Michigan Arts Education Instructional and Assessment ProgramMichigan Assessment Consortium

VISUAL ARTS AssessmentPerformance Task V.T403

Expressive Landscape Collage Inspired by Romare Bearden

High SchoolLevel 1

Teacher BookletTeacher DirectionsStudent Directions

Assessment QuestionsResponse Sheets

Teacher Scoring Rubric

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

Licensing Statement

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ACKNOWLEDGEMENTS

USING THIS MAEIA ASSESSMENT TO DEMONSTRATE EDUCATOR EFFECTIVENESS (METHOD 2)This assessment can be used to demonstrate arts educator effectiveness by changing the prompt (such as musical selection, play, work of art) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer.

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Michigan Student Learning Standards Assessed

Performance Standard(s)

P.1–Students can intentionally select and apply materials and organizational principles to solve specific visual arts problems.

Content StandardART.VA.I.HS.1–Apply acquired knowledge and skills to the creative problem-solving model.

VPAA Guidelines

Strand II.P.1–Apply the techniques, elements, principles, intellectual methods, concepts, and functions of the visual, performing, or applied arts disciplines to communicate ideas, emotions, and experiences; address opportunities to improve daily life; and solve problems with insight, reason, and competence.

Intended Students First-year (Level 1) visual arts students

Alignment to National Core Arts Standards

Anchor Standard VA:Cr1–Generate and conceptualize artistic ideas and work.

OVERVIEW AND OUTLINE OF THE PERFORMANCE TASKStudents will be using the Problem-Solving Model to create a landscape collage that incorporates line, variety, form, unity, texture, and space.

As a potential preliminary activity, you might take students on a walk around the school neighborhood, a local neighborhood, or downtown area for inspiration.

SUGGESTED TOTAL TIME This assessment has four parts to it. The assessment should take five 50-minute class periods to complete, as shown below:

o Part 1–Assessment Questions (Day 1)o Part 2–Critique Three Works by Romare Bearden (Day 1)o Part 3–Create a Landscape Collage Using the Problem-Solving Model (Days 2-4)o Part 4–Write an Artist Statement That Tells the Story of Your Collage (Day 5)

LIST OF MATERIALS REQUIRED The materials required for this assessment are:

o Student Bookletso Pens or pencilso Three Romare Bearden works of art (which can be accessed via the Internet or via

traditional classroom prints or photocopied exampleso An LCD projector (if Internet images are used)o Tag board, cardboard, or something heavier than white paper for baseo Magazineso Glue

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o Scissorso Paint—tempera, acrylic, and/or watercoloro Fabric and other materials for embellishmentso Rulerso Colored pencilso Markerso Oil/chalk pastels

ASSESSMENT SETUPMaterials should be present and easily accessible to complete the task. Have the three Romare Bearden works of art displayed as students enter the room. This can be done via the Internet and an LCD projector or via traditional classroom prints or photocopied examples. Have Student Booklets ready for distribution.

DETAILED SCRIPT WITH TEACHER AND STUDENT DIRECTIONSDirections to teachers are in plain text. Directions to be read to students are in bold.

Each student needs a Student Booklet and a pen or pencil. When ready to begin, say:

You each should have a Student Booklet and a pen or pencil. Begin by filling in the information request on the front cover.

Pause while students complete the requested information. Then say:

Now turn to page 2 in your Booklet and follow along as I read the directions aloud.

Pause while students turn to page 2. Then say:

This assessment has four parts to it:

o Part 1–Assessment Questions (Day 1)o Part 2–Critique Three Works by Romare Bearden (Day 1)o Part 3–Create a Landscape Collage Using the Problem-Solving Model (Days 2–4)o Part 4–Write an Artist Statement That Tells the Story of Your Collage (Day 5)

The directions for each part are in the Student Booklet.

PART 1–ASSESSMENT QUESTIONS (DAY 1)This assessment begins with two assessment questions. Turn to page 18 in your Booklet. First, write your name in the space provided on page 18. Then read and respond to the two questions.

When you are finished, tear off page 18 and give it to your teacher.

Pause while students work on the task. After 10 minutes, say:

Time is up. Tear off page 18 and give it to your teacher.

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PART 2–CRITIQUE THREE WORKS BY ROMARE BEARDEN (DAY 1)Prepare the room for students by setting out prints, displaying gallery examples of the three Romare Bearden prints from the Internet for projection, or placing prints for students to view easily. Gather materials listed and have them available for students’ use.

Students will now view the three works of art from Romare Bearden and respond to the critique questions listed in the Student Booklet on pages 5–12. They will answer each question for each print. When ready to begin, say:

In Part 2, you will be critiquing three works by Romare Bearden. You will use pages 5–12 in the Student Booklet to write your critiques of the Romare Bearden works of art. There are eight critique questions. They are:

1. What kinds of things do you see in each painting?2. What words would you use to describe each painting?3. How would you describe the lines in each painting?4. Do you see any variety in each painting?5. How has the artist unified his work?6. How does the artist use form and space in each painting?7. What kinds of textures do you see?8. What do you think is good about each piece?

