Running Head: DESIGN PROJECT

THE UNIVERSITY OF THE WEST INDIES OPEN CAMPUS

Design Project

Jhody-Ann Neita (320001701)

EDID6512 - Design Project

Course Coordinator: Dr Camille Dickson-Deane

Project Advisor: Mrs Janelle Edward

Open Campus, University of the West Indies

Submitted on

May 15, 2020

 Design Project 2

Table of Contents

Executive Summary.........................................................................................................................3

Introduction......................................................................................................................................4

Need for the Design.........................................................................................................................5

Description of Target Audience.......................................................................................................8

Literature Review..........................................................................................................................11

Proposed Designs...........................................................................................................................17

Evaluation of the Design...............................................................................................................23

Methodology..............................................................................................................................24

Methods and Procedures............................................................................................................24

Ethics..........................................................................................................................................26

Evaluation of Findings...............................................................................................................26

Modifications for the Design.........................................................................................................28

Limitations.....................................................................................................................................30

Discussion and Conclusion............................................................................................................31

References......................................................................................................................................33

Appendixes....................................................................................................................................38

Appendix A- Questionnaire.......................................................................................................38

Appendix B- Observational Checklist.......................................................................................47

Appendix C- Post Training Questionnaire.................................................................................48

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Appendix D- ScreenShots of Training Presentation Slides.......................................................50

Appendix E- Post Testing Interview..........................................................................................51

Appendix F- Post-Testing Observational Checklist – Results...................................................53

 Design Project 4

Executive Summary

This Design Project report will examine the use of the Art Concept Reference Kit in correlation

with the RELATE Instructional Model to aid CSEC Visual Art students who have difficulties

with developing concepts/designs for their artworks. The CSEC Visual Arts students are required

to develop a portfolio of ten artworks, therefore, it is incumbent that CSEC Visual Art students

are able to develop meaningful concepts. This Design Project includes a literature review which

provides the theoretical foundation of the design of the Art Concept Reference Kit. The Art

Concept Reference Kit in Correlation with the RELATE Instructional Model is a tool used as a

source of reference to assist the aforementioned, Visual Arts students, through a scaffolding

inquiry approach. Mixed methods such as questionnaires, observations and open-ended phone

interviews were used to gather information from the participants before, during and after the

testing of the Art Concept Reference Kit. The results from the data gathered revealed that the

intended outcome of this project was accomplished with the active participants.
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Design Topic:

The use of the Art Concept Reference Kit in correlation with the RELATE Instructional Model

to aid students who have difficulties with developing concepts for their artworks (Neita, 2019).

Introduction

“Mt St Paul Secondary School, located in Manchester, Jamaica, celebrated their seventh

anniversary on September 7, 2019. The second cohort of students should be writing their

Caribbean Secondary Education Certificate (CSEC) examinations in May 2020. Twenty students

from the cohort chose Visual Arts as one of the subjects they would write during the CSEC

examination. Students were encouraged to choose subjects based on their career choice and

interest. The Visual Arts syllabus is structured to be completed within two years. Students are

required to develop a body of ten artworks based on their chosen theme. Students are expected to

independently develop their concept based on their theme, which would include a detailed

sketch, techniques and colours.

It has however been observed by the Visual Arts teachers of St. Paul Secondary School that the

Visual Arts CSEC students have a challenge with developing meaningful concepts for their

artworks. They often depend on the teacher to develop their designs. This has been strenuous on

the teachers mentally and physically, especially with a large group of students who are not

intrinsically driven”, (Neita, 2019). The researcher designed an instructional model called

‘RELATE’, as a possible solution to the identified problem. The RELATE Instructional Model

provides the foundation of the Art Concept Reference Kit, which was developed by the

researcher. The Art Concept Reference Kit is a tool to be used to assist Visual Art students with

the development of meaningful concepts for their artworks.

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Need for the Design

“The main objective for designing the RELATE Instructional Model is to provide Visual Art

teachers with a guide, which may be used to assist their students who have difficulties with

developing concepts for their artworks at the CSEC level” (Neita, 2019). A questionnaire (See

Appendix A) was distributed to selected grade ten students who chose to do Visual Arts at the

CSEC level. The questionnaire was used as a tool to gather information which assisted the

researcher to determine the viability of the proposed solution. As part of the process, participants

were presented with six statements which suggest how they may feel about developing ideas for

their artwork. Participants were asked to select their top two reasons. Of the ten participants, only

two find it easy to develop ideas for their artworks based on their theme. Seven students selected

that they have some ideas for their artwork but find it difficult to express it, four students shared

that they have good ideas, but don’t think they have the talent to accomplish it. One student

indicated that he/she doesn’t know how to showcase their theme in their artwork, two students

stated that they look at other artworks to get ideas to develop their artwork and one student

selected that they can develop ideas for their artwork by looking at things in their environment.

Based on the data gathered it is evident that most students recognize that they have a challenge

with expressing their idea due to lack of confidence or the skill to transfer their idea into an

artwork. The Art Concept Reference Kit in correlation with the RELATE Instructional Model

was designed as an avenue to assist with the alleviation of the challenges expressed by the

students in the aforesaid statements.

The researcher observed, (see Appendix B) during a Visual Arts class session (before the

implementation of the Art Concept Reference Kit) that the quality of the students' artworks does

not meet the standard requirement for the Visual Arts CSEC examination. The data gathered
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from the questionnaire reveals that this may also be due to lack of exposure and limited prior

knowledge to glean ideas from. The Art Concept Reference Kit in correlation with the RELATE

instructional model was designed to address the lack described in the aforesaid statement through

the adoption of a scaffolding inquiry approach. According to Erickson, et al (2018), “the art

inquiry abilities of the advanced high school art students in their study improved after engaging

in scaffolding inquiry instruction.” This approach aims to allow the students to develop a more

purposeful and meaningful approach when developing concepts for their artwork.

The Art teachers recognized from observations (See Appendix B) that the students are talented

however their artworks look naïve, it is evident they lack knowledge of the fundamental content

related to Visual Art. It is important that an artist knows and understands the elements and the

principles of designs (fundamental content) to develop aesthetically appealing artworks. Based

on the data collected it is evident that all participants were introduced to the elements and

principles of designs before, however some persons indicated that they either do not remember

them or tend to confuse the elements of art with the principles of designs. Five persons indicated

that they do not know the elements and principles of design due to the aforementioned conditions

and five indicated that they do. Although five persons indicated that they do know the elements

and principles of designs only two persons attempted to list them and did so correctly. The Art

Concept Reference Kit provides an avenue for students to review fundamental content related to

Visual Art at their convenience, by including an Information Bank which students may use as a

source of reference.

