Michigan Arts Education Instructional and Assessment ProgramMichigan Assessment Consortium

VISUAL ARTS AssessmentPerformance Event V.E233

From Landscapes to Land Art: A Docent’s Guide to the Portrayal of Nature in Art

Grade 5

Teacher BookletTeacher DirectionsStudent Directions

Teacher Scoring RubricStudent Worksheets

Classroom Score Summary

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

Licensing Statement

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ACKNOWLEDGEMENTS "Dutch Boats in a Gale" by Joseph Mallord William Turner, circa 1801

"Grand Canyon of the Yellowstone, The" by Thomas Moran, circa 1893-1901

"Lightning Field, The" by Walter De Maria, 1977

“Indra’s Cloud” Anne Percoco; Vrindavan, India; 2008. Supported by the Asian Cultural Council and Friends of Vrindavan.

"Remainder" by Clinton Snider, 2015

"Waterloo Bridge" by Claude Monet, circa 1900

"Clearing Up, Coast of Sicily" by Andreas Achenbach, PD-1923 (published before 1923 and public domain in the US), Walters Art Museum

"Sandworm" by Marco Casagrande, 2012, Used under authorization of Creative Commons License CCO 1.0

“The Kiss: by Paul Wagner and Manfred Kielnhofer, 2005, Used under authorization Creative Commons Share Alike 3.0 Unported License. No changes made. https://creativecommons.org/licenses/by-sa/3.0/deed.en.

"Spiral Jetty, Rock, Earth and Algae" © Holt-Smithson Foundation/Licensed by VAGA, New York, NY.

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

MAEIA Performance Standard(s)

VA.EL.R1–Students can analyze, describe, and connect how art is made and the purpose it serves across disciplines and life.

Michigan Content Benchmark(s) and GLCE(s)

ART.VA.III.EL.2–Identify various purposes for creating works of visual art.ART.VA.III.5.2–Identify and defend various purposes for creating works of visual art.ART.VA.V.EL.1–Explain how visual arts have inherent relationships to everyday life.ART.VA.V.5.1–Explain how visual arts have inherent relationships to everyday life.

Intended Students Fifth-grade visual arts students

Alignment to National Core Arts Standards

Anchor Standard VA:Re8–Interpret intent and meaning in artistic work

OVERVIEW AND OUTLINE OF THE PERFORMANCE EVENT Students will select a work of art and analyze what the artist’s portrayal of nature tells us about his or her view of the natural world. In Part 1, students will examine the image and create a word bank describing the visual elements, mood, and media found in the image. In Part 2, each student will use his or her word bank and the prompts to write a script for a docent or guide, to use when describing the work of art and the artist’s portrayal of nature to visitors. SUGGESTED TOTAL TIME This assessment has two parts to it. The assessment should take 50 minutes to complete, as shown below:

o Part 1–Create a Word Bank (Day 1, 15 minutes)o Part 2–Write a Script to Describe the Work of Art (Day 1, 35 minutes)

LIST OF REQUIRED MATERIALSThe materials required for this assessment are:

o Student Bookletso Pens or pencils

ASSESSMENT SETUPThe teacher should make sure that each student has a Student Booklet, a pen or a pencil, and a clean workspace in a visual arts classroom. Students should be seated at their usual tables or desks.

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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 and a pen or pencil. When ready, say:

You each should have a Student Booklet and a pen or pencil. Begin by filling in the information requested 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 two parts to it: o Part 1–Create a Word Banko Part 2–Write a Script to Describe the Work of Art

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

PART 1–CREATE A WORD BANK For this part of the assessment, each student needs his or her Student Booklet and a pen or pencil. When ready to begin, say:

Throughout history, nature has been a favorite theme of artists. However, the ways in which artists portray nature and our relation to the natural world have changed over time. The images on pages 8-10 capture five different views of nature, each with its own message.

In Part 1 of this assessment, you will select one image and analyze the work of art to determine the message that you believe the artist conveys in the image. You will begin by creating a word bank listing words that tell how the artist used visual elements, mood, and media to convey his or her view of nature. Visual elements include texture, line, color, space, movement, and proportion or scale.

Then in Part 2 of the assessment, you will write a script for someone who will be explaining the image to others.

Before you begin, think about your own relationship to nature.

