Unit Assessment Plan Done

Subject Area Art
ED 3604 – Evaluation of Student Learning Grade Level Art 9

Unit Assessment Plan Topic Composition
Length of Unit (days) 7 days
Desired Results
Established Goals – GLO(s):
DRAWINGS:
- Investigate:
- Students will employ and arrange elements and principles to make compositions.
- Communicate:
- Students will use expressiveness in their use of elements in the making of images
Understandings: Essential Questions:

Students will understand that… - How can you use composition to
- Composition can influence the interpretation of each artist’s balance your work?
work. - What lines/colours would you
- Different shapes and images can communicate emotion. choose to communicate/express a
- There are many ways of interpreting the same event or scene particular emotion?
depending on each person's own perspective. - How do our own experiences and
- Using Warm, Cool, Complimentary, and Contrasting colours can personalities influence the way we
change the way an artwork feels (i.e. the mood) interpret/feel about a scene?
EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe
Subject Area Art
Prior understandings… Students will be able to…

- How to employ space, proportion and relationships for image
making Investigate Concepts
- How to create a composition. A. A consideration of balance and
- Patterns: contrast may be applied to drawings
- How to use patterns and emphasis in the creation of that depict forms in nature.
composition B. Repetition of shape in nature can
- The Colour Wheel: suggest patterns and motifs.
- Identify warm and cool colours C. A changing point of view can allow a
- Identify complimentary contrasts. more thorough analysis of the subject
matter of drawing.
Art 8
Investigate: Students will employ space, proportion and Communicate Concepts
relationships for image making. F. The principles of repetition or A. The subjective perception of the
emphasis can be applied to achieve unity in two-dimensional individual student affects the way
works. he/she expresses action and direction.
B. Mood and feeling as perceived by
Communicate: Students will use expressiveness in their use of the individual student can be
elements in the making of images A. Line can be used freely and expressed in colour drawings.
rhythmically to add mood or movement to a two-dimensional C. Exaggeration of mood
image. B. Points of view can be developed to express certain characteristics in drawings of nature
ideas such as mood or proximity in two-dimensional works. and people can help to emphasize a
personal point of view.
Organizations: Students will experiment with value, light,

atmosphere and colour selection to reflect mood in composition.
B. Mood in composition can be affected by the selection of
various colour schemes such as intense, aggressive schemes or
harmonious, pastel schemes.

Subject Area Art
Where does this lead?

Art 10
COMPOSITIONS - Organizations 1 EXPERIMENT WITH VARIOUS
REPRESENTATIONAL FORMATS. Concepts
A. Various materials alter representational formats and processes
used in achieving certain intended effects.
ENCOUNTERS - Sources of Images INVESTIGATE THE PROCESS OF
ABSTRACTING FORM FROM A SOURCE IN ORDER TO CREATE
OBJECTS AND IMAGES. Concepts A. Artists simplify, exaggerate
and rearrange parts of objects in their depictions of images.
B. Artists select from natural forms in order to develop decorative
motifs.

Subject Area Art
Lesson 1: Movement of Line

“Today we will be starting a new unit about composition. We will start by looking at how artists use
line within their work. We will do this by brainstorming the types of lines you can use, we will then
look closely at how the well-known artist Kandinsky used line in his abstract artwork, this will lead
into the creation of our own compositions! We will then wrap up class with a reflection in our
sketchbooks.”
Pre-assessment:
1. A large sheet of paper will be set up in the center of the classroom. Students will then work
together to make as many different kinds of lines as they can think of.
2. As a class, we will review the lines the students made, then list all the different kinds on a post
paper. Post this on a classroom wall for students to look back to during this lesson.
3. Along with the types of lines, we will make a list of vocabulary words that help describe how to
use lines. Example: repetition, contrast, opaque, translucent, large, small…
Instruction:
1. Show class a PowerPoint about Wassily Kandinsky. Go through the history behind abstract
expressionism.
2. Pause at Kandinsky’s Composition 6, 1913 and ask students to give examples of the type of line
they can see throughout the image.
3. Ask students if they see any movement within the composition. Why are some sections more
active than others? Does line affect their perception of movement?
4. Go through a couple pieces and describe how artists use line to move their viewer’s eye across
their composition.
5. Assignment: Students will create a visual brainstorm of ways in which you can create
movement using different lines. Encourage students to create different types of movement
within the same frame. How can you use this to draw the eye of the viewer?
Peer-assessment: At the end of class, have students set up their work at their desks and begin a
gallery walk. Students go around the room and post post-it notes with arrows on them showing
where their eye moves around the frame. For example, if student notices their eye following a set of
lines from the bottom left corner of the page to the top right, the student would post their post-it
note next to the line, with the arrow pointing to the top right of the page.
Sketchbook Reflection (exit slip): Once students have circulated the entire room, ask students
what they liked about other people work. Was there something that stood out to them? Was there a
line that best drew their attention? Have students record their findings in their sketchbook. These
observations might prove useful when creating their final compositions.
Lesson 2: Mood Squares

