LESSON. 30. UNIT. 5
Preparing to teach art, craft and calligraphy
continued.
Assessing children’s learning during an art
activity.
Assessment rubrics
PLANNING FOR ART, CRAFT AND
CALLIGRAPHY.
Art and crafts exhibition
Display and assessment of student teacher
projects and portfolios.
SUMMERY OF LECTURE. 29. UNIT. 5
What is assessment in art, craft and
calligraphy?
After completion of all the theoretical
and practical training of the student
teachers they needing some training for
the evaluation of the work of students.
Our lecture 29. unit 5 was related to
assessment of their work
We discussed in our previous lecture,
What is Art and craft Evaluation?
The task of evaluating a work of art,
such as a painting, craft or a sculpture,
requires a combination of objective
information and subjective opinion. Yes,
it's true that art appreciation is highly
subjective, but the aim of evaluating a
picture is not simply to ascertain
whether you like/dislike a picture, but
WHY you like/dislike it.
We talked about that this assessment requires
a certain amount of knowledge. After all, your
assessment of a drawing produced by a 14-year
old child in a school playground, is likely to be
quite different from a similar drawing by a 40year old Michelangelo. Similarly, one cannot
use the same standards when evaluating the
true-to-life qualities of a realist portrait
compared with an expressionist portrait. This is
because the expressionist painter is not trying
to capture the same degree of visual objectivity
as his realist counterpart.
How to Evaluate the Work of Art Itself
How to Appreciate Paintings.
Famous Paintings Analyzed.
Once we have investigated or researched the
context of the painting, we can begin to
appreciate the work itself. Knowing how to
appreciate a painting is itself an art rather than a
science.
The perimeters that we are supposed to have in
mind are the following:
painting technique
Material used in the work
Composition
Line and shape
Colour
Form
Texture and brush work
Over all aesthetic quality of the work
Rubrics (set of Instructions) for the Art
Teacher
Because art teachers measure student
skills using independent judgment, they
need another method to grade student
work. Performance-based assessment has
been shown to be much more effective in
evaluating student performance. Art
teachers have always been ahead of the
game with performance-based
assessments by using portfolios.
To make their judgment more consistent
and fair, art teachers need to create
rubrics for grading. To make a rubric, a
teacher first needs to know exactly what
constitutes "A" work. Rubrics can improve
student work by letting students know
exactly what's expected of them.
Rubrics provide feedback to students about
their work in specific areas of a project. You
can also allow students to revise their
projects based on your feedback on their
rubrics. It is important to use clear and
measurable language with rubrics. For
example, the level of quality called,
"creative project" must be defined. What
exactly is creative?
Rubrics have a column for the criteria for
your lesson - the aspect of the assignment
you want graded. The rows are generally the
level of quality with the assignment from
excellent to poor. Students may assess their
own work with rubrics.
The hardest part is creating your rubric.
Once you do, you've made grading much
easier and save time in the long runespecially if you reuse them for other classes.
STUDENT ASSESSMENT
Evaluation of a student
is done through a
portfolio assessment.
They provide insight
into how a student has
grown creatively and
which media and
techniques have been
explored in school.
Portfolios will also include many other items
that yield pieces of information concerning
student development and learning. In addition
to finished works of art, students' portfolios
may include:
1. Sketches, studies, and preliminary works.
2. Samples (a collection of images that have
influenced the student artist).
3. Reproductions of works by the student's
favorite artists.
4. Written notes and thoughts concerning the
creative process.
5. Comments about the problem solving that
accompanies going from preliminary ideas to the
finished product.
Other techniques used for assessment are:
1. Teacher-made check sheets and rubrics which
allows students to verify whether they have met
all the criteria included in a visual problem
solving assignment. This also helps to reinforce
the visual concepts the teacher intended the
students to learn.
2. Anecdotal
Records such as student journals and
sketchbooks are collected periodically to highlight student
attitudes, preferences, judgements, participation, and
behavior. The teacher often makes brief comments about
the works or student statements.
3. Informal or Process Evaluations are conducted in which
students are asked to make oral or written statements
about their work, fill out a reflection sheet structured to
encourage them to bring their artistic decision making to
a conscious level or provide responses to who, what,
when, where, and why questions posed by the teacher as
part of a classroom discussion.
4. Formal Critiques of student work is done on an
individual basis or in small groups usually as a culminating
activity.