Do you enjoy playing outdoors?

Are you inspired by the beauty of nature?

Do you think our environment is fragile and needs to be protected?

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Does the power of nature ever frighten you?

After reflecting on your own thoughts and feelings about nature, take a few moments to “walk” through the images.

How do you feel in the environment created by the artist—safe, curious, inspired? What does the artist want you to look at? How do you know?

As you think about these questions, ask yourself, how has the artist used visual elements, mood, and media to convey his or her view of nature?

To begin, look carefully at the images on pages 8-10 in your Booklet. Select one work of art that appeals to you. You will have 3 minutes to select an image.

Pause while students do this first step. When students are finished, say:

Now turn to the Part 1–Worksheet on page 5 of your Booklet and read the directions silently as your teacher reads them aloud.

Pause while students turn to page 5. Then say:

Directions: Look carefully at your image and the examples included in the Word Bank. Then think of words that best describe the visual elements, mood, and media in your image. In the next part of the assessment, you will use your Word Bank to write a script that describes the work of art and explains how the artist used visual elements, mood, and media to convey his or her view of nature.

Be sure to write the number of the image you have selected to analyze on the line at the top of the worksheet.

You will have 12 minutes to study the work of art you selected and create the Word Bank that you will use in Part 2 of the assessment.

Pause while students do this second step. When there are 5 minutes remaining, say:

You have 5 minutes remaining.

After 5 minutes, say:

Time is up. You will use your image and Word Bank in Part 2.

PART 2–WRITE A SCRIPT TO DESCRIBE THE WORK OF ART For this part of the assessment, each student will need his or her Student Booklet, including his or her selected image and Word Bank, and a pen or pencil. When ready to begin, say:

Now turn to page 3 in your Booklet.

Pause while students turn to page 3. Then say:6

For this part of the assessment, you will write a script that a docent, or guide, could use to describe your work of art to visitors in a museum. Using the Word Bank you created in Part 1 and the guiding questions on page 6, create a script that describes the work of art and explains how the artist used visual elements, mood, and media to convey his or her view of nature.

The Teacher Scoring Rubric that will be used to evaluate your script is on pages 3 and 4 of your Student Booklet. Review Level 4, the highest level of performance.

TEACHER SCORING RUBRIC

Dimension 1 2 3 4

Interprets the artist’s view of nature with reference to visual elements in the artwork.

Student describes the subject of the artwork but does not interpret the artist’s view of nature.

Student interprets the artist’s view of nature but does not make reference to visual elements in the artwork.

Student interprets the artist’s view of nature with reference to at least two visual elements, such as texture, line, color, space, movement, or proportion or scale.

Student interprets the artist’s view of nature with reference to at least three visual elements, such as texture, line, color, space, movement, or proportion or scale.

Describe the mood of the artwork and relate the mood to the artist’s view of nature.

Student describes the subject of the selected image but does not identify the mood of the image. Student does not relate the mood to the artist’s view of nature.

Student uses at least one term from the Word Bank to describe the mood of the selected image.Student does not relate the mood to the artist’s view of nature.

Student uses two or more terms from the Word Bank to describe the mood of the selected image.Student describes how the mood created by the artist communicates his or her view of nature.

Student uses his or her own expressive language to describe the mood of the selected image. Student describes how the mood created by the artist communicates his or her view of nature.

Identify media used in the artwork and relate the media to the artist’s view of nature.

Student describes the subject of the selected image but does not identify the media used in the image or relate the subject to the artist’s view of nature.

Student identifies some media used in the selected image. Student does not describe how the artist’s choice of media communicates the artist’s view of nature.

Student identifies some media used in the selected image. Student partially describes how the artist’s choice of media communicates the artist’s view of nature.

Student identifies all media used in the selected image. Student describes how the artist’s choice of media communicates the artist’s view of nature.

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Word Bank Student does not use words that describe the visual elements, mood, and media used to create the artwork.

Student sometimes uses words that describe the visual elements, mood, and media used to create the artwork.

Student uses 3 or 4 expressive words that sufficiently describe the visual elements, mood, and media used to create the artwork.

Student uses 5 or more clear and conscious words that describe the visual elements, the mood, and media used to create the artwork.

