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").