M.Brown-Final ID Project

8/14/2019 M.Brown-Final ID Project

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Molli Brown

EDTECH 503 (Fall 2011)

Instructional Design Proect

!u"#itte$ to Dr% &u'ui Cing

Dece#"er * 2011

Proect Title+ Creating ,rtist Tra$ing Car$s in te ,rt -oo#


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Table of Contents

!.ntesis -e/lection Paer

Part 1+ Toic3

Part 1a+ oal !tate#ent%%%3

Part 1"+ ,u$ience Descrition3Part 1c+ -ationale3

Part 2+ ,nal.sis -eortPart 2a+ Descrition o/ te 4ee$%%

Part 2a%1+ 4ee$s ,ssess#ent !ure.%%%

Part 2a2+ 4ee$s ,ssess#ent Data

Part 2"+ Descrition o/ te 6earning Conte7t%%5

Part 2"1+ 6earning Conte7t Descrition%%5Part 2"2+ Trans/er Conte7t Descrition%%%5

Part 2c+ Descrition o/ 6earners%%8Part 2$+ Tas9 ,nal.sis Flow Cart%%:

Part 3+ Planning:Part 3a+ 6ist o/ Instructional ;"ecties%%:

Part 3"+ ;"ecties Matri7 Ta"le%s -esonse to -eiew%%%2:

Part s wor9% ?ile ,TCs are "eco#ing#ore an$ #ore oular eer. .ear* tere are not a lot o/ ele#entar. to #i$$le scool age$

stu$ents #a9ing te# in art class in scool% Inclu$ing te# into te stu$ents> art curriculu#

coul$ el #eet nee$s in regar$s to stu$ents ta9ing greater ownersi an$ #a9ing #ore ersonalcoices regar$ing teir art roects /or tings li9e te#e* su"ect #atter an$ #e$ia coices% Tis

in turn will oe/ull. el to increase #otiation stu$ents ae to create well'$esigne$ art

roects* as te. will "e on $isla. an$ u /or gra"s /or teir eers% Tis roect coul$ also el

to e7ten$ art #a9ing outsi$e o/ te classroo#%Te oerall strateg. /or #. roect is a "len$ "etween sulantie an$ generatie

strategies% Te "rea9$own woul$ "e so#eting close to :0A sulantie an$ 30A generatie%

?en wor9ing wit stu$ents in tis age grou* 11'12 .ears* it is i#ortant to ae a $ecenta#ount o/ structure in a roect eseciall. wit tigt constraints on ti#e% Te tas9 /or te ,TC

roect is er. well $e/ine$ trougout te entire roect% Eac seg#ent o/ te roect will "e

e7licitl. e7laine$ wit seci/ic $irections /or co#letion% Howeer* regar$ing te art #a9ingortion o/ te roect* stu$ents will al. rior 9nowle$ge o/ wor9ing wit $i//erent #e$ia%

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Tere/ore* te tas9 /or co#leting eac car$ will "e loosel. structure$ aroun$ a te#e o/ teir

coice%

Te instructional strateg. un$er wic te goal /or tis roect /alls un$er woul$ "ero"le#'soling% !tu$ents are $rawing uon reiousl. learne$ 9nowle$ge o/ generating an i$ea

in a s9etc* coosing #aterials an$ creating an artwor9% Tere are two su"'strategies tat

$i//erent arts o/ te roect also /all into* one woul$ "e concet learning% Te concet o/ auniue artwor9 in te /or# o/ an ,TC will "e alie$ /or eac o/ te tree car$s create$% 6ast*

s.co#otor s9ill learning is also utilie$ wile creating s9etces /or te car$s an$ te car$s

te#seles% !eci/icall.* continuous s.co#otor s9ills are "eing targete$ as stu$ents $raw*aint* an$@or color teir car$s%

Part 2: Analysis Report

Part 2a: Description of the Need

Part 2a1: Needs Assessment Sur!ey

To con$uct te nee$s assess#ent* a sure. was create$ using !ure.Mon9e.%co#% Ten

uestions were inclu$e$ in te sure. tat are liste$ in ,en$i7 ,% Te sure. was a #i7 o/#ultile coice an$ sort answer uestions% ;ut o/ 200 si7t gra$e stu$ents ta9ing art in te

roect* 100 stu$ents articiate$ in te sure.% Te sure. was ta9en using a #o"ile la"$uring a sce$ule$ art class an$ too9 a"out ten #inutes to co#lete%

?ile creating te sure.* I #a$e it a reuire#ent to answer eac uestion* allowing

none to "e s9ie$% But een still* co#lications wit te Internet connection an$ wit!ure.Mon9e.%co# allowe$ a /ew stu$ents to s9i certain uestions%

Part 2a2: Needs Assessment Data

Te nee$s assess#ent sure. in$icate$ a nu#"er o/ use/ul ieces o/ in/or#ation /or

continuing te instructional $esign o/ ,TCs% First* onl. ten stu$ents out o/ 5 ae eer

ear$ o/ ,TCs%,ltoug stu$ents were unaware o/ te conte7t

in wic te. woul$ "e tra$ing teir artwor9* 2

stu$ents selecte$ te answer* I woul$ not li9e to

tra$e #. art wit oter stu$ents%> Twent.'si7answere$ tat te. $on>t reall. care eiter wa.* 1

woul$ "e o9 wit it* an$ 13 woul$ /eel great a"out it%

;erall te. were $ii$e$ on /eeling ositiel.or negatiel. a"out e7canging teir artwor9% ?en

as9e$ to write a sort resonse as to w. te. /elt

ositiel. or negatiel. a"out e7canging teir

artwor9 wit so#eoneelse a ariet. o/ resonses were gien% ;/ te

stu$ents wo /elt ositie a"out e7canging wor9

tougt so "ecause+ te. coul$ learn /ro# oters>wor9* see oters> resonses to teir wor9* see wat

oter stu$ents are #a9ing in art* it woul$ el oter

stu$ents get #ore i$eas /or teir own wor9* an$ gain/ee$"ac9 a"out teir artwor9 weter it "e ositie


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or not% !tu$ents wo /elt an e7cange woul$ "e negatie reson$e$ tat it woul$ "e negatie

"ecause+ e7canging artwor9 woul$ "e li9e trowing it awa.* te artwor9 coul$ get $a#age$

a/ter .ou wor9e$ so ar$ on it* te.>re rou$ o/ teir wor9 een i/ te one te. receie$ ine7cange it "etter tan teirs* teir arents woul$n>t get a cance to see teir artwor9*

anoter stu$ent #igt tr. an$ reten$ te e7cange$ wor9 was teir own* an$ te stu$ents

are worrie$ a"out negatie /ee$"ac9 an$ u$g#ent%?en it ca#e to te sie o/ artwor9 stu$ents re/er to #a9e+ 81 sai$ #e$iu#* 38 sai$

large* an$ < sai$ s#all out o/ wo answere$% Eigt. stu$ents out o/ sai$ te. ae

co#"ine$ #e$ia to create an artwor9 in teir ast% It wasn>t surrising tere/ore to see tat5 out o/ sai$ te. woul$ /eel co#/orta"le coosing wic #aterials to wor9 wit on teir

own%

?en as9e$ to list u to /our $i//erent #e$ia /or wat stu$ents li9e to wor9 wit wen