Students were asked to state the source of their motivation while creating artworks. Three

participants indicated that their classmates motivate them, another three selected their teacher

and two students selected their parents. This data suggests that most students’ are motivated by
 Design Project 8

influential persons in their lives. Two persons selected the option other, one person shared that

they are motivated by nature, while the other person left the space blank. Only one person

expressed that artists from the internet motivate her. This suggests that the other students do not

understand nor appreciate the positive influence that artworks done by other artists may have on

them as art students and on the quality of work they produce. According to Campbell (2011)

“artists worldwide and from the different era have garnered a deeper understanding of one’s self

and one’s world through critiquing and analyzing visual images done by other artists.”

Therefore, students will be required to choose a particular artist (from a list provided in the Art

Concept Reference Kit if they wish) and inquire about his or her art style and techniques.

Frequent use of the Art Concept Reference Kit will help students develop a penchant and

appreciation for art styles and techniques used by other artists to produce their artworks.
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Description of Target Audience

The targeted group consists of two Visual Arts female teachers and twelve students from grade

ten and eleven CSEC Visual Arts classes. Ten students were randomly selected from the grades

ten class and two students from the grade eleven class, four males and eight females. Both

teachers have a Bachelor degree in Visual Arts education and approximately three years of

experience as Visual Arts teachers” (Neita, 2019). One teacher is an assistant examiner for

Visual Arts at the CSEC level, therefore she knows the standard of works that are required from

the students. The other teacher has attended workshops where she was sensitized of the standard

that CSEC requires. Both teachers are also practising artists and are therefore able to guide

budding artists. The teacher’s role in this project is to facilitate the students as they develop their

design with the aid of the Art Concept Reference Kit.

All students were exposed to various skills and techniques in Visual Arts during their first three

years at secondary school. The grade ten students are currently in their first year of the two years

Visual Arts CSEC programme. They are currently in the process of developing a thorough

understanding of the Visual Arts CSEC syllabus while working on artworks for their portfolio.

The grade eleven students are now in the process of completing their portfolio and preparing for

the CSEC examination. They are familiar with the syllabus and have a fair understanding of the

standard which CSEC requires.

All students chose to pursue Visual Arts at the CSEC level but for different reasons. The Visual

Arts teacher expressed that “at the beginning of the school year, students were asked to state

their reason for choosing Visual Art. Sixty per cent of the students expressed that they believe

Visual Arts is easy, the remaining forty per cent expressed that they are interested in the subject

and that Visual Arts is a prerequisite of the career they wish to pursue.” Grade ten students who
 Design Project 10

chose to do Visual Arts at the CSEC level were provided with a questionnaire in the second term

of the school year (see Appendix A). The students were asked to share what they like about art,

fifty per cent of the participants expressed that they enjoy using their hands to create beautiful

artworks. Twenty per cent of the participant indicated that art is relaxing and another twenty per

cent indicated that art allows them to express themselves. Students were presented with a list of

five Visual Arts options from which they were required to select their preferred choice. Forty per

cent selected Drawing, thirty per cent enjoys Painting and Mixed Media and twenty per cent

prefer Graphic Design and Communication. The researcher observed (see Appendix B) that the

students’ attitude towards the subject is good, they are often engaged in their assigned tasks. It

was also observed that most students enjoy practical activities more than written tasks.

It is a requirement of the Visual Arts CSEC syllabus that each student selects a theme. All their

artworks should reflect their chosen theme. The participants selected the following themes;

sunset, sports, fashion, nature, food, vehicles and flowers. Three participants stated Nature and

two stated food, all the other options were selected by individual students. The participants were

asked to share their reason for selecting their chosen theme. Four participants stated that they

have a general understanding of what the theme includes, two participants, expressed that they

are admirers of their chosen theme and four other participants stated that they thought that it

would be an easy theme to work with. All participants stated that they have seen artworks which

reflects their chosen theme.

The participants were asked to indicate how long it took them to develop a design. Two students

stated, a few minutes, three students stated about an hour and two students stated almost a week.

One student mentioned that creating a design took a few hours while another student stated it

takes almost one day. The participants were then asked to indicate whether they agree that it is
 Design Project 11

important to develop a thorough design to guide the production of their artworks or not, they all

agreed. Students understand the essence of developing designs for their artworks as it has

become a classroom routine for students to sketch a design before they produce their actual

artworks. However, students often display a challenge to put their ideas together to form an

aesthetic appealing composition. Therefore the task of assisting students to develop a meaningful

design is usually time-consuming.

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Literature Review

Being able to develop meaningful concepts, can affect the overall quality of the composition of

students’ artworks. Erickson (2001) expressed that “themes, if designed broad enough

conceptually, can effectively connect students with art, ideas, across cultures, and with other

subject matter” (cited by Sakatani, 2009). Therefore teachers may propose different themes to

students (which they can relate to) that can guide the development of meaningful concepts to fuel

to the composition of their artworks. Kindler (2007) described “composition as the characteristic

of a work of art… the interface between the ideas and intentions of an artist and the experience

of the viewer.” Kindler (2007) also explained that the composition of artworks is “a subject of

research for every artist each time he or she engages in a creative process.” According to

Sternberg (1985) “creativity requires a confluence of three intellectual skills they are: (a) the

synthetic skill to see problems in new ways and to escape the bounds of conventional thinking,

(b) the analytic skill to recognize which of one’s ideas are worth pursuing and which are not, and

(c) the practical–contextual skill to know how to persuade others of—to sell other people on—

the value of one’s ideas,” (cited by Sternberg, 2006).

Creativity is an essential quality which artists should possess. According to Adair (2017)

“Creativity is the faculty of mind and spirit that enables us to bring into existence, ostensibly out

of nothing, something of use, order, beauty or significance.” Adair (2017) also expressed that the

task of a creative thinker is to develop ideas by making connections with elements which already

exist and not to try to generate brand new concepts without inspiration. With this said, the

possible preconception that creative thinker should be able to develop completely new concepts

for their artworks may no longer be valid. According to Sullivan (2010) “Visual arts involves

thinking, and imaginative thinking is never fixed as it embraces what is known and unknown.
 Design Project 13

The importance of thoughts becomes apparent when they are enacted in some form.” For that

reason, teachers can encourage students to pull from their prior knowledge when developing art

concepts and then help them develop these concepts by exposing them to artworks done by other

artists.

