the first few weeks.

In terms of students using the technology, I would add this into my current stop-motion animation project so students can see how they can modify and add images using the green screen functionality within the stop-motion app on the ipads. 

Objective: 

• Students will learn the rules of the classroom
• Students will review procedures for transitions -- when I call for attention and when lining up at the end of the class
• Students will learn how to modify images using photoshop app on the ipad
• Students will learn how to add these new images to the stop-motion app in order to enhance their stop-motion animation movies

Digital Images: 
Students are inundated with digital images all day long -- on TV, tablets, ipads, video game systems, etc. They see these images through their daily lives and don't put much thought into where they come from. In my classroom, students have access to Photoshop on the iPads as well as other free graphics creation software packages. This software is new this year and we have not been able to implement it fully, however that is on the agenda for next year. We have been working with stop-motion animation, so they are becoming more familiar with using technology as a tool, just like they would a pencil or paint brush, however there is much more for me to implement. 

Application: 
So far, the only practical application I have for this project is using photoshop to modify images for the green screen portion of our stop-motion animation movies. This year they have been using the green screen and inserting images they find online or they take themselves. Next year, I will add the option to modify photos using photoshop, pixlr, and/or whatever other application fits the assignment. 

My biggest obstacles with these new applications and ideas is that (1) I have limited technology and (2) I only see upper elementary students once a week for 45 minutes. Students have to work in groups in order to ensure the entire grade level gets a turn.

Reflection: 
This was a fun one! I love making graphics and posters for my room. I found that art presents very specific needs that aren't covered by generic posters that can be purchased through a catalog or a service like Teachers Pay Teachers. The class presented some new software so I was able to use a variety of applications, new and old, to see the functionality as well as to test the ease of use for potential students. 

Digital Images

Edited Image

When calling students to attention, I say "Mona" and they say "Lisa." At that point, they stop working and look up. I also ask them to show me their "Mona Lisa" when they line up to leave the classroom. This image is one I could use as wallpaper on my computer for the smart board, a poster in the classroom, and will include in my beginning of the year information when I welcome the students to the new year. 

Color image with text:

 

Black and white image with text:

Cropped image:

Cropped image with duotone and adjusted brightness:

Mona Lisa Collage:

Animated Gif

This is a gif of the classroom rules. Students will see one letter at a time and at the end, they will notice that the rules spell the word "ARTIST." I also have a poster of this in the classroom next to the white board to serve as a reminder. This is something that I could have running as students enter the room for the first month or so while they're getting used to the classroom routines and rules.

Information Graphic

For this image, I chose to highlight the 8 Studio Habits of Mind for the art room. I chose a simple layout with just the 8 titles on a pallet with rainbow colors. We focus on these one at a time as the school year progresses.

Kehinde Wiley Research Project

Overview: 
Artists will research American painter, Kehinde Wiley. He is an exciting artist who is taking classical masterpieces and updating them to reflect urban black youth. He's an exciting new artist because he is (1) still alive - this is very important to my students. They get tired of doing what some call "dead guy art." and (2) he is showing an often overlooked population and showcasing them in  positions of power and contrasting tough urban black youth culture with formal iconography found in classical art. 

Using the Padlet app on the iPad, students will watch movies, read articles, and look at Wiley's artwork. They will learn about the artist, the classical works of art that the artist references, and the updated versions that Wiley creates. 

Objective: 

• Students will be able to identify Kehinde Wiley's works of art. 

• Students will analyze Wiley's art by comparing and contrasting his updated works of art with the classical images he references in his paintings. 

• Students will be analyze their own culture, heritage, and environment. 

• Students will create a work of art that updates a classical work of art but incorporates his or her own culture, heritage, and/or environment.

Copyright: 
In art, copyright is discussed from early elementary and on. It's important for students to understand that artwork is property that belongs to the artist and cannot be stolen. In order to complete this project, students will learn about copyright, appropriation, and inspiration.

Application: 
The idea of editing was my main takeaway from the week 1 readings. They showcased that there are effective ways to present information and it's important to edit your materials to make sure they are effectively reaching learners at all levels. This concept of editing also applies to the idea of copyright -- especially in the context of this lesson where students are taking a work of existing art and updating it with their own personal culture, heritage, and environment. There is a fine line between copying another's artwork and using it as inspiration to create something new and meaningful. 

The padlet technology is great. It's so easy to use and I appreciate the thumbnail pictures. The format reminds me a bit of pinterest, which could help students navigate easier if they have a pinterest account. I liked the "wall" layout because it was neat and organized, however I could see how the other layouts could be effective based on their intended audience and/or multiple authors. The layout ties back into the idea of editing and ensuring that your presentation is functional, effective, and easy to use for your intended end user. 

Reflection: 
Having never seen nor used padlet, I wonder how many other great little technology apps there are that would make sharing research materials, lesson plan materials, reference pictures, etc. easier for my students. I also grew putting this project together. Kehinde Wiley isn't an artist I know a lot about. Last week I took my fourth graders to the DIA on a field trip and they were asking compelling questions about the painting. I didn't have the answers but also found the painting to be exciting -- it was beautiful, tacky, interesting, and left me with my own set of questions. By him as the topic of my padlet research, I have learned so much about the artist and can't wait to implement a new lesson using his work as inspiration. 

Padlet Research Materials for Artist Study: Kehinde Wiley

EDU 642 - Week 1 Synthesis and Reflection Paper

Read my EDU 642 - Week 1 Synthesis and Reflection Paper.

Nikki Stone

Greetings! I am Nikki Stone and I teach elementary visual arts. My love of art started at an early age -- drawing, painting, assembling objects into something else, sewing, etc. It didn't matter what it was, I loved it all. I still do. That's what makes my job so great -- I still get to do it all and I get to share my excitement with kids every day. 

I live in Berkley, Michigan and have two daughters who attend the school where I teach. It's a true gift to get to see them throughout the week while at work. We stay busy with our new puppy, riding our bikes around town, and playing sports. My educational background includes a Bachelors of Art from Michigan Technological University in Scientific and Technical Communications as well as a teaching certificate in Visual Arts Education from Eastern Michigan University. I am currently working on my masters degree in Educational Technology at Central Michigan University. 

Check out what we're doing in the classroom by following my Instagram account!