Pause while students review the rubric. When ready to continue, say:

To start this part of the assessment, turn to the Part 2–Worksheet on pages 6 and 7 and read the directions. You will have 35 minutes to create your script.

Pause while students do this step. When there are 5 minutes remaining, say:

You have 5 minutes remaining.

After 5 minutes, say:

Time is up. Make sure your name is on your Booklet. Please leave your Booklet on your desk.

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[This page is on page 5 of the Student Booklet.]

PART 1–WORKSHEET

Number of Selected Artwork: ______________________________________

Directions: Look carefully at your image and the examples included in the Word Bank. Then think of words that best describe the visual elements, mood, and media in your image. In the next part of the assessment, you will use your Word Bank to write a script that describes the work of art and explains how the artist used visual elements, mood, and media to convey his or her view of nature.

WORD BANKVisual ElementsExamples:Texture—rough, hardLine—wavy, curvedColor—pure, muddySpace—immense, crowdedProportion or Scale—

massive, minute(Use five or more words.)Mood or FeelingExamples:peaceful, lonely, festive(Use three or more words.)

MediaExamples:oil painting, steel(Use three or more words.)

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[This page is on pages 6 and 7 of the Student Booklet. Response space is condensed in the Teacher Booklet.]PART 2–WORKSHEETDirections: For this part of the assessment, you will write a script that a docent, or guide, could use to describe your work of art to visitors in a museum. Using the Word Bank you created in Part 1 and the guiding questions below, create a script that describes the work of art and explains how the artist used visual elements, mood, and media to convey his or her view of nature.

GUIDING QUESTIONS What is the subject?

What is the mood of the artwork?

How does the artist use color, shape, or other visual elements to create a mood?

In your opinion, what message does the artwork convey about the artist’s view of nature, whether through the mood, the subject, or the media used?

How does the media chosen by the artist relate to his or her view of nature?

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WORKS OF ART

1. Dutch Boats in a Gale by J. M. W. Turner, 1801 (oil painting, 64.2 x 87 inches)

2. The Grand Canyon of the Yellowstone by Thomas Moran, 1893 until 1901 (oil painting, 96.5 × 163.375 inches)

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3. The Lightning Field by Walter De Maria, 1977 (400 stainless steel poles in a grid measuring 1 mile by 1 kilometer, Catron County, New Mexico)

4. Indra’s Cloud by Anne Percoco, 2008 (over 1000 water bottles sewn with rope made from scrap plastic from a label factory and floated in the polluted Yamuna River in India, 8 x 6 x 14 feet)

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5. Remainder by Clinton Snider, 2015 (mixed-media sculpture with cardboard box)

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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.E233-1 Teacher ______________________________________________ Class ___________________________

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STUDENT NAME ELEMENTS OF ARTWORK MOOD OF ARTWORK MEDIA USED WORD BANK

SUGGESTED ALTERNATIVE PROMPTS FOR THIS ITEM Suggestions for alternative prompt material for this item are provided below. Educators can use these suggestions in order to use the same items more than once to demonstrate changes in student achievement. For more information on using MAEIA items for demonstrating teacher effectiveness, see Using MAEIA Assessments to Demonstrate Educator Effectiveness, available on the MAEIA website.

PART 1–CREATE A WORD BANK Throughout history, nature has been a favorite theme of artists. However, the ways in which artists portray nature and our relation to the natural world have changed over time. The images on this page and the next two pages capture different views of nature, each with its own message.

In Part 1 of this assessment, you will select one image and analyze the work of art to determine the message that you believe the artist conveys in the image. You will begin by creating a word bank listing words that tell how the artist used visual elements, mood, and media to convey his or her view of nature. Visual elements include texture, line, color, space, movement, and proportion or scale.

Then in Part 2 of the assessment, you will write a script for someone who will be explaining the image to others.

1. Waterloo Bridge, London by Claude Monet, 1900 (oil painting)

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2. Clearing Up, Coast of Sicily by Andreas Achenbach, 1847 (oil painting)

3. Sandworm by Marco Casagrande, 2012 (land art at Wenduine, Belgium)

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4. The Kiss by Manfred Kleinhofer, 2005 (plant material and earth land art in a field at Enns Austria)

5. Spiral Jetty by Robert Smithson, 1970 (rock, earth, and algae land art at Great Salt Lake, Utah)

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