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Art History and Critique Assessments

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Leeann McMichael

on 25 November 2013

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Transcript of Art History and Critique Assessments

Art Critique
Assessment #1
(Becoming an Art Critic)
Study the image of Madonna and Child by Fra Angelico.

1) Identify what elements of art are represented in the painting.
2) What is the focal point?
3) If you were an art critic, what would you find successful about the piece, and what do you find not quite as successful? Be descriptive!
Assessment #2
Assessment #3
(Great Global Art History Tour)
Activity: Click on the link to take part in the Great Global Art History Tour!

1) Using your knowledge of art history (and Google if you get stuck!), find the locations of famous artists, artworks, and other important places in the art world.
2) Each time you find the correct location, you will receive a gold coin!
Activity: View the video of some of Frida Kahlo's Self-Portraits.

1) Choose at least two of her self-portraits and list a hidden meaning you think she might have been trying to portray
2) Create your own self-portrait and make sure to include something personal and meaningful in it.
3) After a classroom critique and presentation, take the advice of your classmates and make adjustments to your portrait to make it more successful.
Art History and Critique Assessments and Activities
Given a topic, students will be able to create a piece of art that is meaningful to them, and will be able to give and take positive and constructive criticism to and from their classmates, and will be able to evaluate their own artwork in the process.
Using the knowledge learned throughout the course, students will be able to find the locations of famous art, famous artists' burial or birth places using Google Maps and Mission MapQuest and collect coins for correct answers.
Given a famous artist, students
will be able to research artwork, lead a classroom discussion and critique on the artwork, and be able to determine whether the artwork is a successful piece.
Rationale: In this activity, students are required to recall the elements of art and identify focal points (which fall under Bloom's Remembering category), and critique and discuss why an art piece is successful or not successful (which fall under Bloom's Evaluating category). There are, of course, many areas identified by the iNACOL that my activity does not include, like an overview of the course, privacy policies, etc. Even so, I feel that my course does fairly well in many areas outlined in the rubric. My "course requirements are consistent with course goals, are representative of the scope of the course and are clearly stated" (iNACOL, 2008, p. 8). Other areas that are strongly represented include "the course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways," and "Readability levels, written language assignments and mathematical requirements are appropriate for the course content and grade-level expectations" (iNACOL, 2008, p. 11).
Rationale: According to iNACOL, "The course provides opportunities for appropriate instructor-student and student-student interaction to foster mastery and application of the material" (iNACOL, 2008, p. 12). This takes place in the class critiques we will participate in. "Students have access to resources [such as videos] that enrich the course content" as well (iNACOL, 2008, p. 12). According to Bloom's taxonomy, this activity uses the Understanding category when students are expected to interpret the meaning in the paintings, the Evaluating category when they have to participate in a critique, and the Create category when they have to create their own self-portrait (Churches, 2008).

Angelico, F. (1437).
Madonna and Child: Cortona Polyptych (central
. Museo Diocesano, Cortona. Retrieved from http://www.wga.hu/frames-e.html?/bio/a/angelico/biograph.html

Churches, A. (2008).
Bloom's Taxonomy Blooms Digitally
. Retrieved
from http://www.techlearning.com/studies-in-ed-tech/0020/blooms-taxonomy-blooms-digitally/44988

International Association for K-12 Online Learning (2011).
standards for quality online courses [ Version 2]
. Retrieved from http:// www.inacol.org/cms/wp-content/uploads/2013/02/ iNACOL_CourseStandards_2011.pdf

lemurheart. (2008).
Frida Kahlo Self Portraits - Morphed [video]
Retrieved from http:://www.youtube.com/watch?v=IJYAg36n19I

McMichael, L. (2013).
The Great Global Art History Tour: Mission
. Retrieved from http://www.classtools.net/mapgame/index.php?mission=88_gmDPf9

Rationale: Students are required to use prior understanding (Bloom's Understanding category) to locate (Bloom's Remembering Category) areas on map game (Churches, 2008). According to iNACOL, this activity does fairly well in many areas. Some that stand out in particular include "assessment materials provide the instructor with the flexibility to assess students in a variety of ways," "the course architecture permits the online instructor to add content, activities and assessments to extend learning opportunities," and "the course instruction includes activities that engage students in active learning," to name a few (iNACOL, 2008, p. 10-14). I believe that this activity is not only fun and engaging, but serves a great purpose of checking for understanding, remembering, and resourcefulness.
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