#a9ing art te. liste$ te /ollowing t.es o/ ite#s+ astels* watercolors* aint* collage* /i"ers*cra.ons* #ar9ers* rint#a9ing* colore$ encils* cla.* encils* an$ otogra.@i$eo e$iting%

!tu$ents also liste$ so#e o/ te /ollowing resonses /or te t.e o/ te#es te. woul$

li9e to wor9 wit+ cartoons* ani#als* trees* /aces* $esigns* sorts* #usic* towns* #onsters*eole* oli$a.s* lan$scaes* aircra/ts* ?orl$ ?ar II* oceans* seasons* a"stract art* geo#etric

an$ organic saes* insects* /lowers* nature* o#"ie inasion* silouettes* /eelings* /oo$*ersectie $rawing* sace* star wars* aliens* cars* $ance* an$ $ragons%

Part 2b: Description of the "earnin# Conte$t

Part 2b1: "earnin# Conte$t Description

Te learning conte7t .sicall. consists o/ a large art roo# were stu$ents are situate$ at

/ie ta"les wit si7 stools eac% T.icall. a"out one stool is le/t e#t. er ta"le% Te roo#

as a#le counter sace an$ seling /or storage o/ #aterials an$ artwor9% In te "ac9 o/ teroo#* tere are two large sin9s /or an$ wasing% Te roo# contains two stu$ent PCs tat

are Internet connecte$ along wit one teacer co#uter% Te roo# is euie$ wit a

#ounte$ sort trow roector tat roects onto a wite"oar$ at te /ront o/ te roo#% Tereare tree sections to te wite "oar$% Te roo# also as so#e wall sace /or $isla. o/

e7a#le artwor9* gui$elines /or roects* an$ an. oter isual ai$s% 6ast* te art roo#

contains a sul. closet tat ol$s arious sulies tat can "e utilie$ /or te creation o/,TCs%

Te instructor (#.sel/) tat will i#le#ent te roect is in er tir$ .ear o/ teacing art to

"ot /i/t an$ si7t gra$e stu$ents% !e iews er role as "ot a resenter an$ also a

/acilitator $een$ing on te $i//erent stes in a roect "eing co#lete$% !e is co#/orta"leresenting new #aterials to er stu$ents an$ wit using tecnolog. to el /acilitate

instruction%

Tere is an e7isting curriculu# into wic tis roect #ust /it% Te scool $istrict as ageneral curriculu# #a tat laces te P, !tate ,rts an$ Hu#anities !tan$ar$s into a

general ti#eline to "e coere$ troug te course o/ te scool .ear% Te !tate ,rts an$

Hu#anities !tan$ar$s #ust "e incororate$ into eer. lesson an$ i/ stan$ar$s in otersu"ect areas are coere$* te. #ust also "e inclu$e$ in a written lesson lan% enerall.

sea9ing* stu$ents soul$ "e learning an$ reiewing te ele#ents an$ rinciles o/ art along

wit using a ariet. o/ #e$ia to create arious t.es o/ artwor9s% , written lesson lan #ust

"e aaila"le /or eer. lesson co#lete$ wit stu$ents%

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Part 2b2: Transfer Conte$t Description

!tu$ents will generall. "e using te s9ills learne$ in tis roect in class% But* i/ te.coose to $o so* te. will "e a"le to al. teir new 9nowle$ge an$ s9ills in te creation an$

tra$ing o/ ,TCs outsi$e o/ te classroo# as well% Tere are tra$es an.one can sign u /or ia

te Internet* an$ stu$ents coul$ also continue to create an$ tra$e wit eac oter outsi$e o/scool% Car$s can "e tra$e$ troug te #ail to an.one in te worl$* or ust casuall. wit a

/rien$ at scool or elsewere% !tu$ents will now "e a"le to ta9e art in tese t.es o/

situations i/ te. coose to $o so%

Part 2c: Description of the "earners

Te learners are locate$ in 4ort Huntington* P,* wic is a #ostl. wite #i$$le'class

area tat is a su"ur" o/ Pitts"urg* P,% Te general "elie/s are #o$eratel. conseratie in tearea #ost stu$ents* "ut not all are Cristian% ,ll stu$ents are reuire$ to ta9e art an$ ae

two art classes consisting o/ /ort.'tree #inutes eac in a si7'$a. c.cle%

enerall.* te learners ae ositie /eelings towar$ art class weter it is teir /aorite

su"ect or not an$ weter te. are artisticall. incline$ or not% , ariet. o/ t.es o/ lessonsare resente$ to stu$ents so te. can learn an$ use a ariet. o/ $i//erent s9ills% Te. are el$

to ig stan$ar$s an$ are aware o/ tis* "ut te eniron#ent in te classroo# is one weretere is #utual resect "etween stu$ents an$ "etween teacer an$ stu$ents% It is a lace

were $iscussion* ractice* an$ trial an$ error are all encourage$ an$ were ar$ wor9 an$

e7cellent "eaior is rewar$e$%Te co#letion o/ tis roect will "e reuire$ an$ gra$e$% To co#lete te roect

stu$ents will $raw uon teir rior 9nowle$ge using te arious #e$ia tat will "e #a$e

aaila"le to te#% Te. will also "e incororating teir rior 9nowle$ge in regar$s to te

i#ortance an$ stes inole$ in lanning /or an artwor9% ;nl. a"out 10A o/ te stu$entssure.e$ 9new wat ,TCs were* so te. will "e $escri"e$ in $et in regar$s to wat te.

are* ow te. are #a$e an$ ow to tra$e te car$s wit eac oter% I oe to touc uon as

#an. o/ teir negatie concerns as ossi"le to resent te tra$ing ortion in a ositie ligt%!tu$ents will "e encourage$ to ta9e a otogra o/ teir wor9 so tat te. ae a recor$ o/

it een a/ter it>s "een e7cange$%

Te si7t gra$e stu$ents targete$ /or learning are e7tre#el. i#ressiona"le in regar$s tote wa. a lesson is resente$ to te#% I/ a lesson is resente$ an$ relates to teir ersonalities

an$ interests an$ te instructor see#s e7cite$ a"out it* it will in/luence teir attitu$e a"out te

lesson% !owing stu$ents a ariet. o/ e7a#les o/ ,TCs tat are $one well* an$ can "e use$

as a gui$e /or wat teirs soul$ loo9 li9e will el increase te ualit. o/ teir wor9%6oo9ing at te resonses /ro# te nee$s assess#ent sure. a list o/ te#es tat stu$ents

will "e resente$ wit tat will suit teir interests oe/ull. increasing teir #otiation on

tis roect% I will a$$ a /ew te#es to te list te. co#ile$ to "roa$en teir i$eas as well% Iwill also "e using teir resonses to el co#ile #aterials to "e roi$e$ /or creating te

car$s% I will also a$$ to tese #aterials to allow /or so#e new e7osure an$ e7eri#entation

o/ #aterials%,ttitu$e o/ te instructor in er. i#ortant along wit giing coices so stu$ents can

create teir wor9 to suit teir interests% In tis case te a"ilit. to coose /ro# a list o/ te#es

an$ coose #e$ia to wor9 wit% ?ile "eing i#ressiona"le in te si7t gra$e* stu$ents are

also /iguring out wo te. are as in$ii$uals* wic is w. giing te# coices to suit te#