Arts Lesson Plan assignment
You will develop and submit one thoroughly
organized arts lesson plan. You have three
choices. Your lesson plan may address a specific
arts discipline--dance, drama, music or visual
arts. Your lesson plan may combine two or more
arts disciplines, such as music and dance. Your
lesson plan may connect an arts discipline with
another subject in the curriculum. (Refer to your
course packet and class notes for specific
information.)
Lesson Features Needs Work
Adequate
Format
Missing one or more All key words from
key parts in the
lesson plan format
lesson plan format are addressed with
satisfactory and
thoughtful
information
Alignment
Goals and
Objectives
Objective(s) and
Assessment
No alignment
between goal and
objective; No
alignment between
objective and
assessment;
Inconsistency
between objective
and assessment
Strong
Lesson format
complete and
thoughtfully
addressed;
Extensions
and/or teacher
tips and extra
preparation
included
Goals and objectives Goals and
are aligned;
objectives are
Objectives and
clearly aligned;
assessment are
Objectives and
aligned; No
assessment are
inconsistencies
directly aligned;
between objectives No
and assessment
inconsistencies
between
objectives and
assessment;
More than one
objective
Lesson Content
Grammar
Spelling
Presentation
Missing or incomplete Specific grade level
information regarding focus; accurate
grade level focus,
information,
sequenced procedures, developmentally
accuracy, and
appropriate,
developmentally
procedures
appropriate content
thoughtfully
sequenced
Specific grade level
focus; accurate
information,
developmentally
appropriate,
procedures
thoughtfully
sequenced;
engaging
introduction;
student
involvment
Any of the following
No grammar mistakes; No grammar
Grammar mistakes;
No spelling mistakes; mistakes; No
Spelling mistakes;
No typos;
spelling mistakes;
Typos;
Consistency in fonts, Consistency in
Inconsistency in fonts, spacing and
fonts, spacing and
spacing, or organization organization;
organization;
of information
Visual cues; Easy
to read and
comprehend
Organize an Exhibition of Your Paintings
It i’s one thing being an established and
Famous artist, where all you have to
do is paint the pictures and hand them
Over to an agent, then show up for the
preview evening. It i’s another to be at the
beginning of your career as an artist.
Most of us have to plan our own shows, as I
have done over the last few years, and there
is a lot of work involved if you want to get
the most out of your art exhibition. I was
fortunate in that I worked as a gallery
assistant for artist, and assisted her with
preparing for her shows. Even though she
was an established artist, there was still a lot
to be done.
After you have planned an exhibition of your
work, you will see that the commission galleries
request is well worth the effort they put in!
In the Beginning: Your First Art Exhibition
First of all, you must secure your ‘gallery space’. I
had my first solo art exhibition at Pizza Express in
Darlington, UK. As a corporation, they have a
huge commitment to the arts, in particular local
artists. Their restaurants are often designed as
galleries themselves, and they know that their
customers really appreciate the ever-changing
work on their walls.
Restaurants might be a good place to start,
it works for both the restaurant in terms of
attracting customers, and the artist. It is
also a good place to get over your ‘art
exhibition anxiety’in a far less intimidating
atmosphere than a public gallery. They
charge no commission, but you have to do
the work yourself…from the hanging to the
promotion and subsequent sales. So, it is
from this perspective that I write.
Planning an Art Exhibition
I spent a couple of years developing a body
of work before I was ready to exhibit on my
own, so the assumption is that you have a
decent collection of work to show. Then I
developed an art exhibition plan which
listed all the things which needed to be
done prior to the opening.
The first thing to do is to establish the dates,
allowing time to have some promotion materials
printed. It is useful also to give your art exhibition
a name. I do it by picking out one painting, and
working my promotion materials around that. I
find a postcard-sized art card is particularly useful,
as they can be mailed to your contact list, and the
remainder left for people to take when they visit.
How to Appreciate Beauty in a Painting?
Aesthetics is an intensely personal subject. We all see
things differently, including "art", and especially "beauty".
In addition, painting is first and foremost a visual art something we see, rather than think about. So if we are
asked whether we think a painting is beautiful, we are
likely to give a fairly instant response. However, if we are
then asked to evaluate the beauty (or lack thereof) of a
painting - meaning, explain and give reasons - well, its a
different story. So to help you analyze the situation, here
are some questions to ask yourself about the painting.
Most are concerned with the harmony, regularity and
balance that is visible.
What Proportions are Evident in the Picture?
Greek art and Renaissance art was often based
on certain rules of proportion, which accorded
with classical views on optical harmony. So
maybe the beauty you see (or not) can be partly
explained by reference to the proportions (of
objects and figures) in the work.
