Michigan Arts Education Instructional and Assessment ProgramMichigan Assessment Consortium

VISUAL ARTS AssessmentPerformance Task V.T415

Create Art in Response to American History

High SchoolLevel 1

Teacher BookletTeacher DirectionsStudent Directions

Teacher Scoring RubricReflection Worksheet

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ACKNOWLEDGEMENTS http://www.phillipscollection.org/research/american_art/timeline.htm

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)Standard 4–Understand, analyze, and describe the arts in their historical, social, and cultural contexts.

Content StandardART.VA.IV.HS.3–Analyze the correlation between art, history, and culture throughout time.

National Standards NCASCN11

VPAA GuidelinesR.3–Describe, analyze, and understand the visual, performing, or applied arts in historical, contemporary, social, cultural, environmental, and/or economic contexts.

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

Alignment to National Core Arts Standards

Anchor StandardVA:Cn11–Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

OVERVIEW AND OUTLINE OF THE PERFORMANCE TASKStudents will examine and respond to American Historical event culminating in an artwork that stylistically reflects an American artist. Students may choose to complete their artwork using realism or abstraction. The style of the student artwork should be determined by the style of the American artist selected.

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

o Part 1–Researching an American Historical Period and/or Event (Day 1-2)o Part 2-Preliminary Sketches (Day 3) o Part 3–Creating Your Own Artwork Related to American History (Days 4-7)o Part 4–Reflection (Day 8)

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

o Student Bookletso Pens or pencilso 12" x 18" white drawing paper o Graphite drawing pencilso Colored pencilso Oil pastel setso Scissorso Glue stickso Erasers

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o Computer for 2 class periods (one computer per student, which may be in a computer lab, since Part 2 does not need to be carried out in the art room; computers should have word processing software and an Internet connection).

o Computer printer, color or black and white (optional)

ASSESSMENT SETUPArt room with individual computers with Internet access, or computer lab and art room. See each day for daily setup specifications.

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

Each student needs a Student Booklet, a pen or pencil, a sheet of paper, and access to the materials listed above. When ready to begin, say:

You each should have a Student Booklet. Begin by filling in the information requested on the front cover.

Pause while students complete the requested information. Then say:

Turn to page 2 and read the directions silently as I read them to you.

Pause while students turn to page 2. Then say:

This assessment has four parts to it:

o Part 1–Researching an American Historical Period and/or Event (Day 1-2)o Part 2-Preliminary Sketches (Day 3) o Part 3–Creating Your Own Artwork Related to American History (Days 4-7)o Part 4–Reflection (Day 8)

The directions for each part are in the Student Booklet.

PART 1–RESEARCHING AN AMERICAN HISTORICAL PERIOD AND/OR EVENT (DAYS 1 AND 2)Students will need their Student Booklets, a computer with Internet access, and the ability to print to a printer or save to a server, flash drive, or online location. Alternately, students may complete research in their booklets. Students may print out pictures of artwork during their media time and glue them into their booklets.

Students will research the connections between art, history, and culture throughout time. They will document how they are able to view and gather information about art that is significant to its time. This will be documented as a collection of images and short writings. The images will be copied and pasted into a document, which will be uploaded to the student’s file on the school server or printed out for scoring.

This is an assessment based on the relationship between art, history, and culture in America. You will investigate how art reflects history. You will then create

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artwork that is inspired by an event from American history in the artistic style of an American artist from that time.

Today you are going to research your design for an artwork that shows a relationship to American history and culture. Your research will either be saved to a file or printed out to be saved as part of your final assessment.

Students will begin this project by researching and selecting an event in American history, as well as an American artist from that time. The event must occur before the year 2000. It may be an event that occurred in a single year, or over a span of years, such as a decade. You will complete a research activity in the computer lab. Your teacher will provide you with a worksheet that will guide your research.

Think about how you might want to depict your historical event through your artwork. What did the world look like back then? What made it different from the way things are now? What was a major issue that might be reflected in some kind of artwork or other visual forms such as photos, posters, or designs? Was there a certain style that reflects the era?

After completing research, pull together your ideas and create an original artwork that depicts your American historical event. Your artwork should be created in a style that is influenced by the artistic style of your selected American artist. You will explain your historical and stylistic choices in your reflection piece upon completion of your artwork. You may use drawing and collage media to complete a 12” x 18” 2-dimensional composition.

Before beginning research, please take a moment to review Level 4 on the rubric, found on page 7, for your research activity.

(Pause while students review rubric.)

Student Research [This is on pages 3-6 of the Student Booklet. Response space has been condensed.]

Name: Hour:

Activity: Research American Art and its correlation with American History. (Make Connections)

Instructions:

Begin your research by visiting the Phillips Collection of American Art. http://www.phillipscollection.org/research/american_art/timeline.htm Explore American Art and History by using the interactive timeline. Select a historical event from American History that you would like to research

further. Identify 2 other events in American history that are connected to this event. Explain how the 3 events you have identified impacted American history.