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as in$ii$uals is i#ortant% Tese tree tings* attitu$e* coice in te#e* an$ #e$ia will all

el to #a9e te lesson #ore success/ul%

Part 2d: Tas% Analysis &lo' Chart

tt+@@www%gli//.%co#@u"$oc@3012513@6%ng

Part (: Plannin#

Part (a: "ist of )nstructional *b+ecti!es

1%0 ien an e7a#le ,TC to loo9 at* stu$ents will ro$uce a sa#le ,TC to 9ee as are/erence clearl. sowing te ,TC rules%

2%0 !tu$ents will /ollow te rules te. use$ creating teir re/erence car$ /or creating teir treeco#lete$ ,TCs%

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3%0 ,/ter "eing resente$ wit a /ew otions /or t.es o/ resonses* stu$ents will "e a"le to

coose te #ost olite* $escritie an$ well'written resonses to #o$el teir ealuationresonses /ro#%

%0 !tu$ents will onestl. answer te /ollowing uestions /or all ealuations* /or te#seles an$teir eers using te /ollowing criteria+

Does te ,TC loo9 /inise$ ?. or w. not

Coul$ so#eting "e $one to i#roe te ,TC I/ so* wat seci/icall.

Does te ,TC /it into te te#e te artist inten$e$ it to ?. or w. not ?ic te#e

is it

?as te ,TC $one neatl.* loo9 co#lete$* an$ sow a lot o/ e//ort

?as te #e$ia cosen a goo$ coice /or te su"ect #atter

5%0 !tu$ents will coose tree te#es /ro# a list tat aeal to te# to create tree co#lete$

artist tra$ing car$s%

8%0 !tu$ents will create a roug $ra/t o/ teir i$eas on s9etc aer /or eac ,TC "e/ore"eginning te /inal co.%

:%0 ?it te #e$ia coices $eter#ine$ ". te teacer* stu$ents will #a9e in/or#e$ $ecisionscoosing #e$iu# or #e$ia to create teir ,TCs%

s

Ta7ono#.Classi/ication

(")

For#at o/

,ssess#ent(c)

Descrition o/ test

/or# ($)

!a#le Ite#s (e)

1%0 ,lication(rero$uce)

Per/or#ance Pro$uction o/ asa#le ,TC to

#atc te e7a#le%

Directions+ Ma9e asa#le ,TC tat

inclu$es te rules /or

la.out o/ a co#lete$car$ to use as a re/erence

li9e te one "elow%


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Front Bac9

2%0 ,lication Per/or#ance ,lication o/ terules /ro# re/erence

car$ onto 3

co#lete$ car$s%

?en creating all ,TCs/ollow seci/ications an$

inclu$e all in/or#ation

/ro# .our re/erencecar$%

3%0 ,nal.sis Paer'an$'

Pencil

Distinguis wic o/

te tree #ultile'coice otions is te

#ost olite*$escritie an$ well

written%

-ea$ te tree ossi"le

resonses to eacuestion% Coose te one

answer tat .ou tin9gies te #ost /ee$"ac9

to te artist* is te #ost

olite* an$ also te #ost

well written%

%0 Ealuation Per/or#ance

(Essa.s)

,n ealuation seet

wit uestionsanswere$ in

co#lete sentences

tat e7lain w.* i/te answer is a .es

or no resonse an$

roi$es te creatoro/ te car$ wit as

#uc in/or#ation

an$ /ee$"ac9 as

ossi"le eruestion%

,nswer te uestions on

te ealuation seet inco#lete sentences% I/

.our answer is .es or no*

inclu$e w.% ie as#uc in/or#ation to te

artist as ossi"le /or eac

uestion as9e$% ,nswerolitel. an$ use te

correct resonses /ro#

te #ultile'coice

uestions as a #o$el%

5%0 !.ntesis Per/or#ance Creation o/ treeartist tra$ing car$s

tat /ollow alongwit te stu$ent>stree cosen te#es%

Coose tree te#es/ro# te roi$e$ list

tat aeal to .ou an$create tree artist tra$ingcar$s%

8%0 !.ntesis (lan) Per/or#ance , roug'$ra/t s9etc

o/ te "asic concet/or te co#lete$

artwor9%

Co#lete a s9etc o/ te

"asic i$ea /or .our ,TC"e/ore "eginning .our

/inal co.%

,

-

T

?

;

-

G

on tis si$e%

2%573%5car$%

4a#e+

Date+

Cit.*!tate+

Title+ in series+


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:%0 Ealuate Per/or#ance In/or#e$ u$g#ent

in selection o/ #e$iato use /or creating

,TC tat wor9s well

wit te su"ect

#atter an$ te#e%

Coose te #e$iu# or

co#"ination o/ #e$iatat .ou $eter#ine

woul$ wor9 "est /or te

su"ect #atter an$ te#e

o/ .our ,TC%


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J Te targete$ learners are si7t gra$e stu$ents* ages 11'12* tat ae a ariet. o/ s9ill leels /or

creating art "ut ae "een e7ose$ to te sa#e general art #aterials u to tis oint% 6earnerswill "e #eeting teir own nee$s in ter#s o/ coice /or te#e* concet* an$ selection o/ #e$ia to

use% !tu$ents 9now wat te. /eel #ost co#/orta"le wor9ing wit an$ soul$ "e encourage$ to

e7eri#ent as well%

R2 ,oti!e matchin#J Te instructor soul$ roi$e co#lete$ e7a#les to el stu$ents in co#leting ualit. wor9%

JTe instructor soul$ cec9 an$ $iscuss wit stu$ents teir s9etces* using te# to i#roe

teir wor9 were necessar.* "e/ore* $uring an$ a/ter te. #a9e teir /inal car$s%

R( &amiliarity

J Te instructor soul$ coose #e$ia to #a9e aaila"le to stu$ents tat te. ae wor9e$ witreiousl. along wit a /ew tings te. #a. not "e as /a#iliar wit%

