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HIGH SCHOOL GRAPHIC DESIGN AND MULTIMEDIA ART
STUDENT: Amy Maiers
PHONE: 785-393-5788
E-MAIL ADDRESS: Amy.Maiers@jhcobras.net
GRADE LEVEL: 9-12 COURSE/SUBJECT AREA: Graphic Design and Multimedia Art : COURSE/SUBJECT AREA PURPOSE/OUTCOME:
Students will define the Elements of Art and the Principles of Design, techniques and processes on creating art, and explain how art plays a role throughout history and in everyday life. They will create works to examine the processes and techniques of art and justify the subject matter. Students will critique their own and others’ artwork, giving support for their recommendations.
SUMMARY OF HIGH ACHIEVEMENT UNIT OUTCOMES AND COMPONENTS
HIGH ACHIEVEMENT UNIT OUTCOMES OUTCOME COMPONENTS
1. Students will define the elements of art and
principles of design and interpret the uses within a variety of artworks. They will apply the elements of art and the principles of design in their art work.
1 Identify the Elements of art: line, shape, form, value, color,
space, texture
2 Compare and contrast the use of the Elements of art within
various artworks
3 Identify the Principles of design: variety, emphasis, repetition/
pattern, balance, unity, proportion, rhythm
4 Compare and contrast the use of Principles of Design within
various artworks
5 Create art products using both elements of art and principles of
design
2. Students will compare and contrast cultural arts to determine the role of art globally and analyze the history that influenced artists.
1 List different types of art forms, cultures, art movements/ styles
2 Differentiate between cultures by categorizing their art forms
and art styles/ movements
3 Investigate the influence of art globally through cultures
4 Investigate the influence of art in history and how art is affected
by historical events
3. Students will apply techniques and processes to create art and justify subject matter chosen.
1 Define vocabulary and identify tools and techniques
2 Describe and give examples on uses of equipment and
processes
3 Demonstrate the proper techniques and processes through
working on art work
4 Justify decisions and judge the use of subject matter either
orally or written.
4. Students will critique artworks to evaluate and interpret decisions made by the artist/s. They will
propose ideas in which others can implement within their work.
1 Evaluate others’ art work through verbal critique and analyze
techniques to recommend improvements
2 Evaluate art work through written critique and draw
conclusions as to the decisions that artists make to create
3 Construct an artist statement that justifies their decision making
and opinions of their own art work
HIGH SCHOOL GRAPHIC DESIGN AND MULTIMEDIA ART
Page 1 of 6 pages for Outcome # 1
Outcome: Art 1
Students will define the elements of art and principles of design and interpret the uses within a variety of artworks. They will apply the elements of art and the principles of design in their art work.
Component: 1.1 Identify the Elements of art: line,
shape, form, value, color, space, texture
Criterion: Students will be able to label 6 out of 7
elements of art within several artworks.
Formative Assessment: Oral (√): X Written (√): X Product (√): Performance (√):
Assessment Description:
The student will verbally identify the elements of art within an artwork during discussion, the teacher will check
off each element on a chart that has the names on the side and the elements across the top.
The student will label on a reproduction of an artwork the different elements of art.
Context:
The Student needs to have the tools to explain why art is aesthetically interesting and/ or pleasing.
Teacher Methods
Present a power point that
covers the elements of art
Display several different types
of art slides and model how to identify elements of art within
the artwork displayed.
Collaborative learning
Student Activities Hold discussions about
elements of art and how they are used within an artwork
Students point out examples within artworks
Students label reproductions of artwork with the elements
of art
Resources
Power point on elements
of art
Chart checklist
Different copies of artworks
Extensions:
Print out power point slide handout for students to take notes on.
Copy this page for each outcome component.
HIGH SCHOOL GRAPHIC DESIGN AND MULTIMEDIA ART
Page 2 of 6 pages for Outcome # 1
Outcome: Art 1
Students will define the elements of art and principles of design and interpret the uses within a variety of artworks. They will apply the elements of art and the principles of design in their art work.
Component: 1. 2 Compare and contrast the use of the
Elements of art within various artworks . Criterion: The Student will be able to describe within
several art works the use of the elements of art at least 80% of the time.
