Unit Title: Seeing is Believing · springboard for a teacher’s thoughts and creativity. The information we have included ... professional artists for inspiration and composition

Unit Title: Seeing is Believing

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Delaware Curriculum Unit Template Preface: This unit has been created as a model for teachers in their designing or redesigning of course curricula. It is by no means intended to be inclusive; rather it is meant to be a springboard for a teacher’s thoughts and creativity. The information we have included represents one possibility for developing a unit based on the Delaware content standards and the Backward Design framework and philosophy.

Subject/Topic Area: Visual Arts Grade Level(s): 8 Searchable Key Words: Life-drawing, observation, composition, color theory, scientific observation, qualitative and quantitative data. Designed By: T. H. DeGregory District: Red Clay Consolidated School District Time Frame: 4 weeks Date: May 5, 2009 Brief Summary of Unit - This unit is introduced in February. Seeing is the most important component in the creation of artworks. Research states that humans actually draw with the eyes not necessarily with their hands. There is a strong tradition among artists, such as Leonardo da Vinci, who use observation techniques similar to techniques used in the field of science. In this unit (lessons 1-6), students will use intense methods of observation typical of those used in the fields of science to improve life-drawing skills. Students will use a manipulative product to make a model of an object from nature (e.g. gourd, driftwood, shell), which enables them to better understand the object. Students will also learn and implement color theory. Throughout the unit the students will collect qualitative and quantitative data, create study sketches and thumbnail drawings and employ hand-building techniques to build a model of the object. Students will look to works created by professional artists for inspiration and composition ideas. The transfer task (outlined in lessons 7-10). challenges students to assume the role of a food stylist for a local organic market and create a 2-D art work for a display. Students will draw upon the observational skills developed in the lessons to complete this task.


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Stage 1: Desired Results

(Determine What Students Will Know, Do and Understand) Delaware Content Standards (This should include a list of the DE Content Standards for which instruction is provided in this unit and which are ultimately assessed in the unit.) Standard 1: Understanding and applying media, techniques and processes 1.1-Select and use media, techniques and processes that are used to create works of art, , 1.7-Describe how media and techniques are used to create 2-D and 3-D works of art Standard 2: Using knowledge of structures and functions 2.2-Select and use the elements of art in works of art Standard5: Reflecting upon and assessing the characteristics and merits of their work and the work of others 5.1-Discuss how individual experiences influence personal works of art, 5.6-Apply visual arts vocabulary when reflecting upon and assessing works of art Secondary Standards 1.5-Compare and contrast the different effects created by various 2-D and 3-D works of art 2.10-Analyze how the elements of art and principles of design applied through various media, techniques and processes produce different effects 5.3-Describe personal responses to selected works of art Standard 6: Making connections between visual arts and other disciplines 6.2-Compare the use of technology, media and processes of the visual arts with other disciplines Big Idea Observation Unit Enduring Understandings Students will understand that… Observation is a valuable tool in understanding Artists use a variety of techniques and processes to manipulate media to achieve desired effects. Artists consider multiple approaches to visual problems Every work of art has a point of view Art draws upon all aspects of human experience Reflection, assessment and refinement are key steps in the process of creating art. The process of creating art requires critical and creative problem solving. Unit Essential Question(s)

In what ways do scientists and artists use careful observation to help them accurately represent what they see?

How can a perception become inaccurate? What makes art more or less authentic To what extent is a work of art dependent upon the view of the artist? In what ways can color affect humans and animals?


