Impact on Learning through Pre-Post Assessment

Imaginary Landscapes
7th & 8th Fall Semester Art

I. Unit Context
A. Community Characteristics:
1. Population:44,499.
2. Demographics: 31.1% Under 18 years old, 51% female, 81.4% white, 2.5% black or
African American, 1.2% American Indian and Alaska Native, 8.3% Asian, 0.2%
Native Hawaiian and other pacific Islander, 2.5% two or more races, and 8.7%
Hispanic or Latino.
3. Average household size: 2.72.
4. Median income: $71,941.
5. Below the poverty level: 7.7%
6. Graduation rate: 92.4% of the population, 45.4% received a Bachelors Degree or
higher
B. School Characteristics: Washington Junior High School
1. Student Demographics:
2. Class enrollment:
3. Lunch:
C. Classroom Characteristics:
1. There are four 88 minute 7th grade semester classes taught during A days, and one
8th grade semester test on B days. This class was an option for fine arts along with
choir. There are a total of 87 students enrolled in these classes.
II. Design for Instruction
A. Learning Goals:
1. Introduce students to surrealism and landscapes
2. Review colors and color mixing
3. Improve Post Assessment Scores by 80%
4. Create a landscape that is completely their own

Unit: Imaginary Landscapes

Duration: 4 weeks

Goals:
Students will create a surrealistic landscape with and identifiable background, mid-
ground, and foreground. A one-point perspective demonstration will be done to get the students
thinking about objects receding into space. Students will be introduced to surrealism, and will
experiment with combining reality with fiction. Students will also review mixing colors by only
being provided the primary colors, and black and white paint.

Frameworks Covered:
CR.1.7.1 Apply strategies to combat and overcome blocks in the creative process (e.g.,
sketching, journaling, photographing)
CR 1.8.1 Document the early stages of the creative process (e.g., sketching, journaling,
photographing)
CR.2.7.2 Justify, with guidance, the need to be responsible i the use of traditional and/or
new media and tools: conservation, norms, craftsmanship, media literacy, social media
CR.2.8.2
Justify the need to be responsible in the use of traditional and/or new media and tools:
conservation, norms, craftsmanship, media literacy, social media
CR.3.7.1 Plan revisions for personal artwork in progress based on feedback (e.e., peer
feedback, self-assessment, teacher assessment)
CR.3.8.1 Revise personal artwork based on feedback (e.g., peer feedback, self-
assessment, teacher assessment)
R.8.7.1 Evaluate art by considering a variety of components: subject matter, form, mood,
traditional and/or new media, relevant context information, visual elements, structure, ideas
conveyed
R.8.8.1 Evaluate art by considering a variety of components: subject matter, form, mood,
traditional and/or new media, relevant context information, visual elements, structure, ideas
conveyed
CN.10.7.1 Explore current personal interests and concerns as subject for artwork

Lesson: Imaginary Landscapes

Duration: 88 Minutes
Terms:
- One point perspective: Looking at something from one spot
- Two point perspective: Looking at something from two (multiple) spots
- Value: the lightness or darkness of a color
- Hue: the actual color
- Saturation: the intensity or opacity of a color
- Tint: The lightness of a color when white is added to hue
- Shade: The darkness of a color when black is added to a hue

Frameworks:
- CR 1.8.1 Document the early stages of the creative process (e.g., sketching, journaling,
photographing)
- CR.2.7.2 Justify, with guidance, the need to be responsible i the use of traditional and/or new
media and tools: conservation, norms, craftsmanship, media literacy, social media

Quiz: (10 minutes - Hand out pre-assessment quiz)