Pre-assessment:
1. Show students an Kandinsky’s Composition No. 6, 1913.
2. Ask students to describe what they see. Encourage students to use the vocabulary from previous
classes.
3. Move slide forward to include Kandinsky’s Composition No. 6, 1913 as well as his Composition VII,
1913.
Subject Area Art
4. Ask students to brainstorm in their table groups ways in which these works are similar and
different. Tell students they should be ready to share at least one similarity and one contrast with
the class. Again, encourage use of vocabulary.
5. Have students share what they see with the class.
6. Write down important terms on the front board as they come up.
Instruction:
1. Explain to class that they will be working in groups to create “mood squares”
2. Assignment: Each table group will be given two options of a mood they will work with
(example: creepy, happy, sad). As a group, each table will have to agree on which mood they
will create and begin brainstorming how they could go about doing so. Students will begin
brainstorming which colours, lines, or shapes they believe best suit their mood. After about
10 minutes of brainstorming time, students will be instructed to begin working on the large
paper provided to each group. They will have another 10 minutes to create their
compositions.
Peer-assessment: As table groups finish up, they will post their final piece for all to see. We will
then take time as a class to look at each other’s work. This will lead into a discussion. What do you
think each groups’ mood was? What colours, lines, or shapes make you believe so? Discuss any
specific misconceptions and any “wow” moments.
Self-assessment: Once students have had a chance to discuss each piece, ask students what they
liked about other groups’ work. Was there something that stood out to them? Was there a color
combination that best drew their attention? Have students record their findings in their sketchbook.
These observations might prove useful when creating their final compositions.
Lesson 3: Point of View