You have 40 minutes to answer all the critique questions. Turn to page 5 in your Booklet and begin now. I will announce when you have 5 minutes left.

Pause. When there are 5 minutes remaining, say:

You have 5 minutes remaining.

Pause. When time is up, say:

Your time is up. Close your Booklets and leave them on your desks.

PART 3–CREATE A LANDSCAPE COLLAGE USING THE PROBLEM-SOLVING MODEL (DAY 2)Distribute Student Booklets. Then say:

Turn to page 2 in your Booklet and follow along as I read the directions to you.

Pause. Then say:

Today we begin Part 3 of the task. You will create a landscape collage that incorporates line, variety, form, unity, texture, and space. You will use the Problem-Solving Model listed on page 14 of your Booklet.

The steps of the Problem-Solving Model are:

Step 1 Define the problem. Brainstorm ideas for your collage.

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Step 2 Create three thumbnail sketches of your memories for the collage design.

Step 3 Refine your sketches or combine them to create a final idea. Make sure to incorporate the following elements of art and principles of design: line, variety, form, unity, texture, and space.

Step 4 Gather materials for memory collage. If needed, refine ideas based on materials available.

Step 5 Start construction using refined plan.

Step 6 Evaluate your work by writing an Artist Statement summarizing the Problem-Solving Model. Include why you created your composition using specific materials and how you incorporated variety, texture, unity, line, form, and space. You are essentially telling a story of your collage in your Artist Statement.

You will have three class periods to complete Steps 1–5 of the process and finalize your landscape collage. Then you will have one class period to evaluate your work in step 6.

Today your focus will be Steps 1–3 in which you take notes, sketch ideas, and refine ideas.

In note taking, planning your collage, and creating at least three sketches, refer to the critiques you did of Bearden’s work for ideas. Refer also to the Teacher Scoring Rubric on pages 13–14 of your Booklet to focus your work towards level 4, the highest.

If you get as far as Step 5 today, all materials are out and available to you. You are free to get up and collect the materials you will need for that step when you are ready.

Begin your work now. You have 35 minutes to work. I will announce when you have 5 minutes left.

Pause. When there are 5 minutes remaining, say:

You have 5 minutes left. Please finish your work for today. Be sure your name is on each piece. Leave them together on your desk.

After time is up, say:

Time is up. Assemble your Booklet and any sketches and drawings you have. Be sure your name is on each piece. Leave them together on your desk.

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PART 3–CREATE A LANDSCAPE COLLAGE USING THE PROBLEM-SOLVING MODEL (DAY 3)Distribute Student Booklets and make other materials available. Then say:

Continue where you left off yesterday. Please keep in mind you have two class periods to complete all parts of your collage. Please refer daily to the Teacher Scoring Rubric on pages 13–14 of your Booklet and the steps of the Problem-Solving Model on page 14 to focus your efforts on level 4.

All materials are out for you to use. Begin your work now. You have 40 minutes to work. Your teacher will announce when you have 5 minutes left.

Pause. When there are 5 minutes remaining, say:

You have 5 minutes left. Please finish your work for today. Be sure your name is on each piece. Leave them together on your desk.

After time is up, say:

Time is up. Assemble your Booklet and any sketches and drawings you have. Be sure your name is on each piece. Leave them together on your desk.

PART 3–CREATE A LANDSCAPE COLLAGE USING THE PROBLEM-SOLVING MODEL (DAY 4)Distribute Student Booklets and make other materials available. Then say:

Continue where you left off yesterday. Please keep in mind you have just this class period to complete all parts of your collage. Please refer to the Teacher Scoring Rubric on pages 13-14 of your Booklet and the steps of the Problem-Solving Model on page 14 to focus your efforts on level 4.

All materials are out for you to use. Begin your work now. You have 40 minutes to work. Your teacher will announce when you have 5 minutes left.

Pause. When there are 5 minutes remaining, say:

You have 5 minutes left. Please finish your work for today. Be sure your name is on each piece. Leave them together on your desk.

After time is up, say:

Time is up. Assemble your Booklet and any sketches and drawings you have. Be sure your name is on each piece. Leave them together on your desk.

PART 4–WRITE AN ARTIST STATEMENT THAT TELLS THE STORY OF YOUR COLLAGE (DAY 5)Distribute materials, including Student Booklets and the landscape collages that students have developed. Then say:

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Today you will write two statements about the work of art that you created. These include:

o A statement about your use of the Problem-Solving Model on page 15 (how you used the Problem-Solving Model for your collage)

o Your Artist Statement on page 16. Your Artist Statement should include: a summary of the Problem-Solving Model. an explanation of why you created your work. a description of why you created your composition using specific materials. how you incorporated variety, texture, unity, line, form, and space.

Your Artist Statement tells the story of your landscape collage.

Read the last criteria of the Teacher Scoring Rubric on pages 13–14 in your Booklet to be familiar with how your statements on the Problem-Solving Model and the Artist Statement will be scored.

Begin your work now. You have 40 minutes. I will announce when you have 10 minutes left.

Pause.

