Michigan Arts Education Instructional and Assessment ProgramMichigan Assessment Consortium

VISUAL ARTS AssessmentPerformance Task V.T205

Scanograms

Grade 4

Teacher BookletTeacher DirectionsStudent Directions

Assessment QuestionsTeacher Scoring Rubric

Reflection

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ACKNOWLEDGEMENTS

USING THE MAEIA ASSESSMENTS TO DEMONSTRATE EDUCATOR EFFECTIVENESS THE“NEW OLD-FASHIONED WAY” (METHOD 3)

This assessment can be used to demonstrate arts educator effectiveness by organizing and presenting standards-based student performance data along with information about the steps the teacher used to instruct, support, and encourage students.

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Michigan Student Learning Standards Assessed

MAEIA Performance Standard(s)

VA.EL.P.1–Students can select and apply materials and processes effectively and safely while participating in art making experiences.

Michigan Content Benchmark(s) and GLCE(s)

ART.VA.I.EL.1–Use materials, techniques, media, technology, and processes to communicate ideas and experiences. ART.VA.I.4.1–Use technologies to communicate ideas and experiences.

Intended Students Fourth-grade visual arts students.

Alignment to National Core Arts Standards

Anchor Standard VA:Cr2–Organize and develop artistic ideas and work.

OVERVIEW AND OUTLINE OF THE PERFORMANCE TASKStudents will arrange small, ready-made objects provided by the teacher in a creative composition in order to create a scanogram digital photograph that is visually pleasing and communicates an idea or an experience.

This assessment could be adapted for grades 5–8 by varying the complexity of the editing process and/or the artist reflection.

SUGGESTED TOTAL TIME This assessment has three parts to it. The assessment should take 115 minutes to complete, as shown below:

o Part 1–Assessment Questions (Day 1, 5 minutes)o Part 2–Produce Three Visually-Pleasing Scans (Days 1 and 2, 80 minutes) o Part 3–Select the Most Successful Scan and Write a Short Reflection about It (Day 3,

30 minutes)

LIST OF MATERIALS REQUIRED The materials required for this assessment are:

o Student Bookletso Pens or pencilso Scannerso Computerso Scanner softwareo Image-editing software (e.g., PhotoShop, Picassa, Gimp, Pixlr, Sumo Paint)o Flash drive, digital file, or other drive to which images can be savedo Color printer and photo paper, if printing the scanograms is desiredo A variety of small manipulatives, such as buttons, coins, marker caps, bottle caps,

crayons, barrettes, old jewelry pieces, scraps of colorful paper, silk flowers,

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feathers, keys, nails, screws, washers, paper clips, pieces of colorful cereal, dry pasta, and so forth

o 16" x 20" black cloth for each scannero 16" x 20" white cloth for each scanner

ASSESSMENT SETUPThe teacher will need to set up this assessment in a computer lab or art classroom supplied with a computes and a scanner for each student. Alternatively, students could take turns using a computer and a scanner (or a small group of computers and scanners) to complete the assessment.

Students will be using scanners to create scanogram photographs or “scanography” images that are visually pleasing and that communicates an idea or an experience. Spread a variety of small, colorful manipulatives with interesting shapes and textures on a table so that students can select those to use for their scans. The black cloth and the white cloth are for placing on top of the small objects when they are scanned.

Scanograms can be made in minutes. Direct students to save and print their images according to class procedures. Allow them to edit their images if they wish, but confine their work to two class periods. By the end of the second class period, each student should be ready to present the finished scanogram that he or she believes is the most aesthetically successful.

DETAILED SCRIPT WITH TEACHER AND STUDENT DIRECTIONSDirections for teachers are in regular text. Directions to be read to students are in bold.

Students need their Student Booklets and pens or pencils. When ready to start, say:

You should have a Student Booklet and a pen or a pencil. Please fill out the information requested on the front cover of your Student Booklet.