Formative Assessment: Oral (√): X Written (√): X Product (√): Performance (√):
Assessment Description:
Students will compare and contrast elements of art within three to five different artworks during discussion and
the teacher will use tally marks beside their names for each contributing comment.
The student will use a Venn Diagram to compared and contrast two artworks using each element of art as a topic. Context:
Student needs to be able to compare and contrast artworks to get a better understanding of different
techniques and processes that artists use.
Teacher Methods
The teacher will review the
elements of art
Collaborative learning
Student Activities
Students will discuss the
differences and similarities of the use of elements of art
within artworks
Student will choose two
reproductions of artwork and compare and contrast using a Venn Diagram
Resources
Venn Diagram
Different copies of artworks
Extensions:
Working one on one with students to check understanding.
Copy this page for each outcome component.
HIGH SCHOOL GRAPHIC DESIGN AND MULTIMEDIA ART
Page 3 of 6 pages for Outcome # 1
Outcome: Art 1
Students will define the elements of art and principles of design and interpret the uses within a variety of artworks. They will apply the elements of art and the principles of design in their art work.
Component: 1. 3 Identify the Principles of design:
variety, emphasis, repetition/ pattern, balance, unity, proportion, rhythm
Criterion: Students will be able to label 6 out of 7
principles of design within several artworks.
Formative Assessment: Oral (√): X Written (√): X Product (√): Performance (√):
Assessment Description:
The student will verbally identify the principles of design within an artwork during discussion, the teacher will
check off each principle on a chart that has the names on the side and the principles across the top.
The student will label on a reproduction of an artwork the uses of the different principles of design.
Context:
The Student needs to have the tools to explain why art is aesthetically interesting and/ or pleasing
Teacher Methods
Present a power point that covers the principles of design
Display several different types of art slides and model how to
identify principles of design within the artwork displayed.
Collaborative learning
Student Activities
Hold discussions about Principles of design and how
they are used within an artwork
Students point out examples within artworks
Students label reproductions of artwork with the principles of design
Resources
Power point on principles of design
Chart checklist
Copies of different
artworks
Extensions:
Print out power point slide handout for students to take notes on.
Copy this page for each outcome component.
HIGH SCHOOL GRAPHIC DESIGN AND MULTIMEDIA ART
Outcome: Art 1
Students will define the elements of art and principles of design and interpret the uses within a variety of
artworks. They will apply the elements of art and the principles of design in their art work.
Component: 1. 4 Compare and contrast the use of
Principles of Design within various artworks Criterion: The Student will be able to describe within
several art works the use of the principles of design at the
minimum of 80% of the time.
Formative Assessment: Oral (√): X Written (√): X Product (√): Performance (√):
Assessment Description:
Students will compare and contrast principles of design within three to five different artworks during discussion
and the teacher will use tally marks beside their names for each contributing comment. The student will use a Venn Diagram to compared and contrast two artworks using each principles of art as a
topic.
Context:
Student needs to be able to compare and contrast artworks to get a better understanding of different
techniques and processes that artist use.
Teacher Methods
The teacher will review the
elements of art
Collaborative learning
Student Activities
Students will discuss the
differences and similarities of the use of elements of art within artworks
Student will choose two reproductions of artwork and
compare and contrast using a Venn Diagram
Resources
Venn Diagram
Different copies of artworks
Extensions:
Working one on one with students to check understanding.
Copy this page for each outcome component.
Page 4 of 6 pages for Outcome # 1
HIGH SCHOOL GRAPHIC DESIGN AND MULTIMEDIA ART
Outcome: Art 1
Students will define the elements of art and principles of design and interpret the uses within a variety of
artworks. They will apply the elements of art and the principles of design in their art work.
Component: 1. 5 Create art products using both elements of art and principles of design
Criterion: The student will create art products that uses 6 out of the 7 elements of art and 6 out of the 7 principles of
design.
Formative Assessment: Oral (√): Written (√): Product (√): X Performance (√):
Assessment Description:
The student will create a product that incorporates the use of both the Elements of art and the Principles of design
and the use of a rubric.
Context: Creating an art product is a hands-on experience that helps students understand more fully the elements
and principals.
Teacher Methods
Discuss the artwork that they will need to create with all
parameters involved.
