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The portfolio project at Southside High School in Elmira City School District
started as a common assessment for the Final Exam for Studio in Art students. The idea of the
portfolio allows all the artistic approaches imaginable for a group of truly creative teachers who
do not want their creativity or their students’ creativity diminished by having a single written
examination to test for knowledge. This packet contains all the materials for not just a final
assessment, but also a curriculum organization that is key to an incredibly successful experience
in art for the students and as well as for the teacher.
!
The first thing in the packet is the NYSATA (New York State Art Teachers Association)
Portfolio Project topics. This was our starting point in coming up with an agreement for what
would work as an assessment and became our main assessment topics, because it makes sense.
The units are on Self Portrait, Observation/Perception, Psychological/Communication, Cultural
Awareness, Process Piece, and we decided to add Design to insure a common vocabulary.
About a year after piloting the Portfolio Assessment we added the Enduring or “Big” Idea
to add to the depth of meaning within the unit topics. These Enduring Ideas, such as ‘Humans
and Nature’, ‘Conflict’, ‘Life Cycles’, etc., lend themselves to the units in the portfolios very
well. The Enduring Ideas we brainstormed and found from several sources are listed in this
packet. A Unit Plan sample, the form of which is borrowed from Marilyn G. Stewart’s and
Sydney R. Walker’s Rethinking Curriculum in Art, is an example of combining the unit topics
from the portfolio with the ‘Enduring Idea’: Identity.
The next part of the packet is sample student worksheets/notes to review vocabulary and
processes. The forms for student writing to summarize their learning are included here.
Following this the Project Menu List is included next. The Project Menu list was
designed by art teachers as a resource to check all the great ideas the teachers were already using,
organized by possible unit topics.!This assured teachers they didn’t really need to change what
they were teaching, and they didn’t need to use budget money to buy different materials. They
only needed to organize the structure of what they were teaching. The structure itself also serves
as a guide for where to go next and what has not yet been covered in the class.
The summary outlines for Studio in Art are designed for the student for writing about
what they have learned. One of the implications of using this structure was that the same
structure works for other classes, especially advanced classes. The portfolio is a traditional
evaluation tool for colleges for entrance to and exit from art programs. The same evaluation tool
we have used to prepare individuals for college programs can be used for entire classes, whether
those students go on to college programs or not.
The Assessment Rubrics have three purposes: one assessment rubric is for the students to
critique themselves. Students need to judge their own progress. Another assessment is for the
teacher to give a final grade for the assessment. A third assessment is one used by the teachers
themselves to judge how they are doing with the structure of the portfolio with their classes.
!
2!
Since teachers can ‘tweak’ the portfolio process as they go it becomes more of a workable,
‘living’ document that can change with different classes, materials and students.
Finally the National Standards for the Arts are included in the packet. The portfolio
assessment goes beyond the NYS Standards in the Arts to include “Reflecting upon and
assessing the characteristics and merits of their work and the work of others” and “Making
connections between visual arts and other disciplines”. The use of the Portfolio for a Final
Assessment and the use of the ‘Enduring Idea’ assures the inclusion of these last two parts of the
National Standards in this process.
The students’ writing about their work is the part of this that verifies the importance of
the work for the individual student. When the students see the sheer volume and quality of their
own work during the final exam critique, they are always surprised and wowed by their own
brilliance. Because they are writing about concrete experience they make easy jumps to making
connections between the different types of projects and materials. Students can tell anyone what
they are doing and why at any given time. They can tell how the present project relates to the
topics and materials they studied up to that point. And students will make connections between
the ‘Enduring Ideas’ they have used in the class. And finally, because they are sure of what they
know in this process, they can and will write about it also.
The journey we have taken with the Portfolio process for Studio in Art has been a
powerful one for me and for my colleagues. It has had far reaching implications for how we
teach all of our classes. The students know the importance of what they are learning, and are
retaining more information because of the layering of vocabulary and skills. And finally, they
have the proof of their trek toward gaining knowledge in art with the evidence of their own
portfolio at the end of the class. So much proof, that they will sit down and write about what
they have learned.:)
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