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Why do artist select one medium over another? How does the artist reflecting on his/her own work before completion help him/her

affect a piece? How does reflecting on the work of both peers and famous artists affect the

student artist’s own artistic abilities and understanding? Knowledge & Skills Students will know…. A variety of strategies for drawing/painting objects from observation The theory of color to create an effective drawing/painting That artists and scientists share common habits of mind Drawing/painting and general art terminology Students will be able to… Apply observational strategies and techniques in order to compose a drawing Apply the techniques of data collection Select and use media appropriately Apply criteria to judge artworks Demonstrate different ways of looking at and discussing artworks

Stage 2: Assessment Evidence (Design Assessments To Guide Instruction)

Suggested Performance Task(s) Students, you are to assume the role of food stylist for a local organic market. The market is looking to spotlight fruits and vegetables for nutrition and as aesthetic objects used for home decorating. It is your job to select a fruit or vegetable and create a 2-dimensional graphic design that best presents it to the public. You will use a variety of data collection methods ( practiced in stage 3) to assist you in this process. Students, when you create the 2-D artwork of your selected fruit or vegetable, you will use your research on noted artists/scientists from the KWL in lesson one and reflect the influence of one or more of them in your work. You may select and use a medium of choice which will best demonstrate your knowledge of color schemes. You must establish levels of depth, space, and foreground/background relationships in your composition through use of color, value and proportion. You will prepare the final work for the local organic market and include an artist statement that identifies influence and your decision making process.

Rubrics/checklists for Performance Tasks See attached rubrics and performance list Other Evidence (This could include tests, quizzes, prompts, student work samples, and observations used to collect diverse evidence of student understanding.) Weekly sketchbook (homework) check/conference


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Classroom walk-about to check for understanding Summary of all activities: Students write a summary of each activity in their journal in which they include a statement of purpose, process and discovery Measure the height, width & length using a predetermined universal tool Render the object in contour lines Model the object using a manipulative medium Thumbnail drawings Student Self-Assessment and Reflection (This should include opportunities for students to monitor their own learning. Ex: reflection journals, learning logs, pre- and post-tests, editing own work.) Students will keep a journal throughout the unit and include warm-up (essential) questions, notes and all rendering activities. Students will reflect on each activity and write a summary to elaborate on the key concepts learned in the activity. At the end of the unit students, will complete a comprehensive written reflection (artist statement) using the Reflection Notebook.

Stage 3: Learning Plan (Design Learning Activities To Align with Goals and Assessments)

Key learning events needed to achieve unit goals (This should include instructional activities and learning experiences needed to achieve the desired results (Stage 1) as reflected in the assessment evidence to be gathered (Stage 2). The acronym WHERETO summarizes key elements to consider when designing an effective and engaging learning plan for ALL students. W – Help the students know Where the unit is going and What is expected? Help the teachers know Where the students are coming from (prior knowledge, interests) H – Hook ALL students and Hold their interest? E – Equip students, help them Experience the key ideas and Explore the issues? R – Provide opportunities to Rethink and Revise their understandings and work? E – Allow ALL students to Evaluate their work and its implications? T – Be Tailored (personalized) to the different needs, interests, and abilities of ALL learners?

O – Be Organized to maximize initial and sustained engagement as well as effective learning? Summary of Classroom Environment: The visual arts classroom is set up with the students sitting at tables of four. This arrangement fosters collaborative learning environment as the students are encouraged to go to peers with questions regarding procedures, projects, assignments and feedback.

Lesson 1- Essential Questions: In what ways do scientists and artists use careful observation to help them accurately represent what they see?

Background: Students will access prior knowledge of the processes used for observation and visual arts vocabulary. A science teacher could be invited as a guest to discuss the scientific observation.


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Strategy 1 *Share with the children historical references of artists/scientists who use observation in their work. For example: Leonardo, Düerer, Caravaggio & Michelangelo to name a few. Students will use a KWL chart to record the information from class and complete the chart (want to know, learned) as homework during this unit.

Strategy 3 *PAIR-SHARE: Ask the students to describe how observation techniques are used in science class. Randomly select groups for whole group sharing.

