Michigan Arts Education Instructional and Assessment ProgramMichigan Assessment Consortium

VISUAL ARTS AssessmentPerformance Task V.T103

Create a Personal Emoticonwith a Simplified Self-Portrait

Grade 2

Student BookletStudent Directions

Assessment QuestionsTeacher Scoring Rubrics

Reflection

Name: ______________________________________

Teacher: ______________________________________

School: ______________________________________

Date: ______________________________________©2018. Please reference the Licensing Statement on this page.

Licensing Statement

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ACKNOWLEDGEMENTS

Self Portrait, c.1914 (oil on canvas), Chase, William Merritt (1849-1916) / Detroit Institute of Arts, USA / Bridgeman Images

“Angry emoticon” from http://www.stockfuel.com

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STUDENT DIRECTIONSThis assessment has four parts to it: o Part 1–Assessment Questions (Day 1)o Part 2–Performance Task, Part 1 (Day 1)o Part 3–Performance Task, Part 2 (Day 2)o Part 4–Reflection (Day 3)

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

PART 1–ASSESSMENT QUESTIONS (DAY 1) This assessment begins with two assessment questions. Turn to page 10 in your Booklet. You will have 10 minutes to read and respond to the two questions on pages 10-11.

When time is up, it is time to move on to Part 2.

PART 2–PERFORMANCE TASK, PART 1 (DAY 1)For this assessment, you will draw a simplified self-portrait that expresses an emotion, such as happiness, sadness, anger, wonder, or frustration. Use your pencil and add only three colors to make your drawing look like you.

Your finished self-portrait should be similar to an emoticon in its simplicity, yet capture your likeness in skin color, hair color, hair length, and hairstyle.

Your drawing should use facial features to show the emotion you want to portray. Draw big and draw only your head and shoulders.

The Teacher Scoring Rubric that will be used to evaluate your self-portrait and written responses is on pages 2-3 of your Booklet. Review Level 4, the highest level of performance.

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TEACHER SCORING RUBRIC–SELF-PORTRAIT DRAWING

Dimension 1 2 3 4

Identifying Emotions

The student lists one word or expression that conveys the emotion expressed in the drawing.

The student lists two words or expressions that convey the emotion expressed in the drawing.

The student lists three words or expressions that convey the emotion expressed in the drawing.

The student lists four words or expressions that convey the emotion expressed in the drawing.

Expressing Emotion

The emotion intended by the student is unclear. The eyes, eyebrows, and mouth do not convey the intended emotion.

The student uses only the mouth to show the intended emotion.

The student uses the eyes and mouth to show the intended emotion.

The student uses the eyes, eyebrows, and mouth to show the intended emotion.

Creating a Likeness

The student used one of the following features to help create a likeness of himself or herself: appropriate skin color, hair color, hair length, or hairstyle.

The student used two of the following features to help create a likeness of himself or herself: appropriate skin color, hair color, hair length, and hairstyle.

The student used three of the following features to help create a likeness of himself or herself: appropriate skin color, hair color, hair length, and hairstyle.

The student used all four of the following features to help create a likeness of himself or herself: appropriate skin color, hair color, hair length, and hairstyle.

Craftsmanship The artwork is unfinished and careless. There is no clear attempt to apply color with care or to control lines.

The artwork is finished and fairly neat. Colors are applied unevenly and lines show the student is beginning to develop control.

The artwork demonstrates strong skill in the use of color and line. Colors are generally pleasing and lines are controlled.

The artwork demonstrates creative mastery in the use of color and line. Colors are applied evenly and lines are controlled and expressive.

Use page 6 for your drawing. You will have 20 minutes to complete your self-portrait.

Time is up. Now turn to page 7 in your Booklet and write four words that describe the emotion in your drawing. You have 3 minutes to write these words.

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Then when time is up, choose one of your words or expressions and one of the sentence starters on page 7 to give your self-portrait a title. You will have 7 more minutes to complete this part of the assessment.

When time is up, be sure your name is on the front cover of your Student Booklet and leave it on your desk.

PART 3–PERFORMANCE TASK, PART 2 (DAY 2)For this part of the assessment, you will use the online drawing program that is on your computer to create a simplified self-portrait that expresses the same emotion that you portrayed in your earlier self-portrait.

Your finished self-portrait should be similar to an emoticon in its simplicity, yet capture your likeness in skin color, hair color, hair length, and hairstyle.

In the online program, use the draw and paint tools and select only three colors to make your drawing look like you. Make certain to test the size of the drawing tools and the color of the paint before you begin.