Are Certain Shapes or Patterns Repeated in the
Painting?
According to psychologists, repetition of pleasing
shapes, especially in symmetrical patterns, can
relax the eye and the brain, causing us to feel
pleasure.
Do the Colours Used in the Painting
Complement Each Other?
Colour schemes with complementary hues or
tonal variations are known for their appealing
effect on the senses.
Does the Picture Draw You in? Does it Maintain
Your Attention?
The greatest paintings are the easiest to look at.
They attract our attention, and then "signposts"
guide our eye around the work.
How Does the Painting Compare With Others?
Everything is relative. So how does the painting
in front of you compare with similar types of
painting by the same artist? If it's a mature
work, you may find it improves on earlier ones,
and vice versa. If you can't find others by the
same artist, try looking at similar works by other
artists. Ideally, start with works painted in the
same decade, and then gradually move forward
in time. You can't look at too many paintings!
Art Evaluation: Judging Your Own Painting
Art Shows
What do judges at look for art shows? It depends
on the level of entry, regulations and individual
preferences of the panel members, but the
qualities usually sought are:
1. Integrity: a sense that the work comes from
within and is the authentic expression of the
author's spirit.
2. Completeness: a coherent and integrated
statement, with all aspects closely worked in.
3. Depth: a subtlety that can survive repeated viewing.
4. Originality: no clones of other artist's work or
previous entries/winners.
5. Vitality: emotion-laden, taking risks that come off.
6. Quality: design and execution show panache and
authority.
7. Intriguing: work leaves something unsaid or to be
further imagined.
8. Innovative: extends the usual characteristics of the
genre.
9. Significance: work makes some statement that
enlarges our visual understanding of the world.
ASSESSMENT OR EVALUATION OF ART AND
CRAFT
Evaluation is necessary and vital, and should be
regarded as an important and essential diagnostic
procedure to improve what is taught and learned.
Procedures in this area will be primarily
concerned with determining the following:the degree to which the learning objective has
been fulfilled. level of Individual response·
level of Class Group response.
Emphasis should be placed on evaluating
the learner in the process of learning and
evaluating the students work as a whole.
The primary purpose is to secure and record
information that will enable the teacher to
improve the educational process and
therefore evaluation should be perceived as
an educational device through which the
teachers professional expertise can be
exercised on behalf of the students whom
the syllabus is designed to serve.
In this lecture Student Teachers will focus
on assessment of art,
crafts, and calligraphy in elementary
grades. The most important aim of
assessment
in these subjects in elementary grades is
to enhance children’s learning.
Assessment is, therefore, at the heart of
teaching and learning arts, crafts, and
calligraphy.
ESSESSMENT OBJECTIVES
On completion of the course,
students should be able to:
(i) give a personal response to an
idea, experience or other stimulus
(ii) work from imagination, memory and
direct observation
(iii) use drawing for observation, recording
g and analysis, as a means of thinking
and for communication and expression
iv) use the core two-dimensional
processes in making, manipulating and
developing images, using lettering and
combining lettering with image, in
expressive and communicative modes
(v) use the three-dimensional processes of
additive, subtractive and
constructional form-making in expressive
and functional modes
(
To evaluate a craft one must keep in mind that
how the crafts man has used his material with the
best use of his skill. What is the purpose of
making this craft. What were the set goals that
the crafts man had in his mind.
Was he interested in keeping the same tradition
of craft making of the region or there was some
creativity introduced by him with the tradition.
Is the craft communicating some moral lesson
trough the craft or it is just representational. If
the evaluator has answers to these questions in
his mind then he can judge and mark the craft.
Summery of the lecture
I hope that after this lecture student teacher
will be able to assess and evaluate art and
craft piece with the abilities of an expert.
They will also feel comfortable in arranging
art and craft exhibition.
Unit learning goals
At the end of the unit the student teacher
will be able to:
Actually discuss the value of assessing
learning in art education in elementary
grades.
Identify opportunities for assessment in
an art craft and calligraphy activity or
lesson.
Plan for assessment in an art crafts or
calligraphy activity or lesson.
Essential Questions:
What planning is required for teaching art craft and
calligraphy.
How can I integrate art, craft and calligraphy with
other subjects.
How is assessment in art, crafts and calligraphy the
same as in other subjects? How is it different ?
What art, crafts and calligraphy knowledge and
skills, and attitudes or dispositions should I be
assessing?
How can I establish effective criteria for
assessment in art