Strategy 4 *Distribute a copy of the Seeing is Believing Model Resource Unit to all students; instruct the students to define the vocabulary words. (see attachment for vocabulary list for lesson 1) Checking for Understanding: *Students create sketch to illustrate 1 vocabulary word. (see attachment for vocabulary list for lesson 1) Students write a summary of all activities (see other evidence). Lesson 2- Essential question: How can a perception become inaccurate?

Background: Students access prior knowledge about common habits of mind between art & science.

*Prior to class, the teacher purchases gourds or other large seasonal fruits or vegetables or objects from nature such as shells. Before students arrive: place the “gourds” that you have purchased in a large bag for blind selection and borrow a scale from a colleague.

Strategy 1 Do it now: As the students arrive in class direct them to write 10 observations about the class environment. Then pair and share the observations. Whole class sharing pairs share how humans perceive their world. Direct the students by proposing these questions for answer: What senses do we most use? What senses work together to enable us to form sound observations? How can a perception be incorrect?

Strategy 2 Break the class into small groups (I like to count off the students by numbers then each number becomes a group ex: all #1 become group 1). Students take turns reaching into the bag to select a gourd using the sense on touch instead of sight.


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Strategy 3 Introduce the terms quantitative data collection and qualitative data collection (VA VOCAB terms). Students make observations pertaining to weight and size of the gourd and record data.

Strategy 4 Distribute masking tape to students, so they can label their gourds. Check for understanding: Students use exit ticket with an example of qualitative data collection or quantitative data about their gourd. Collect. Students write a summary relating to perceptions (see other evidence).

Lesson 3- Essential Question: What makes art more or less authentic?

Background: Students’ access prior knowledge of creating study drawings and contour line drawings (remind students of Leonardo’s study drawings and show examples).

*Prior to the class meeting have beakers and vessels with water measured in it and a measuring cup handy to replenish as needed for measuring volume, and string or yarn handy for measuring the circumference of the gourds, and surfaces of varying hardness to measure weight.

Strategy 1 Distribute the data collections handout. Instruct the students that they will begin by collecting quantitative data; how to measure the gourd by means of the physical make-up and dimensional aspects: weight, mass, height and circumference. They will record the findings on the handout, which is held in their notebook/binder.

Strategy 2 *Review the process used for creating study drawings. Begin collecting qualitative data by closely observing the object. Instruct the students to record “visual” notes by creating contour line drawings and study drawings. (Using the data collection process, students should select their own fruit or vegetable for the Performance Task – stage 2 – and collect data.) *View Frank Netter PowerPoint. After viewing, students respond to question: How are Frank Netter’s medical illustrations similar to or different from my sketches of fruits and/or vegetables? Checking for Understanding Students record qualitative data for Performance Task fruit or vegetable in student Reflection Notebook. Students write a summary of all activities relating to the PowerPoint (see other evidence).


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Lesson 4-( required periods to complete may vary) Warm-up Question: What do quality sculptures look like?

Background: Students access prior knowledge of critical analysis and sculpture making techniques. *Prior to class meeting prepare supplies and on hand (clay, or newspaper, flour, bowls, balloons, spoons, salt, and Celluclay or other manipulative medium.

Strategy 1 Review sculpture techniques and safety procedures. Students will make a life size realistic sculptural replication of the gourd. Distribute balloons and instruct students to build their sculpture by making a matrix by inflating one or more balloons (depending on their gourd) to the appropriate size. The balloons will be covered with papier-mache to model the fundamental shape and form of the gourd. Celluclay will be used to add details and to refine the form of the sculpture. Checking for Understanding: Students write a summary of all activities (see other evidence). Describe your experience working with the manipulative.

Lesson 5- Essential Question: To what extent is a work of art dependent upon the view of the artist?

Background: Students access prior knowledge of understanding written material, designing a composition.

Strategy 1 The students read Wayne Scholastic Arts Magazine Wayne Thieboud, and answer the questions on the handout (in appendix). Depending upon reading ability, this could be assigned as a jigsaw activity.