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Next select an American Artist who produced artwork during the same time period as your historical event. Complete the research activities/questions for this assignment.

You must use and cite one additional reference (other than the Philips Collection website) for your research. You may use multiple additional resources for your research.

AMERICAN HISTORICAL EVENTS

I have chosen to research further this American Historical event:

Event: __________________________________ Year(s) of Event:_____________________

How did this event impact American History?

Identify 2 other American events that occurred within 5 years before this event or 5 years after this event.

Event: __________________________________ Year(s) of Event:_____________________

How did this event impact American History?

Event: __________________________________ Year(s) of Event:_____________________

How did this event impact American History?

BIOGRAPHICAL INFORMATION

Name of selected American Artist:Year of Birth: Year of Death (If no longer living):Write an original 1-2 paragraph biography of this artist. Use your own words. Do not copy from a website!

ARTWORKInsert 3 images of artwork created by this artist. Label with the year the artwork was completed.

INTERPRETATION OF ARTWORK

STYLEDescribe the style of this artwork? (Ex. realistic, impressionistic, or abstract?) What makes it unique?

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THEMEWhat themes are explored by your artist? (example: narrative, political, social, cultural, aesthetic) Identify theme(s) and cite examples from the images you have selected above.

COMPOSITIONIdentify 3 elements and/or principles that are utilized in your artist’s compositions.

SOURCES (Minimum requirement: 1 additional resource, other than the Philips Collection website)

http://www.phillipscollection.org/research/american_art/timeline.htm

TEACHER SCORING RUBRIC FOR RESEARCHDimension 1 2 3 4ResearchStudent researches an American historical event and an American artist from a 10 year time span in American history.

Student did not complete the research. Little evidence is found in student worksheet. Student submitted an incomplete worksheet.

Student researched one or more American historical events. Student researched an American artist connected with the time period of their selected historical event. Research is mostly accurate, contains few specifics, with few details provided. References may or may not be cited. Some evidence is found in student-completed worksheet.

Student researched two or three American historical events within a ten-year time span. Student researched an American artist connected with the time period of their selected historical event. Research is mostly accurate, contains some specifics, with some details provided. References are cited. Evidence is found in student-completed worksheet.

Student researched three American historical events within a ten-year time span. Student researched an American artist connected with the time period of their selected historical event. Research is accurate, specific, and detailed. References are cited. Evidence is found in student-completed worksheet.

PART 2–PRELIMINARY SKETCHES (DAY 3)Part 2 will require one 50-minute class period.

Students will need Student Booklets and the art supplies included in the List of Materials Required. It may also be helpful to have one internet source in the classroom for further research.

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Students will complete preliminary sketches for an artwork that relates to an event they have selected from American history in the style of their selected American artist. During this time, the teacher will act as the facilitator.

When ready to begin, say:

Today you are going to complete two preliminary sketches for an artwork that represents your selected event from American history in the style of your chosen American artist. Consider how you could creatively portray your American historical event. Continue to use your research as a basis for your work.

The preliminary sketches for your composition should be finished today.

[This is on page 8 of the Student Booklet.]

Activity: Create art that is inspired by both an American Historical Event and an American Artist.

Instructions: Complete 2 thumbnail sketches for your project in the boxes below. Use pencil.

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After 45 minutes, say:

You have 5 more minutes to work on your artwork for today.

After 5 more minutes, say:

Give your Student Booklet to your teacher.

PART 3–CREATING YOUR OWN ARTWORK RELATED TO AMERICAN HISTORY (DAY 4)Part 3 will require three to six 50-minute class periods in total.

Students will need Student Booklets and the art supplies included in the List of Materials Required. It may also be helpful to have one internet source in the classroom for further research.

Students will design an artwork that relates to an event they have selected from American history in the style of their selected American artist. During this time, the teacher will act as a facilitator.

When ready to begin, say:

Today you are going to use your sketches to determine your final composition for your artwork. Your final composition should represent your selected American historical event in the style of your chosen American artist.

You have a choice of collage and/or drawing materials for your final artwork. Please review the Teacher Scoring Rubric on page 12 in your Booklet to understand how your assessment will be scored. Review Level 4, the highest level of performance.

Pause while students turn to page 12 and read Level 4 of the Teacher Scoring Rubric. Then say:

The final piece will be done in your choice of pencil, colored pencil, oil pastel, or collage media. Color is not required. Using color is a personal design choice.

Today in class you will use light pencil lines to sketch out your drawing on your paper. After your sketch is completed, use your choice of media to complete your artwork.

You may start your artwork whenever you are ready.

When the class period is almost completed, say:

We are out of time for today. You will continue work on your artwork for two more class periods.

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Be sure your name is on the back of your final drawing. Return your Student Booklet and drawing to your teacher, as directed.

