Teaching and Assessing
st
21 Century Skills
Kate Baker
[email protected]
Creativity
Seattle Public Schools
NCAS Visual Arts
– To create new and useful ideas,
innovations, and products
– Anchor Standard 1: Generate
and conceptualize artistic ideas
and work
Critical Thinking
Seattle Public Schools
NCAS Visual Arts
– To elaborate, refine, analyze
and evaluate one’s own ideas
and others’ ideas
– Anchor Standard 2: Organize and develop
artistic ideas and work
– Anchor Standard 3: Refine and complete
artistic work
– Anchor Standard 4: Select, analyze, and
interpret artistic work for presentation
– Anchor Standard 7: Perceive and analyze
artistic work
– Anchor Standard 8: Interpret intent and
meaning in artistic work
– Anchor Standard 9: Apply criteria to
evaluate artistic work
– Anchor Standard 11: Relate artistic ideas
and works with societal, cultural, and
historical context to deepen
understanding
Communication
Seattle Public Schools
NCAS Visual Arts
– The ability to articulate
thoughts and emotions
effectively using oral, written,
and nonverbal skills
– Anchor Standard 3: Refine and
complete artistic work
– Listen effectively
– Inform, instruct, motivate
persuade
– Negotiate
– Give and receive feedback
– Anchor Standard 5: Develop
and refine artistic techniques
and work for presentation
– Anchor Standard 6: Convey
meaning through the
presentation of artistic work
– Anchor Standard 10:
Synthesize and relate
knowledge and personal
experiences to make art
Seattle Public Schools
– To demonstrate ability to work
effectively and respectfully
with diverse teams
Collaboration
– Involves flexibility, sharing,
responsibility, and being open
and responsive to new and
diverse perspectives
NCAS Visual Arts
Seattle Public Schools
– Persisting in a task through to
completion
– Remaining focused
Perseverance
– Looking for ways to reach
one’s goal in the face of
obstacles
NCAS Visual Arts
Seattle Public Schools
Growth Mindset
– A belief that intelligence and
ability can be increased with
effort and in one’s own
capabilities and capacity to
learn
NCAS Visual Arts
3rd Grade
Yup’ik Masks
Creativity: Cr1.1
Critical Thinking: Cr2.2,
Re7.1, Re8.1
Communication: Cr3.1
Collaboration
Learning Objectives: Yup’ik Masks
1
Beginning Criteria
2
Developing Criteria
3
Accomplished Criteria
4
Exemplary Criteria
Creativity: Cr1.1.3a
I can elaborate on ideas from Native
American art objects.
I copied ideas from Native
I can add something unique to my I can elaborate on ideas from
American art objects or my peers. artwork.
Native American art objects.
I can expand upon ideas from
Native American art in my
artwork.
Critical Thinking: Cr2.2.3a
I can demonstrate quality craftsmanship
using a variety of art tools and equipment.
It was hard for me to demonstrate
I can demonstrate quality
craftsmanship. I was working too
craftsmanship with some of the
fast or I was unable to control the
art tools and equipment we used.
tools and equipment.
I can demonstrate quality
craftsmanship using a variety of
art tools and equipment.
I demonstrated quality
craftsmanship and modeled
proper use of tools and equipment
for others.
Critical Thinking: Re7.1.3a & Re8.1.3a
I can interpret art by looking closely, doing
research, and constructing/testing a
hypothesis.
I can describe what I see when
looking at art.
I can interpret art by looking
closely and doing research.
I can interpret art by looking
closely, doing research, and
constructing/
testing a hypothesis.
I can interpret art by analyzing use
of media to create subject matter,
characteristics of form, and mood.
Communication: Cr3.1
I can add details to my artwork that help
communicate meaning.
I did not add any details to my
artwork.
I added details to my artwork.
I can add details to my artwork
that help communicate meaning.
I revised my artwork before
adding details to help
communicate meaning.
I followed along and found ways
to contribute while my group
I followed along, but did not
I followed along and found ways
I had a hard time working with my
completed the Exploration Matrix
contribute while my group
to contribute while my group
group on the Exploration Matrix. I
Collaboration
completed the Exploration Matrix completed the Exploration Matrix and presented it to the class. I
I can contribute and follow in group projects. did not feel like I was able to
was invested in the outcome of
and presented it to the class.
and presented it to the class.
contribute and/or follow along.
the group and contributed to the
collective vision.
Exploration Matrix:
Critical Thinking and Collaboration
Learning Targets:
–I can interpret art by looking
closely, doing research, and
constructing/testing a
hypothesis.
–I can contribute and follow in
group projects.
Learning Objectives: Yup’ik Masks
Critical Thinking:
Re7.1.3a & Re8.1.3a
I can interpret art by looking
closely, doing research, and
constructing/testing a
hypothesis.