Strategy 2 After students finish reading, conduct a discussion of the magazine article. Emphasize to the students that there are multiple solutions to the problem (the problem to solve here is designing a composition that is aesthetically pleasing and represents the fruit or vegetable for Performance Task favorably)

Strategy 3 Review essential qualities for good composition. Distribute and review thumbnail rubric *The students begin designing compositions by creating thumbnail drawings of selected fruits and vegetables of their choice, (4x6 inch or 4x4 inch in size); at least three are required. (see thumbnail rubric)


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Checking for Understanding: Students write in their Reflections Notebook on topic: “Describe the ways you used observation in your art.” “Compare and contrast the different effects Thieboud created through use of color in selected works.”

Lesson 6- Essential Question: In what ways can color affect humans and animals?

Background: Students access prior knowledge of understanding color theory and the relationship between the Elements of Art (color) and the Principles of Design (contrast, emphasis, harmony, repetition, and depth) to develop an effective color scheme.

Strategy 1 The students use color pencils to create three complimentary color scales.

Strategy 2 The students copy their best thumbnail drawing three times by tracing onto tracing paper. Strategy 3 The students select three different colors schemes and use color pencils to color each copy.

Strategy 4 *Review VA VOCAB Select the color scheme that is most effective in communicating your idea.

Strategy 5 Pair and Share – Students exchange one of their 3 drawings and ask their partners to respond to the essential question, “How does the color in this drawing affect you?” Checking for Understanding: Students write in their Reflection Notebook: How effectively do I use color to affect my classmate?

Lesson 7- Beginning of Performance Task Essential Question: Why do artists select one medium over another?

Background: Students access prior knowledge of selecting medium that best expresses their intent, that gives them a positive esthetic experience and that they have acquired a level of mastery in craftsmanship.

Strategy 1 Teacher discusses the options of mediums available for use in this project.

Strategy 2 Encourage students to have peer discussions to assist them in making the decision of which medium to use.


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Strategy 3 The students determine how large to increase their compositions, and devise strategies used to enlarge, then select the best enlarging technique to use.

Strategy 4 Appropriate paper, canvas or canvas board is distributed to the students *The students begin lightly sketching the composition on appropriate surface prior to adding color Checking for Understanding: Students write in their Reflections Notebook their response to lesson 7 essential question.

Lesson 8- Essential Question: How does reflecting on the work of peers… affect the student artist’s own artistic abilities and understanding?

Background: Students access prior knowledge of accepting and offering constructive criticism.

Strategy 1 Using T-charts to assist in note-taking students participate in mid-project peer critiquing of their composition from lessons 6 & 7. Checking for Understanding: Collect T-charts Students write in their Reflections Notebook on topic: “Describe how you used media and techniques to create your work of art.” “Describe how the feedback you received from your peers influenced or affected your work.” Closure/check for understanding: “The critique was helpful and worth while experience for me: THUMBS-UP, or THUMBS-DOWN

Lesson 9 Warm-up: Explain how you use observation as you are finishing an artwork.

Strategy 1 Students continue working on their compositions


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Lesson 10- Essential Question: How does reflecting on the work of both peers and famous artists improve the student artist’s own artistic abilities and understanding?

Background: Students access prior knowledge of using multiple strategies to perfect an artwork.

Strategy 1 Given selected slides of professional artists’ 2D artwork, the students are reminded and encouraged to look at works to identify what is working in the piece, next they look at their own works through the lens of critic and problem-solve to adjust weak areas (looking at work from a distance is a good way to better “see” what’s going on in the piece). Students keep working until their piece is completed. The students use their reflection notes to make an outline which will be used to compose a comprehensive essay (artist statement) that includes reflection, and critical analysis of the artwork that they created. Address the following in your essay: Describe the elements of art and principles of design you used and how they work together to enhance your piece. Analyze how the elements of art and principles of design were applied through use media, techniques and processes produce different effects. What quality of the object (gourd) were you trying to express to your viewer?

