These examples of assessments were created by Art Teachers in the http://www.artofed.com class in Assessment in Art. We had a great time looking over assessments across the country and crafting assessments based off of lessons we currently use. We found that designing our own assessments gathered more information about our student learning than a standardized assessment. Even our youngest students can analyze their work! Check out how Kindergarten can share their self-assessment here K Self-Assmnt
In our class we learned that it is important to assess in a variety of ways. Students can recall, describe and perform in there assessments in the same way we introduce, discuss and practice during the process of making art 2nd Pattern Assmnt.
Here is another great example of how to be diverse in your assessment. After a unit on Radial Design, the student is asked to select, define, sketch Radial Design and then describe their creative decisions: 4th Radial Design Assmnt. So fantastic that they will have an opportunity to show creativity, writing skills and use vocabulary to show their comprehension. All of these assessments could be designed to submit on a blog, saved on student flashdrive, or pasted on the back of assignment to share with parents. What would you consider to start assessing your students in Art? It is very exciting to think of the pride students will gain, value they will find to learning about Art, connecting to the meaning and having a richer experience.
4th Narrative Assessment click here to see follow up questions students answer in completion of assignment
This Narrative Art lesson has been one of my favorites! In the past we have used The Phillips Collection Jacob Lawrence’s The Migration Series to teach students the impact and unity of using the repetition of line, color and shape to tell a story. In this lesson we also look at the work of Romare Bearden, Faith Ringgold and William H Johnson. Each artist has a bold and inviting style in the imagery so that the viewer can determine the event and feel as if they are in the painting. This image shares a moment that the student chose from a book they are reading in their classroom. In the past students were assigned to select a significant fond memory of family time. Both assignments bring a tremendous amount of connection and creativity, but we were particularly delighted to take note of what scenes in the book touched and intrigued our students. They were excited to bring these scenes from the pages of their book to life in their collages.
Starting TAB in fall of 2013, I noticed Sketchbook usage did slip, so rather than send SB’s home at end of year, students “graduate” SB to next years grade level basket. Any students that move away can take theirs, or sometimes they just want pages they used to put in portfolio to take along. They do love the connection & belonging, plus their SB’s have really beautiful drawings & ideas. I thought this graduation idea would be the worst news, but they are cool with it & know they will get it officially at 5th grade graduation. It sounds so sparce of SB time, but here is the breakdown: 50 pages, 40 weeks of art class once a week (less for some with holidays/testing), usage varies but twice a month average. There are devoted students who love to draw and times devoted to drawing like:
1st find lines on campus playground & in nature
2nd garden sketching-we have produce & flowering gardens
3rd Seeing Trees each season-each homeroom is named after a tree on our campus.
4th Art in Action gesture drawings (I did have a few who desired to make their own SB’s)
5th Daily Draw -I open class with this first 5 min, then start class due to their learning style/vibe after recess;). Six new objects are set out each month.
In my former years of teaching art before TAB when this post was originally written and now with TAB only #5 and #3 remains true!
Sketchbook Time evolved from “Free Drawing Time”. After students had completed the assignment, stored work and cleaned their space they were allowed to do a “Free Drawing”. For years, the studio had loads of paper donated to use. People would drop of the old dot matrix printer paper, clear newsprint, rolls of butcher paper and pkgs of manilla paper. So there was always a stash to replenish the corner of the Art Cart of everyday supplies. In that Free Drawing time, I noticed students extending the project, mostly younger ones, like a mini-example to take home while ‘the real’ work dried in the drying rack. Students were also very focused and drew similar images together: action figures, vehicles, nature, animals. So in the year, after all the donated paper was used, I ordered a Sketchbook Diary for each student in the Sax Arts & Crafts catalog. Picked up a basket at the Container Store for each homeroom and used Avery labels for names. I developed a Sketchbook Time Guideline:
1. What can I draw list? What Can I Draw? Top 10 Drawing Challenges.
2. Fishbowl of Ideas (A fishbowl full of 100 laminated fish with ideas!)
3. Drawing Books (…Ed Emberley other Drawing books, so cute how they jot page # for next week to finish!)
4. Artist Library (various little paperback series)
5. Your own ideas!
This guideline has been very helpful to those who struggled with #5. You can get the Sketchbooks in 50 or 100 pgs. The 50 pages are plenty for our students in that they have Art once a week, use pencil or colored pencil & only front & back of one page per class. Sounds strict but it avoids bleeding markers and plowing through! Sketchbooks have also been great to warm up for Self-Portraits, practicing animals in Rousseau Jungles, etc. This year we’ve enhanced the Sketchbook Time by adding a “Sketchbook Gallery” to the end-of-year Art Show. Sketches were randomly selected and xeroxed to display. Students take sketchbooks home in June. For next year, I worked with colleague on developing a Top 10 Drawing Challenges for students to draw each month per grade level. I have mostly stayed away from inspecting Sketchbooks and still will but needed to convey the value of them and let’s grow from them. This artsaysthat small studies make a difference in the personal achievement of each individual student.
Blogging with Students
In our blogging class, that was so much fun and helpful to have classmates and leadership that motivated important thinking to get started, our last assignment was to create a lesson around Blogging with Students. I hadn’t thought about that so much yet, let alone blogging for my profession at the time, but it came to be a great tool for myself and classmates. Some art teachers were using it as a form of assessment. Students could post what they have learned. Blogging was also a great way to critique students work and discuss their process with peers. For this assignment, I chose for students to Blog “About an Artist”. Students will develop their observation skills, writing, empathy, connection, creativity and synthesis. Students will also have the opportunity for a hands-on experience. The Blogging time will have to be rotated in 15 min sign up per partners. The remaining time will be used for their creative connection to incorporate what they have learned in a Two or Three-dimensional project. Sounds ambitious, but 5th graders are ready to be busy, work with peers and explore independently! Click here to see student handout: Blogging About an Artist and here to see Lesson Plan About an Artist Blog Lesson. This artsaysthat a project like this will allow Differentiation: all types of learners to participate in a variety of mediums, research and documentation.
Reflections on Student Blogging. What would they learn and WHY would we use blogging? I think it is important to tap into the productive benefits of blogging, keep our students updated with technology and bring them as much success as possible by communicating about Art in every possible way!
Self-assessment: Students could upload a photo of their work and write 3 or 4 examples of how they completed the assignment, tried something new or applied meaning. Another idea is to generate Surveys students to answer questions regarding the lesson reflection to check for understanding.
Assess a classmate: Students to positively comment on the work of a classmate using vocabulary or skill tied with lesson.
About an Artist: Great way for students to share their research of an artist and post findings for classmates to comment.
About the Artist, myself: Students could do a demo or how to of a particular skill and/or exploration of art medium.
Academic Choice: Motivation is the key word here. I attended a workshop in Seattle and the presenter set aside four weeks of “Academic Choice” from Responsive Classroom approach. Incorporating student blogging could ‘lift the level’ of learning for themselves and others. Projects could be online or hands on. Photos of either could easily document the process. Allowing them to have a choice to explore self-expression, observation, innovation, empathy, and connection.