J, list o/ ossi"le te#es is roi$e$ in te #aterials "ut soul$ "e "ase$ aroun$ wat stu$ents

are /a#iliar wit% Te instructor can a$$ te#es to te list "ase$ aroun$ wat stu$ents aelearne$ a"out in art reiousl.* an. te#es /ro# oter su"ects li9e geogra. or science* or

an.ting tat #eets te seci/ic interests o/ te stu$ents%

C*N&)D-NC-C1 "earnin# re.uirements

J In/or# stu$ents tat te. will "e sown te roce$ures /or co#leting te ,TC roect ".reiewing te list o/ stes in $etail% Tis list o/ te stes along wit i#ages sowing eac ste

will "e oste$ in te roo# /or re/erence% =ualit. e7a#les o/ car$s will "e $isla.e$ an$

$iscusse$ an$ aroriate ealuation resonses will "e $iscusse$%

C2 Success opportunities

J ,llow ti#e /or stu$ents to e7eri#ent an$ ractice wor9ing wit te#es* concets an$ #e$ia

o/ teir coice%

JMa9e it clear tat starting oer is encourage$ i/ te /inal result is not a ositie one% Kiew tis

as a learning rocess to i#roe uon te ne7t atte#t%C( Personal control

J Part o/ te ersonal control /or success co#es /ro# te stu$ent>s a"ilit. to coose wat te.

are #a9ing seci/icall. on teir car$ an$ ow te. are #a9ing it%

J!tu$ents will ealuate teir own wor9 an$ receie /ee$"ac9 $uring a eer ealuation to "ase tesuccess o/ teir e//orts an$ a"ilities o// o/%

SAT)S&ACT)*NS1 Natural conse.uences

J , tra$e o/ ,TCs "etween eers will "e te #eaning/ul oortunit. roi$e$ /or stu$ents to useteir new 9nowle$ge a"out ,TCs an$ aroriate ealuations o/ te#%

S2 Positi!e conse.uences

J -eceiing constructie /ee$"ac9 /ro# eers a/ter te tra$e is co#lete will roi$e

rein/orce#ent o/ learners> success%

J 6earner>s will also o"tain a sense o/ success /ro# articiating in te tra$e an$ gaining a new,TC tat is not teir own%

S( -.uity

J Te instructor soul$ re#in$ eers tat tis was teir /irst ti#e #a9ing ,TCs an$ tra$ing

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te#% ?it #ore ractice o/ tese roce$ures te. will continue to i#roe in all asects%

JTe instructor will roi$e /ee$"ac9 on te stu$ents> car$s ". co#leting a ru"ric%J!tu$ents can coose wic o/ teir tree car$s te. want to "e ealuate$ ". te instructor along

wit teir eer'ealuations%

J Encourage stu$ents to continue #a9ing an$ tra$ing ,TCs outsi$e o/ class%

Part 0: )nstructor GuideIntroduction

Typically this lesson should be delivered in an art room, but any space wherestudents will have room to work on their cards, like a project room wouldalso work. Supplies should be kept on hand and set up in a manner that

students can access them independently or at least semi-independently. Ifsupplies include thins like paint, havin a sink in the room or close by wouldbe helpful.

This lesson is e!pository in nature iven the ae of the students "##-#$years%.

&ctive &ttention or 'ain &ttention

The instructor will place two to three e!ample &T(s in the center of

each of the tables in the art room.

&llow the students about ) minutes to take a look at each of the cards

at their table. The instructor should briefly e!plain to them that theseare what their ne!t project focuses on.

&sk them if any of them would like to keep one of the cards. If*when

they say yes, tell them they can but only if they make one to ive inreturn because they are &rtist Tradin (ards.

&sk students to take a look at what types of media they cards are

created with. +ist the media on the board so students can see thevariety they will be workin with.

stablish urpose or Inform +earners of urpose

The learnin oal of the project should be shared with students andreworded to be in the second person. or e!ample/

0ou will be iven a list of possible themes and will choose three to create an&T( to fit each of those themes. 0ou will have complete control over howyour card will be created in reards to materials and how it fits into yourthemes. 1hile workin you will self-evaluate your cards and makeimprovements based upon your evaluations. &fter they are completed you

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will trade at least two of them with other students and take part in peerevaluations discussin artistic choice and concept.

&rouse Interest and 2otivation or Stimulate +earners3 &ttention*2otivation

Deen$ing on te t.ical t.es o/ art lessons an$ wa.s in wic tese lessons are t.icall.carrie$ out tis section #a. nee$ to "e #o$i/ie$% Lsuall. at tis age leel art lessons are er.

seci/ic in ter#s o/ o"ecties an$ ow stu$ents are to co#lete te#% Te. are not gien as

#uc leewa. an$ /ree$o# in a roect as sa.* a ig scool stu$ent% In/or# stu$ents o/ tis /act%6et te# 9now tat tis roect is one were te. will ae a lot #ore /ree$o# tan te. are

use$ to in coosing wat te. will "e #a9ing an$ ow it is #a$e% Ma9ing an$ tra$ing ,TCs can

also "e so#eting tat is easil. carrie$ oer into teir lies outsi$e o/ te art roo#%

!tu$ents will also "e gien a cance to tal9 to teir eers a"out eac oter>s artwor9

roi$ing constructie /ee$"ac9 tat te. will use to el i#roe teir artwor9%

?it co#lete control oer .our roect>s coice o/ te#e* su"ect #atter* an$ #e$ia te

i$ea is to increase in$ii$ual stu$ent #otiation /or co#leting tis roect%

review the +earnin &ctivity or rovide 4verview

5isplayed in the classroom somewhere should be the poster that liststhe basic steps in the procedure for this project.

5rawin student3s attention to it, briefly describe the path of the

project and let them know that they do not need to memori6e theseprocedures. The poster will be on the wall throuhout the completionof the project as a reference.

Body

7ecall relevant prior knowlede or Stimulate recall of prior knowlede

#. 8ein with the followin probin 9uestions/

5o any of you know what tradin cards are, or have heard of

them:

1hat kind of tradin cards have you see or traded:

Typical responses are based around sports/ baseball, basketball, football,bo!in, olf, racin, hockey, tennis, etc. There are also non-sports tradin

cards that rane in subject matter such as comics, movies, music andtelevision. &t this point the instructor should display the tradin cardposter included in the materials which shows a variety of e!amples ofdifferent types of tradin cards.

$. (ontinue 9uestionin to reveal students prior knowlede/

;ow do people conduct a trade of their cards:

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1hy would someone partake in the tradin of these cards:

1hat3s the appeal, what3s the point:

1hat miht people say to each other that are tradin cards: 5o

they have a conversation: If so, what3s it about:

1hat si6e are tradin cards:

If no students respond to these 9uestions, ask them to imaine what atrade miht be like.