Checking for Understanding Give students the performance task rubric to score their final product. Did you consider the following unit design principles? IP – International education perspective IL – Information Literacy WR – Workplace readiness/21st century skills FA – Formative assessment, used to check for understanding DI- Differentiated Instruction UDL– Universal Design for Learning TL – Technology Literacy

Resources & Teaching Tips (Consider the two questions below when completing this section.)

o What text/print/media/kit/web resources best support this unit? Scholastic Arts Magazine Wayne Thieboud

o What tips to teachers of the unit can you offer about likely rough spots/student misunderstandings and performance weaknesses, and how to troubleshoot those issues?

The classroom set-up is very important in the art room. Students should always work at tables of two to four to foster collaboration. In art, it is always important to have many eyes look at the work. Reinforce with your students that humans draw with their eyes not with their hands.


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It would also be useful to set deadlines for performance task since parts of it are to be done out of class time in order for the students to be better organized. Professional designers work under the parameters of very stringent deadlines in order to meet the needs of the client. Differentiation (This should include a list or description of ways that you will differentiate instruction according to students' needs. This can include any curricular adaptations/accommodations that are needed to meet the needs of ALL students, including students with disabilities. Ex: using reading materials at varying readability levels, putting text materials on tape, using spelling or vocabulary lists at readiness levels of students, meeting with small groups to re-teach an idea or skill for struggling learners, or to extend the thinking or skills of advanced learners.) Differentiation can be accomplished in three different areas of instruction. Differentiation of the content, differentiation of the process and differentiation of the product. Choice of medium option of multi-media for more advanced students) Choice of design Choice of size Collaborative groups Word Wall Flash cards Samples of professional artworks Extended time: Students can set their own pace. Technology Integration See image PowerPoint presentations See attached video See Frank Netter scientific illustrator: www.http://en.wikipedia.org/wiki/Frank_H._Netter Also known as “Medicine’s Michelangelo” Content Connections Other knowledge and skills include mathematics, reading, writing, and technology

http://www.http//en.wikipedia.org/wiki/Frank_H._Netter


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Appendix Vocabulary Words Lesson 1 Vocabulary Cards Lesson 1 Senses Lesson 2 Quantitative Data Lesson 3 Gourd Unit Lesson 4 Scholastic Art Lesson 5 T Chart Lesson 8 Rubric for Performance Task Stage 2 Rubric for Reflective Stage 2 Artist Statement


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Lesson 1 VOCABULARY WORDS: Additive: Analogous: Balance: Color scheme: Color: Complementary Colors: Composition: Depth: Foreground/Background: Form: Hue: Line: Local color: Medical Illustrator: Model: Proportion: Qualitative Data: Quantitative Data: Scientific Method Shape: Space Positive/Negative: Split Complementary color scheme: Study: Subtractive: Thumbnail Unity: Value:


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Lesson 1

Vocabulary Cards

Vocabulary cards are personalized sets of small cards. Students can create their own vocabulary cards or use copies of a master set.

1. Write the vocabulary words in the center of the card in bold letters. 2. In the upper left corner, write the meaning. 3. In the lower left, write the part of speech. 4. In the lower right corner, draw a picture that illustrates the word. This same process can be used throughout the course.

study

observation

noun


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Lesson 2 Use your senses to observe your object. List your findings: Name of the Object: Observations

Color

Texture

Shape

Form

Value

How does the object “feel” in your hand?

Name at least 1 other object that the gourd “looks” like

Now pretend that you are a scientist collecting data through observation (this data is called qualitative data) Object: Observations:

What shapes are combined to build this

object?

What shapes are the protruding pieces?


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Lesson 3

Collect Quantitative Data by measuring all of the shapes. Use the following table to record measurements of the object.

