Elementary School Kindergarten – 6th Grade

Grade 2Title: Art CriticismType IIStandard 4.0 Historical and Cultural

Relationships5.0 Reflecting and

AssessingRespond Domain (listen, analyze, and

reflect) Pre-Post

Student Population /4 classes Approx. 68 students 8 Special Ed students Pre- Students have had several lessons

prior which defined and practiced the terms and meanings for the elements of art and design: line, shape, color, form, texture, space, value and pattern. The Art Criticism unit began with a group of 3 students and a list of these 8 terms, dry erase markers (to circle the terms on the visual aide), a large, museum-quality, laminated visual aide/work of art, and lined paper to write sentences. Students worked together and each wrote their own sentences using their vocabulary terms in their sentences. I assisted the writing activity by helping with grammar and some spelling. At the end of class students held up their laminated works of art and presented their sentences which described what they had found. This process took one to two classes.

Post- Each group exchanged their sentences and laminated works of art with another group. Students read the sentences written by their peers which described the art elements found in the paintings. Students worked together to find and discuss other art element and design vocabulary terms. I assisted students while reading, interpreting, and discussing their peer sentences and works of art.

After allowing 20-25 minutes for the students to describe, analyze, and evaluate their peer sentences and works of art, I took up the exchanged sentences. I encouraged the students to paint the vocabulary terms within the paintings that they liked the most. Students were able to freely paint and create those terms that they felt were the most relevant. The finished paintings were significant evaluations regarding what those terms meant and how each term functioned as an element of art or a principle of design.

This list/graphic symbolism was on the white board in front of the class where I began to instruct the unit. I wanted the lessons to feel more like a scavenger hunt and not a writing lesson. I wanted to see evidence that the student s were more familiar with the terms at the end of the unit.

PRE- SCORE 3 PRE-SCORE 3

POST-SCORE 4 POST-SCORE 4

Pre- Students performed at expectations regarding their prior knowledge for the meanings of each of the 8 elements of art. Value, form, and space were the terms most frequently questioned by the students and not understood. Students loved the kinesthetic activity of circling the terms on the laminated copies. It was good to see them finding multiple interpretations of terms.

Post- Students worked well in groups discussing the art vocabulary terms. Students read and evaluated the exchanged sentences and were curious what answers their peers recorded. The students circled the art elements in the paintings that their peers wrote about. This type of scavenger hunt activity was fun for them and they were enthusiastic. The students also circled additional terms found. For the painting activity, students clearly articulated the vocabulary terms that they felt were the most important. At the end of the critique, students were able to present and share those elements of art that they felt were most significant in the work of art. The activity was very engaging for the students and a positive and interactive way to learn more about art and practice the vocabulary terms.

PRE-SCORE 3 PRE-SCORE 3

POST- SCORE 4 POST- SCORE 4

Pre- Students performed at expectations regarding the prior knowledge learned for the meanings of each of the 8 elements of art. Value, form, and space were the terms most frequently questioned by the students and not understood. Students loved the kinesthetic activity of circling the terms on the laminated copies. It was good to see them finding multiple interpretations of terms.

Post-Students worked well in groups discussing the art element terms and were curious what elements their peers recorded in their sentences. The students circled the art elements in the paintings that their peers wrote about. This type of scavenger hunt activity was fun for them and they were enthusiastic. The students also circled additional terms found. For the painting activity, students clearly articulated the vocabulary terms that they felt were the most important. At the end of the critique, students were able to present and share those elements of art that they felt were most significant in the work of art. The activity was very engaging for the students and a positive interactive way to learn more about art vocabulary terms.

PRE- SCORE 3 PRE-SCORE 3

POST- SCORE 4 POST- SCORE 4

Pre- Students performed at expectations regarding the prior knowledge learned for the meanings of each of the 8 elements of art. Value, form, and space were the terms most frequently questioned by the students and not understood. Students loved the kinesthetic activity of circling the terms on the laminated copies. The 2nd grade level teachers supported the students in this individual/group writing practice.

Post- Students worked well in groups discussing the art element terms and were curious what elements their peers recorded in their sentences. The students circled the art elements in the paintings that their peers wrote about. This type of scavenger hunt activity was fun for them and they were enthusiastic. The students also circled additional terms found. For the painting activity, students clearly articulated the vocabulary terms that they felt were the most important. At the end of the critique, students were able to present and share those elements of art that they felt were most significant in the work of art. The activity was very engaging for the students and a positive interactive way to learn more about art vocabulary terms.