Assessment Plan Learning Goal One: Students will be able to list and differentiate between geometric and organic shapes (VA2, FA2, GLE 1A EP grade 9). LG1 Pre-Assessment In the pre-assessment for learning goal one, the students are to define the terms geometric and organic shapes. The students will complete a worksheet (see appendix 1) which includes drawing shapes as well as fill in the blank and short essay questions. The questions will test the students on their knowledge of the angles, the number of sides shapes have, and observation of shapes in their environment. I suspect the students will have a hard time recalling more complex shapes, angles, and the number of sides they all have. Formative Assessment After the pre-assessment, the students will participate in a lecture and discussion about shapes. In the lecture, I will use a power point presentation (see appendix 2) to talk about various shapes, sides, and angles. As a class we will practice drawing numerous geometric shapes and organic shapes. With each shape, we will point the shape out in the classroom. The students will also use their memory to recall where they have seen the shape outside of the classroom. For example, an octagon is found on a stop sign. We will also talk about the pentagon and the events of 9-11. Seeing how these shapes are used throughout their everyday life will help them understand the relevance of learning them. Post Assessment In order to post assess the students on their knowledge of shapes, I will have them complete a worksheet (see appendix 3). In the assessment, the students will not only recall their new knowledge of shapes, but also demonstrate that knowledge into small sketches of each shape. They will also be expected to write a short essay on how shapes apply to their daily lives. Since we reviewed this idea in class the students should have a basis to start their essay. Learning Goal Two: Students will understand and identify works from Pablo Picasso and other cubism artist (VA4, FA5, GLE 1A History grade 10). LG2 Pre-Assessment In order to pre-assessment learning goal two, the students will study the work of Pablo Picasso. The painting they will study closely is the “Three Musicians” (see appendix 4), which is designed using shapes and lines. The students will be asked to list the types of lines and shapes they recognize. On that same paper they will write using any prior knowledge they know about Pablo Picasso. Formative Assessment After completing the pre-assessment, the students will listen to a brief lecture about the history of Pablo Picasso (see appendix 4). Throughout the lecture the students will be able to see images of Picasso and his work including his paintings, assemblage sculptures, and ceramics. They will also learn about his family and his interest in bull fighting. Finally they will learn about the start of cubism. While I discuss his life and his ideas, I will ask and answer questions in order to keep their interest. I figure the bull fights will interest the majority of the students since the majority of them take an agriculture class and live in the country. Post Assessment The post assessment will ask the students to write about Pablo Picasso. They will write on their own notebook paper and the questions will be displayed in appendix 4. While writing about the history of Picasso the students should describe things like his education, his advancements in art (realism to cubism), the mediums he used, his interest in bull fights, his family, his wealth, and finally his death. The students will again look at the “Three Musicians”. This time they will describe the ideas behind cubism and how the painting is an example of cubism. In the response the students should talk about the multiple points of view shown in the one painting, the use of lines and shapes, and the childlike feel of the painting. Learning Goal Three: Students will use cubism to draw an original self portrait (VA1, FA1, GLE 3A Product grade 10). LG3 Pre-Assessment The pre-assessment for learning goal three will be based off of the information they learned in learning goal two. In learning goal two the students learned what cubism was and they also studied the master of cubism. As a result they should understand how to draw in a cubist style. In order to practice drawing in the cubist style, the student will be assessed on their ability to draw three people using the cubist style. Images of people will be selected for the students and will be seen on a power point in appendix 4. A class demonstration will help them with the first drawing, but they will complete the other two on their own. Formative Assessment Throughout the formative assessment, the students will use the cubist style to create their own self portrait. They will have practice drawings from the pre- assessment to help them get started. The drawing will contain at least one other person like a friend or family member. The 9”x 12” portrait will include the entire body not just the bust, and the figures will be portraying action. For example, the students could draw themselves with their sister playing basketball. Once the students are finished drawing their figures, they will fill the shapes using colored pencil. Finally they will outline all of their lines and shapes using a black marker. This drawing will be graded according to a rubric (appendix 5). Post Assessment In order to be sure the students understand the cubist style, I will have them complete a worksheet (see appendix 6). The students will first answer aesthetic related questions, which is a key component of a discipline based art education. The questions will be written in full complete sentences using proper grammar and spelling. They will be asked to tell about the story they have depicted in their drawing. The students will also be asked to discuss the various angles and points of view they used to make their cubist drawing. The final question will ask the students if using lines and shapes to depict people is easier then drawing realistically. Learning Goal Four: Students will be able to compare and contrast their work with the work of Pablo Picasso and their peers (VA3, FA3, GLE 2A AP grade 10). LG4 Pre-Assessment For my pre-assessment, students will complete a chart (see appendix 7). In order to complete the chart, they will be asked to observe their own work, the work of one of their peers and the “Three Musicians” by Pablo Picasso. They will be looking at the shapes all three artists used and how each was able to show the cubist style. They will also write what they thought the subject or action was and their initial reactions to the work. Formative Assessment In the formative assessment, the students will converse with one another about their drawings. Each student will stand in front of the class while displaying and talking about their drawing. They will discuss the shapes, the action, how they used cubism, and what they like best about their drawing. The class will also discuss their thoughts. However they will not be permitted to say negative opinions because art class is about building creativity and self esteem not destroying it. Throughout the class critique, the students will be asked to relate some of the works to that of Picasso. Post Assessment In order to be sure the students understand the cubist style, they will have a more formal assessment. On a piece of notebook paper, the students will be asked to compare and contrast their work with that of another peer, not the one they used for the chart in the pre-assessment. Once again they will be graded on English composition skills as well as their ability to compare and contrast. In the essay they will need to compare and contrast the shapes, colors, media, action or subject of the composition, and the cubist style shown. Learning Goals Assessment Format of Adaptation Assessment Learning Goal 1: Pre Assessment Shapes worksheet Autistic student will Students will be be given templates able to list and Formal Assessment Shapes Power Point to trace in order to differentiate make geometric between geometric Post Assessment Shapes drawings shapes, with the and organic shapes. and worksheet help of his aid. LG1 Aid will translate information to deaf student and notes will be typed. Help students when needed. Learning Goal 2: Pre Assessment Prior knowledge of Autistic student will Students will Picasso listen to lecture and understand and stay as long as identify works from Formal Assessment Picasso Power Point possible. He will be Pablo Picasso and Lecture given vocabulary other cubism artist. Post Assessment related to Picasso LG2 Picasso History and cubism to write Recollection with the help of his aid. Aid will translate information to deaf student and lecture will be typed. Help students when needed. Learning Goal 3: Pre Assessment 3 People Drawing Autistic student Students will use receive assistance cubism to draw an Formal Assessment Self Portrait Action drawing. He will original self portrait. Drawing then color using LG3 colored pencil, with Post Assessment Cubism worksheet the help of his aid. Aid will translate information to deaf student and directions will be typed. Help students when needed. Learning Goal 4: Pre Assessment Comparison Chart Autistic student will Students will be compare the shapes able to compare and Formal Assessment Verbal critique and colors used in contrast their work his drawing and with the work of Post Assessment Peer Comparison another student, Pablo Picasso and Essay with the help of his their peers. LG4 aid. Aid will translate information to deaf student and notes will be typed. IEP students with speech impediments will be allowed to write their critique instead of speaking about the drawings. Help students when needed.
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