Michigan Arts Education Instructional and Assessment ProgramMichigan Assessment Consortium

VISUAL ARTS AssessmentPerformance Task V.T201

My Cool Place—Using Architectural Design to Express Your Personality

Grade 3

Student BookletStudent Directions

Architectural ImagesTeacher Scoring Rubrics

Reflection

Name: ______________________________________

Teacher: ______________________________________

School: ______________________________________

Date: ______________________________________

©2018. Please reference the Licensing Statement on this page.

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ACKNOWLEDGEMENTS “Bodiam Castle” © Matt Gibson/LOOP IMAGES/Loop Images/Corbis

Haines Shoe House │ © Bettmann/CORBIS

The Atomium in Brussels, Belgium │ © Eberhard Streichan/Corbis

“Creative Office Interior” © Will Pryce

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STUDENT DIRECTIONSThis assessment has five parts to it: o Part 1–Places Have Personality (Day 1)o Part 2–Describing My Personality (Day 1)o Part 3–Expressing Personality through Cool Place Design (Days 1 and 2)o Part 4–Applying Color in Paint (Days 3 and 4)o Part 5–Reflection (Day 4)

The directions for each part are given in the Student Booklet.

PART 1–PLACES HAVE PERSONALITY (DAY 1) For this part of the assessment, you will be matching words to images and then discussing your choices with a partner. This assessment begins with an exercise in matching architectural designs with personality traits.

Using the list of Positive Personality Traits on page 2 of your Booklet to help you, pick two personality traits that you think are expressed by each architectural design example on pages 3 and 4 in your Booklet. You have 10 minutes to pick two traits for each architectural design.

POSITIVE PERSONALITY TRAITSSmart Cheerful Caring Charming ConsiderateCurious Encouraging Friendly Kind LikableLoving Peaceful Creative Polite RespectfulSensitive Giving Thoughtful Cooperative CalmDependable Fair Honest Humble HopefulPatient Responsible Trustworthy Assertive BraveCertain Courageous Independent Helpful ActiveAdventurous Ambitious Outgoing Busy EnergeticHard-working Funny Gentle Glamorous ShyQuiet Daring Clever Mysterious ConfidentAthletic Enthusiastic Crafty Musical Organized

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Trait 1_____________________________________ Trait 2________________________________________________

Trait 1_____________________________________ Trait 2________________________________________________

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Trait 1_____________________________________ Trait 2________________________________________________

Trait 1_____________________________________ Trait 2________________________________________________

Next, your teacher will assign a partner to you. When your teacher calls your name and your partner’s name, move to a space where you can sit together.

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Talk to your assigned partner about why or how you think each building design matches the two traits that you picked. Describe and discuss your ideas.

When time is up, move on to Part 2.

PART 2–DESCRIBING MY PERSONALITY (DAY 1) Choose two personality traits that you think best fit your own personality. You may choose from the Positive Personality Traits list on page 5 or pick another positive word or words that describe a part of your personality. You may write more words on the list given in your Student Booklet on page 5. You have 15 minutes to pick the words that describe your personality traits. Write your two traits on the blank lines on page 5.

POSITIVE PERSONALITY TRAITS Smart Cheerful Caring Charming ConsiderateCurious Encouraging Friendly Kind LikableLoving Peaceful Creative Polite RespectfulSensitive Giving Thoughtful Cooperative CalmDependable Fair Honest Humble HopefulPatient Responsible Trustworthy Assertive BraveCertain Courageous Independent Helpful ActiveAdventurous Ambitious Outgoing Busy EnergeticHard-working Funny Gentle Glamorous ShyQuiet Daring Clever Mysterious ConfidentAthletic Enthusiastic Crafty Musical Organized

Trait 1 _________________________________________ Trait 2 _____________________________________________

When you finish, write your first and last name on the back of the piece of paper your teacher gave you. Under your name on the paper, write your selected personality traits.

PART 3–EXPRESSING PERSONALITY THROUGH COOL PLACE DESIGN (DAYS 1 AND 2) Using the materials provided (rulers, pencils, architectural stencils, and so forth), design a Cool Place that expresses the personality traits you selected to focus on. Review the personality traits that you chose by looking in your Student Booklets or on the back of your paper. Use the words to guide your design choices.

The design can be of the inside of the building, the outside, or both.