Pause while students do this. Then say:

Turn to page 2 in your Booklet and read the directions as I read them to you.

Pause as students turn to page 2. Then say:

This assessment has three parts to it:

o Part 1–Assessment Questions (Day 1)o Part 2–Produce Three Visually-Pleasing Scans (Days 1-2)o Part 3–Select the Most Successful Scan and Write a Short Reflection About It

(Day 3)

The directions for each part are given in the Student Booklet.

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PART 1–ASSESSMENT QUESTONS (DAY 1) Students will need their Student Booklets and a pen or a pencil. When ready, say:

This assessment begins with two assessment questions. Turn to page 6 in your Booklet. You will have 5 minutes to respond to the two questions.

Pause while students respond to the assessment questions. When students are finished, say:

When you are finished, tear off page 6 and give it to your teacher.

PART 2–PRODUCE THREE VISUALLY PLEASING SCANS (DAYS 1-2) For this part of the assessment, each student needs his or her Student Booklet and a pen or a pencil, as well as access to a scanner and a computer with image-editing software; a variety of small, colorful manipulatives (these may be teacher- or student-provided, allowing for students to bring a selection of items that have personal meaning); black and white cloths; and a flash drive, digital file, or drive to which images can be saved. If you intend to print the scanograms, students will also need access to a color printer or photo paper. When ready, say:

In this assessment, you are asked to create a scanogram that both communicates an idea or an experience and is visually pleasing.

As your name is called, please go to the table and select a handful of objects to place on the glass of your scanner. Creatively arrange the objects and then place a black or white cloth over the objects and scan them. Save your scan as a digital file to our class folder (or to a flash drive), naming it LAST NAME_SCAN_1.

Rearrange your objects on the scanner two times in order to create a total of three different scanograms. Save these scans as digital files to our class folder (or to a flash drive), naming them as LAST NAME_SCAN_2 and LAST NAME_SCAN_3.

You may go back and edit or enhance your scans with editing software if you desire, but keep in mind that you only have limited time to create and edit all three of your scans.

The scans and your Reflection, which you will write in Part 3, will be evaluated using the Teacher Scoring Rubric on pages 3 and 4 of your Student Booklet. Your teacher will read Level 4, the highest performance level, for each of the four dimensions on which your work will be evaluated.

Read the Level 4 description for each dimension as students follow along in their Booklets.

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TEACHER SCORING RUBRIC

Dimension 1 2 3 4

CompositionThe successful use of the elements of design to create a visually pleasing scanogram

The scanogram does not include objects with a variety of lines, shapes, colors, and textures.

The composition appears incomplete or is not visually pleasing.

The composition depicts a somewhat creative arrangement of objects with a variety of lines, shapes, colors, and textures.

The composition depicts a creative selection and arrangement of objects with a variety of lines, shapes, colors, and textures.

CraftsmanshipThe successful handling of materials to demonstrate purposeful technique and manipulation of media

The student was not successful in using the computer and scanner. The student did not use the technology correctly. A scanogram was not produced in the time allotted.

The student attempted to use materials, techniques, media, technology, and processes (scanner and photo-editing software) to create a scanogram but had trouble. Not all of the scanograms were completed.

The student used materials, techniques, media, technology, and processes (scanner and photo-editing software) to create and complete at least one somewhat successful scanogram.

The student used materials, techniques, media, technology, and processes (scanner and photo-editing software) to create multiple successful scanograms from which to select the best.

Creativity The successful use of problem solving to invent interesting adaptations and representations of a spontaneous scanogram

The artwork proposed clichéd or formulaic solutions that show little to no evidence of the individual creating the work of art. The design imitates another’s work, replicates designs of the past, or does not address the creative problem at all.

The artwork proposed solutions that are copied or unoriginal with little evidence of the individual creating the work of art.

The artwork proposed interesting solutions with some evidence of the individual creating the work of art.

