Michigan Arts Education Instructional and Assessment ProgramMichigan Assessment Consortium

VISUAL ARTS AssessmentPerformance Task V.T201

My Cool Place—Using Architectural Design to Express Your Personality

Grade 3

Teacher BookletTeacher DirectionsStudent Directions

Architectural ImagesTeacher Scoring Rubrics

ReflectionClassroom Score Summary

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ACKNOWLEDGEMENTS “Bodiam Castle” © Matt Gibson/LOOP IMAGES/Loop Images/Corbis

Haines Shoe House │ © Bettmann/CORBIS

The Atomium in Brussels, Belgium │ © Eberhard Streichan/Corbis

“Creative Office Interior” © Will Pryce

USING THE MAEIA ASSESSMENTS TO DEMONSTRATE EDUCATOR EFFECTIVENESS THE“NEW OLD-FASHIONED WAY” (METHOD 3)

This assessment can be used to demonstrate arts educator effectiveness by organizing and presenting standards-based student performance data along with information about the steps the teacher used to instruct, support, and encourage students.

Michigan Student Learning Standards Assessed3

MAEIA Performance Standard(s)

VA.EL.C.1–Students can identify and apply various techniques, symbols, and materials to achieve desired effects when communicating ideas visually.

Michigan Content Benchmark(s) and GLCE(s)

ART.VA.II.EL.4–Select and use subject matter, symbols and ideas to communicate meaning.ART.VA.II.3.4-Combine ideas, symbols, and experiences that express and communicate meaning.

Intended Students Third-grade visual arts students

Alignment to National Core Arts Standards

Anchor StandardVA:Cn10–Synthesize and relate knowledge and personal experiences to make art.

OVERVIEW AND OUTLINE OF THE PERFORMANCE TASKThe way people design the space around them reflects their identities. In this task, students will create an architectural design that expresses and celebrates an aspect of their personalities.

First, students will use a bank of personality-trait descriptor words to assign meaning to architectural design examples. Then students will choose words to describe their own personalities. Through drawing and painting with watercolors, students will create architectural designs that show a selected aspect of their personalities. Finally, students will reflect on their choices. This item could be modified and students could create a shoe design that expresses an aspect of their personalities with personality-trait descriptors that are concrete and career-oriented.

SUGGESTED TOTAL TIME This assessment has five parts to it. The assessment should take 190 minutes to complete, as shown below:

o Part 1–Places have Personality (Day 1, 25 minutes)o Part 2–Describing My Personality (Day 1, 15 minutes)o Part 3–Expressing Personality through Cool Place Design (Days 1 and 2, 50 minutes)o Part 4–Applying Color in Paint (Days 3 and 4, 90 minutes)o Part 5–Reflection (Day 4, 10 minutes)

LIST OF REQUIRED MATERIALSThe materials required for this assessment are:

o Student Bookletso Pencils o Large eraserso 9" x 12" pieces of multimedia paper or watercolor paper

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o Fine-tip permanent markerso Watercolor sets, tempera cakes, and/or watercolor crayonso List of positive personality-trait descriptor wordso Water cupso Paper towelso Small and medium paint brusheso Aprons for paintingo Newspapers or other table coverso A drying rack or clothes line with clips o Rulers and/or other architectural shape stencils

ASSESSMENT SETUPThis assessment should take place in a visual arts classroom with access to a sink for water and cleanup. The teacher should make sure that students have adequate table space for both drawing and painting on a 9" x 12" piece of paper. Allow extra time for setup and cleanup of materials.

Students should be in individual workspaces or table groups, depending on classroom setup. Each table or workspace should have sharable supplies in the middle of the table for students to select and apply to their artwork. Students should be assigned one or two partners that sit near them for Part 1.

To set up for Part 1, each student should have a Student Booklet. The Booklet includes several architectural images as well as a list of personality traits. The teacher may wish to add other architectural images to those already provided. Painting supplies should only be made available in the final two class periods of the assessment.

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 pencil. When ready, say:

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

Pause while students complete the requested information. Then say:

Turn to page 2 in your Booklet and read the directions silently as I read them aloud to you.

Pause while students turn to page 2. Then say:

This assessment has five parts to it:

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o Part 1–Places Have Personality (Day 1)o Part 2–Describing My Personality (Day 1)o Part 3–Expressing Personality through Cool Place Design (Days 1 and 2)o Part 4–Applying Color in Paint (Days 3 and 4)o Part 5–Reflection (Day 4)

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

PART 1–PLACES HAVE PERSONALITY (DAY 1) For this part of the assessment, each student will need his or her Student Booklet, a pencil, and an eraser, plus any supplemental images the teacher would like to supply. The teacher should have created a list with assigned partners. When ready to begin, say:

For this part of the assessment, you will be matching words to images and then discussing your choices with a partner. This assessment begins with an exercise in matching architectural designs with personality traits.