The Teacher Scoring Rubric that will be used to evaluate your Cool Place design, based on the personality traits you chose, is on page 6 of your Student Booklet. Follow along as your teacher reads Level 4, the highest level of performance. Your design will be scored after you have finished drawing and painting your Cool Place design.

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TEACHER SCORING RUBRIC–COOL PLACE DESIGN

Dimension 1 2 3 4

Architectural Place Design

The student did not draw anything or drew something other than a place. It is not clear that the drawing relates to an architectural design.

The student drew a place that does not relate to the chosen personality traits. It isn’t clear if the drawing is finished.

The student drew a place (interior or exterior) first in pencil and then went over pencil lines with black permanent marker. The student combined at least 2 ideas, symbols, and/or experiences that express the chosen personality traits.

The student drew a place (interior or exterior) first in pencil and then went over pencil lines with black permanent marker. The student combined 3 or more ideas, symbols, and/or experiences that express the chosen personality traits.

Watercolor Painting

The student did not apply watercolor paint or did not complete the painting.

The student selected colors that do not relate to his/her chosen personality traits and applied them in watercolor paint. It isn’t clear if the painting is finished.

The student selected colors that somewhat express a chosen personality traits and applied them in watercolor paint. The design is complete.

The student selected colors that clearly help express the chosen personality traits and applied them in watercolor paint. The design is complete.

Selection of Personality Traits

The student did not select any words or the words are illegible.

The student wrote one or two unrelated words on the back of their painting.

The student selected one or two descriptor words that aren’t necessarily personality traits and wrote them on the back of his or her painting. The words somewhat visually relate to the student’s painting.

The student selected two personality traits and wrote them on the back of his or her painting. The personality traits chosen clearly guided the student’s design choices.

You may begin your drawing. Create a drawing in pencil first. When you are happy with it, go over your pencil lines with a black permanent marker. Erase pencil lines that you do not want to keep.

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You will have about 45 minutes to complete your drawing. You can refer to the Checklist for Part 3 on page 7 in your Booklet to help you remember the parts you should include.

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CHECKLIST FOR PART 3 Student drew a place (interior, exterior, or both) first in pencil. Student went over pencil lines with black permanent marker. Student combined many ideas, symbols, and/or experiences that express the chosen

personality traits.

When time is up, leave your Student Booklet and your drawing on your desk. PART 4–APPLYING COLOR IN PAINT (DAYS 3 AND 4) Add color to your Cool Place design by painting it with the watercolor paints provided. Consider how your color choices can show or symbolize your chosen positive personality traits. You will have all of today’s class period and most of the next class to complete this part of the assessment.

When time is up, clean up all materials on your desk. Put your painting where your teacher instructs you to put it.

PART 5–REFLECTION (DAY 4) You will finish this assessment by answering one reflection question.

What personality traits does your Cool Place design express? Give two examples of ways your design expresses these traits on page 1. Your teacher will use the Teacher Scoring Rubric on page 8 to evaluate your answers to the reflection question. Refer to Level 4 of the Teacher Scoring Rubric.

Your answers should be written neatly and legibly in the spaces provided. Make sure to explain how your design choices reflect your selected positive personality traits.

You will have 10 minutes to complete your response.

When time is up, close your Student Booklet and leave it on your desk.

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REFLECTION

Name ___________________________________________________________________

1. What personality traits does your Cool Place design express? Give two examples of how your design expresses these traits. The Teacher Scoring Rubric that will be used to evaluate your response to this question is shown on page 9.

Personality Traits:_______________________________________________________________________________

Example 1: _______________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

Example 2: _______________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

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TEACHER SCORING RUBRIC–REFLECTION

Dimension 1 2 3 4

Chosen Personality Traits

The student did not write a word, or words are illegible.

The student did write a word or description. The student’s idea is not communicated.

The student selected a descriptor that does not readily translate into a personality trait.

The student selected and wrote one or two descriptive personality traits.

Explanation in Examples

The student did not provide examples.

The student’s example or examples did not clearly explain his or her design choices.

The student clearly explained how his or her design choices reflected or showed the chosen personality traits with one or two examples. The explanation describes how lines, colors, shapes, and objects somewhat relate to the student’s intended meaning.

The student clearly explains how his/her design choices reflect or show the student’s personality trait(s) with two separate examples. The explanation successfully describes how lines, colors, shapes, and objects somewhat relate to the student’s intended meaning.

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