Demonstrate the art processes
that the students will need to produce work
Model how to brain storming
Interview each student about
their plan/ brain storming
Observe students working and
assisting as needed
Student Activities
Discussion to clarify product parameters
Review and practice art processes
Verbally confirm plan with teacher
Create artwork
Resources
List and definitions of elements of art and
principles of design
Grading rubric
Journal/ sketchbook for brain storming
Materials for art product
Extensions:
Adjust rubric for sped students (5 out of 7 elements and principles). Give more time for students who are
struggling.
Copy this page for each outcome component.
Page 5 of 6 pages for Outcome # 1
Page 6 of 6 pages for Outcome # 1
Summative Assessment for Outcome # 1 This is the outcome: Students will define the elements of art and principles of design and interpret the uses within a variety of artworks. They will apply the elements of art and the principles of
design in their art work. Description of the Assessment:
Students will identify the elements of art and principles of design within their own artwork and analyze
the importance of the use the elements and principles through verbal presentation.
Guidelines for Administering the Assessment:
The teacher will have the student present orally their assessment of the artwork they produce.
Criteria Used for Determining Adequacy of the Assessment:
a check list for the elements of art and the principles of design
Techniques for Scoring the Assessment:
Using a check list for the elements of art and the principles of design the teacher will check off each one mentioned during presentation and
New Context for Transfer:
When visiting an art museum or observing art, Students will have the tools in which to understand and discuss art
in a clear and concise manner.
Copy this page for each outcome only.
HIGH SCHOOL GRAPHIC DESIGN AND MULTIMEDIA ART
Page 1 of 5 pages for Outcome # 2
Outcome: Art 2
Students will compare and contrast cultural arts to determine the role of art globally and analyze the history that influenced artists.
Component: 2.1 List different types of art forms,
cultures, art movements/ styles
Criterion: Students will be able to match various
artworks with their art movement/ styles, culture, and
type of media used with an (at the minimum) of 85%
accuracy.
Formative Assessment: Oral (√): X Written (√): X Product (√): Performance (√):
Assessment Description: Students will take notes and be able to talk about artwork shown and be able to match the artwork with a culture,
an art movement/ style and the type of media.
Context:
Students can discover which art movement/ style they enjoy, see how and why cultures create art, and be
able to identify how an artwork is made.
Teacher Methods
Collaborative learning
Brain storming
Review and quiz through game host
Student Activities
Students will research a culture or time period and
pull 5 artists and their artwork and write notes ion their journal/ sketchbook
share with the class the art movement, the culture, the
artists, the artwork and the media
Students will team up and
play an interactive game
Resources
Time line around art
room
Posters
Reproductions
Books
Internet
PowerPoint
presentations
Jeopardy game
Extensions:
Print out power point slide handout for students to take notes on.
Copy this page for each outcome component.
HIGH SCHOOL GRAPHIC DESIGN AND MULTIMEDIA ART
Page 2 of 5 pages for Outcome # 2
Outcome: Art 2
Students will compare and contrast cultural arts to determine the role of art globally and analyze the history that influenced artists.
Component: 2.2 Differentiate between cultures by
categorizing their art forms and art styles/ movements
Criterion: Students will be able identify cultures by their
art forms and styles/ movements with an (at the
minimum) of 85% accuracy.
Formative Assessment: Oral (√): X Written (√): X Product (√): Performance (√):
Assessment Description:
Students will take notes and be able to talk about artwork shown and be able to match the artwork with a culture, an art movement/ style and the type of media.
Context:
Students can discover which art movement/ style they enjoy, see how and why cultures create art, and be
able to identify how an artwork is made.
Teacher Methods
Collaborative learning
Brain storming
Review and quiz through
game host
Student Activities
Students will research a
culture or time period and pull 5 artists and their artwork and write notes ion
their journal/ sketchbook
share with the class the art
movement, the culture, the artists, the artwork and the
media
Students will team up and
play an interactive game
Resources
Time line around art
room
Posters
Reproductions
Books
Internet
PowerPoint
presentations
Jeopardy game
Extensions:
Print out power point slide handout for students to take notes on.
Copy this page for each outcome component.
