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Impact on Student Learning Assessment Report
Jamie Wandel
Impact on Student Learning Assessment Report
8th grade
Digital Art elective
Target Group
Responding: Understanding and evaluating how the arts convey meaning
Anchor Standard 7: Perceiving and analyzing products.
Anchor Standard 8: Applying criteria to evaluate products.
Anchor Standard 9: Interpreting intent and meaning.
I will target improving visual literacy strategies in looking at art and analyzing it. Specifically, I will guide them in using Feldman’s method of art critique in both in-class discussions and in writing. This promotes a deeper understanding of art and development of their artistic voices.
Pre-Assessment
Pre-Assessment
The pre assessment was administered in the form of a class critique. Scores were collected and analyzed for this group of targeted students with diverse abilities. The initial class critique engagement was evaluated based on the following rubric: Describe (10 points), Analyze (10 points), Interpret (10 points) Evaluate (10 points).
Students were prompted with the following questions throughout the discussion:
Describe:
What do you see?
What is the subject matter?
Analyze:
Which elements of art do you see?
Line, color, shape, texture?
3. Interpret:
What do you think it means?
What might the artist feel or want us to feel?
4. Evaluate:
Do you like it?
What about it do you like or dislike?
Planning Narrative
As the students are beginning to learn to look at art, I aim to teach them a 4-step method that guides them through looking and thinking about art. This will also aid them in looking at and evaluating the art they create. Understanding the students’ capabilities helped me to plan; I saw that they lacked foundational skills in visual literacy and aesthetic awareness and could focus on building those in planning lessons. As a part of a small community, many of the students have been to art museums in the city and have some exposure to the art world. This helped to inform the type of art we viewed to further promote connection and interest in the work. I decided to allow student-choice in one of the lessons so that they could focus on an artist that interests them and resonates with their identities. I supplied a large and diverse range of artists from different ethnicities, religious associations, ages, and walks of life - as our student population is very diverse.
Instructional Units
Instruction Units
&
Student Samples
Over the course of the semester- I planned several unit lessons. I attached two unit lesson plans that cover more than three lessons. The rubric helps students know what is expected of them and makes it clear to them how they will be evaluated. Some of the formative projects were the digital remix project, student-led critique, chibi character, and digital woodblock design and presentation.
My lessons build on each other by introducing fundamental learning objectives in the first few: composition, aesthetic awareness, communicating (verbal and written) about a work of art- and then further developing those in subsequent lessons. Since visual art encompasses both skills and strategies; it takes time to build them and each project requires a series of smaller projects to learn tools and plan. I also included a reflection piece (digital portfolio) to allow students to reflect on their process and product and further reinforce their visual literacy and development of artistic voice.
Student-Led Critique
Digital
Portfolio
The digital portfolio is effective in assessing student learning because it demonstrates learning outcomes in both process and product. Students are asked to document their work by taking a picture and uploading it to the digital portfolio template provided. It is a Google slideshow. There are a series of reflective questions on the artwork slide where students type their responses. Questions include: What is the main idea expressed in your work? What would you add or change if you could? What challenges did you overcome? What materials and techniques did you use? What did you learn while creating this artwork? I modify this assessment for special education students by typing in their answers, or having a paraprofessional type in their verbal responses. I require students to type in complete and grammatically correct sentences, but allow ESL students to use translation applications. I also give students more time if they need it. Students can view my comments and make adjustments in real time. I also find that documenting, uploading, and writing a reflection on a project helps in having closure with that work because there is a deadline and a push for them to decide when it is “finished.”
Remix
Woodblock
At the end of the series of connected lessons, I administered a final assessment where students were graded in another discussion-format critique. I was able to evaluate them in real time throughout the critique and as the data shows, students were more engaged and capable of describing, analyzing, interpreting, and evaluating art!
Post-Assessment
My instruction allowed the students to become familiar with the technique and practice employing the skills and strategies needed to both convey and comprehend meaning in art. Upon reflecting on my assessment - I would definitely do a few things differently in the future. I would have a written and verbal component to better measure student level. Some students are just shy and some lack writing skills. The digital portfolio and student-led critiques were good evidence of student growth in this area too!