Shape/Location Measurements


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Lesson 5 Name: Directions: 1) You will make some predictions about the text. 2) Read all of the questions BEFORE you begin reading the article. 3) Use the handout to record any NEW or unfamiliar words. 4) As you read answer question relating to specific areas of the text; Scholastic Art Wayne Theibaud: Working with Composition pages 2-5 & 8-11. Before you begin to read, take a few moments to look at the cover. What predictions can be made about the text from simply looking at the cover? How will you use this new information provided in the article? In the table below, 1) Write any word that you do not know the meaning for; 2) Guess what the meaning might be; 3) Look-up the word in the dictionary; 4) Write the definition in your “own” words.

WORD Your GUESS at the

meaning The dictionary meaning The meaning in your

“own” words 1.

2.

3.

4.

5.

6.


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As you read, please answer the following questions. How does Thiebaud use dramatic shifts in perspective and multi-points of view in his artwork? Cite 2 specific examples. List 1 way you could feature what Thiebaud did to design compositions in his work in your own compositions? How does Thiebaud use color? Is he simply using local color or is he embellishing what he sees? What comparisons can be mace between Thiebaud’s process of creating art and the process we are using in VA class? What are the basic components of Thiebaud’s compositions?


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Lesson 5 Thumbnail Rubric

Traits Composition Rendering Skills

Artist Point of

View

Thorough investigation

4

Layers are highly evident (depth, foreground/background), asymmetry/symmetrical balance, variety, repetition, and use of space

Your shapes and forms are rendered with perfect accuracy. The objects are drawn in perfect proportions. The drawings have excellent line quality.

Point of view is highly expressive of your individuality. Design shows extreme innovation. The design has a WOW factor.

More then three complex, intriguing designs have met or exceeded expectations in the investigation

3

Your designs sufficiently demonstrate a sense of layers (depth, foreground/background), asymmetry/symmetrical balance, variety, repetition, and use of space

Your shapes and forms are rendered with near perfect accuracy. The objects are drawn in near perfect proportions. The drawings have near perfect line quality.

Point of view is sufficiently expressive of your individuality. Your design shows a sufficiently innovative perspective.

At least three complex, intriguing designs have adequately been investigated

2

Your designs somewhat demonstrate a sense of layers (depth, foreground/background), asymmetry/symmetrical balance, variety, repetition, and use of space

Your shapes and forms are rendered to reflect some accuracy. The objects are drawn in partially -accurate proportions. The drawings have average line quality.

Point of view is somewhat expressive of your individuality. Your design is showing the viewer a somewhat innovative perspective.

Fewer than three complex, intriguing designs have been investigate

1

Your designs rarely demonstrate a sense of layers (depth, foreground/background), asymmetry/symmetrical balance, variety, repetition, and use of space

Your shapes and forms rarely reflect accurately. The objects are drawn in inaccurate proportions. The drawings have poor line quality.

Your point view is not expressive of your individuality. Your design is lacking innovative perspective.

Investigations have not been fully attempted or investigated


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Lesson 8 NAME: Project Name or Number: Directions: As the class is critiquing your piece, take notes on the “T” chart below take notes. Make sure you take detailed notes on both the strengths and areas in of re-working

Strengths Constructive Criticism


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Scoring Rubric for Performance Tasks Name:

Performance Standard

EXEMPLARY PROFICIENT APPROACHES

Contour & Rendering Skills

The composition is rendered effectively with extreme detail

The composition is rendered effectively

with some detail

The composition is incomplete;

insufficient detail

Composition

The composition is balanced

(symmetry/asymmetry) with emphasis on

proportion including most Principles of

Design


(symmetry/asymmetry) with emphasis on

proportion including some Principles of

Design


(symmetry/asymmetry) though no emphasis on

proportion and few Principles of Design

Value, Contrast & Depth

Composition includes a range of 7 values

With effective use of Contrast

Composition includes a range of 5 values with some effective use of

Contrast

Composition includes a range of 3 values

with some effective use of Contrast

Use of Color Scheme & Application

More then three levels of space are created through use of color theory, and varying

tonality with gradients and blending

At least three levels of space are created

through use of color theory, and varying


Less then three levels of space are created through use of color theory, and varying