I Day One
B. Presentation: (20 minutes)
1. I will go over powerpoint I have prepared to introduce them to surrealism, and go
over what criteria the students will have to go by when creating their landscapes
2. Have students write down the criteria, along with making choices about what type of
landscape they will make
3. I will show them my example of my imaginary landscape, explain the choices I made,
and go over how I have a background, mid-ground, and foreground.
a) Discussion Questions for the Presentation:
(1) Has anyone ever heard of surrealism? If so, can you describe what it is?
(2) Who was an influential artist in the surrealist movement?
(3) After seeing examples of surrealism, how can you now describe what
surrealism is?
C. Project: (50 minutes)
1. Students will use sketch paper found in the classroom supplies and divide it into four
sections. They will then sketch four possible sketches of their picture
a) Each picture must have a vanishing point, a foreground, middleground, and
background
b) Remind students they will be painting their pictures, so objects in picture cannot
be too small
c) What mood are they going for in their picture? Fantasy, scary, dreamscape, etc?
2. Clean-up
III. Day Two
A. Review (20 minutes)
1. Go over the power point and pre-assessment test
2. Ask a few students to share their sketches and ideas
3. Go over colors, color mixing, and correct painting procedures
a) Primary colors, how to make secondary colors, correctly cleaning brushes,
mixing colors efficiently
4. Ask to check everyones sketches for approval for final paper
B. Project (55 minutes)
1. Preparation: Have different students pass out final paper and rulers
 2. Students will first begin by drawing a complete picture on their final paper LIGHTLY
so that if anything needs to be erased it wont ruin the paper
3. If students finish their drawing, I will give them the supplies to begin painting if
enough time is left in class
a) I will have palettes of paint with the primary colors and black and white paint
ready to hand out to students once I see their stations are ready for painting
C. Clean up (15 minutes)
IV. Day Three
A. Project (65 min)
1. Students will continue working on their projects, if students are not done drawing
they must complete their drawings within the first 15 minutes in order to begin
painting and finish their project on time.
B. Clean Up (15 min)
V. Day Four
A. Project (55 minutes)
1. Students should finish their paintings during this class period
2. Students will then document their final paintings on the class iPads and then upload
them to art sonia for grading
a) Students must name their painting and then provide an artist statement, telling
what is in the foreground, middle ground, and background, and what colors they
used and why.

Percentage breakdown

Pre-assessment test: 10%

Four Sketches: 10%

Final artwork: 50%

Artsonia: 30%
Project Criteria: Excelle Goo Averag Needs Your Teacher
nt d e Improveme Score Score
nt

Creativity: Elements in landscape 10 9-8 7 6 or Below

are completely their own. Showed
variety of colors outside of the
primary colors. Landscape shows
foreground, mid ground, and
background. Did you use one or two
point persepctive?

Craftsmanship: Neat, clean, and 10 9-8 7 6 or Below

complete? Final Project presentation.

Effort: Took time to develop idea & 10 9-8 7 6 or Below

complete project. (Didnt rush or
procrastinate) Good use of class
time? Always on task. Time and
effort are evident in the execution of
the piece.

Work habits/attitude: Is respectful 10 9-8 7 6 or Below

and open to positive suggestions.
Cleans work area thoroughly. Uses
and cleans tools properly.

Representation: Object looks like it 10 9-8 7 6 or Below

was intended to during planning
process

Teacher Total: / Your Teacher

50 x 2 Total Total

(Possible
Points)
Assessment plan: I will assess learning by comparing the first pre-assessment test results to the
post-assessment test results. Below is the same test I gave pre and post project. I gave the pre
and post tests to all four classes and here are the results:

Painting

1. What three elements make up a landscape?

2. Who was an influential artist in the surrealist movement?

3. How would you describe Surrealism?

Painting Test

Class Hour Number of Number of PRETEST: # of Questions POST-TEST: # of Questions

Students Questions answered Correctly answered correctly

1 19 133 31

3 19 140 33

4 19 133 27

5 11 80 13
4. Name two types of perspective that can be used in a landscape.

5. Please list below the three primary colors.

6. Please list below the three secondary colors, and what primary colors make them.

7. Please list below the six intermediate colors

Analysis of student learning: The students got double the question correctly after completing
the project. After refreshing their memories about what primary colors make secondary colors,
and creating their own surrealistic landscape, they better understood the questions that were
asked because they dealt with them first hand.

Reflection: I would do this project again but without that one and two point perspective, and just
broadening it to any landscape. I felt there were too many requirements for the students to follow
in one picture for their grade level. Most students got really into their pictures, and I ended up
with many different landscapes. The timeline had to be extended because some students did
not care for the project at all, or got discouraged easily and gave up. I need to find a way to keep
students involved and intrigued in their projects.