7esponses will vary but be based around the idea that people tradecards to collect their favorite players or favorite characters on thesame team or from different teams. It3s a way to learn more aboutwhatever it is the cards are about. &lso, people often have a discussionabout the topics the cards are based on with the people they aretradin with. Tradin cards are small, easily fittin in a pocket.

). &s information about tradin cards is bein athered, the instructorshould be jottin down basic information about them on the board.This will be used to show similarities between reular tradin cardsand artist tradin cards.

rocess information and e!amples or resent information and e!amples


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introduce artist tradin cards in art class. Inform students that they will havereater choice in terms of subject matter and in media for creatin threevery different &T(s.

mploy +earnin Strateies or 'uide or rompt


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would like, but remember they miht not et the ones they want. Theyshould ask politely if whomever has their card that they want wouldwant to trade that card for one of theirs. If the answer is no, say thankyou anyways and o to the ne!t person.

##. Gow students can trade the two cards of their choice with two

cards of their peers.

If some students are havin trouble findin someone to trade with, askthose students to trade with each other. The instructor miht also wantto have an e!tra few cards on hand to trade with students as well.

valuate eedback or rovide eedback

The instructor should be providin feedback for student3s work and choice ofmaterials as they are makin the cards.

4nce the tradin is complete, they should choose one of their peers3 cards tocomplete an evaluation sheet on. 7emind students of the appropriate typesof responses reviewed in the evaluation multiple-choice paper. They shoulduse this paper as a reference. 4nce evaluations are completed, studentsshould partner up, evaluators with artists, so they can share their thouhtsand have a discussion based around the evaluation 9uestions.

Conclusion

Summari6e and review or rovide summary and review

&llow students to reflect on what they have learned throuhout thecompletion of this project. &sk students to briefly review the steps involvedin creatin an &T( from start to finish and tradin and evaluatin a peer3scard.

Transfer learnin or nhance transfer

(reation of &T(s outside of the art room is reatly encouraed for allstudents. oint out to students how easy it would be to create these cards athome and trade with peers in school or anytime really. 8rainstorm withstudents the materials they already have on hand at home that they coulduse to continue to make &T(s outside of the art room. !amples miht

include/ pens, pencils, markers, crayons, newspapers, old envelopes andstamps, maa6ine clippins, nail polish, scraps of fabric, strin, beads,stamps, etc.

& possibility would be to continue to have the materials available forstudents to work with when they have free time in art class. They could workon them and trade them in this free time.

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&nother option for transfer learnin is to create an &T( blo for the classwhere students could post pictures of their completed cards. 4ther studentscould comment on their cards providin feedback and possibly orani6in atrade. Note: It would be wise for instructors to play an active role in theapproving of photos and comments before they are posted. Certain blogging

sites allow for the administrator of the site to do this.

7emotivate and (lose or rovide 7emediation and (losure

&sk students to write down three thins that they have learned whilecompletin this project. 'ive them a moment to discuss what they learnedwith their peers and then ask them to take turns sharin some responseswith the class.

&ssess +earnin or (onduct &ssessment valuate

&ssessment will occur throuhout the entire project. Students will be

assessin themselves while creatin their &T(s and once they are completedtheir peers will be assessin a card of theirs via an evaluation paper.

The instructor should collect one &T( from each student alon with theirpeer evaluation sheet to be evaluated usin the radin rubric provided inthe materials.

eedback and Seek 7emediation or rovide eedback and 7emediation

The learners will be receivin feedback from their peers durin the peer-evaluation. The feedback students3 ive to one another should be based

around what is positive about the work and what could be improved upon. Itis also to start a conversation about the artwork to et students talkinabout what they3ve made with one another, what they3re interested inmakin art of, with, etc.

The rubrics the instructor fills out will evaluate one &T( and the completedevaluation paper will be iven to students to provide them with feedback oftheir work and a formal rade.

1:


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Part : "earner ContentPart a: "earnin# ,aterials

1


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"ist of ATC Procedures1% Create a sa#le ,TC to 9ee as a gui$e%

Front Bac92% Pic9 one te#e /ro# te list o/ ossi"le te#es%

3% Create a s9etc /or te ,TC an$ e7eri#ent wit #e$ia (sel/'ealuate wenco#lete* #a9e necessar. canges an$ reeat as nee$e$)%

% Create ,TC (sel/'ealuate wen co#lete* #a9e necessar. canges an$ reeat asnee$e$)%

5% Dou"le cec9 tat car$s #eets seci/ications% Co#are to sa#le ,TC%

8% -eeat stes 2'5 to create tree co#lete$ ,rtist Tra$ing Car$s%

:% ,/ter te car$s are create$ continue wit te /ollowing stes+


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E#"roi$er. /loss (nee$le)

Felt

-i""on

Buttons

Bea$s (s#all)

Featers

!ta#s

!ta# a$s

In$ia In9

Decoratie aers

;riga#i aer

;l$ #as

;l$ "oo9s /or illustrations or wor$s

to "e cut out o/

Tissue aer an$ gi/t'wra aer

!cra"oo9ing aer

Tae (#as9ing* scotc* $uct)

Magaine cliings

Potogras

Digital artwor9

lue stic9s

!cissors

Pu//. aint

Pule ieces

!tencils !#all e#"ellis#ents an$

ee#era (watc arts* sells* s#all

9e.s* "uttons* greeting car$s)

Pla.ing car$s

;ter t.es o/ tra$ing car$s

Tin wire

!orts

Music

Dance

Fantas. (#onsters* /airies*

#er#ai$s* aliens* etc%)

Peole

6an$scaes

Cit.scaes

,rcitecture

Holi$a.s

Ele#ents o/ ,rt (line sae* color*

/or#* alue* te7ture* sace)

,ircra/ts

Cars

!easons

Countries

!is

!ilouettes

Foo$

Feelings

Bri$ges

!ace

,TC wit te7t

Ti#e

Te7tures Dance

-o"ots

!acesis

20


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21

2

1

(


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Peer-!aluation GuideThe purpose of this multiple choice 'or%sheet is for you to choose the most polite3

descripti!e3 and 'ell 'ritten response for each .uestion that you 'ill then use as a #uide to

e!aluate your peer4s artist tradin# cards

1% Does te ,TC loo9 /inise$ ?. or w. nota5It $oesn>t loo9 /inise$ "ecause it loo9s terri"le%

b5It loo9s /inise$ "ecause al#ost te wole car$ is /ille$ u%

c5Te ,TC coul$ "e /inise$ "ut it $oes loo9 a little lain in te "ac9groun$* Itin9 so#eting coul$ "e a$$e$ tere to #a9e it loo9 een #ore co#lete%

2% Coul$ so#eting "e $one to i#roe te ,TC I/ so* wat seci/icall.