Using the list of Positive Personality Traits on page 2 of your Booklet to help you, pick two personality traits that you think are expressed by each architectural design example on pages 3 and 4 in your Booklet. You have 10 minutes to pick two traits for each architectural design.

POSITIVE PERSONALITY TRAITS Smart Cheerful Caring Charming ConsiderateCurious Encouraging Friendly Kind LikableLoving Peaceful Creative Polite RespectfulSensitive Giving Thoughtful Cooperative CalmDependable Fair Honest Humble HopefulPatient Responsible Trustworthy Assertive BraveCertain Courageous Independent Helpful ActiveAdventurous Ambitious Outgoing Busy EnergeticHard-working Funny Gentle Glamorous ShyQuiet Daring Clever Mysterious ConfidentAthletic Enthusiastic Crafty Musical Organized

Pause while students pick two personality traits for each architectural design. When there are 2 minutes remaining, say:

You have 2 minutes to finish picking traits for each architectural design.

After 2 minutes, say:

Next, your teacher will assign a partner to you. When your teacher calls your name and your partner’s name, move to a space where you can sit together.

When all students are sitting with their partners, say:

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Talk to your assigned partner about why or how you think each building design matches the two traits that you picked. Describe and discuss your ideas.

Allow students 15 minutes to describe and discuss why they believe their selected descriptor words fit or match the architectural images. After 15 minutes, say:

Time is up. Now move on to Part 2.

PART 2–DESCRIBING MY PERSONALITY (DAY 1) Pass out one piece of 9" x 12" drawing or watercolor paper to each student. When ready to begin, say:

Choose two personality traits that you think best fit your own personality. You may choose from the Positive Personality Traits list on page 5 or pick another positive word or words that describe a part of your personality. You may write more words on the list given in your Student Booklet on page 5. You have 15 minutes to pick the words that describe your personality traits. Write your two traits on the blank lines on page 5.

POSITIVE PERSONALITY TRAITS Smart Cheerful Caring Charming ConsiderateCurious Encouraging Friendly Kind LikableLoving Peaceful Creative Polite RespectfulSensitive Giving Thoughtful Cooperative CalmDependable Fair Honest Humble HopefulPatient Responsible Trustworthy Assertive BraveCertain Courageous Independent Helpful ActiveAdventurous Ambitious Outgoing Busy EnergeticHard-working Funny Gentle Glamorous ShyQuiet Daring Clever Mysterious ConfidentAthletic Enthusiastic Crafty Musical Organized

Trait 1_________________________________________ Trait 2_____________________________________________

When there are two minutes remaining, say:

You have 2 minutes to finish picking out one or more traits.

As you finish, write your first and last name on the back of the piece of paper your teacher gave you. Under your name on the paper, write your selected personality traits.

While students finish, monitor that they write their names and traits on the back of their papers. Then move on to Part 3.

PART 3–EXPRESSING PERSONALITY THROUGH COOL PLACE DESIGN (DAYS 1 AND 2) For this part of the assessment, each student will need his or her Student Booklet, the 9" x 12" watercolor paper he or she began with in Part 2, a pencil, an eraser, architectural shape stencils, and a fine-point black permanent marker. When ready to begin, say:

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Using the materials provided (rulers, pencils, architectural stencils, and so forth), design a Cool Place that expresses the personality traits you selected to focus on. Review the personality traits that you chose by looking in your Student Booklets or on the back of your paper. Use the words to guide your design choices.

The design can be of the inside of the building, the outside, or both.

The Teacher Scoring Rubric that will be used to evaluate your Cool Place design, based on the personality traits you chose, is on page 6 of your Student Booklet. Follow along as your teacher reads Level 4, the highest level of performance. Your design will be scored after you have finished drawing and painting your Cool Place design.

Read Level 4:TEACHER SCORING RUBRIC–COOL PLACE DESIGN

Dimension 1 2 3 4

Architectural Place Design

The student did not draw anything or drew something other than a place. It is not clear that the drawing relates to an architectural design.

The student drew a place that does not relate to the chosen personality traits. It isn’t clear if the drawing is finished.

The student drew a place (interior or exterior) first in pencil and then went over pencil lines with black permanent marker. The student combined at least 2 ideas, symbols, and/or experiences that express the chosen personality traits.

The student drew a place (interior or exterior) first in pencil and then went over pencil lines with black permanent marker. The student combined 3 or more ideas, symbols, and/or experiences that express the chosen personality traits.

Watercolor Painting

The student did not apply watercolor paint or did not complete the painting.

The student selected colors that do not relate to his/her chosen personality traits and applied them in watercolor paint. It isn’t clear if the painting is finished.

The student selected colors that somewhat express a chosen personality traits and applied them in watercolor paint. The design is complete.

The student selected colors that clearly help express the chosen personality traits and applied them in watercolor paint. The design is complete.

Selection of Personality Traits

The student did not select any words or the words are illegible.

The student wrote one or two unrelated words on the back of their painting.