PART 2–CREATING YOUR OWN ARTWORK RELATED TO AMERICAN HISTORY (DAY 5)Students will begin and finish their final artwork. They need the same supplies as listed for Part 2 (Day 4). When ready to begin, say:

You will begin work on your final composition. You will have 3 class periods, including today, to complete your composition. Be sure to include all your ideas and then focus on developing or improving the drawing as much as you can. Refer again to Level 4 of the Teacher Scoring Rubric on page 12. You may now begin.

When the class period is over, return your Student Booklet and drawing to your teacher, as directed.

After 45 minutes, say:

You have 5 more minutes to work on your artwork for today.

After 5 more minutes, say:

Return your Student Booklet and drawing to your teacher, as directed.

PART 2–CREATING YOUR OWN ARTWORK RELATED TO AMERICAN HISTORY (DAY 6)Students will begin and finish their final artwork. They need the same supplies as listed for Part 2 (Day 4). When ready to begin, say:

You will continue work on your final composition. Your composition should be completed by the end of your class period tomorrow. Be sure to include all your ideas and then focus on developing or improving the drawing as much as you can. Refer again to Level 4 of the Teacher Scoring Rubric on page 12. You may now begin.

When the class period is over, return your Student Booklet and drawing to your teacher, as directed.

After 45 minutes, say:

You have 5 more minutes to work on your artwork for today.

After 5 more minutes, say:

Return your Student Booklet and drawing to your teacher, as directed.

PART 2–CREATING YOUR OWN ARTWORK RELATED TO AMERICAN HISTORY (DAY 7)Students will finish their final artwork today. They need the same supplies as listed for Part 2 (Day 4). When ready to begin, say:

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Today you will finish your final drawing. Use your time wisely. Be sure to include all your ideas and then focus on developing or improving the drawing as much as you can.

When the class period is over, turn in your Student Booklet and your drawing to your teacher, as directed.

After 45 minutes, say:

You have 5 more minutes to work on your artwork for today.

After 5 more minutes, say:

We are out of time for today. Return your Student Booklet and drawing to your teacher, as directed.

PART 3–REFLECTION (DAY 8)Students need their Student Booklets, their final drawing(s), and their period research.

Students will complete a short written reflection on their artwork. This may be done on computers and submitted as files or handwritten on page 12 in the Student Booklet.

Today is Day 8 of this assessment task. In order to help us understand their art, artists often provide written statements or answer interview questions. You will do this by answering three questions on the Reflection Worksheet on page 11 of your Booklet to help people understand what your art design is all about.

Take your time and answer as completely as possible. Refer again to Level 4 of the Teacher Scoring Rubric on page 5 of your Booklet. Your teacher wants to know about the research and ideas that went into making your artwork. Refer to your artwork to help you answer as completely as possible. You will have 30 minutes to write. You may begin now.

When time is up, you have concluded this assessment. Please be sure your name is on your Booklet, your finished drawing, and your research.

After 25 minutes, say:

You have 5 more minutes to finish your Reflection Worksheet.

After 5 more minutes, say:

Time is up. You have concluded this assessment. Please be sure your name is on your Booklet, your finished drawing and your research. Return your Student Booklet and drawing to your teacher, as directed.

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[This page is on page 11 of the Student Booklet. Response space is condensed in the Teacher Booklet.]REFLECTION WORKSHEET1. What is the title of your artwork?

2. On which time period of American history is your artwork based? Why did you choose this period?

3. Explain how the style of your artwork is similar to the American artist you selected to research?

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TEACHER SCORING RUBRICDimension 1 2 3 4Visual Literacy Artist composition represents selected American historical event.

Minimal evidence of understanding of an American historical event results in lack of clear voice.

Shows some evidence of knowledge of a specific American historical event. Little to no narrative voice or action.

Clear evidence of knowledge of a specific American historical event. Some attempt at narrative voice is evident.

Clear evidence of knowledge of a specific American historical event. A strong narrative voice is evident.

Artwork Reflects Style of American ArtistAll images and/or art style choices clearly relate to the selected American Artist.

Visual content and/or style choices do not reflect the artistic style of the American artist researched. Elements and images are not consistent with the historic artistic style.

Visual content and/or style choices somewhat reflect the artistic style of the American artist researched. Some elements and images support a consistent historic artistic style.

Visual content and/or style choices reflect the artistic style of the American artist researched. Many elements and images support a consistent historic artistic style.

Visual content and/or style choices clearly reflect the artistic style of the American artist researched. All elements and images support a consistent historic artistic style.

Reflection Student reflections are be incomplete.

Student reflections are limited and may be incomplete. Reflection includes few details and is not descriptive.

Student is able to reflect upon their artwork. Reflection includes some details and some descriptive language.

Student is able to reflect upon their artwork. Reflection is detailed, insightful, and descriptive.

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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.T415 Teacher ______________________________________________ Class ___________________________

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STUDENT NAME RESEARCH VISUAL LITERACY

REFLECTS STYLE OF ARTIST REFLECTION