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Teacher Name:
Julia Sanderl
School:
Kapaa Middle School
Complex:
Kauai
Grade:
6-8
Content Area:
Visual Art
Course Name:
Introduction to Arts & Crafts
Period:
7
Student Population:
ELL- 3
GT- 8
6th grade- 3
7th grade- 15
8th grade- 17
SLO Components
For a complete description of SLO components and guiding questions, use the Student Learning Objective Planning Document
attachment.
Learning Goal
LEARNING GOAL:
Students will apply an understanding of the Elements and Principles of Design when interpreting, evaluating, and/or creating Art.
BIG IDEA:
Understanding the fundamental principles of Art enables people to understand, experience and create the art that surrounds us in our world.
STANDARDS/BENCHMARKS:
FA.6-8.1.2 Apply selected elements and principles of art and design to communicate a particular message or opinion in an original work of art.
FA.6-8.1.3 Use art vocabulary when evaluating intent and content of works of art.
FA.6-8.1.5 Describe how different elements and principles of art and design and styles can be used to express a variety of moods, feelings, themes,
and ideas.
CCSS.ELA-Literacy.RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a
specific scientific or technical context relevant to grades 68 texts and topics.
RATIONALE:
The language and organization of Visual Arts is fundamental as students learn to make, interpret and understand works of Art. Both Hawaiis
Performing Arts Standards and Common Core Literacy Standards emphasize the importance of domain specific vocabulary and skills tied to the
Elements and Principles of Design. Developing an understanding of the Elements and Principles prepares middle school students for more in-depth
challenges that will build upon this foundation in high school and beyond.
This area of need was determined through preliminary informal assessment that indicated a need for vocabulary and skill development of the basic
Elements and Principles of design.
This goal also supports Data Team and school-wide literacy goals. The assessment of student progress toward this learning goal is aligned with the
following claims by Smarter Balanced Assessment Consortium for ELA and Literacy:
#2 Writing- Students can produce effective and well-grounded writing for a range of purposes and audiences
#3 Speaking and Listening- Students can employ effective speaking and listening skills for a range of purposes and audiences
#4 Research- Students can engage in research/inquiry to investigate topics, and to analyze, integrate, and present information.
Interval of instruction necessary to address goal:
Assessments, Scoring
and Criteria
___ yearlong
x semester
Expected Targets
Starting point for student performance groups: Analysis of 3 Baseline Data Assessments Indicates that students are starting at the following
levels12% Exceeds
38% Meets
38% Approaching
12% Beginning
Expected target for each student performance group:
All students (except 1) will demonstrate a level 2 or better on the Final Assessment Art Analysis Chart to demonstrate understanding of the Elements
and Principles of Design when interpreting and evaluating Art.
Exceeds 100% of Exceeding students will achieve a level 4 on the final assessment.
Meets 100% of Meeting students will achieve a level 3 or higher on the final assessment rubric
Approaching 100% of Approaching students will achieve a 3 or higher on the final assessment rubric
Beginning 3 of 4 Beginning students will achieve a 2 or higher on the final assessment rubric and 1 student will achieve a 1 or better.
Rationale for expected targets: Baseline Data includes an Explanatory Paragraph of an Integrated Drawing assignment, a written self-evaluation,
and Sketchbook notes and reflective writing. All three assessments required students to evaluate, interpret and explain works of Art using domainspecific vocabulary.
4 students earned a level 4 (the highest rubric score) on all three writing assignments, placing them in the exceeding group.
13 Students earned a combination of 3s and 4s on the writing assignments, placing them in the Meets group.
13 Students earned a 2 on one or more of the writing assignments, placing them in the Approaching Group
4 Students earned 2s and lower on the writing assignments, placing them in the Beginning Group.
1 Beginning student may not be able earn higher than a 1 due to RTI pullouts 3 out of 4 days per week.
*See Baseline and Assessment Data for more detail.
Instructional Strategies
Learning Progression
FA.6-8.1.2 Apply selected elements and principles of art and design to communicate a particular message or opinion in an original work of art.
Recognize and comprehend the Elements and Principles of Art .
Analyze works of art using the Elements & Principles- to determine how the artists create meaning.
Create an original work of art that utilizes selected Elements and Principles of art to communicate a particular message.
FA.6-8.1.3 Use art vocabulary when evaluating intent and content of works of art.
Recognize and comprehend the Elements and Principles of Art .
Understand what intent and content is in works of art
Analyze works of art using the Elements & Principles- making connections to intent and content.
FA.6-8.1.5 Describe how different elements and principles of art and design and styles can be used to express a variety of moods, feelings, themes,
and ideas.
Results
96% of students met my expected targets on the Summative Assessment. One approaching student achieved an approaching score, rather
than moving up to a meeting score (which I had predicted). I attribute her lower score to several absences when she missed key information and
practice.
Developing
Ineffective
Highly Effective
Effective
Developing
Ineffective