V: Assessment Data and Analysis
Documentation and Discussion of Student Learning
The first few days of each lesson the students were asked to plan and makes several sketches to discover what they would want to create. An emphasis was put on having several ideas that the students could either choose from or combine. The students were incorporating their favorite aspects of special places, such as tree houses and castles. In this [BLOG], one can see the students planning what they would create and using several ideas to do so.
The learning target: "The student will be able to utilize visual references and combine with emotions to create a meaningful image of a room or space" was very important in the first lesson. The students created special places that included several references such as kitty houses, tree houses, and bedrooms. Each student had an individual idea that was pertinent to himself/herself. [BLOG]
In the second lesson, a large emphasis was on the difference between 2D and 3d. The students were first introduced to this concept on day one of lesson 2. Some of the students already knew what this concept meant, but for some, it took working on the box project in order to better understand this concept. In this [BLOG] the students were drawing 2D sketches that would eventually be turned into 3D representations.
On the third day of lesson 2, students were able to start on their large cardboard houses. This is where they were able to start collaborating, which was one of the main learning targets of the lesson. Working in groups is a very important life skill to carry into the future. The first day the students ran into some problems when working with others if they had different ideas. [BLOG] The next class period the students were encouraged to think about how they could solve problems in their groups. Students figured that if each person had a job, they could work much more efficiently.
Enduring Understanding
An artist’s personal expression influences the
choices he/she makes in order to demonstrate meaning.
Student 1: The students uncovered that he likes to create art that reflects
how good triumphs evil. He would show this in his artwork by depicting himself
as a the "good guy".
Student 2: This student discovered his passion for play and exploration in
his artwork. He has a very large imagination and loves to create artwork that is
reflective of a much larger idea.
Student 3: This student is very good at working in groups and found out
that she really likes to add found objects to her pieces.
Student 4: This student likes to create artworks that involve characters
that include both animals and people. She likes to create places for these
characters to reside in.
Student 5: This student likes to work independently and attempted to create
things even if they weren't working or were too big.
Student 6: This student discovered that she likes to add detail and pays
attention to the small things. She is very articulate and it shows in her
artwork because she likes to fill the whole page.
Student 7: This student likes to create artwork that has a very specific
story. He includes necessary objects and forms in his artwork.
Student 8: This student discovered that he likes to add imagery that
includes safety and protection. He adds shields to his artwork in order to
protect it.
Student 9: This student is very passionate about animals and includes them
in almost all of her artwork. She seems to have a certain scheme when it comes
to drawing these animals.
Student 10: This student has several passions and likes to incorporate them
into her artwork. She works very well in groups and like to contribute to
conversations.
Student 11: This students is very interested in what other students were
working on and discovered that he has a lot to contribute.
Student 12: This student discovered that he likes to take on leadership
roles in the classroom and likes to add a lot of details to his work.
Student 13: This student is likes to work quietly and adds a lot of pink to
her pictures, she also likes to add textures like lace to her images.
Student 14: This student likes to
contribute in quiet ways and is great at getting his projects done, he likes to
work large as well.
Student 15: This student is a very excited artist and he likes to add
specific imagery to his artwork.
Student 16: This student is a very diligent worker and likes to create
works that have a purpose. She includes several colors and textures in her
artwork in order to give the viewer more information.
Student 17: This student discovered how her imagination can highly
influence her artwork. She has very original and interesting thoughts that show
up in her artwork.
Student 18: This student is a hard working artist and likes to help his
friends work on their artwork as well.
Strengths and Weaknesses
Some of the strengths of the unit plan were that the students could relate to the lesson and they could really let their imagination
take hold. In the first lesson, the students could imagine any place real or imaginary and create it however they wanted to. They were able to use different materials to create texture. In the second lesson, students were able to work with large cardboard boxes which the students really enjoyed.
The students had a lot of time to plan and create, but unfortunately a weakness was that students weren't able to reflect as much as we would have liked to. In the first lesson, the students had a mini critique, and the prompts were very appropriate for the grade level, but the students may have
not understood why they were discussing their work.
In the second lesson the students had a lot of time to work and they used every minute of it, but once again they didn't always reflect on what they were doing. We tried to video them answer questions, but it wasn't as deep as we would have liked.
In the future, I want to make sure that students understand why they are creating and what kind of impact their artwork can have. I think something that could be very helpful would be to write down learning targets so that students know what to expect.
