Cubism Worksheet by sry81552

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									                                    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

               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

              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
       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

       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

Learning Goal Three: Students will use cubism to draw an original self portrait (VA1,
FA1, GLE 3A Product grade 10). LG3

               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

                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
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.
                                                                   Aid will translate
                                                                   information to deaf
                                                                   student and notes
                                                                   will be typed.

                                                                   Help students when
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 will translate
                                                                   information to deaf
                                                                   student and lecture
                                                                   will be typed.

                                                                   Help students when
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

                                                             Help students when
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

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