a5Te ,TC loo9s /ine ust li9e it is%

b5,$$ing anoter one or two t.es o/ #e$ia to te car$ #igt "e a goo$ i$ea%

!o#eting li9e a ainte$ "ac9groun$ along wit gluing "ea$s on to* a$$ingwor$s* or gluing actual san$ to te sur/ace o/ te car$ "ecause o/ te title%

c5, lot coul$ "e $one to i#roe te ,TC "ecause it loo9s reall. "a$% Basicall.an.ting .ou coul$ tin9 to a$$ to it woul$ #a9e it "etter tan it is now%

3% Does te ,TC /it into te te#e te artist inten$e$ it to ?. or w. not ?ritete inten$e$ te#e ereNNNNNNNlan$scaesNNNNNNNN%

a5&es* lan$scaes* "ecause it is calle$ Desert !tor#%

b54o* it $oes not /it into te lan$scae te#e%

c5Tis car$ coul$ /it into a /ew $i//erent te#es% It loo9s li9e it coul$ "elan$scaes* water* or te7ture% I tin9 it $oes /it as in te lan$scae te#e "ecause

te saes at te to loo9 li9e clou$s an$ te lines towar$s te "otto# loo9 li9e

te. coul$ "e te te7ture o/ te groun$ or lants on te groun$% It as a sort o/

lan$scae /eel* weter it>s $esert or not%

% ?as te ,TC $one neatl.* loo9 co#lete$* an$ sow a lot o/ e//ort

a5Te ,TC was $one neatl.* tere is not an. glue sowing an$ te collage$

ieces are glue$ $own entirel.% Te. also loo9 li9e te. were lace$ care/ull. onte car$% Te saes also loo9 li9e te. were cut out er. well%

b5It loo9s li9e it was $one tougt/ull. an$ wit a lot o/ e//ort%

c5Te car$ loo9s li9e er. little e//ort or tougt was ut into it% Te saes loo9

li9e te. were cut out an$ glue$ $own well* "ut tere isn>t #uc to te car$% Itloo9s still inco#lete%

5% ?as te #e$ia cosen a goo$ coice /or te su"ect #attera5 Collage is o9 /or tis ,TC "ut I tin9 using /i"er* aint* an$ #a."e "ea$s

along wit collage #a. ae "een a "etter coice%

b54o% Collage $oes not wor9 /or tis ,TC at all al#ost an.ting else woul$ ae

wor9e$ "etter /or a lan$scae te#e%

c5 Collage see#s to ae "een a rett. goo$ coice /or tis ,TC% I still tin9 tatit along wit anoter #e$iu# or two woul$ ae #a$e te car$ #ore success/ul%

For e7a#le a$$ing aint an$ #a."e een gluing san$ $own to te car$ as well%

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Artist Tradin# Card Peer-!aluation 6uestions

Artist77777777777777777777777777777777777777777777777

-!aluator77777777777777777777777777777777777777777777

1% Does te ,TC loo9 /inise$ ?. or w. not

2% Coul$ so#eting "e $one to i#roe te ,TC I/ so* wat seci/icall.

3% Does te ,TC /it into te te#e te artist inten$e$ it to ?. or w. not ?ic

te#e is it

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?as te ,TC $one neatl.* loo9 co#lete$* an$ sow a lot o/ e//ort

% ?as te #e$ia cosen a goo$ coice /or te su"ect #atter

Part b: Assessment ,aterials

Gradin# RubricPossi"lePoints

PointsEarne$

,TCs s9etces co#lete$ "e/ore creation o/ car$s sowinglanning inole$

10

Tree Co#lete$ ,TCs wit all reuire$ in/or#ation on te"ac9 o/ all tree

25

!9ill in regar$s to use o/ #aterials an$ e7eri#entation isi"le 10

Eac ,TC /its into a te#e an$ uses a ariet. o/ #aterials 10

E//ort ut into creating te car$s is o"ious 15

,TCs loo9 co#lete$ 10

;ne co#lete$ eer ealuation wit olite* $escritie* an$ well

written resonses

20

Total Points+ 100

Part 8: &ormati!e -!aluation Plan

Part 8a: -$pert Re!ie' Plan2y S2 will be the other art teacher at my school. She teaches the other halfof the si!th raders in our buildin. I e!pect to submit my desin documentand materials to her as soon as they are completed which is anticipated tobe riday, 5ecember $. 7eceivin feedback on the materials should

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hopefully only take until Tuesday, 5ecember B.

4nce the S2 has reviewed the materials I will ask her similar 9uestions towhat I would ask the instructor durin the field trial. 8ut, her answers will bepredictions based on e!perience as she will not have tauht the lesson yet.

Part 8b: *neto*ne Re!ie' Plan

To complete a one-to-one evaluation I would ather the two to three learnersin the si!th rade that I was able to work with and o throuh every step ofthe instruction. ;opefully I would be able to have some sort of a connectionthat knew the learners and three would be selected as one a slihtly belowaverae learner, an averae learner, and an above averae learner. irst, Iwould talk to the learners about the point of this e!ercise. I would encouraethem to feel free to let me know their opinions about each step in the projectand to also e!press when they feel they are confused. inally, I would modela read-think-aloud and inform students that I would be recordin the

evaluation so I could use their feedback to better the materials. Hey9uestions I would be lookin to answer durin this stae would be/5o the students connect to the way the tradin cards were introducedcomparin sports tradin cards to &T(s:Is the openness of creatin &T(s too much for learners:1ill students feel overwhelmed with so many options for creatin theircards:5o the sample evaluations provide enouh uidance for appropriate answersfrom students in their peer-evaluations:Is there a section of the project that seems unnecessary:&re there any steps that have been left out:

Is the evaluation section too vaue or confusin:

Part 8c: Small Group -!aluation Plan

M. s#all grou ealuation woul$ "e teacer'le$ wit


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Di$ .ou li9e te te#es tat .ou were o//ere$ to use to #a9e te ,TCs

How $i$ .ou li9e tra$ing .our ,TCs wit oter stu$ents

I/ .ou answere$ no* wat coul$ "e $one to cange tis oinion?ill .ou #a9e #ore ,TCs outsi$e o/ class a/ter co#leting tis roect

Di$ .ou /eel te sel/'ealuation was el/ul

Di$ .ou /eel te eer'ealuation was el/ulDi$ .ou learn an.ting /ro# te eer ealuation

;nce te attitu$e test was /inise$ a $e"rie/ing "ase$ on stu$ent>s resonses in te attitu$e testwoul$ ta9e lace to gater #ore in $et in/or#ation%

Part 8d: &ield Trial Plan

I woul$ con$uct as #an. /iel$ trials as I ossi"l. coul$ in ar.ing t.es o/ scools an$ learningsituations* wit arie$ socioecono#ic situations eac wit aroun$ 30 stu$ents% I woul$ tr. to "e

resent $uring te instruction "ut i/ tis was not ossi"le I woul$ as9 te teacer to i$eotae

instruction i/ tis was allowe$ in te learning situation% In cases were I was a"le to o"sere

instruction I woul$ not #a9e ti#e to answer uestion te instructor #a. ae a"out te#aterials% Instea$ I woul$ si#l. inclu$e te instructor gui$e an$ as9 te# to re/er to tat /or

teir uestions% ,/ter te roect was co#lete I woul$ ten as9 te instructor /or /ee$"ac9 usingte /ollowing uestions+