The first few days of each lesson the students were asked to plan and makes several sketches to discover what they would want to create. An emphasis was put on having several ideas that the students could either choose from or combine. The students were incorporating their favorite aspects of special places, such as tree houses and castles. In this [BLOG], one can see the students planning what they would create and using several ideas to do so.
The learning target: "The student will be able to utilize visual references and combine with emotions to create a meaningful image of a room or space" was very important in the first lesson. The students created special places that included several references such as kitty houses, tree houses, and bedrooms. Each student had an individual idea that was pertinent to himself/herself. [BLOG]
In the second lesson, a large emphasis was on the difference between 2D and 3d. The students were first introduced to this concept on day one of lesson 2. Some of the students already knew what this concept meant, but for some, it took working on the box project in order to better understand this concept. In this [BLOG] the students were drawing 2D sketches that would eventually be turned into 3D representations.
On the third day of lesson 2, students were able to start on their large cardboard houses. This is where they were able to start collaborating, which was one of the main learning targets of the lesson. Working in groups is a very important life skill to carry into the future. The first day the students ran into some problems when working with others if they had different ideas. [BLOG] The next class period the students were encouraged to think about how they could solve problems in their groups. Students figured that if each person had a job, they could work much more efficiently.
Enduring Understanding
An artist’s personal expression influences the
choices he/she makes in order to demonstrate meaning.
Student 1: The students uncovered that he likes to create art that reflects
how good triumphs evil. He would show this in his artwork by depicting himself
as a the "good guy".
Student 2: This student discovered his passion for play and exploration in
his artwork. He has a very large imagination and loves to create artwork that is
reflective of a much larger idea.
Student 3: This student is very good at working in groups and found out
that she really likes to add found objects to her pieces.
Student 4: This student likes to create artworks that involve characters
that include both animals and people. She likes to create places for these
characters to reside in.
Student 5: This student likes to work independently and attempted to create
things even if they weren't working or were too big.
Student 6: This student discovered that she likes to add detail and pays
attention to the small things. She is very articulate and it shows in her
artwork because she likes to fill the whole page.
Student 7: This student likes to create artwork that has a very specific
story. He includes necessary objects and forms in his artwork.
Student 8: This student discovered that he likes to add imagery that
includes safety and protection. He adds shields to his artwork in order to
protect it.
Student 9: This student is very passionate about animals and includes them
in almost all of her artwork. She seems to have a certain scheme when it comes
to drawing these animals.
Student 10: This student has several passions and likes to incorporate them
into her artwork. She works very well in groups and like to contribute to
conversations.
Student 11: This students is very interested in what other students were
working on and discovered that he has a lot to contribute.
Student 12: This student discovered that he likes to take on leadership
roles in the classroom and likes to add a lot of details to his work.
Student 13: This student is likes to work quietly and adds a lot of pink to
her pictures, she also likes to add textures like lace to her images.
Student 14: This student likes to
contribute in quiet ways and is great at getting his projects done, he likes to
work large as well.
Student 15: This student is a very excited artist and he likes to add
specific imagery to his artwork.
Student 16: This student is a very diligent worker and likes to create
works that have a purpose. She includes several colors and textures in her
artwork in order to give the viewer more information.
Student 17: This student discovered how her imagination can highly
influence her artwork. She has very original and interesting thoughts that show
up in her artwork.
Student 18: This student is a hard working artist and likes to help his
friends work on their artwork as well.
Strengths and Weaknesses
Some of the strengths of the unit plan were that the students could relate to the lesson and they could really let their imagination
take hold. In the first lesson, the students could imagine any place real or imaginary and create it however they wanted to. They were able to use different materials to create texture. In the second lesson, students were able to work with large cardboard boxes which the students really enjoyed.
The students had a lot of time to plan and create, but unfortunately a weakness was that students weren't able to reflect as much as we would have liked to. In the first lesson, the students had a mini critique, and the prompts were very appropriate for the grade level, but the students may have
not understood why they were discussing their work.
In the second lesson the students had a lot of time to work and they used every minute of it, but once again they didn't always reflect on what they were doing. We tried to video them answer questions, but it wasn't as deep as we would have liked.
In the future, I want to make sure that students understand why they are creating and what kind of impact their artwork can have. I think something that could be very helpful would be to write down learning targets so that students know what to expect.