The purpose of this lesson is to emphasize that there are several ways to portray a single
idea/concept. This is especially prevalent between artists; however, we will examine how the same
artist can portray the same concept differently based on the decisions they make.
Pre-assessment:
1. Student’s sketchbooks will be laid out on each group table. Students will be asked to create a
composition using either shape, line, and color. (quick sketchbook activity)
2. As a class, we will discuss how students came about building their compositions.
3. Explain that there are many ways to create a composition.
4. Show class Wassily Kandinsky’s Composition V, 1911 and the work of Shantell Martin.
5. Ask class to discuss the similarities and differences between the two artists’ work.
6. Ask students to share some ideas from their discussion – write these on the white board.
Instruction:
1. Hand out two sheets of paper to each student.
2. Assignment: Challenge students to create two new compositions. Students will focus on
balance within their compositions, however, they are encouraged to consider movement and
mood as well. Each composition must be different from one another in some way. For example,
one image might be mostly line, with a large emphasis on repetition. While the other composition
Subject Area Art
might have a lot of colour, using colour to emphasize a specific mood. Encourage students to use
different colours, shapes, and line they believe best ground their image.
Peer-assessment: Students share their compositions with their table group. The group will take
time to discuss what they like about each work – encourage groups to ask questions to help uncover
the artist’s intention.
Self-assessment: On an exit slip, students will compare their thoughts about their work before
discussion and afterwards. How are they the same, how are they different, which was more effective
and why?
Performance Task:
For the final performance task, students will create an abstract painting that expresses a memory
they have. The goal is for students to design their compositions based on how they want to portray
their memory. If their memory is happy and energetic, the student may choose to use bright colours,
quick lines that energize the canvas, and forms that make them feel happy. However, if the student
chooses a somber memory, they might better express themselves using dark, cool colours, and
include ominous shapes and lines.
1. When introducing the project, discuss how Kandinsky included different forms and images
within his work. Look specifically as his Moscow I (Red Square), 1916. Explain that Kandinsky
made this piece while feeling down and depressed, however her chose to create this piece to
depict the sunset in Moscow – that which Kandinsky loved. How are these emotions depicted
in the piece? How did he use color? Line? Shape?
2. Tell them that they will be creating their own abstract painting using a memory as their
inspiration.
3. Before they begin, they will brainstorm in their sketchbooks the types of line, color, and shape
they may employ to express emotion. Students think what mood they want to portray.
4. Next, they will create a few preliminary sketches in their sketchbook. Since this is a final
assignment, they will need to ensure that they are making insightful and deliberate choices to
produce a quality piece.
5. Once they have created a few drawings, the students will conference with the teacher and
discuss the sketches they have made thus far (e.g. what's working), what they are planning for
their final project, and any challenges the student may be having.
6. After conferencing with the teacher, students may begin working on their project. Students will
also be encouraged to conference with their peers as they work together in their groups.
Teacher will check-in with students midway through in order to familiarize themselves with
the students work.
7. Students will display their final work around the room. We will then take time to circulate the
room – allowing students to experience all works. The class will break up into smaller groups
to discuss each work more in depth. Each group will be given a set of discussion questions
they will be tasked with addressing during their critique. Questions such as “What aspects of
the work suggest mood?” or “How did the artist’s choice of colour affect the piece?” will
address the understanding students have of key concepts.
Subject Area Art
Assessments
Line
Mood Sketchbook Dialogues/ Final
Learning Title Exit Slips movement Critique
graphs Compositions Conferences Painting
brainstorms
Outcomes
Type Formative Formative both both both Summative Formative
(Formative/Summative)
Weighting 10 10 10 70
Investigate Concepts
A. A consideration of
balance and contrast m
ay be applied to drawings      
that depict forms in
nature.
B. Repetition of shape in
nature can suggest    
patterns and motifs.
C. A changing point of
view can allow a more
thorough analysis of the    
subject matter of
drawing.
Communicate Concepts
A. The subjective
perception of the
individual student affects    
the way he/she expresses
action and direction.
B. Mood and feeling as
perceived by the
individual student can be    
expressed in color
drawings.
C. Exaggeration of mood
characteristics in
drawings of nature and    
people can help to
emphasize a personal
point of view.
Subject Area Art
Assessment Tool Overview

Assessment Assessment Assessment Assessment
Brief Description FOR Learning AS Learning OF Learning
Tool
Description: At the end of each class, students are
asked to either write an exit slip to hand in or
write a reflection in their sketchbooks. Each
prompt will be tailored to the material we
covered that class, however, they all have one
overall purpose – to promote student reflection.
See more specific questions in the final
description portion of each lesson. These
observations might prove useful when creating
their final compositions.
Rationale:
Assessment FOR: Exit slips are a great way to help
me determine what to emphasize in the following
Exit Slips lesson. Although many of the exit slip prompts ask  
for the opinion of my students, this can be used to
analyze their understanding of perception,
interpretation, and reflection in art (an important
aspect of this unit).
Assessment AS: The prompts are framed in such a

way as to encourage students to monitor and
critically reflect on their choices and those of their
peers, determine their effectiveness, and explore
alternative solutions. There is no one right answer
to these questions, as they depend on student’s
interpretation. Mostly I am assessing their thought
processes and rationale.
Subject Area Art
Description: Students will create a visual

brainstorm of ways in which you can create
movement using different lines. Encourage
students to create different types of movement
within the same frame. How can you use this to
draw the eye of the viewer? This activity will allow
students to experiment, therefore will not be taken
Line in for marks.
movement 
brainstorms Rationale:
Assessment FOR: This activity will help inform
instruction for the next class. During class discussion
and as I circulate the room, I will gauge students’
understanding. I can determine if I must provide
additional scaffolding in subsequent lessons. I will
also prove descriptive feedback when I hand back
their work.
Subject Area Art
Description: Each table group will be given two