Di$ .ou /eel te ti#e /ra#e /or co#leting tis roect was accurate

Di$ .ou /eel te instructor gui$e was toroug enoug ?as an.ting #issing?ere te instructional #aterials use/ul ?as an.ting #issing

?ere tere an. a$atations tat .ou nee$e$ to #a9e to te instruction

How $i$ .ou /eel a"out te instruction in general

Di$ te learners /eel ositie* negatie* or neutral a"out te instruction

Part 9: &ormati!e -!aluation Repoart

Part 9a: -!aluation Sur!ey

Te urose o/ te roect was to ae stu$ents create tree artist tra$ing car$s coosing /ro# alist o/ te#es an$ #e$ia to create te# wit% iing stu$ents an oortunit. to ae greater

control oer wat te. are #a9ing an$ ow te. are #a9ing it soul$ ae a ositie in/luence

on teir #otiation to co#lete te roect% Te. are also as9e$ to ta9e art in a tra$e wit oterstu$ents% ,/ter tis te. are to co#lete an ealuation on teir eers car$s to get a $iscussion

a"out te art tat te. ae create$% It soul$ also encourage te# to tin9 a"out teir own

coices wile #a9ing teir car$s% ,/ter co#leting tis roect in class* oe/ull. it will e7ten$

"e.on$ te classroo# an$ stu$ents will continue to create an$ tra$e car$s once te roect is/inise$ increasing teir art #a9ing an$ co##unication a"out art in general%

Proect oal+ien a list o/ ossi"le te#es* stu$ents will in$ii$uall. create tree artist tra$ing car$s (,TCs)

o/ teir cosen te#es an$ #e$ia ealuate teir own car$s $uring creation an$ eers> car$s

uon co#letion to $iscuss artistic coices an$ concets%

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Please ealuate te /ollowing #aterials using te uestions "elow as a gui$e+

Tra$ing Car$ Poster

1% Does tis oster sow enoug $i//erent t.es an$ soli$ e7a#les o/ oter t.es o/

tra$ing car$s

Instructor ui$e

1% Di$ .ou /eel te ti#e /ra#e /or co#leting tis roect was accurate

2% Coul$ .ou easil. /ollow along wit te stes liste$ in te instructor gui$e

3% Di$ .ou /eel te instructor gui$e was toroug enoug ?as an.ting #issing

6ist o/ Proce$ures

1% ,re te ictures necessar. /or te roce$ures2% Do .ou tin9 it>s necessar. to ae tis $isla.e$ in te classroo# or gien to

eac stu$ent as a an$out

Materials 6ist1% ,re tere an. #aterials tat .ou can tin9 o/ tat I soul$ a$$ or ta9e awa.

6ist o/ Te#es

1% ,re tere an. te#es tat .ou can tin9 o/ tat I soul$ a$$ or ta9e awa.

,TC !9etc Paer

1% Do .ou tin9 tis will "e el/ul /or stu$ents

Peer Ealuation ui$e

1% Do .ou tin9 te #ultile coice resonses are a$euate in goo$ an$ "a$

e7a#les /or resonses

Peer'Ealuation =uestions

1% ,re te ealuation uestions a$euate to $raw ertinent in/or#ation out o/

stu$ents a"out teir own an$ eac oter>s car$s

2% ,re tere an. uestions .ou tin9 I soul$ a$$ or ta9e awa. /ro# te ealuation

ra$ing -u"ric

1% ,re te oint alues /or eac ite# aroriate2% ,re tere an. oter ite#s tat I #a. ae #isse$ /or gra$ing or soul$ get ri$ o/

eneral uestions a"out roect+1% ?ere te instructional #aterials use/ul ?as an.ting #issing

2% ?ere tere an. a$atations tat .ou nee$e$ to #a9e to te instruction

3% How $i$ .ou /eel a"out te instruction in general% How $o .ou /eel learners will reson$ to tis roect

Part 9b: Report of -$pert Re!ie'

2:


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Te e7ert reiew was generall. a ositie one% !e $i$n>t ae an. suggestions /or

i#roe#ent /or te Tra$ing Car$ Poster or te Instructor ui$e% Her one co##ent a"out te

roect in general was in regar$s to te ti#e /ra#e% !e /eels tat it #a. en$ u ta9ing #ore li9e/our ours to co#lete te entire roect% Tis oweer #a. $een$ on ow o/ten stu$ents ta9e

a$antage o/ oortunities to reiew teir ,TCs wile wor9ing on te#%

Te e7ert /elt ictures were unnecessar. /or te 6ist o/ Proce$ures% !e also /elt tat se woul$

list te stes on te "oar$ at te "eginning o/ eac erio$ tat se /elt stu$ents woul$ "e a"le to

co#lete in tat class erio$ along wit a s#all an$out on eac art roo# ta"le% Tis an$outwoul$ igligt te stes necessar. /or stu$ents to co#lete car$s 2 an$ 3%

Te e7ert #entione$ tat se /elt it woul$ "e "ene/icial to ta9e a /ew #inutes wit eac class to

"rainstor# an. e7tra te#es or #aterials to a$$ to eac o/ te lists% !e /eels it woul$ also "egoo$ to encourage stu$ents to "ring in #aterials /ro# o#e to #a9e teir ,TCs% !e /elt "ot

lists were a$euate as a starting o// oint toug%

Te ,TC !9etc Paer se tougt was an e7cellent wa. /or stu$ents to "egin teir car$s% ,n$/or #o$eling ealuation se /elt te #ultile'coice otions were a$euate% Te one note$ ting

to ossi"l. cange in te ealuation an$ on te ru"ric woul$ "e to o#it te wor$ tougt/ulness%!e /eels it is too su"ectie an$ /eelings o/ stu$ents coul$ get urt%

Te e7ert woul$ si#li/. te gra$ing ru"ric so tat eac car$ was 10 oints eac #a9ing tecar$s 30 oints total% !e woul$ also cange te e//ort gra$e to 10 oints% In regar$s to

a$atations se /elt tat soul$ "e $ealt wit on a case'".'case "asis% ,n$ last se is er. curious

to see ow stu$ents will reson$ to tis roect "ecause o/ ow #uc /ree$o# te. are "eing

gien% !o#e stu$ents #igt not een 9now wat to $o wit tis #uc /ree$o#% ,lso* tereaction /ro# stu$ents a"out giing awa. teir artwor9 will "e interesting to see* se /eels tis

will "e $i//icult /or so#e% !ee ,en$i7 C /or te /ull answers to all te uestions as9e$ o/ te

e7ert%

Part 9c: Desi#ner4s Response to Re!ie'

