ASSESSMENT
Assessment is defined as
setting a value or giving significance or importance.
At this time of year, we are all involved in “assessing” how we are
doing. Art class is no different,
except perhaps in the way we assess. The
making of Art lends itself to performance- based assessment all year long.
Students see how well they are doing compared to what they have done
before and in relation to others in their class. With the implementation of Standards,
students are also sharing their work with classmates through the process of
critique. Students are learning to use this process to discuss their assignments
relative to directions/goals and by identifying what elements of Art were used.
They are learning to observe the various ways an assignment or problem can be
achieved or solved.
Art is a personal subject ... a personal means of self-expression.
Art is personal in how it is viewed and appreciated. Therefore, at
mid-year we do a formal self- assessment in grades three through
five. We look at the work we have made and assess/judge how well we have done
discussing the goals we were to achieve. Did we fulfill the assignment, was it
completed, were we careful in use of materials, did we use our own ideas in a
creative way? The students fill out a sheet ranking their own work giving
feedback as to their favorite piece and what piece they would like to do again,
always indicating WHY they feel this way. I love reading their comments about
their own work and their ideas for future assignments, many of which can be
incorporated into our work between now and June. Paper mache, clay, structures,
mask making, and drawing are always favorites!
So as you read over your child’s report card, know that they have had
feedback into my comments and some were so “right on” that I’ve shared
them with you. These self-assessments become part of their portfolios.
ELEMENTS
OF ART
Now what do we assess? What
do we do in Art class? The
subject/class of Art is like building blocks. Each year we expand upon the
lessons of the previous year. At
the primary level, we start with line and shape and
how to put these together to draw. We look for line and shape in
our man-made and natural environment and work in different media to express what
we see ... paint, chalk, cut paper, clay, etc. As our fine motor skills develop
and improve, the tasks become more intricate and detailed. We share our work
informally at our tables, and formally with the whole class. We learn from one
another. We add color. At first it may only be the primary colors
of red, yellow, and blue but then we learn to mix colors and discover secondary
and tertiary colors ... green and yellow green ... then tints and shades to
create the value of a color. Kids love to mix colors no matter how
old or young they are. The discovery of new colors and how they got them is
exciting to listen to and watch. As we draw and paint we talk about space
and using all of our paper from top to bottom and side to side.
As our skills develop we add texture, form and
pattern. These are the elements of
Art ... the basis for the standards we teach.
My first Power Point program can now be viewed on the web! You will find it by clicking on the clay pot under the November artwork section on my index page. It is timed and will take you through the process students used to make a coil clay pot in the style of Native Americans. Final products are also on view. Enjoy!
Our fifth graders have begun making their plaster masks. This is a rather long and involved process with students working in pairs to make plaster masks on each others face. This week we are beginning to add ears, horns, etc. and some students are even beginning to paint. I am taking digital photographs as we go so this process will be on view next month.
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Send questions or comments to pmccarthy@sbschools.net