HIGH SCHOOL GRAPHIC DESIGN AND MULTIMEDIA ART
Page 3 of 5 pages for Outcome # 2
Outcome: Art 2
Students will compare and contrast cultural arts to determine the role of art globally and analyze the history that influenced artists.
Component: 2.3 Investigate the influence of art
globally through cultures
Criterion: The student will research a culture and be
able draw 3-4 conclusions to determine the influence of
the culture’s art within the global society.
Formative Assessment: Oral (√): X Written (√): X Product (√): X Performance (√): X
Assessment Description:
The student will create a power point presentation of an artwork/ artist and the culture that influenced this. This Ppt. will have 10-15 slides and be graded with a rubric. The student will also create an artwork that is influenced
by the artist or artwork. The student will present their findings to the class.
Context:
Students can discover which art movement/ style they enjoy, see how and why cultures create art, and be
able to identify how an artwork is made.
Teacher Methods
Introduce the guidelines for
the project and the PowerPoint presentation
Demonstrate how to use the PowerPoint program and get
information from the internet and cite all images and information
Discuss with each student their choices
Work one on one with students to ensure learning
Collaborative learning
Student Activities
Research an artist and create a PowerPoint presentation
using the provided guidelines
Choose the type of art they
will be influenced by
Create an art product
Orally present to the class the PowerPoint presentation
Resources
Time line around art
room
Posters
Reproductions
Books
Internet
PowerPoint presentation
guidelines
Art Materials and
supplies
Artwork evaluation/
rubric
PowerPoint Rubric
Extensions:
Provide extra time for writing exercises, and write out detailed timelines for pacing with SPED students.
Get assistance from English/ reading and SPED teachers. Reduce number of slides if needed and
simplify instructions as needed.
Copy this page for each outcome component.
HIGH SCHOOL GRAPHIC DESIGN AND MULTIMEDIA ART
Page 4 of 5 pages for Outcome # 2
Outcome: Art 2
Students will compare and contrast cultural arts to determine the role of art globally and analyze the history that influenced artists.
Component: 2.4 Investigate the influence of art in
history and how art is affected by historical events
Criterion: The student will research an art movement
and be able draw 3-4 conclusions to determine the
influence of the movement within history.
Formative Assessment: Oral (√): X Written (√): X Product (√): X Performance (√): X
Assessment Description:
The student will create a power point presentation of an artwork/ artist and the culture that influenced this. This
Ppt. will have 10-15 slides and be graded with a rubric. The student will also create an artwork that is influenced
by the artist or artwork. The student will present their findings to the class.
Context:
Students can discover which art movement/ style they enjoy, see how and why cultures create art, and be
able to identify how an artwork is made.
Teacher Methods
Introduce the guidelines for
the project and the PowerPoint presentation
Demonstrate how to use the PowerPoint program and get
information from the internet and cite all images and information
Discuss with each student their choices
Work one on one with students to ensure learning
Collaborative learning
Student Activities
Research an artist and create a PowerPoint presentation
using the provided guidelines
Choose the type of art they
will be influenced by
Create an art product
Orally present to the class the PowerPoint presentation
Resources
Time line around art room
Posters
Reproductions
Books
Internet
PowerPoint presentation guidelines
Art Materials and supplies
Artwork evaluation/ rubric
PowerPoint Rubric
Extensions:
Provide extra time for writing exercises, and write out detailed timelines for pacing with SPED students.
Get assistance from English/ reading and SPED teachers. Reduce number of slides if needed and
simplify instructions as needed.
Copy this page for each outcome component.
Page 5 of 5 pages for Outcome # 2
Summative Assessment for Outcome # 2 This is the outcome: Students will compare and contrast cultural arts to determine the role of art globally and analyze the history
that influenced artists. Description of the Assessment: The student will present their power point presentation of an artwork/ artist and the culture that influenced this and their own personal art work.
Guidelines for Administering the Assessment:
The teacher will have the student present orally.
Criteria Used for Determining Adequacy of the Assessment:
Using a rubric that covers oral presentation, information covered, and the correlation from artist/ art to their own
work.
Techniques for Scoring the Assessment:
Using a rubric that covers oral presentation, information covered, and the correlation from artist/ art to their own work.