“Arts and crafts play a role in controlling stress and enhancing relaxation. They also enable us to

fail safely and handle our emotions”, (Huotilainen, et al, 2018). Therefore, teachers may

encourage students to develop art concepts based on a theme which they can relate to so that they

won’t be forced to overthink while working, but relax and allow their ideas to flow base on their

personal experience. “A person that is interested in a certain topic is motivated to learn or

become involved with that topic for its own sake (Schiefele, 1991, cited by Bachleda and

Bennani 2016).” Therefore, it is important that the teacher identifies students’ areas of interest in

Visual Arts and motivate them to pursue it. Bachleda and Bennani (2016) expressed that “in the

context of the visual arts, interest is likely to be displayed through engagement in activities such

as visiting art galleries and museums, reading art books or magazines, drawing and painting, or

enrolling in a course of study on art.”

Inspiration to develop concepts for artworks may derive from different sources. According to

Campbell (2011) “artists normally investigate and identify themselves with other humans,

scenery and life’s events.” She also explained that “artists worldwide and from the different era

have garnered a deeper understanding of one’s self and one’s world through critiquing and

analyzing visual images done by other artists.” Campbell (2011) then explained that “a holistic

curriculum is usually achieved in art education when students can make connections with theme

and issues.” Therefore, teachers should explain to students that artists generally develop concepts

which they can personally connect to. According to Walker (1996) “a key strategy in
 Design Project 14

constructing understandings about artworks is organizing interpretation around a central idea or

unifying themes such as love, the passage of time, or celebration.” Freedman, et al (2015)

implied that “some artworks concepts may be troubling to others because they may not able to

perceive the message behind the artworks.” It was implied by Freedman, et al (2015) that this

type of trouble can change how students think and behave towards the creation of artworks, and

will help them to think out of the box.

Freedman, et al (2015) explained that “creativity is an act of leadership and individualism, hence

to be creative one should take constructive and reconstructive actions.” Vojislav (2018)

expressed that “young people should have a personal understanding and appreciation of different

art contexts such as paintings, drawings, graphics, and photographs and apply them in

developing architecture, digital art, expanded media, and popular culture.” Students, therefore,

should be encouraged to pull from their understanding of different aspects of Visual Arts to

assist them to develop concepts for their artworks. According to Ayers Paul and Tay (2016)

“Students can experience abstract ideas and values through the concrete examples illustrated in

artwork, thereby deepening their understanding through conversation and personal

contemplation.” Therefore teachers may fuel students’ experience with ideas by introducing

them to artworks done by other artists and have students talk about these artworks and compare

them with theirs’. As Ayers Paul and Tay (2016) expressed, this practice can help to deepen their

understanding of how to develop meaningful art concepts.

Students should learn how to maximize on constructive criticism, this will help them develop

their art concepts as they reflect on what was said about their artworks. According to Sullivan

(2010) “Imaginative thoughts may arise in planning, during the process of making, as a

consequence of critical reflection, or through meaning made by others. These significant others
 Design Project 15

can include art writers, cultural critics, and art teachers, for when artworks are made and

displayed”. Students should, therefore, be encouraged to listen to art practitioners for advice to

develop concepts for artworks.

Teachers should also engage student’s conversations which will encourage them to think and

express themselves like an artist. Eckhoff, (2013) explained that “the nature of the

aforementioned conversations may contribute to student’s disposition about art.” Cotner (2011)

referred to such conversation as ‘art talk’ which he explains must “support students on an

emotional, intellectual, and creative level.” According to Cotner (2011) “art talk involves making

interpretations to learn new things and to extend existing ideas, not to prescribe one right

answer.” Eckhoff, (2013) suggested that “educators can create a learning environment where

students are encouraged to talk about their artworks by engaging them in conversations which

allows them to explore art media, processes, and artworks.” Eckhoff (2013) explained that

“children are better able to relate to their artworks by talking and exploring art processes, media

and other artworks.”

According to Housen (2002) “the exposure to other artworks, through artist interviews and visits

to galleries and museums helps students to think critically when developing artworks.” Erickson,

et al, (2018) express that “after the implementation of the scaffolding inquiry instruction,

students who participated in the study were inspired by their conversations with contemporary

artists.” Housen (2002) also explained that “the practice of implementing strategies which

promotes critical thinking helps with the transformation of knowledge.” Teachers play an

important role in guiding students’ in developing their critical thinking skills. Snyder (2008)

suggested that “teachers model critical thinking skills through class discussions and

assessments”. “Teachers should utilize questioning techniques that will encourage students to
 Design Project 16

think, such as ‘What do you think about this?’ and ‘Why do you think that?” (Snyder, 2008).

Freedman, (2003) explained that “guidance is needed to make sufficient responses to the

complexity of visual art and that instruction plays a vital role in helping the students develop a

deeper understanding of the creation of art.” Freedman (2003) also expressed that “a deeper

understanding allows students to will look beyond the surface and to critically perceive the

influence of visual art on society, culture and an individual’s identity.” Hence, students will also

develop a greater appreciation of what society offers, and their ability to meaningfully express

themselves would be enhanced. According to Vojislav (2018) “art teachers should develop

lessons that cater to the current social and educational needs of an evolving world.” Therefore

teachers should be mindful that students of the twentieth century may have a contemporary view

of society which may affect the way they can express themselves.

Artists must know and understand how to use the fundamental of Visual Arts effectively to

develop meaningful concepts for their artworks. According to Kim (2006), “an object is beautiful

from the aesthetic standpoint because it possesses fine proportion, form, colour, texture, material,

or workmanship.” For this reason, Visual Arts teachers should review with students the

fundamentals of Visual Arts such as the elements and the principle of design, materials and

techniques used in art as listed by Kim (2006). Ahmed, et al (2018) suggested that “the

application of the Chaos Theory helps to enhance artistic and aesthetic styles.” “The Chaos

Theory is based on mathematical systems which allow artists to form creative designs based on

the geometric organization in the distribution of the elements of design and their repetition

within the artistic surface in the form of pattern or colour sequences which forms a new meaning

of creative concepts in the artistic composition” (Ahmed, et al, 2018). Thorough knowledge of

the fundamental in Visual Arts will assist students in organizing the layout and/or composition of
 Design Project 17

an artwork. Templates may be used as a tool to assist art students with applying their knowledge

of the fundamental in Visual Arts to organize their artworks. Farrah (2008) stated that “templates

can use conventional co-ordinate geometry to define positions of panels and objects.” He also

suggested a two-step process, first, the objects are positioned to a first panel and then in the

second panel the same positioning is repeated.