Your drawing should use facial features to show the emotion you want to portray. Draw big and draw only your head and shoulders.

The Teacher Scoring Rubric that will be used to score your online self-portrait is on page 4 of your Booklet. Review Level 4, the highest level of performance, as your teacher reads the rubric to you.

TEACHER SCORING RUBRIC–ONLINE SELF-PORTRAIT

Dimension 1 2 3 4

Expressing Emotion

The emotion intended by the student is unclear. The eyes, eyebrows, and mouth do not convey the intended emotion.

The student uses only the mouth to show the intended emotion.

The student uses the eyes and mouth to show the intended emotion.

The student uses the eyes, eyebrows, and mouth to show the intended emotion.

Creating a Likeness

The student used one of the following features to help create a likeness of himself or herself: appropriate skin color, hair color, hair length, or

The student used two of the following features to help create a likeness of himself or herself: appropriate skin color, hair color, hair length, and hairstyle.

The student used three of the following features to help create a likeness of himself or herself: appropriate skin color, hair color, hair length, and

The student used all four of the following features to help create a likeness of himself or herself: appropriate skin color, hair color, hair length, and hairstyle.

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hairstyle. hairstyle.

Age-Appropriate Technology Skills

The artwork is unfinished and careless. There is no clear attempt to adjust either color or line features to achieve the desired effect.

The artwork is finished and fairly neat. Student has used online program features, including line and color; however, colors are applied unevenly and lines show the student is just beginning to develop control.

The artwork demonstrates strong skill in the use of online program features, including line and color. Colors are generally pleasing and lines are controlled.

The artwork demonstrates creative mastery in the use of online program features, including line and color. Colors are applied evenly and lines are controlled and expressive.

You will have 30 minutes to complete your self-portrait.

When you have 5 minutes remaining, come to a stopping point and save your work to the desktop by labeling the file with your name and “Self-Portrait.” For example: Jane Doe Self-Portrait. Your teacher will print your self-portrait.

When time is up be sure that you have included your name and the word “Self-Portrait” in the filename and have saved it to the desktop.

PART 4–REFLECTION (DAY 3)Today you will reflect upon your experiences using pencils, crayons, and paper for one self-portrait and digital media for the other. Turn to page 8, read the four questions, and respond to them by writing complete, thoughtful sentences. The questions are

1. Which portrait did you most enjoy creating, the pencils and paper-portrait or the digital portrait?

2. Why did you enjoy creating that portrait more than the other?3. Thinking about both portraits, what was the most difficult part of this self-portrait

assessment?4. If you could spend the next two weeks in art class drawing with pencils and paper or

with the online drawing program, which would you choose and why?

You may use the Checklist for Part 4 on page 5 to help you complete this part.

CHECKLIST FOR PART 4 I have thought about how I used the tools to create each self-portrait. I have recalled how I felt when I was drawing each self-portrait and used my reflections

to decide which self-portrait I most enjoyed creating. I reminded myself about how much practice I have had using the online program and

using pencils and paper as I decided which was the most difficult part of the drawings. I have used complete sentences to answer the questions.

You will have 20 minutes to respond to the questions.

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When time is up leave your Student Booklet on your desk.

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PERFORMANCE TASK, PART 1

Draw your self-portrait here.

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Write four words that describe the emotion in your drawing.

My four words are: 1. ___________________________________________________

2. ___________________________________________________

3. ___________________________________________________

4. ___________________________________________________

Choose one of your words and one of the following sentence starters to give your Self-Portrait a title. If you choose a different emotion, use the blank sentence starter at the bottom.

Happiness is ___________________________________________________________

Sadness is ______________________________________________________________

Anger is _________________________________________________________________

Surprise is ______________________________________________________________

Frustration is __________________________________________________________

__________ is _____________________________________________________________

My title is: ______________________________________________________________

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REFLECTION

1. Which portrait did you most enjoy creating, the pencils and paper portrait or the digital portrait?

2. Why did you enjoy creating that portrait more than the other?

3. Thinking about both portraits, what was the most difficult part of this self-portrait assessment?

4. If you could spend the next two weeks in art class drawing with pencils and paper or with the online drawing program, which would you choose and why?

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ASSESSMENT QUESTIONS

Name ___________________________________________________________________

1. Circle the self-portrait.

A.

B.

C.

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2. What emotion is expressed in the emoticon below by eyebrows that are low in the center and high on the outside, similar to this shape \ /? Circle the correct answer.

A. Anger

B. Surprise

C. Happiness

D. Shyness

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