New Context for Transfer:
When visiting an art museum or observing art, Students will have the tools in which to understand and discuss art
in a clear and concise manner.
Copy this page for each outcome only.
HIGH SCHOOL GRAPHIC DESIGN AND MULTIMEDIA ART
Page 1 of 5 pages for Outcome # 3
Outcome: Art 3
Students will apply techniques and processes to create art and justify subject matter chosen.
Component: 3.1 Define vocabulary and identify tools
and techniques
Criterion: Within each art media, students will define
vocabulary and identify tools and techniques with 85% accuracy.
Formative Assessment: Oral (√): X Written (√): X Product (√): Performance (√): X
Assessment Description:
Students will take notes in their journal to define vocabulary, tools and techniques. Students will show proper use
of techniques and verbally label tools and define vocabulary within the art room.
Context:
Knowing the proper terms of equipment and vocabulary will allow for students to use and purchase
items on their own to be creative outside of class.
Teacher Methods
For each media introduced:
Introduce the concept, the history, the artists, the media
used, the tools needed
Demonstrate how to use tools
and techniques properly
Pass out supplies
Walk around to check understanding
Interview each student about idea/ concept
Correct improper use of tools, techniques and vocabulary
Student Activities
Discussion about techniques,
tools, equipment
Work on vocabulary either on worksheets or in journal/
sketchbook
Practice techniques
Verbally confirm subject matter with teacher
Create art products within each media introduced
Resources
Tools and equipment
Handouts about
techniques
Vocabulary work sheets
Journals/ sketchbooks
Books
Internet
Art supplies/ materials
Extensions:
Reteach and demonstrate to individual as needed.
Copy this page for each outcome component.
HIGH SCHOOL GRAPHIC DESIGN AND MULTIMEDIA ART
Page 2 of 5 pages for Outcome # 3
Outcome: Art 3
Students will apply techniques and processes to create art and justify subject matter chosen.
Component: 3.2 Describe and give examples on uses
of equipment and processes
Criterion: The Student will demonstrate the uses of
equipment and processes with 95% accuracy.
Formative Assessment: Oral (√): Written (√): X Product (√): Performance (√): X
Assessment Description:
The student will use their journal to write notes about processes and equipment. They will then use the equipment
in the correct manner and demonstrate the different processes.
Context: Knowing the proper terms of equipment and vocabulary will allow for students to use and purchase
items on their own to be creative outside of class.
Teacher Methods
For each media introduced:
Introduce the concept, the
history, the artists, the media used, the tools needed
Demonstrate how to use tools and techniques properly
Pass out supplies
Walk around to check
understanding
Interview each student about
idea/ concept
Correct improper use of tools,
techniques and vocabulary
Student Activities
Discussion about techniques,
tools, equipment
Work on vocabulary either
on worksheets or in journal/ sketchbook
Practice techniques
Verbally confirm subject
matter with teacher
Create art products within
each media introduced
Resources
Tools and equipment
Handouts about
techniques
Vocabulary work sheets
Journals/ sketchbooks
Books
Internet
Art supplies/ materials
Extensions:
Reteach and demonstrate to individual as needed.
Copy this page for each outcome component.
HIGH SCHOOL GRAPHIC DESIGN AND MULTIMEDIA ART
Page 3 of 5 pages for Outcome # 3
Outcome: Art 3
Students will apply techniques and processes to create art and justify subject matter chosen.
Component: 3.3 Demonstrate the proper techniques
and processes through working on art work
Criterion: The student will create an art work using
80%-95% of techniques and processes demonstrated by
teacher.
Formative Assessment: Oral (√): Written (√): Product (√): X Performance (√): X
Assessment Description:
The student will create a product that uses techniques and processes demonstrated by the teacher, the teacher will observe.
Context:
Knowing the proper terms of equipment and vocabulary and the processes will allow for students to use
and purchase items on their own to be creative outside of class.