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Proposed Designs

Introduction to the RELATE Instructional Model

The RELATE Instructional Model (designed by the researcher) adopts a scaffolding inquiry

approach whereas the students are encouraged to engage in consistent inquiry to assist them with

developing meaningful concepts to which they can ‘relate’. The inquiry process involves

introducing and inspiring students through other artists’ works to influence the production of

their own. "RELATE” is an acronym that stands for the various steps in the model. The

following is the initial breakdown of each step.

R- Relevance- Guide students into selecting a theme which is relevant to student’s interest

through the development of concept maps

E- Expose- Introduce students to artists whose artworks reflect the theme they have selected.

Instructional methods may include, field trips to art galleries and the showcase of a virtual

gallery.

L- Learn- Students will research about the artist whose artworks reflects their theme. Research

should include background information about the artist, art style practised by the artist,

descriptions and pictures of the artist’s artwork.

A-Apply- Students would then apply what they have learnt from the artist to guide the

development of the concept for their artworks

T- Tell- Students will tell about their experience through written reflection where they would

express how the artists they inquired about, influenced them as an aspiring artist.
 Design Project 19

E- Evaluate- Compare students’ ideas before and after being exposed to an artist through the

“RELATE” instructional model. (Neita 2019)

Questionnaires, (see appendix A) were distributed to assist the researcher to determine the

viability of the proposed solution. Based on the results the researcher decided to modify the steps

of The RELATE Instructional Model. The gathered data revealed that most students were not

able to relate fundamental information. Therefore the researcher decided to change the first stage

of the RELATE Instructional Model from Relevance to Review. This step will allow the students

to review relevant information which would guide the progression of their designs. The second

stage was also changed from Expose to Explore, the researcher believes that it is important that

students explore the artworks done by artists. According to Ayers Paul and Tay (2016)

“Students can experience abstract ideas and values through the concrete examples illustrated in

artwork, thereby deepening their understanding through conversation and personal

contemplation.” Hence the third stage of the RELATE Instructional Model, ‘Learn’, will allow

students to document what they have learnt. Slight changes were made to the other three stages,

Apply, Tell and Evaluate. The updated breakdown is as follows:

R- Review- Guide students through the process of reviewing fundamental information related to

Visual Arts and the Visual Arts CSEC syllabus. This includes the Elements and Principles of

Art, theme selection and the selection of a fitting Visual Art option.

E- Explore- Allow students to explore artworks done by other artists (whose artworks reflects

the students chosen theme and option). Students will be encouraged to gather information about

their selected artist. Students will then create a pictorial reference board, which will include

images of artworks done by the artist and other images which reflects the students’ theme.
 Design Project 20

L- Learn- Students will be encouraged to make connections with other artists’ work, society,

culture and the environment and to guide the production of their artworks. Students will be

expected to document information garnered from the review and explore process which they

found useful.

A-Apply- Students would then be instructed to apply what they have learnt to guide the

development of own design and their artworks. They must be made aware of copyright policies.

T- Tell- Teacher will allow students to talk about their experience through written and oral

reflection where they would express how their inquiry influenced them as an aspiring artist.

E- Evaluate- Teacher will provide students with feedback. Students’ ideas before and after

participating in the “RELATE” instructional model will be compared.

REVIEW EXPLORE LEARN APPLY TELL EVALUATE

The RELATE Instructional Model

The Art Concept Reference Kit in Correlation with the RELATE Instructional Model

The Art Concept Reference Kit in Correlation with the RELATE Instructional Model is a source

of reference to assist Visual Art students with the development of meaningful concept ideas for

their artworks. The RELATE instructional model provides the foundation of the Art Concept

Reference Kit in that the various steps in the model, were interrelated into the production of this

Kit. The Art Concept Reference Kit in correlation with the RELATE instructional model

maintains a scaffolding inquiry approach. According to Rothstein and Santana (2014)

 Design Project 21

“Conceptual hard scaffolding involves wide and specific art inquiry about topics while strategic

hard scaffolding consisted of question formulation technique” (as cited by Erickson, 2018).

Conceptual hard scaffolding will be utilized within the Art Concept Reference Kit as students

will be allowed to engage in a wide review inquiry about the fundamental of Visual Arts.

Students will also be involved in specific art inquiry, as they will be required to become

acquainted with the art style practice by a particular artist. The Art Concept Reference Kit will

also utilize strategic hard scaffolding on a small scale, students will be presented with guided

reflective questions which will allow students to express their learning experience with the use of

the Art Concept Reference Kit to assist them with developing designs

The researcher chose to present the Kit in the form of a booklet for the targeted audience to

receive in a word document format. Visual Arts Teachers will be required to facilitate the

students while they use it. The Art Concept Reference Kit begins with an information bank

which would fulfil the first stage of the RELATE Instructional Model, ‘Review.’ Data gathered

from the questionnaire in Appendix A, reveal that most students need to be reminded of

fundamental data related to Visual Arts. Therefore, the Information Bank will include

fundamental data related to Visual Arts and the Visual Arts syllabus, such as the elements and

the principles of design, a list of themes, artists and art options. Blank leaves will also be

provided in the information bank for the students to document any additional information (such

as techniques, tips, background information, etc.). According to the Visual Arts CSEC syllabus

(2011), students are required to select a theme which should be reflected in all their artworks.

Students are also required to select an artist whose artwork reflects their chosen theme.

According to Schiefele (1991), “A person that is interested in a certain topic is motivated to learn

or become involved with that topic for its own sake (as cited by Bachleda & Bennani, 2016).”
 Design Project 22

Therefore, a form is provided in the Art Concept Reference Kit for students to record their

chosen theme and Art option along with the reason for their selections. A concept map template

is also provided in this section as a tool to assist students expounded on their selected theme.

Following this is the ‘Explore’ section of the kit, designated for students to explore artworks

done by other artists through the development of a pictorial reference board. It was noticed by

the researcher during the observation of a Visual Arts class prior to the implementation of the Art

Concept Reference Kit that the Visual Arts students prefer practical activities rather than written

tasks (see appendix B). Therefore, instead of having the students write a detailed description of

their selected artist’s artwork, the researcher decided to have the students create a pictorial

reference board. The pictorial reference board should include images of artworks done by the

students’ chosen artist along with other images which reflects their theme and Art option.