The student selected one or two descriptor words that aren’t necessarily personality traits

The student selected two personality traits and wrote them on the back of his or her painting.

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and wrote them on the back of his or her painting. The words somewhat visually relate to the student’s painting.

The personality traits chosen clearly guided the student’s design choices.

Pause while students listen to you read Level 4 in the rubric. Then say:

You may begin your drawing. Create a drawing in pencil first. When you are happy with it, go over your pencil lines with a black permanent marker. Erase pencil lines that you do not want to keep.

You will have about 45 minutes to complete your drawing. You can refer to the Checklist for Part 3 on page 7 in your Booklet to help you remember the parts you should include.

CHECKLIST FOR PART 3 Student drew a place (interior, exterior, or both) first in pencil. Student went over pencil lines with black permanent marker. Student combined many ideas, symbols, and/or experiences that express the chosen

personality traits.

Pause while students work on the task. When there are 5 minutes remaining, say:

You have 5 minutes remaining. Come to a stopping point.

After 5 minutes, say:

Time is up. Leave your Student Booklet and your drawing on your desk. Collect drawings, Student Booklets, and supplies at the end of the class period.

Repeat the process for the Day 2. Provide students with sufficient time to complete their drawings.

PART 4–APPLYING COLOR IN PAINT (DAYS 3 AND 4) For this part of the assessment, each student will need his or her drawing, a work space set up for painting, table covers, an apron, a water cup, a watercolor set, two or three different size brushes, and paper towels. Prepare a drying rack, a clothesline, or another designated location to collect paintings once they are complete. Develop a procedure for collecting the wet paintings. Students will not need their Student Booklet again until Part 5. When ready to begin, say:

Add color to your Cool Place design by painting it with the watercolor paints provided. Consider how your color choices can show or symbolize your chosen positive

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personality traits. You will have all of today’s class period and most of the next class to complete this part of the assessment.

Pause while students work on the task. When there are 5 minutes remaining, say:

You have 5 minutes remaining. Come to a stopping point.

After 5 minutes, say:

Time is up. Clean up all materials on your desk. Put your painting where your teacher instructs you to put it.

Repeat the process for the Day 4. Provide students with sufficient time to complete painting their drawings.

PART 5–REFLECTION (DAY 4) For this part of the assessment, students will need a clear space for writing. Pass out the Student Booklets, pencils, and erasers. When ready to go on, say:

Turn to page 8 in your Booklets.

You will finish this assessment by answering one reflection question.

Pause while students turn to page 8. Then say:

What personality traits does your Cool Place design express? Give two examples of ways your design expresses these traits on page 8. Your teacher will use the Teacher Scoring Rubric on page 9 to evaluate your answers to the reflection question. Refer to Level 4 of the Teacher Scoring Rubric.

Your answers should be written neatly and legibly in the spaces provided. Make sure to explain how your design choices reflect your selected positive personality traits.

You will have 10 minutes to complete your response.

When 10 minutes are up, say:

Time is up. Please close your Student Booklet and leave it on your desk.

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(These pages are on pages 3–4 in the Student Booklet. Space is condensed in the Teacher Booklet.)

Trait 1_____________________________________ Trait 2________________________________________________

Trait 1_____________________________________ Trait 2________________________________________________

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Trait 1_____________________________________ Trait 2________________________________________________

Trait 1_____________________________________Trait 2________________________________________________

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[This page is on pages 8–9 of the Student Booklet. Response space is condensed in the Teacher Booklet.]REFLECTION

Name ___________________________________________________________________

1. What personality traits does your Cool Place design express? Give two examples of how your design expresses these traits. The Teacher Scoring Rubric that will be used to evaluate your response to this question is shown on page 9.

Personality Traits: ______________________________________________________________________________

Example 1: _______________________________________________________________________________________

_____________________________________________________________________________________________________

Example 2: _______________________________________________________________________________________

_____________________________________________________________________________________________________

TEACHER SCORING RUBRIC–REFLECTION

Dimension 1 2 3 4

Chosen Personality Traits

The student did not write a word, or words are illegible.

The student did write a word or description. The student’s idea is not communicated.

The student selected a descriptor that does not readily translate into a personality trait.

The student selected and wrote one or two descriptive personality traits.

Explanation in Examples

The student did not provide examples.

The student’s example or examples did not clearly explain his or her design choices.

The student clearly explained how his or her design choices reflected or showed the chosen personality traits with one or two examples. The explanation describes how lines, colors, shapes, and objects somewhat relate to the student’s intended meaning.

The student clearly explains how his/her design choices reflect or show the student’s personality trait(s) with two separate examples. The explanation successfully describes how lines, colors, shapes, and objects somewhat relate to the student’s intended meaning.

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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.T201 Teacher ______________________________________________ Class ___________________________

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STUDENT NAME DESIGN PAINTING CHOSEN TRAITS

CHOSEN TRAITS

EXPLANATION EXAMPLES