Impact of Student Learning
K12 Education - Studio Art Example
Pre-Assessment
This artifact is the first lesson I give to my new students at the beginning of their third grade year. This is
the first time they have art in the “big studio” and they are usually overwhelmed. This project allows me
to track their ability to follow directions and how careful of an artist they can be. This is a huge indicator
of success in art and allows me to have a baseline for future instruction.
I selected this for my portfolio because it is a simple lesson that tells a great deal about what type of
student I am inheriting. It is a tedious project in some ways so it shows me which students are able to
accomplish the project without much fuss and which students have perfectionist tendencies. By assessing
every student with this same project I can have a strong baseline for our future work together.
Instruction
Specific Grade: 3rd
Specific Subject: Art
Topic: Classroom etiquette followed by an Introduction to LINE
Objectives: Students will be able to...
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Identify classroom rules and regulations and organizational methods of the Art Studio
Analyze how LINE can have such varied representations
Describe how LINE and SPACE interact to fill a piece of art
Before a student can make art they need to understand the rules of art. This has two meanings in an
elementary classroom; the classroom rules and the Elements of ART.
In the first lesson they will have a variety of rules and directions they need to follow to be successful in
their project. Following instructions is key to being successful but the activity also shows that a student
can express themselves as well within those confines.
Method of Inquiry:
Through an introduction to class procedures and through a simple “follow the instructions” activity,
students will be assessed on their understanding of basic art concepts and ability to follow instructions.
Instructional Goals:
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Students will be able to identify classroom procedures for the art room.
Students will be able to find effective and responsible ways to conduct themselves in the art
room.
Students will learn how the idea of LINE is more complicated than they may think.
Students will be able to follow a set of specific instructions and interpret their meaning to create a
unique work of art.
Essential Questions:
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Does following the rules make us all the same?
Should art have rules?
Impact of Student Learning
K12 Education - Studio Art Example
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How are artists generally viewed? Are they neat, sloppy, funny, sad, etc. Why does it matter if
we are not like the stereotypes?
Can instructions be “interpreted”?
State and/or Content Standards:
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HSP.1.2 Compare and contrast the concept of visual field in relation to shape and form.
HSP.1.11 Research and analyze the work of an artist and write about the artist’s distinctive style
and its contribution to the meaning of the work.
HSP.4.1 Employ the conventions of art criticism in writing and speaking about works of art:
- Description
- Visual Analysis Historical analysis (context)
- Interpretation
- Judgment
Instructional Materials:
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12 x 12 scratch paper
12 x 12 white sulphite paper
Pencils
Erasers
rulers
Set Induction:
In the previous lessons we started by asking the question for students to reflect on and share their
thoughts with the class: Why do we have rules?
Following this there will be a short introduction to the main element utilized:
A LINE is a continuous mark, made on a surface, by a moving point.
A line is long relative to its width. It can define a space, create an outline or pattern, imply movement or
texture and allude to mass or volume. Absolutely essential in creating art, the line.
Procedures (Lesson Content/Skills/Teaching & Learning Strategies):
Introduction (2.5 mins.)
Greeting and Lesson (1 minute) Essential Questions and objectives.
Today we are going to take a further look at following directions and how to still be artistic. Through
today’s lesson students will be able to answer the following Essential Questions...
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Does following the rules make us all the same?
Should art have rules?
How are artists generally viewed? Are they neat, sloppy, funny, sad, etc. Why does it matter if
we are not like the stereotypes?
Can instructions be “interpreted”?
Impact of Student Learning
K12 Education - Studio Art Example
The lesson will be for students to follow a simple set of instructions. All students will follow the
same instructions to varied results.
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Write your name on the back bottom right corner of your paper.
Draw 4 straight lines on your paper. They should begin and end on the edge of the paper.
Draw 5 circles.
Draw 3 zig-zag lines on your paper. They can begin and end either on the edge of your
paper or another line.
5. Draw 2 curved lines. They should begin on one edge of your paper and end on another.
(Not wavy lines)
6. Pick 2 enclosed areas and put a repeating line pattern in them.
Assessment/Closure:
Steps:
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Student’s “sloppy copy” is assessed by their peers
Class has discussion about what they would change now that they have experienced a variety of
other works.
Final copies are assessed by instructor for base-instructions and formulate a base-line for student
ability regarding instructions.
NEXT: Day 2 will involve finalizing nice copies and coloring using a limited palette.
Post-Assessment
This project gave me wonderful insight into some of my students. Particularly one boy named Jake. He is
a phenomenal artist. His work is visually expressive and thoughtful but he struggles greatly with
following directions. I knew this based on his IEP but I wanted to see it for myself and see where his
issues were. Using this assessment I found he rushes through instruction and then embellishes. This way
he says he has met all the requirements but only in spirit. He is a tremendously creative student and find
that he struggles with structure. Based on his pre-assessment I planned a course of action for him that will
make his time in the art room an exercise in instruction following mixed with benefits for meeting his
instructional goals.
Reflection
This artifact represents my INTASC: Impact on Student Learning Standard because it gives a solid
baseline for assessing students and allows for differentiation to begin once this project is implemented.
One of my favorite ramifications from this project is how serious students get once they realize how the
stakes are raised in art class. In our lower division, art is not graded and it is generally a simpler affair.
This project gives straightforward instructions and expects high results for the very beginning.
I have learned that this project is a favorite among the 3rd grade classroom teachers as well because they
can see work ethic and determination in the project. This helps them to get to know how a student will
react in future lessons that are challenging. This is the first year that the teachers have come into the art
room after every class to see how their students are progressing.
In future lessons I will be careful to place a more fun project after this one. This year I put a very complex
Indian Elephant lesson directly after this one and many students felt it was a very difficult month of art. I
will work on finding a better balance to the pacing guide.