Teacher Methods
For each media introduced:
Introduce the concept, the history, the artists, the media
used, the tools needed
Demonstrate how to use tools
and techniques properly
Pass out supplies
Walk around to check understanding
Interview each student about idea/ concept
Correct improper use of tools, techniques and vocabulary
Student Activities
Discussion about techniques,
tools, equipment
Work on vocabulary either on worksheets or in journal/
sketchbook
Practice techniques
Verbally confirm subject matter with teacher
Create art products within each media introduced
Resources
Tools and equipment
Handouts about
techniques
Vocabulary work sheets
Journals/ sketchbooks
Books
Internet
Art supplies/ materials
Extensions:
Reteach and demonstrate to individual as needed.
Copy this page for each outcome component.
HIGH SCHOOL GRAPHIC DESIGN AND MULTIMEDIA ART
Page 4 of 5 pages for Outcome # 3
Outcome: Art 3
Students will apply techniques and processes to create art and justify subject matter chosen.
Component: 3.4 Justify decisions and judge the use of
subject matter either orally or written. Criterion: The student will justify the use of their
chosen subject matter and be able to defend their
choice 100% of the time.
Formative Assessment: Oral (√): X Written (√): Product (√): Performance (√):
Assessment Description:
The student will justify their subject matter and why it fits within the requested criteria within a discussion with
the teacher.
Context: Student need to be creative and be able to think for themselves.
Teacher Methods
For each media introduced:
Introduce the concept, the
history, the artists, the media used, the tools needed
Demonstrate how to use tools and techniques properly
Pass out supplies
Walk around to check
understanding
Interview each student about
idea/ concept
Correct improper use of tools,
techniques and vocabulary
Student Activities
Discussion about techniques,
tools, equipment
Work on vocabulary either
on worksheets or in journal/ sketchbook
Practice techniques
Verbally confirm subject
matter with teacher
Create art products within
each media introduced
Resources
Tools and equipment
Handouts about
techniques
Vocabulary work sheets
Journals/ sketchbooks
Books
Internet
Art supplies/ materials
Extensions:
Reteach and demonstrate to individual as needed.
Copy this page for each outcome component.
Page 5 of 5 pages for Outcome # 3
Summative Assessment for Outcome # 3 This is the outcome: Students will apply techniques and processes to create art and justify subject matter chosen.
Description of the Assessment:
The student will produce a product.
Guidelines for Administering the Assessment:
The teacher will observe the techniques and processes used by the student and interview the student about subject
chosen.
Criteria Used for Determining Adequacy of the Assessment:
Rubric on subject matter, processes, and techniques
Techniques for Scoring the Assessment:
Using a rubric and observing
New Context for Transfer:
With the abilities to understand how to create art and researching art, the student can create for enjoyment
outside of the classroom.
Copy this page for each outcome only.
HIGH SCHOOL GRAPHIC DESIGN AND MULTIMEDIA ART
Page 1 of 4 pages for Outcome # 4
Outcome: Art 4 Students will critique artworks to evaluate and interpret decisions made by the artist/s. They will propose ideas in which others can implement within their work.
Component: 4.1 Evaluate others’ art work through
verbal critique and analyze techniques to recommend
improvements
Criterion: The Student will give 5 valid comments that
suggest ways to improve others’ art work during a verbal
group critique.
Formative Assessment: Oral (√): X Written (√): Product (√): Performance (√):
Assessment Description:
The student will give 5 statements that recommend improvements or suggestions about ideas/ thoughts of other’s
art work, the teacher will use a tally system to record the number of appropriate comments.
Context:
Critiquing is a way to communicate effectively without insulting and hurting others’ feelings , but also
voicing an opinion and making decisions.
Teacher Methods
The teacher will discuss the reasoning behind critique and
the process in which it should be done.
The teacher will model the
critiquing process- giving good examples and bad
examples.
The teacher will tally mark
those who give adequate responses and prompt any student who has not shared or
verbalized during critique
Student Activities
The student will post their
work on the critique board and share with the class one thing that they like or think is
working and one thing that they wish they could change
or fix within their work.
The students will then open
discussion about the posted work, giving helpful advice and ways to improve
Resources
The critique corner
Students’ artwork
Other artists’ work
Extensions:
Give longer pause time for students that are struggling to share. Guide struggling students to see areas in
need of improvement by asking their opinion about it specifically. If still struggling do more of a private
critique one on one.
Copy this page for each outcome component.