options of a mood (example: creepy, happy, sad).
As a group, each table will have to agree on which
mood they will create and begin brainstorming
how they could go about doing so. Students will
begin brainstorming which colours, lines, or
shapes they believe best suit their mood. After
about 10 minutes of brainstorming time, students
will be instructed to begin working on the large
paper provided to each group. They will have
another 10 minutes to create their compositions.
Students will be required to include a set number of
elements in their work. Students will be given a list
to choose from, and I will mark their work based on
whether these elements were included.
Rationale:
instruction for the next class. During class discussion
and as I circulate the room, I will gauge students’
Mood graphs understanding. I can determine if I must provide  
additional scaffolding in subsequent lessons. I will
also prove descriptive feedback when I hand back
their work.
Assessment OF: I will be able to see the extent to

which students understood key concepts by looking
at the variety of line, shape, and colour present
within each work. As this is a group activity, I will
consider both the final product and the process that
informed their decisions.
I will use a Rating Scale to determine how well

students employ colour, line, and shape to express
their interpretation of a particular mood.
1. Amount of SLOs - This activity focuses on two
SLOs, therefore, it is not necessary to have a holistic
or analytic rubric.
2. Quality of work - Using a rating scale, rather than
a checklist will allow me to consider variations of
quality in my assessment by using a 5-point scale.
Subject Area Art
Description: Students will create two new

compositions which focus on balance. Students
will focus on balance within their compositions,
however, they are encouraged to consider
movement and mood as well. Students will be
asked to make each of their compositions
different from one another in some way. For
example, one image might be mostly line, with a
large emphasis on repetition. While the other
composition might have a lot of colour, using
colour to emphasize a specific mood. Encourage
students to use different colours, shapes, and line
they believe best ground their image.
Rationale:
instruction for the final assessment task. During
class discussion and as I circulate the room, I will
Sketchbook gauge students’ understanding. I can determine if I
Compositions must provide additional scaffolding in subsequent  
lessons. I will also prove descriptive feedback when I
hand back their work.
Assessment OF: I will be able to see how students

apply their knowledge of composition through their
use of line, colour, and shape.
I will use a Rating Scale to determine how well

students incorporate line, colour, and shape within
their compositions.
1. Amount of SLOs - This activity focuses on two
SLOs, therefore, it is not necessary to have a holistic
or analytic rubric. Instead, I can focus on assessing
the specific outcomes and discussions associated
with the task.
2. Quality of work - Using a rating scale, rather than
a checklist will allow me to consider variations of
quality in my assessment by using a 5-point scale.
Subject Area Art
Description: Once they have created a few

drawings, the students will conference with the
teacher and discuss the sketches they have made
thus far (e.g. what's working), what they are
planning for their final project, and any
challenges the student may be having. For
students who are struggling and/or have
exceptionalities, I will arrange meeting with them
during earlier lessons.
Rationale:
Assessment FOR: These conferences allow me to
gauge students’ understanding. By this point of the
unit, I would have a strong understanding of where
my students are with respect to the learning
outcomes. I will prove direct and descriptive
feedback based on their rationale.
Assessment AS: During these conversations,
students will be encouraged to reflect on the
effectiveness of their artistic choices and explore
alternative solutions. As described above, I will
Conferences
prove feedback based on their rationale and if   
further instruction is needed, I will give them an
opportunity to have a follow up conversation in the
following class.
Assessment OF: These conferences will examine the
extent to which students understand key concepts
by looking at how they intend to use colour, line,
and shape within their final work.
When addressing the expectations for these

conferences, students will be given a checklist to
ensure they are properly prepared.
1. Preparation tool - Since I expect students to be
prepared for their conference, it is important to give
students access to what is expected from them.
2. Scaffolded assessment - Using a checklist, rather
than a rubric, allows me to assess the students’
initial thoughts and scaffold this for final project.
Since a more in-depth form of assessment will be
completed for their final piece, a checklist is more
helpful for these preliminary phases in their work.
Subject Area Art
Description: For the final performance task,