Students will be expected to closely observe the art style and techniques practised by their

selected artist. The participant will then be required to document useful information which they

learnt from their inquiry, this would be done in the ‘Tips and Technique’ section of the Art

Concept Reference Kit. The tips and techniques section of the Art Concept Reference Kit was

included to fulfil the ‘L- Learn’ phase of the RELATE instructional model. The information that

the students will write in this section would serve as a source of reference to guide students while

they work. The ‘Tips and Technique’ section would also be used to inform the researcher of

what the student learnt from their inquiry. The Art Concept Reference Kit is a tool that students

can update as they discover new tips and techniques, which will foster their growth as art

students go through an inquiry process.

The Art Concept Reference Kit includes a Template Bank which students may choose from to

aid with the organisation of the layout of their design. Students will be expected to glean ideas
 Design Project 23

from their pictorial reference board, the information bank and other research materials. The

researcher discovered from observations (see Appendix B) done during a Visual Arts class that

the students had a challenge with organising the composition in their artwork. The students also

acknowledged in the aforementioned questionnaire (see Appendix A) that they do have a

challenge with expressing and achieving their ideas in the production of their artworks. These

responses and observations influenced the researcher decisions to include a Template Bank in the

Art Concept Reference Kit. Students will be expected to select a template to assist them with

organising the layout of their artworks. There are also illustrations to show students how the

templates may be used included in the Art Concept Reference Kit. This process fulfils the

‘Apply’ section of the RELATE Instructional Model. The students will then ‘Tell’ (the fifth

stage of the RELATE instructional model) of their experience with the aid of guided reflective

questions which will be provided in the Art Concept Reference Kit. The teacher will then

provide students with feedback base on the production of final design and artwork. The teacher

will compare the students’ ideas before and after using the Art Concept Reference Kit in

correlation with “RELATE” instructional model.

A copy of the Art Concept Reference Kit can be found by following the link below:

http://neitaedid2012eportfolio.weebly.com/prototype.html
 Design Project 24

Evaluation of the Design

The Art Concept Reference Kit may be utilized within an online, face-to-face or hybrid learning

environment. However, for this project, the researcher planned to test the Art Concept Reference

Kit within a face-to-face environment. The researcher believed that this approach would be

necessary since the students would be using the tool for the first time and it would have been

easier for teachers to demonstrate how to use the Art Concept Reference Kit correctly and to

monitor the progression of the students within a face-to-face environment. However, during the

time scheduled for the Kit to be tested all schools islandwide were suddenly closed due to the

pandemic caused by COVID 19. Therefore, the Art Concept Reference Kit was implemented via

online platforms such as Google Classroom, emails and WhatsApp. Each student was assigned

an individual task, (which is an expectation of the Visual Arts CSEC syllabus) they were

instructed to use the Art Concept Reference Kit to assist them with the development of their

design.

Methodology

For this study, the researchers employed mixed methods to gather qualitative data. “Qualitative

methods will allow the researcher to unearth rational, serendipitous and intuitive information

relating to the students' personal experience” (Maanen, 2019) which according to Boyd (2009)

“affects the way the artist thinks” (Neita 2019).

A mixed-method approach was implemented to allow triangulation. Winter, (2000) expressed

that “a researcher can be confident about the validity of the data when different methods were

used and data collected yield substantially the same results” (as cited by Cohen, et al., 2007).

Winter, (2000) also implied that triangulation allows honesty, depth, richness and scope of the
 Design Project 25

data achieved, it also discourages the disinterestedness or objectivity of the researcher” (as cited

by Cohen, et al., 2007).

Methods and Procedures

The data collection methods used for this project are questionnaires, observations and open-

ended phone interviews. Information was gathered from the participants before, during and after

the testing of the Art Concept Reference Kit. Before the implementation of the Art Concept

Reference Kit, an observation was done and questionnaires were distributed to the participants.

The data gathered was used to give the researcher greater insights into the viability of the

proposed solution and the nature of the targeted audience. Ten students participated in

completing the questionnaire. The results yielded may be found in Appendix A.

The researcher made the necessary adjustments to the Art Concept Reference Kit based on the

data gathered and then proceeded to test the Art Concept Reference Kit with the available

participants. The Kit was tested with the students virtually (as aforementioned) due to the ‘Stay

Home’ order commissioned due to COVID 19. Due to several limitations, the active participant

reduced from twelve to seven, with only five persons completing the process. The researcher

provided materials (such as instructional videos) via a Google Classroom to assist the

participants to navigate through Art Concept Reference Kit. Some students were consistent with

completing and submitting the requirement for each step outlined in the Art Concept Reference

Kit. The participants got feedback in real-time to guide their progression.

The researcher noticed that most students stop working at the fourth step which required them to

document the tips and techniques they learnt from their selected artist, the information bank and

other research. Two students also expressed that they did not understand how to use the template

bank. The students were provided with further instructions and videos which illustrated how to
 Design Project 26

use the template bank. However, they still did not quite grasp what was expected of them. At this

point, the researcher recognized that it was necessary to conduct a training session to address the

challenges that the students were facing.

The training session was conducted via Zoom. Each participant was sent an invitation to attend

the training session, however only six persons were present, two teachers and four students. The

presentation slides used during the training sessions were sent to the participants who were

unable to attend via WhatsApp and email. A post-training survey was conducted which allowed

students to evaluate the effectiveness of the training and to indicate the readiness of the

participants to proceed to the remaining stages. The researcher believes that the training session

went fairly well. The responses from the survey reveal that the participants have a general

understanding of how to proceed with their designs. The results of this survey may be found in

Appendix C. After the training session students proceeded to complete their designs. The

participants who were actively engaged in using The Art Concept Reference Kit to develop a

meaningful design participated in a phone interview (see Appendix E) upon the completion of

their design.

Ethics

According to Cohen, et al (2007), “Ethical considerations pervade the whole process of

research; these will be no more so than at the stage of access and acceptance, where the

appropriateness of topic, design, methods, guarantees of confidentiality, analysis and

dissemination of findings must be negotiated with relative openness, sensitivity, honesty,

accuracy and scientific impartiality.” For this reason, the researcher was sensitive to the

procedure used to implement and evaluate this Design Project. The researcher protected the

privacy of the institution by changing its name. The participants were informed of the purpose of
 Design Project 27

the questionnaires and survey they completed. The names of the participants were not included

in the design project report and the information they shared remained confidential. The

researcher was aware of the abilities of each participant, this allowed her to treat each individual

sensitively and according to their strengths and weakness during the testing of the Art Concept

Reference Kit. The researcher communicated with the participants via email and WhatsApp. The

students’ parents were aware and in the consent of their child communication with the researcher

through these media. All participants were treated respectfully and impartially.