I was er. lease$ wit te reiew tat I receie$% I agree tat te roect #igt en$ u ta9ing alittle longer tat tree ours% Tis will $e/initel. $een$ on te stu$ents rate o/ wor9ing an$ also

te /irst /ew ti#es te roect is taugt I tin9 it will ta9e longer% ,/ter $oing it once or twice

wit stu$ents I tin9 an instructor coul$ co#lete it in closer to tree ours wit stu$ents%

I $i$ not a$$ i#ages to #. 6ist o/ Proce$ures "ecause a/ter earing it in #. e7ert reiew an$

also tin9ing a "it a"out it* te. $o see# unnecessar.% I tin9 it woul$ "e easiest to $isla. te

roce$ures on te "oar$ an$ #ar9 wic stes stu$ents soul$ /ocus on% ,long wit tis testes coul$ "e locate$ on eac art roo# ta"le as well% I tin9 it woul$ "e "ene/icial /or an.

instructor to "rainstor# #aterials an$ te#es wit teir stu$ents to #a9e it een #ore ersonal

to te#% I a$$e$ a note a"out tis in te instructor gui$e%

I agree$ wit te e7ert a"out te wor$ tougt/ulness so it was o#itte$ /ro# te ealuation an$

ru"ric% I $isagree wit te gra$ing oweer so I 9et it te sa#e as "e/ore% It will "e eas.

oweer /or an. instructor to cange te ru"ric "ase$ on wat te. tin9 is i#ortant to ealuate

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).$ 5iffusion of Innovations

).) Implementation and

Institutionali6ation

I5 roject

).@ olicies and 7eulations

Standard @/ 2&G&'2GT

@.F "includes @.F.# ? @.F.)%

@.# roject 2anaement

@.$ 7esource 2anaement

@.) 5elivery System 2anaement

@.@ Information 2anaement

Standard A/ K&+


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Appendices

Appendi$ A Needs Assessment Sur!ey 6uestions

1% How woul$ .ou /eel a"out tra$ing or e7canging .our art wit oter stu$ents once .our

wor9 is co#lete (multiple choice, one answer only) IO$ /eel great a"out it

IO$ "e ust o9 wit it%

I $onOt reall. care eiter wa.%

I woul$ not li9e to tra$e #. art wit oter stu$ents%

2% Do .ou tin9 e7canging art wit so#eone else woul$ "e a ositie or negatie ting to

$o (multiple choice, one answer only)

Positie

4egatie

3% Please write wat .ou answere$ /or te last uestion (ositie or negatie) an$ ten

e7lain w. .ou cose tat answer% (short answer)

% ?at sie o/ artwor9s $o .ou re/er to #a9e (multiple choice, one answer only)

large

#e$iu#

s#all

5% ?at #e$ia $o .ou li9e to wor9 wit te "est wen #a9ing art &ou #a. list u to /our o/

te /ollowing+ aint* watercolors* astels* cra.on* #ar9er* collage* /i"er arts* rint#a9ing* or

an. oter #e$ia .ou li9e to use% (short answer)

8% In .our ast art e7eriences ae .ou co#"ine$ #e$ia in an artwor9 "e/ore (e7a#le+using aint an$ collage using cra.on* #ar9er* an$ sarie using collage* sewing an$

#ar9er) (multiple choice, one answer only)

&es

4o

:% ?oul$ .ou li9e to co#"ine #e$ia i/ .ou answere$ no /or te last uestion (multiple

choice, one answer only)

&es

4o


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% I/ .ou coul$ #a9e an artwor9 /ocusing on an. te#e* wat woul$ .ou coose (e7a#les+

/aces* trees* /eelings* #onsters* etc%%%)&ou #a. write ere ,4& te#e .ou can tin9 o/

(short answer)

10% Hae .ou eer ear$ o/ artist tra$ing car$s* or 9now wat te. are (multiple choice, one

answer only) &es

4o

Appendi$ ; -$ample ATCs

32


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Appendi$ C Completed -$pert -!aluation 6uestions

Please e!aluate the follo'in# materials usin# the .uestions belo' as a #uide:

33


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Do .ou tin9 te #ultile'coice resonses are a$euate in goo$ an$ "a$ e7a#les /or

resonses

&ou ae gien te# goo$ e7a#les o/ ositie an$ negatie resonses% &ourrole #o$eling o/ tis soul$ lea$ te# to using goo$ coices%

Peer'Ealuation =uestions

,re te ealuation uestions a$euate to $raw ertinent in/or#ation out o/ stu$ents a"outteir own an$ eac oter>s car$s

M. onl. co##ent woul$ "e to eli#inate tougt/ulness /ro# te one uestion*

Q?as te ,TC $one neatl.* loo9 co#lete$* an$ sow e//ort I /eel tat it

"eco#es too su"ectie an$ stu$ents tis age are er. easil. urt ". teir eersoinion%

Gradin# Rubric

,re te oint alues /or eac ite# aroriate

;nl. to #a9e it easier /or .ou as .ou gra$e 200R roects* I woul$ #a9e te gra$e

/or te tree tra$ing

car$s 30 oints ' 10 oints eac% I woul$ ten cange e//ort to 10%

,re tere an. oter ite#s tat I #a. ae #isse$ /or gra$ing or soul$ get ri$ o/;#it te wor$ tougt/ulness /ro# te ru"ric%

General .uestions about pro+ect:

?ere te instructional #aterials use/ul ?as an.ting #issing

Tis is a er. coesie lan tere is noting ertinent #issing%

?ere tere an. a$atations tat .ou nee$e$ to #a9e to te instruction

,$atations woul$ ae to "e #a$e on an in$ii$ual "asis% M. concern woul$ "e

wit stu$ents tat ae isual $e/iciencies% &ou #a. also ae to a$at te

ealuation /or so#e o/ te learning suort stu$ents%

How $i$ .ou /eel a"out te instruction in general

It is e7cellent%

How $o .ou /eel learners will reson$ to tis roect

Honestl.* I># uite e7cite$ to see ow te. reson$% I># not sure te. willQ9now wat to $o wit aing suc creatie /ree$o#% I tin9 te. will "e

e7cite$ to use all o/ te #aterials "ut I># not so sure te. will li9e saring teir

wor9% Te. ta9e teir iew teir artwor9 er. ersonall. an$ I tin9 tat #a. "e

ar$ /or so#e o/ te# to gie it u%

Appendi$ D


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Tra$ing car$% (2011* ,ugust 2)% In ?i9ie$ia* Te Free Enc.cloe$ia% -etriee$

4oe#"er :* 2011* /ro# tt+@@en%wi9ie$ia%org@w@in$e7%

titleSTra$ingNcar$ol$i$S85

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M.Brown-Final ID Project