Beruflich Dokumente
Kultur Dokumente
Unit Strands
Assessment Tools:
Blog: Throughout each lesson, documentation of student learning was recorded and posted on
a blog weekly. Here, interviews, photos, and videos are provided with students discussing their
art making process and artistic decisions. Through the use of the blog, documentation and
student learning was easily available to access and review. By reviewing the days, progress and
growth can be tracked throughout the semester.
Lesson 1:
Pre-Assessment:
Did students use their sketchbook activity to create their final character?
Did the student use inherent characteristics and expressive features in their character?
Did the student use multiple mediums to draw and build their characters?
Did students reference their 2-D and 3-D sketches while making their 3-D character?
Did the students answer questions in their sketchbook?
Can the students list characteristics of space relating to their character?
Post-Assessment:
Did students use their sketchbook activity to create their final character?
Did the student use inherent characteristics and expressive features in their character?
Did the student use multiple mediums to draw and build their characters?
Did students reference their 2-D and 3-D sketches while making their 3-D character?
Did the students answer questions in their sketchbook?
Can the students list characteristics of space relating to their character?
- What does brainstorming mean? What are ways to plan for an art project?
- What makes a character relate to its specific environment?
Post-Assessment Instruments:
Lesson 2:
Pre-assessment:
Did the student complete the ideation worksheet to plan their painting?
Did the student create a painting using inherent characteristics and expressive features?
Did the students create a painting that depicts a room?
Can the student identify important characteristics about space in contemporary works of art?
Did the student complete the exit slip that shows examples of space?
Post-Assessment Instruments:
Lesson 3:
Pre-assessment:
Can students make purposeful connections between the inhabitant and their
environment?
Can students demonstrate how to take a drawing and make it into a 3-D model?
Can students demonstrate how to repurpose a found object?
Can students identify who these people are? (Narcissa Thorne as well as Jee Young Lee)
Post-assessment:
Did students make purposeful connections between the inhabitant and environment?
Did the student transform a 2D concept into a 3D model that connects to their character?
Did the student transform found objects for their environment into something new?
Can the student correctly identify the work of Narcissa Thorne and Jee Young Lee?
Did the student create a short story describing the relationship between their character and
environment?
Post-assessment instruments:
, +, Did students make purposeful connections between the inhabitant and environment?_______
Did the student transform a 2D concept into a 3D model that connects to their character?_______
Did the student transform found objects for their environment into something new?_______
Can the student correctly identify the work of Narcissa Thorne and Jee Young Lee?_______
Did the student create a short story describing the relationship between their character and
environment?_______
+ = successfully, correctly
= complete
- = partially, developing
-Programmatic Assessment:
The exhibition at Polaris shows the progression of student learning in each lesson. Each art
lesson added on to knowledge learned from the prior lesson. Students explored characters and
also environments. Students made connections between their own personal character and that
characters living space. The students discussed all of their artistic decision making, ultimately
making more connections along the way. The final lesson challenged the students to place their
designed environments together and form a communal setting. Here, the students learned how
to work together and build off of each other's ideas. Here, the students were making
connections to real world settings and blueprints, incorporating important city planning aspects
into their community.
The students did an excellent job of reviewing their art set up and also the work of others.
Students had an exhibition worksheet to fill out, which kept them on task and allowed them to
focus on the art pieces around them. Through the worksheet we discovered the students
favorite work, a work they could relate to, what they would want in their home, etc. The students
communicated with each other during the show, which just came naturally. Overall the exhibition
and exhibition activity was a great success.
Here both of the students are completing the assigned exhibition activity. Both of the students
are actively drawing what they see. When they fill out any of the boxes above, the students are
making connections with art to the real world and also their own personal lives. For example,
the students are connecting the displayed artwork to their own life when they complete the box,
The one I can relate to personally. The students are making connections to the real world
when they fill out, This one caught my eye first. They are discussing why it caught their eye
first in addition to how and why this piece of art is familiar to them. Each box requires written or
verbal explanation, which facilitated students to talk about their independent decisions and
connections.