Presentation & Craftsmanship: Neatness & Evidence of Artistic Influence

Well crafted, neat & clean; clear evidence of

artistic influence (original and creative

not copied)

Some craftsmanship issues: one rumpled

corners or a few smudges; clear

evidence of artistic influence (original and

creative not copied)

Many craftsmanship issues: rumpled

corners &/or many smudges; evidence of

artistic influence unclear (unoriginal,

looks copied)


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Reflective Essay Artist Statement Writing Prompt Use your reflection notes to make an outline, which will be used to compose a comprehensive essay (artist statement) that includes reflection, and critical analysis of the artwork that you created. Also, address the following in your essay:

Describe the elements of art and principles of design you used and how they work together to enhance your piece.

Analyze how the elements of art and principles of design were applied through use of media, techniques and processes produce different effects.

What quality of the object (gourd) were you trying to express to your viewer? What was the most difficult part of this project for you? What was the most pleasing aspect of this project for you? How would you create or design a different project based on your experience? What do you think about your final drawing/painting? Do you think it is successful? Does it

meet the criteria established by the teacher? Do you believe that the processes we used to observe the gourd and collect data had an effect

on you final painting/drawing?


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Scoring Rubric for Reflective Artist Statement

Traits Description of:

Analysis of:

Reflection: Coherence

4

All VOCAB used to create an Outstanding description of: -Elements & Principles used -The experience of all classroom activities (what you did) -The creation process (what you did)

All VOCAB used to create an Outstanding analysis of: -Effects achieved with Elements & Principles -Selection & use of medium -The selection process -The creation process

All VOCAB used to create reflection that Implicitly -Reveals feelings and thoughts through presentation of the experience -In depth exploration of the subject in personal and general reflections

All VOCAB used to create a Coherent essay that: -Consistently uses appropriate language; shows deep insight through a natural flow of ideas and an effective conclusion

3

Most VOCAB used to Sufficiently describe: -Elements & Principles used -The experience of all classroom activities (what you did) -The creation process (what you did)

Most VOCAB used to Sufficiently analyze: -Effects achieved with Elements & Principles -Selection & use of medium -The selection process -The creation process

Most VOCAB used to Sufficiently analyze: -Experience by looking at more than one angle & explores the subject in personal and general reflections

Most VOCAB used to create a Coherent essay that: -Achieves unity through a natural progression of ideas; uses precise language.

2

Some VOCAB used to Adequately describe: -Elements & Principles used -The experience of all classroom activities (what you did) -The creation process (what you did)

Some VOCAB used to Insufficiently analyze: -Effects achieved with Elements & Principles -Selection & use of medium -The selection process -The creation process

Some VOCAB used to Sufficiently analyze: -Experience by only looking at one angle, superficial -Exploration of the subject in personal and general reflections

Some VOCAB uses only simple, generic language; has lapses in Coherence, and has the tendency to digress -Does not have coherence in writing -Is not organized in writing

1

Rarely is VOCAB used; description unclear: -Elements & Principles used -The experience of all classroom activities (what you did) -The creation process (what you did)

Rarely is VOCAB used; analysis is unclear: -Elements & Principles used -The experience of all classroom activities (what you did) -The creation process (what you did)

Rarely is VOCAB used to analyze the experience; -Insufficient exploration of the subject in personal and general reflections

Simple, generic language is used. Rarely VOCAB used: -Has lapses in coherence, and has the tendency to digress. -Does not have coherence in writing -Is not organized in writing

Documents

Unit Title: Seeing is Believing · springboard for a teacher’s thoughts and creativity. The information we have included ... professional artists for inspiration and composition