Evaluation of Findings

After the training session, students continued with the development of their design with the aid

of the Art Concept Reference Kit. The students were provided with feedback after they

submitted their design. The teacher observed evidence of growth in the students’ designs. Their

designs revealed that they were able to utilize the elements and principles of designs more

effectively than before. It was also observed that the students implemented techniques that they

learnt from their chosen artist in the development of their designs (see Appendix F). There is still

room for improvement and the researcher believes that the students required more practice with

the Art Concept Reference Kit. A short phone interview (see Appendix E) was conducted with

the participants who completed their design. Participants were asked to share their thoughts

about the Art Concept Reference Kit. Three students responded and their comments were “it’s

helpful to create an artwork”, “It's good, it helps me a lot” and the other student was not sure.

The Visual Art Teachers expressed that “The Art Concept Reference Kit is an excellent tool to

use with CSEC students. Especially for grade 10 students as it will allow them to develop a

better understanding of the criteria needed for the CSEC syllabus concisely. As well as it

develops a more methodological approach to their art-making. It makes it easier for students to
 Design Project 28

comprehend as well as build on existing knowledge.” It was also observed that the Art Concept

Reference Kit also looked at the four at three of the C’s in the 21st-century classroom, choice,

critical thinking and creativity.

The participants were also asked to share what they like about the Art Concept Reference Kit.

One student expressed that she likes “how organized it is and how it helps to organize artworks.”

This response indicates that the Template Bank section of the Art Concept Reference Kit was

utilized for its intended purpose. Another student expressed that she “likes the way the

instructions are organized,” which suggested that students appreciate and are responsive to clear

instructions.

The Visual Art teacher expressed that the “sequencing of each concept is good as it breaks down

the art-making process for students. It’s no longer about only making beautiful art but one of

meaning. Each section scaffolds on the other.” It was also expressed that “the use of the Pictorial

Reference Board, as well as the concept map, shows that there was attention paid to students of

different abilities.” The researcher appreciates these responses, as they revealed that the intended

functionality of the Art Concept Reference Kit was realized. The participants were asked to

suggest recommendations for improvement. The researcher modified the Art Concept Reference

Kit based on their responses, which are recorded under Appendix E

 Design Project 29

Modifications for the Design

Different factors contributed to the modification of the Art Concept Reference Kit in correlation

to the RELATE instructional model. These factors include the participants’ prior knowledge,

cognitive abilities, remote communication with participants, and the available platform.

The researcher initial plan was to deliver the Art Concept Reference Kit within a face to face

environment. Notwithstanding, the COVID 19 effects forced the researcher to move the method

of delivery in a virtual environment. Videos were provided to assist students with using the Art

Concept Reference Kit as a tool. However, it was recognized that the provisions that these videos

may not have been effective enough. Students expressed that they had a challenge with

progressing beyond the pictorial reference board that they created. This situation prompted the

researcher to conduct a training session (with the aid of a PowerPoint presentation) to assist

students to continue using the Art Concept Reference Kit. The researcher believed that the slide

that offered a step by step demonstration to use the Art Concept Reference Kit was particularly

appreciated by the students based on how they responded to it. Therefore the researcher decided

to merge the demonstration slide (see Appendix D) in the Art Concept Reference Kit.

The participants who completed their designs with the aid of the Art Concept Reference Kit

offered recommendations for improvements during a phone interview (see Appendix E). A

student suggested that more info be added to the Kit and that pictures could be used as examples

to assist with explaining the information. The researcher agrees that more pictures could be used

as examples to clarify information and instructions also. Therefore more pictorial examples were

added to the ‘Template Bank’ section of the Art Concept Reference Kit. It was also

recommended that information on colour mixing be included in the ‘Information Bank’. The

researcher liked that idea, however instead of providing the students with written information on
 Design Project 30

colour mixing, a template specifically for that purpose will be included in the Template Bank. A

colour mixing template will promote discovery learning and provide students with a thorough

understanding of how to achieve different colours based on firsthand experience. Mastering the

skill of mixing colours will increase students’ confidence while they develop designs for their

artworks. They would advance from using basic colours to a wider variety of colours which will

enhance the quality of their work.

Another recommendation from the Visual Arts teacher was to include a self-evaluation and a

peer-evaluation sheet for the students' convenience in the ‘Evaluation’ section of the Art Concept

Reference Kit. It was revealed in the first questionnaire (see Appendix A) that some students are

motivated by their classmates to create artworks. Therefore, including a peer-evaluation sheet in

the Art Concept Reference Kit would be suitable. The researcher believes that the students would

appreciate constructive feedback from their peers which they could refer to guide the

development of their design. Art students should be frequently engaged in self-evaluation and

reflection, according to Groenendijk, et al. (2019), “students should be the first to judge the

quality of the work, using the goals and criteria set at the start.” Therefore, in addition to the

guided reflective questions, the researcher will also include a self-evaluation sheet in the

Evaluation section of the Art Concept Reference Kit. The decision was taken to include a self-

evaluation sheet as this should be as the impetus for an introspective and analytical approach to

their artworks thus creating meaningful designs. It was also recommended that the CSEC rubric

be included in the Art Concept Reference Kit. The students must understand the standard

required of them according to the Visual Arts CSEC syllabus. According to Groenendijk, et al.

(2019), “providing rubrics prior to assessments makes the process transparent.” For that reason, a

copy of the CSEC rubric for Visual Arts will be included in the evaluation section of the Art
 Design Project 31

Concept Reference Kit. The researcher appreciates the factors and recommendations that resulted

in the development and subsequent modification of the Art Concept Reference Kit.

Please follow the link below to view the modified Art Concept Reference Kit

http://neitaedid2012eportfolio.weebly.com/modified-prototype.html

Limitations

The Art Concept Reference Kit was designed to be tested in a face-to-face learning environment

with the direct availability of the teacher, to guide the students through the functionality of the

Kit. However, due to the pandemic caused by COVID 19, this had to be done virtually. The

researcher understands that the participants are not intrinsic learners, hence presenting the Art

Concept Reference Kit to them for the first time within an online environment posed a challenge.