HIGH SCHOOL GRAPHIC DESIGN AND MULTIMEDIA ART
Page 2 of 4 pages for Outcome # 4
Outcome: Art 4 Students will critique artworks to evaluate and interpret decisions made by the artist/s. They will propose ideas in which others can implement within their work.
Component: 4.2 Evaluate art work through written
critique and draw conclusions as to the decisions that
artists make to create
Criterion: The student will write a one page paper on a
chosen art work and draw 5 conclusions about the artist’s
creative choices.
Formative Assessment: Oral (√): Written (√): X Product (√): Performance (√):
Assessment Description:
The student will use brain storming worksheet in order to come up with 5 conclusions about the chosen art work.
They will then write a one page paper that is clear and concise using their brain storming worksheet. The student
will be guided using a rubric similar to 6 trait writing rubrics.
Context:
Critiquing is a way to communicate effectively without insulting and hurting others’ feelings, but also
voicing an opinion and making decisions.
Teacher Methods
Teacher introduces the process of writing critiques
and the history and thoughts about why you would need to
write a critique.
Demonstrate the brain
storming process and how to use the work sheet.
Discuss the grading rubric and
the parameters for the critique
Guide students in writing a
one page paper
Work one on one
Discuss the proofing process
Student Activities
The students will select an
artwork
They will draw 5 conclusions
about artwork and write these down on the brain
storming worksheet
They will type a one page
paper
The students will collaborate in the proofing process
Student will correct and refine to achieve a finished
product
Resources
Reproductions
Brain storming
worksheet
Writing rubric
Computer
Extensions:
Reduce the amount of conclusions as needed. Assist in writing as needed with the help of Language art
teachers and/or SPED teachers.
Copy this page for each outcome component.
HIGH SCHOOL GRAPHIC DESIGN AND MULTIMEDIA ART
Page 3 of 4 pages for Outcome # 4
Outcome: Art 4 Students will critique artworks to evaluate and interpret decisions made by the artist/s. They
will propose ideas in which others can implement within their work.
Component: 4.3 Construct an artist statement that
justifies their decision making and opinions of their own art work
Criterion: The student will write a one page paper on
their own work and give 3 reasons that justify their
decision making and 3 opinions about their art work.
Formative Assessment: Oral (√): Written (√): X Product (√): Performance (√):
Assessment Description: The student will use brain storming worksheet in order to come up with three opinions about their work and three
reasons that justify their work. They will then write a one page paper that is clear and concise using their brain
storming worksheet. The student will be guided using a rubric similar to 6 trait writing rubrics.
Context:
Critiquing is a way to communicate effectively without insulting and hurting others’ feelings, but also
voicing an opinion and making decisions.
Teacher Methods
Teacher introduces the
process of writing artist statements and the history and thoughts about why you
would need to write one.
Demonstrate the brain
storming process and how to use the work sheet.
Discuss the grading rubric and the parameters for the critique
Guide students in writing a one page paper
Work one on one
Discuss the proofing process
Student Activities
The students will select an artwork
They will share ideas about their own artwork and write these down on the brain
storming worksheet
They will type a one page
paper
The students will collaborate
in the proofing process
Student will correct and
refine to achieve a finished product
Resources
Reproductions
Brain storming worksheet
Writing rubric
Computer
Extensions:
Reduce the amount of conclusions as needed. Assist in writing as needed with the help of Language art
teachers and/or SPED teachers.
Copy this page for each outcome component.
Page 4 of 4 pages for Outcome # 4
Summative Assessment for Outcome # 3 This is the outcome: Students will critique artworks to evaluate
and interpret decisions made by the artist/s. They will propose ideas in which others can implement within their work.
Description of the Assessment:
The student will write an artist’s statement that covers their own work that is influenced by a famous
artist that they researched.
Guidelines for Administering the Assessment:
The teacher will give out brain storming work sheet to organize thoughts, and then have the students use their
computers to write rough drafts, then refine and polish the artist statements.
Criteria Used for Determining Adequacy of the Assessment:
Rubric that covers 6 trait writing.
Techniques for Scoring the Assessment:
Using a rubric to grade.
New Context for Transfer:
Writing can be used throughout life. Being able to give others better understanding about personal ideas in a
concise way is a great way to be effective in communication.
Copy this page for each outcome only.
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