Michigan Arts Education Instructional and Assessment Program
Michigan Assessment Consortium
VISUAL ARTS Assessment
Performance Event V.E414
Observing and Responding to North American Art
High School
Level 1
Teacher Booklet
Teacher Directions
Student Directions
Teacher Scoring Rubric
Assessment Questions
ACKNOWLEDGEMENTS
The Migration Series, Panel No. 1 by Jacob Lawrence, © 1940-41, casein tempera on
hardboard, 12 x 18 in., The Phillips Collection. © 2014 The Jacob and Gwendolyn
Lawrence Foundation, Seattle / Artists Rights Society (ARS), New York.
Daniel Boone Escorting Settlers through the Cumberland Gap by George Caleb Bingham,
1851-52, in the public domain.
The Steerage by Alfred Stieglitz, 1907, in the public domain.
Midsummer Night in Harlem by Palmer Hayden, © 1936, oil on canvas, 20 x 30 in., The
Museum of African American Art.
© 2014 by the Michigan Department of Education.
All rights reserved. No part of this publication may be reproduced or transmitted, in any form or by any means, electronic
or mechanical, including photocopying, recording, or any information storage and retrieval system, without permission in
writing from the Michigan Department of Education. Portions of this work may have been previously published. Printed in
the United States of America.
1
Michigan Student Learning Standards Assessed
Performance Standard(s)
R.1–Students can analyze, describe, and make
connections between visual art and design and other
disciplines throughout history, cultures, and everyday
life.
Content Standard
ART.VA.IV.HS.3–Analyze the correlation between art,
history, and culture throughout time.
VPAA Guidelines
R.2–Identify, describe, and analyze connections across
the visual, performing, and fine arts disciplines and
other academic disciplines.
Intended Students
First-year (Level 1) visual arts students
OVERVIEW AND OUTLINE OF THE PERFORMANCE EVENT
Students will observe four North American artworks that reference American history
and draw conclusions from them. In this assessment, the North American artworks
selected reference U.S. history between 1850 and 1940.
Students’ conclusions may be based on their observations of the artworks and any prior
knowledge they have of art or history. Their responses will be assessed using a Teacher
Scoring Rubric focused on students’ ability to observe and describe content, support
these observations with specific examples or evidence in the artwork, and use these
skills to communicate their conclusions effectively.
SUGGESTED TOTAL TIME
This assessment should take one 50-minute class period to complete.
LIST OF MATERIALS REQUIRED
The following materials are required for this assessment:
o Student Booklets
o Pens or pencils
o Digital or poster-size copies of the four works of North American art, focused on
events in U.S. history between 1850 and 1940, projected or arranged so students
can view them all at once, as well as reference them in their Student Booklets.
ASSESSMENT SETUP
The classroom should be set up for standard classroom seating; if digital versions of the
artwork are used, you may use a computer lab or provide laptops for all students.
DETAILED SCRIPT WITH TEACHER AND STUDENT DIRECTIONS
Directions for teachers are in regular text. Directions to be read to students are in bold.
2
Prior to the day of assessment, prepare digital or poster-size reproductions of the four
works of North American art, focused on events in U.S. history between 1850 and 1940,
that can be projected or arranged so all students can view all images at once.
Each student needs a Student Booklet and a pen or pencil.
You each should have a Student Booklet. Begin by filling in the information
requested on the front cover.
Pause while students complete the requested information. Then say:
Turn to page 2 in your Booklet and follow along silently as I read the directions.
Pause while students turn to page 2. Then say:
Look at the images projected or posted in the classroom. They are also
represented on pages 4–7 in the Student Booklet.
These four works of art were created by North American artists between 1850
and 1940. Each references United States history in some way.
You may not have ever seen these works of art before. Using only what you see
and what you know about art and history, respond to the following questions:
1.
2.
3.
4.
What’s going on in this artwork?
What makes you say that?
Do you notice any clues that tell you when the scene depicted took place?
Describe any connections to United States history that occur to you when you
view the artwork.
5. Are there any similarities or differences between this and the other three
works of art?
First, look at each of the four works of art. Then, answer the questions below each
work, using only what you see and what you know about art and history. Write
your responses to these questions below each artwork in the spaces provided on
pages 4–7 in your Student Booklet.
The Teacher Scoring Rubric that will be used to evaluate your written responses
is given on page 3. Review especially level 4 for each dimension, the highest level
of performance.
Pause so that students can review the Teacher Scoring Rubric. Then say:
You have 40 minutes to respond to these questions in writing (approximately 10
minutes per work of art).
Allow students to work quietly. When there are only five minutes remaining, say:
You have five minutes remaining.
3
After five minutes, say:
Time is up. Be sure that your name is on the Student Booklet and turn it in on
your way out of class.
TEACHER SCORING RUBRIC
Dimension
1
2
3
4
Student was
accurate and
detailed in
describing each
artwork,
determined the
approximate
time depicted,
and made some
historical
references for
each artwork
from observed
clues in the
artwork.
Student was
able to make
insightful
comparisons of
three or more of
the works.
Student used a
wide variety of
specific
examples from
the artwork in
support of
his/her
conclusions.
Student was
able to
articulate
his/her
observations in
a thorough,
clear, wellwritten, and
organized way,
using art
vocabulary.
Content
Student
described some
of the artworks
in a limited or
incomplete
manner. Student
was unable to
determine time
depicted or
make any
historical
connections.
Student
described the
artwork at an
emerging level.
Student
determined
approximate
time depicted
and/or made
some historical
references for
two of the
artworks from
observed clues
in the artwork.
Student was
accurate in
describing each
work of art,
determined the
approximate
time depicted,
and made some
historical
reference for
three of the
artworks from
observed clues
in the artwork.
Student was
able to make
general
comparisons of
two of the
works.
Ideas Supported
with Examples
Student did not
use any
examples from
the artwork in
support of
his/her
conclusions.
Student only
used a few
examples from
the artwork in
support of
his/her
conclusions.
Student used
many examples
from the
artwork in
support of
his/her
conclusions.
Fluent in
Communication
Student’s
writing
communicated
little insight
about the
artworks. It was
neither clear
nor well
organized.
Student was
able to
articulate some
observations
but used little
art vocabulary.
Writing
contained lapses
in organization.
Other than a few
spelling errors,
student was
able to
articulate
his/her
observations in
a well-written
and organized
way, using some
art vocabulary.
4
[This is on pages 4–7 of the Student Booklet. Students are asked to respond to the same
five questions for each picture. Response space has been condensed.]
SAMPLES OF NORTH AMERICAN ART
I.
II.
The Migration Series, Panel No. 1 by Jacob Lawrence, © 1940-41, casein
tempera on hardboard, 12 x 18 in., The Phillips Collection. © 2014 The
Jacob and Gwendolyn Lawrence Foundation, Seattle / Artists Rights
Society (ARS), New York.
III.
Daniel Boone Escorting Settlers through the Cumberland Gap by
George Caleb Bingham, 1851-52, in the public domain.
IV.
The Steerage by Alfred Stieglitz, 1907, in the public domain.
Midsummer Night in Harlem by Palmer Hayden, © 1936, oil on
canvas, 20 x 30 in., The Museum of African American Art.
1.
2.
3.
4.
What’s going on in this artwork?
What makes you say that?
Do you notice any clues that tell you when the scene depicted took place?
Describe any connections to United States history that occur to you when you view the
artwork.
5. Are there any similarities or differences between this and the other three works of art?
5