You have 10 minutes remaining to finish your Artist Statement.

Pause. When time is up, say:

Time is up. This concludes this assessment. Be sure your name is on your landscape collage and your Booklet. Leave them on your desk.

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[This rubric is on pages 13–14 of the Student Booklet.]

TEACHER SCORING RUBRIC

Dimension 1 2 3 4

Completed questions about works of art from Task 1.

Answered a few questions for any work of art.

Answered some questions for two of the three works of art.

Answered most questions for all three works of art.

Answered all questions for all three works of art.

CompositionThe successful arrangement of elements and principles of design to create a completed work of art. Included in this are elements of art, such as line, form, space, texture,principles of design-variety and unity.

There is no evidence of planning or use of elements and principles of design to complete a composition.

There is little evidence of planning or use of elements and principles of design to complete a composition.

There is some evidence of planning through the use of elements and principles of design to complete a composition.

Planning and refinement of ideas is evident through the strong use of elements and principles of design to create a complete composition. Each piece of the work adds to the completeness of the whole.

CraftsmanshipThe successful handling of materials to demonstrate purposeful technique and manipulation of media. 

Novice or beginner skills and technique are evident in the manipulation of media selected. 

Emergent or competent skills and technique are evident in the manipulation of media selected. 

Proficient skills and technique are evident in the manipulation of media selected.

Mastery of skills and technique are evident in the manipulation of media selected.

Creativity The successful use of problem solving to invent new and interesting adaptations of material, style, and content to reveal something new.

Artwork created proposes clichéd or formulaic solutions that show little to no evidence of the individual creating the work of art.

Artwork created proposes solutions through the use of the problem-solving process.

Artwork created proposes interesting solutions through the use of the problem-solving process.

Artwork created proposes new and interesting solutions that are imaginative and show profound evidence of the individual creating the work of art.

Communication of Content The successful use of all other rubric items to communicate content visually.

Content created is unclear or lacking the communication of ideas intended by the artist through the use of media, process, and style selected.

Content created somewhat communicates ideas intended by the artist through the use of media, process, and style selected.

Content created generally communicates ideas intended by the artist through the use of media, process, and style selected.

Content created effectively communicates ideas intended by the artist through the use of media, process, and style selected.

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Included artist statement that summarized the Problem-Solving Model. Addressed “Why I created my composition using specific materials and how I incorporated line, form, space, texture, variety, and unity.” Statement is clear and concise.

Missing three or more content expectations. Many errors that impact content; difficult to read.

Missing one to two content expectations. Multiple errors present.

Includes all content expectations. Some grammar errors.

Exceeds all required expectations.

[This page is on page 14 of the Student Booklet.] STEPS IN THE PROBLEM–SOLVING PROCESSThe steps of the Problem-Solving Model are:

Step 1 Define the problem. Brainstorm ideas for your collage.

Step 2 Create three thumbnail sketches of your memories for the collage design.

Step 3 Refine your sketches or combine them to create a final idea. Make sure to incorporate the following elements of art and principles of design: line, variety, form, unity, texture, and space.

Step 4 Gather materials for memory collage. If needed, refine ideas based on materials available.

Step 5 Start construction using refined plan.

Step 6 Evaluate your work by writing an Artist Statement summarizing the Problem-Solving Model. Include why you created your composition using specific materials and how you incorporated variety, texture, unity, line, form, and space. You are essentially telling a story of your collage in your Artist Statement.

[This is on page 15 of the Student Booklet. Response space is condensed in the Teacher Booklet.]REVIEW OF THE USE OF THE PROBLEM-SOLVING MODELName______________________________________________________

Review the steps of the Problem-Solving Model on page 15 of your Booklet. Now think back to how these steps helped you plan your collage. What is the purpose of using this model in art class? Does this model help the artist better communicate the purpose of the work of art? Why or why not?

Write your response below.

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[This is on page 16 of the Student Booklet. Response space is condensed in the Teacher Booklet.]ARTIST STATEMENT Write an Artist Statement summarizing the Problem-Solving Model. Include why you created your composition using specific materials and how you incorporated variety, texture, unity, line, form and space. You are essentially telling a story of your collage in your Artist Statement.

[This page is on page 18 of the Student Booklet.]ASSESSMENT QUESTIONS

Name _______________________________________________________

Circle the correct response for each item below.

1. The art element that refers to the sense of touch is A. value.

B. texture.

C. color.

D. space.

[Key: B]

2. The best description of line in the visual arts is

A. the hue next to red.

B. how something feels.

C. the path of a moving point.

D. lightness or darkness.

[Key: C]

When you have finished, tear off this page and give it to your teacher.

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MAEIA CLASSROOM SCORE SUMMARYThe MAEIA Classroom Score Summary is to be used to record each student’s score on each dimension of the Teacher Scoring Rubric. The teacher should be familiar with the rubric so that the chart can be filled out accordingly.

V.T403 Teacher ______________________________________________ Class ___________________________

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STUDENT NAME COMPLETED COMPOSITION CRAFTSMANSHIP CREATIVITY COMMUNICATION