The researcher started with twelve students before the closure of the school, however, only five

students were consistently active throughout the testing period. The researcher did her best to

gather information from all students, however, there were constraints caused by different factors

such as unreliable internet connections, scarcity of digital devices and some students just did not

respond.
 Design Project 32

Discussion and Conclusion

The Art Concept Reference Kit in correlation with the RELATE instructional model was

designed as a possible solution to amend the problem that CSEC Visual Art students and

teachers were facing. The students had a challenge with developing meaningful concepts for

their artworks, therefore they were heavily dependent on their teacher to assist. The Art Concept

Reference Kit was therefore developed as an alternate source of reference to alleviate the Art

teachers. The Art Concept Reference Kit adopted a scaffolding inquiry approach so that students

would benefit from and grow to appreciate personal research to aid with the development of their

designs. The inquiry stage was a detailed process where participants reviewed fundamental

content related to Visual Arts and investigated an artist whose body of work reflected their

theme. Students were then guided through a process of using the tips and techniques they learnt

from inquiry to assist with the development of designs for their artwork. Templates were used to

assist students in laying out their designs.

The initial targeted audience consisted of two Visual Arts teachers and twelve students who are

pursuing the Visual Arts programme at the CSEC level. However, only five students along with

the teachers (who acted as facilitators) consistently participated in the project due to factors

described under limitations. The reduction of active participants was discouraging as the

researcher was anticipating that the entire targeted audience would have benefited from the Art

Concept Reference Kit.

The results from the data gathered before, during and after the testing of the Art Concept

Reference Kit revealed that its intended outcome was accomplished with the available

participants. The active participants depended on the Art Concept Reference Kit instead of their

teacher to assist them with the development of meaningful designs for their artwork. The
 Design Project 33

students’ designs revealed evidence of improvement and the data gathered from post-testing

interview and observation (see Appendices E and F) implies that the participants appreciate and

embrace the Art Concept Reference Kit. The designs produced by the students were not perfect,

however, the researcher believes that with frequent use of the Art Concept Reference Kit their

designs will grow steadily.

 Design Project 34

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 Design Project 39

Appendixes

Appendix A- Questionnaire

It has been observed that the Visual Arts CSEC students have a challenge with developing
meaningful concepts for their artworks. They often depend on the teacher to develop their
designs. “This can be strenuous on the teacher mentally and physically, especially with a large
group of students”, (Neita, 2019). “There is a need for teachers to implement strategies that will
allow students to critically and independently develop concepts to guide the production of their
artworks” (Neita, 2019). This questionnaire will be used as a tool to gather information which
will assist the researcher to develop fitting strategies which will aid the aforesaid need.

Instruction: Select or state the most appropriate respond

1. What do you like about art?
a) I find it to be relaxing
b) I like that art allows me to express myself
c) I enjoy using my hands to create beautiful artworks
d) Other, Please explain in space below
________________________________________________________________________
________________________________________________________________________

2. Which Visual Art option do you enjoy the most?

a) Drawing
b) Painting and Mixed Media
c) Graphic Design and Communication
d) Textiles Design and Manipulation
e) Fibre and Decorative Art

3. What is the theme that you are working with? _____________________________________

4. Why did you choose that theme?

a) I have a general understanding of what my theme includes

b) I am an admirer of my chosen theme
c) No clear reason, someone else suggested that theme for me
 Design Project 40

d) I thought it would be an easy theme to work with

e) Other, Please explain in space below
________________________________________________________________________
________________________________________________________________________

5. Have you ever seen any artwork which showcase your chosen theme?

a) Yes
b) No

6. Select the top two statements which apply to you

a) I find it easy to use my theme to help develop ideas for my artworks

b) I have some ideas but I find it difficult to express it
c) I have good ideas, but I don’t think I have the talent to accomplish it.
d) I don’t know how to showcase my theme in my artworks
e) I have to look at other artworks to get ideas to develop my artwork
f) I can develop ideas for my artwork by just looking at things in my environment

7. Where do you get the motivation to create artworks?

a) My classmates
b) My parents
c) My teacher
d) Past art students
e) Other, please state_____________________________

8. Do you know the elements and principles of design?

a) No, go to item 8a
b) Yes, go to item 8b

8a) I don’t you know the elements and the principles of design because

a) I was never taught about them

b) I don’t remember them
c) Sometimes I confuse the elements of art with the principles of design.
 Design Project 41

d) I don’t think it is necessary to know the elements and the principles of design

8b) List the elements and the principles of design in the spaces provided below.

Elements of Design:
______________________________________________________________________________
______________________________________________________________________________
________________________

Principles of Design:
______________________________________________________________________________
______________________________________________________________________________
________________________

9. How long does it take you to develop a design?

a) A few minutes
b) About an hour
c) A few hours
d) About a day
e) Almost a week

10. Do you believe that it is important to develop a thorough design to guide the production of
your artworks?

a) Yes
b) No
 Design Project 42

This questionnaire was distributed to grade ten students who chose to do Visual Arts at the
CSEC level. A total of 10 students were issued questionnaires and all 10 students responded.
Students were able to complete the questionnaire within approximately ten minutes.

Questionnaire Results

1. What do you like about art?

a) I find it to be relaxing
b) I like that art allows me to express myself
c) I enjoy using my hands to create beautiful artworks
d) Other, Please explain in space below
________________________________________________________________________
________________________________________________________________________

What Students like about Art

5
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
a b c d

2. Which Visual Art option do you enjoy the most?

a) Drawing
b) Painting and Mixed Media
c) Graphic Design and Communication
d) Textiles Design and Manipulation
e) Fibre and Decorative Art
 Design Project 43

Preferred Art Option

Drawing Painting and Mixed Media

Graphic Design and Communication Textiles Design and Manipulation
Fibre and Decorative Art

3. What is the theme that you are working with? _____________________________________

The participants selected the following themes:

 Sunset
 Sports
 Fashion
 Nature
 Food
 Vehicles
 Flowers

Three participants stated Nature and two stated food, all the other options were selected by
individual students

4. Why did you choose that theme?

a) I have a general understanding of what my theme includes

b) I am an admirer of my chosen theme
c) No clear reason, someone else suggested that theme for me
d) I thought it would be an easy theme to work with
 Design Project 44

e) Other, Please explain in space below

________________________________________________________________________
________________________________________________________________________

