LESSON. 30. UNIT. 5Preparing 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. 5What 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 40-year 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 techniqueMaterial used in the workCompositionLine and shapeColourFormTexture and brush workOver all aesthetic quality of the work

Rubrics (set of Instructions) for the Art TeacherBecause 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 run- especially if you reuse them for other classes.

STUDENT ASSESSMENTEvaluation 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 assignmentYou 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 Strong

Format Missing one or more key parts in the lesson plan format

All key words from lesson plan format are addressed with satisfactory and thoughtful information

Lesson format complete and thoughtfully addressed; Extensions and/or teacher tips and extra preparation included

AlignmentGoals and ObjectivesObjective(s) and Assessment

No alignment between goal and objective; No alignment between objective and assessment; Inconsistency between objective and assessment

Goals and objectives are aligned; Objectives and assessment are aligned; No inconsistencies between objectives and assessment

Goals and objectives are clearly aligned; Objectives and assessment are directly aligned; No inconsistencies between objectives and assessment; More than one objective

Arts Lesson Plan Rubric

Lesson Content

Missing or incomplete information regarding grade level focus, sequenced procedures, accuracy, and developmentally appropriate content

Specific grade level focus; accurate information,developmentally appropriate, procedures thoughtfully sequenced

Specific grade level focus; accurate information,developmentally appropriate, procedures thoughtfully sequenced; engaging introduction; student involvment

GrammarSpellingPresentation

Any of the followingGrammar mistakes;Spelling mistakes;Typos;Inconsistency in fonts, spacing, or organization of information

No grammar mistakes;No spelling mistakes; No typos;Consistency in fonts, spacing and organization;

No grammar mistakes; No spelling mistakes; Consistency in fonts, spacing and organization; Visual cues; Easy to read and comprehend

Organize an Exhibition of Your PaintingsIt is 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 is 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 ExhibitionFirst 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 ExhibitionI 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 ShowsWhat 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 CRAFTEvaluation 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 anidea, experience or other stimulus (ii) work from imagination, memory and direct observation (iii) use drawing for observation, recordingg 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 lectureI 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 goalsAt 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