The artwork proposed new and interesting solutions that are imaginative and show evidence of the individual creating the work of art. Design solutions are fresh and unique.

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Dimension 1 2 3 4

Communication of ContentThe scanogram successfully communicates an idea or experience visually. The content or subject matter of the scanogram is the student’s choice.

The content created does not communicate an idea or an experience intended by the artist.

The content created somewhat communicate an idea or an experience intended by the artist.

The content created generally communicate an idea or an experience intended by the artist.

The content created effectively communicate an idea or an experience intended by the artist.

Reflection A written reflection statement describes how the image is visually pleasing and explains the intended idea or experience.

A reflection statement is missing.

A brief reflection statement explains why the student believes the work to be visually interesting and successful.

A brief reflection statement explains why the student believes the work to be visually interesting and successful.

A brief reflection statement explains why the student believes the work to be visually interesting and overall successful.

Remember, you have the remainder of this class period and the next one to create and edit your three scans. Start coming up to pick out your objects now, beginning with (the name of the first student).

Use a class list to call each student up to the table. At the end of both Day 1 and Day 2, let students know when they have 10 minutes left to complete their scans. Say:

You have 10 minutes remaining. Make sure you save these scans as digital files to the class folder (or to the flash drive), naming these LAST NAME_SCAN_#.

After 10 minutes, say:

Your time for this portion of the assessment is now up. Close your Booklets and leave them on your desk.

After the students have spent two class periods constructing and editing their scanned images, the class is ready for Part 3 of the assessment.

PART 3–SELECT THE MOST SUCCESSFUL SCAN AND WRITE A SHORT REFLECTION ABOUT IT (DAY 3)For Part 3, students are to select their most visually successful scan and print it on a color printer (or they can submit their scan digitally if that is the teacher’s preferred method). When ready, say:

For Part 3 of this assessment, turn to page 4 in your Student Booklet.

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Pause while students turn to page 4 in their Booklets. Then say:

Now that you have created and, if desired, edited three scanograms, select the one you feel is the most successful in communicating an idea or experience to submit as your final work. Refer to the Teacher Scoring Rubric on pages 3 and 4 in your Booklet when making your selection.

Print your selected scan on the color printer. Then, write your name on the back in the upper left corner of the scan.

When you have printed the scan, reflect on the characteristics that you believe make the artwork successful in expressing an idea or an experience. On page 5 of your Student Booklet, write a short paragraph that explains why you believe the scan you have chosen is the most successful. Be sure to describe the idea or experience to which it might relate.

You have up to 30 minutes to complete this portion of the assessment.

When there are 5 minutes remaining, say:

You have 5 minutes to complete printing your scan and to writing your reflection.

After 5 minutes, say:

Time is up. Please put your printed scan inside your Student Booklet and leave them on your desk. Make sure your name is on both of them.

[This page is on page 5 of the Student Booklet. Response space is condensed in the Teacher Booklet.]REFLECTIONWrite a short paragraph below that explains why you believe the scan you have chosen is your most successful one. Be sure to describe the idea or experience to which your scanogram relates.

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[This page is on page 6 of the Student Booklet.]ASSESSMENT QUESTIONS

Name _____________________________________________________________________________

1. A scanogram is created with the use of

A. traditional media.

B. digital media.

C. social media.

D. hand work.

[Key: B]

2. The word part “gram” in the word “scanogram” means

A. an image or message.

B. a snack.

C. a work of art.

D. a color copy.

[Key: A]

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MAEIA CLASSROOM SCORE SUMMARYThe MAEIA Classroom Score Summary is to be used to record each student’s score on each dimension of the Teacher Scoring Rubric. The teacher should be familiar with the rubric so that the chart can be filled out accordingly.

V.T205 Teacher ______________________________________________ Class ___________________________

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STUDENT NAME COMPOSITION CRAFTSMANSHIP CREATIVITY COMMUNICATION REFLECTION