Reason for Theme Selection

e 0

d 4
Options

b 2

a 4

0 0.5 1 1.5 2 2.5 3 3.5 4 4.5

5. Have you ever seen any artwork which showcase your chosen theme?

a) Yes
b) No

All participants selected Yes

6. Select the top two statements which apply to you

a) I find it easy to use my theme to help develop ideas for my artworks

b) I have some ideas but I find it difficult to express it
c) I have good ideas, but I don’t think I have the talent to accomplish it.
d) I don’t know how to showcase my theme in my artworks
e) I have to look at other artworks to get ideas to develop my artwork
f) I can develop ideas for my artwork by just looking at things in my environment
 Design Project 45

Developing ideas
1 2

a b c d e f

7. Where do you get the motivation to create artworks?

a) My classmates
b) My parents
c) My teacher
d) Past art students
e) Other, please state_____________________________

Source of Student's Motivation

e

0 0.5 1 1.5 2 2.5 3 3.5

Source of Student's Motivation

 Design Project 46

8. Do you know the elements and principles of design?

a) No, go to item 8a
b) Yes, go to item 8b

Five persons selected No and Five persons selected Yes

8a) I don’t you know the elements and the principles of design because

a) I was never taught about them

b) I don’t remember them
c) Sometimes I confuse the elements of art with the principles of design.
d) I don’t think it is necessary to know the elements and the principles of design

4
d
0

3
c
3
Options

2
b
4

1
a
0

0 0.5 1 1.5 2 2.5 3 3.5 4 4.5

Axis Title

8b) List the elements and the principles of design in the spaces provided below.

Elements of Design:
______________________________________________________________________________

Principles of Design:
______________________________________________________________________________

Although five persons selected Yes at question 7 only two persons attempted question 8b and
responded correctly
 Design Project 47

9. How long does it take you to develop a design?

a) A few minutes
b) About an hour
c) A few hours
d) About a day
e) Almost a week

Time taken to Develop Designs

2 2

1 3

a b c d e

10. Do you believe that it is important to develop a thorough design to guide the production of
your artworks?

a) Yes
b) No

All students agree that it is important to develop a thorough design to guide the production of
their artworks
 Design Project 48

Appendix B- Observational Checklist

The researcher observed the Visual Arts CSEC students and teacher using the criteria in the table

listed below. This observation was done during a Visual Arts class before the implementation of

the Art Concept Reference Kit. The results are indicated in the same table

Criteria Rarely Occasionall Regularly Always

y
Teachers facilitate students
creativity

Students engage in tasks and appear

enthuse

Students engage in written tasks and

appear enthuse

Students understand the

expectations of assigned tasks

Students develop detail designs to

guide the creation of their artworks

Teachers provide students with

consistent feedback.

Students display that they

understand the content and skills
required to complete assigned tasks

Students display confidence while

producing their artworks

The quality of the students' artworks

meets CSEC requirements

Students’ artwork indicates that they

are talented
 Design Project 49

Appendix C- Post Training Questionnaire

Five participants completed the Post-training survey. The results presented below:

Strongly Agree Disagree Strongly

Agree Disagree
1. The expected outcomes of this training 1 person 4 persons
session were clear.
2. The objectives of the training session were 1 person 4 persons
met.
3. The media used to deliver the training 3 persons 2 persons
session was appropriate.
4. The training session was easy to follow. 1 person 3 persons 1 person
5. The training session was very informative. 2 persons 3 persons
6. The training session has increased my 1 person 3 persons 1 person
confidence in my ability to use the Art
Concept Reference Kit.
7. I feel motivated to use the Art Concept 1 person 3 persons 1 person
Reference Kit to assist with developing
my designs for my artwork.
8. I understand how to pull ideas from 1 person 3 persons 1 person
artworks done by other artists and content
in Visual Art
9. I understand the purpose of the template 1 person 3 persons
bank
10. I understand how to use the templates 1 person 3 persons 1 person
in the Art Concept Reference to assist me
with developing designs for my artwork
 Design Project 50

Appendix D- Screen Shots of Training Presentation Slides

 Design Project 51

Appendix E- Post Testing Interview

1. What do you like about the Art Concept Reference Kit? Give reasons for your response

2. What are your thoughts on the Art Concept Reference Kit?

3. What can be done to improve the Art Concept Reference Kit?

The researcher conducted a phone interview with five participants. Their responses are stated

below:

1. What do you like about the Art Concept Reference Kit? Give reasons for your

response

Students’ Responses

 I like that it provides better meaning for some things

 how organized it is and how it helps to organize artworks

 The way the instructions are organized

Teacher’s Responses

 The sequencing of each concept is good as it breaks down the art-making process for

students. It’s no longer about making beautiful art but one of meaning. Each section

scaffolds on the other

 The use of the pictorial mood board, as well as the concept map shows that there was

attention paid to students of different abilities

2. What are your thoughts on the Art Concept Reference Kit?

Students’ Responses

 Am not sure

 it’s helpful to create an artwork

 Design Project 52

 It's good it helps me a lot

Teacher’s Responses

 It is an excellent tool to use with CSEC/CXC students. Especially grade ten students for

them to understand the criteria needed for the CSEC/CXC syllabus in a concise manner.

As well as develop a more methodological approach to their art making.

 It also looked at three the if the four C’s in the 21st century classroom, choice, critical

thinking and creativity

 It makes it easier for students to comprehend as well as build on existing knowledge.

3. What can be done to improve the Art Concept Reference Kit?

Student’s Responses

 More info can be added and pictures can also be used as examples after giving info.

 Not sure,

 There's nothing there to be improved. This participant expressed that the Art Concept

Reference kit provides explanations in an orderly manner.

Teacher’s Responses

 Information on colour mixing could be included in the Information Bank

 A self-evaluation sheet for the students, a peer evaluation sheet and the

 CSEC/CXC rubric could be included in the Evaluation Section

 Design Project 53

Appendix F- Post-Testing Observational Checklist

Criteria Rarely Occasionall Regularly Always

y
Teachers facilitate students
creativity
Students engage in tasks and appear
enthuse

Students engage in written tasks and

appear enthuse

Students understand the

expectations of assigned tasks

Students develop detail designs to

guide the creation of their artworks

Teachers provide students with

consistent feedback.

Students display that they

understand the content and skills
required to complete assigned tasks

Students display confidence while

producing their artworks

The quality of the students' artworks

meets CSEC requirements

Students’ artwork indicates that they

are talented