students will create an abstract painting that
expresses a memory they have. The goal is for
students to design their compositions based on
how they want to portray their memory. If their
memory is happy and energetic, the student may
choose to use bright colours, quick lines that
energize the canvas, and forms that make them
feel happy. However, if the student chooses a
somber memory, they might better express
themselves using dark, cool colours, and include
ominous shapes and lines.
Rationale:
Assessment OF: In this final summative assignment
I will examine the extent to which students
Final painting understood key concepts by looking at how they
implemented line, colour, and shape in their

compositions. I will consider both the product and
the process that informed their decisions, as I will
also take into consideration students’ presentation
during the critique.
The final piece will be assessed by Analytic Rubric,

which will evaluate students’ knowledge,
understanding, and application of all the key ideas
from the unit.
1. Amount of SLOs - Because this will be the
performance task, there are many more SLOs that
are being assessed. As a result, a checklist, rating
scale, or holistic rubric will not be sufficient for
assessing each of these outcomes and the various
processes involved in completing the final piece.
Subject Area Art
Description: Students will display their final work

around the room. We will then take time to circulate
the room – allowing students to experience all
works. We will then break up into smaller groups to
discuss each work more in depth. Each group will be
given a set of discussion questions they will be
tasked with addressing during their critique.
Questions such as “What aspects of the work
suggest mood?” or “How did the artist’s choice of
colour affect the piece?” will address the
Critique understanding students have of key concepts. 
Rationale:
Assessment AS: Students will critically analyze the
effectiveness of their own choices as well as that of
their peers. Students will present their work
(providing their rationale), experience feedback
from peers (consider suggestions for improvement
and what was successful), as well as give feedback
to others. They will be encouraged to apply their
thinking in future assignments.
Subject Area Art
Artwork Examples
Kandinsky, Composition V, 1911 and Work by Shantell Martin

Subject Area Art
Kandinsky, Composition No. 6, 1913
Composition VII, 1913

Subject Area Art
Moscow I (Red Square) (1916)

Artwork description & Analysis: At first the move to Moscow in 1914 initiated a
period of depression and Kandinsky hardly even painted at all his first year back.
When he picked up his paintbrush again in 1916, he expressed his desire to paint a
portrait of Moscow in a letter to his former companion, Munter. Although he
continued to refine his abstraction, he represented the city's monuments in this
painting and captured the spirit of the city. Kandinsky painted the landmarks in a
circular fashion as if he had stood in the center of Red Square, turned in a circle,
and caught them all swirling about him. Although he refers to the outside world in
this painting, he maintained his commitment to the synesthesia of color, sound, and
spiritual expression in art. Kandinsky wrote that he particularly loved sunset in
Moscow because it was "the final chord of a symphony which develop[ed] in every
tone a high life that force[d] all of Moscow to resound like the fortissimo of a huge
orchestra."
Oil on canvas - The State Tretyakov Gallery, Moscow

Unit Assessment Plan Done

Hochgeladen von

Dokumentinformationen

Originaltitel

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

Unit Assessment Plan Done

Hochgeladen von

Copyright:

Verfügbare Formate

Subject Area Art

ED 3604 – Evaluation of Student Learning Grade Level Art 9

Understandings: Essential Questions:

EDUC 3604 – Unit Assessment Plan Template

Prior understandings… Students will be able to…

Organizations: Students will experiment with value, light,

EDUC 3604 – Unit Assessment Plan Template

Where does this lead?

EDUC 3604 – Unit Assessment Plan Template

Lesson 1: Movement of Line

Lesson 2: Mood Squares

Lesson 3: Point of View

Assessment Tool Overview

Assessment AS: The prompts are framed in such a

Description: Students will create a visual

Description: Each table group will be given two

Assessment OF: I will be able to see the extent to

I will use a Rating Scale to determine how well

Description: Students will create two new

Assessment OF: I will be able to see how students

I will use a Rating Scale to determine how well

Description: Once they have created a few

When addressing the expectations for these

Description: For the final performance task,

The final piece will be assessed by Analytic Rubric,

Description: Students will display their final work

Kandinsky, Composition V, 1911 and Work by Shantell Martin

Kandinsky, Composition No. 6, 1913

Composition VII, 1913

Moscow I (Red Square) (1916)

Das könnte Ihnen auch gefallen