Collaboration
I can contribute and follow in
group projects.
1
Beginning Criteria
2
Developing Criteria
3
Accomplished Criteria
4
Exemplary Criteria
I can describe what I
see when looking at
art.
I can interpret art by
looking closely and
doing research.
I can interpret art by
looking closely, doing
research, and
constructing/
testing a hypothesis.
I can interpret art by
analyzing use of media
to create subject
matter, characteristics
of form, and mood.
I had a hard time
working with my group
on the Exploration
Matrix. I did not feel
like I was able to
contribute and/or
follow along.
I followed along, but
did not contribute
while my group
completed the
Exploration Matrix and
presented it to the
class.
I followed along and
found ways to
contribute while my
group completed the
Exploration Matrix and
presented it to the
class.
I followed along and
found ways to
contribute while my
group completed the
Exploration Matrix and
presented it to the
class. I was invested in
the outcome of the
group and contributed
to the collective vision.
Mask Design:
Creativity and Communication
Learning Targets:
–I can elaborate on ideas from
Native American art objects.
–I can add details to my artwork
that help communicate
meaning.
Learning Objectives: Yup’ik Masks
Creativity: Cr1.1.3a
I can elaborate on
ideas from Native
American art
objects.
Communication:
Cr3.1
I can add details to
my artwork that
help communicate
meaning.
1
Beginning Criteria
I copied ideas
from Native
American art
objects or my
peers.
I did not add
any details to
my artwork.
2
Developing Criteria
I can add
something
unique to my
artwork.
3
Accomplished Criteria
I can elaborate
on ideas from
Native
American art
objects.
I added details I can add
to my artwork. details to my
artwork that
help
communicate
meaning.
4
Exemplary Criteria
I can expand
upon ideas
from Native
American art in
my artwork.
I revised my
artwork before
adding details
to help
communicate
meaning.
Plaster Gauze:
Critical Thinking
Learning Target:
–I can demonstrate quality
craftsmanship using a variety
of art tools and equipment.
Learning Objectives: Yup’ik Masks
Critical Thinking:
Cr2.2.3a
I can demonstrate
quality craftsmanship
using a variety of art
tools and equipment.
1
Beginning Criteria
It was hard for me
to demonstrate
craftsmanship. I
was working too
fast or I was
unable to control
the tools and
equipment.
2
Developing Criteria
3
Accomplished Criteria
4
Exemplary Criteria
I can demonstrate
quality
craftsmanship
with some of the
art tools and
equipment we
used.
I can demonstrate
quality
craftsmanship
using a variety of
art tools and
equipment.
I demonstrated
quality
craftsmanship and
modeled proper
use of tools and
equipment for
others.
Finish your sketch. Make sure that you include:
q Animal features
q Human features
q Circle(s)
q Hand(s)
q Color
q Notes about materials for 3-D parts
Transfer ideas from your sketch onto your mask using
pencil. Don’t forget to put a mold under your mask for
support!
Draw shapes on cardboard that you want to attach to your
mask. Add a tab to make sure that it can be attached
securely. Cut them out and bring them to the back table to
be attached with hot glue.
Paint your mask. Show good craftsmanship by using the
right tools. Use a small brush for details, staying inside the
lines you drew. Use a big, flat brush for larger areas,
making sure to cover the plaster evenly. Your mask is
bumpy, so you might need to brush in more than one
direction.
When the paint is dry, choose fabric, yarn, pipe cleaners,
wire, or other materials you want to add to your mask.
Bring them to the back table to be attached with hot glue.
When your mask is finished, complete the checklist to
make sure that you included everything that is required.
Then, write an artist’s statement that will help others
understand and appreciate your mask.
Mask Construction:
Creativity, Critical Thinking, and Communication
Learning Targets:
–I can elaborate on ideas from
Native American art objects.
–I can demonstrate quality
craftsmanship using a variety of
art tools and equipment.
–I can add details to my artwork
that help communicate
meaning.
Learning Objectives: Yup’ik Masks
Creativity: Cr1.1.3a
I can elaborate on ideas
from Native American art
objects.
Critical Thinking: Cr2.2.3a
I can demonstrate quality
craftsmanship using a
variety of art tools and
equipment.
Communication: Cr3.1
I can add details to my
artwork that help
communicate meaning.
1
Beginning Criteria
2
Developing Criteria
3
Accomplished Criteria
I copied ideas from I can add something I can elaborate on
Native American art unique to my
ideas from Native
objects or my peers. artwork.
American art
objects.
It was hard for me to I can demonstrate
I can demonstrate
demonstrate
quality
quality
craftsmanship. I was craftsmanship with craftsmanship using
working too fast or I some of the art tools a variety of art tools
was unable to
and equipment we and equipment.
control the tools and used.
equipment.
I did not add any
I added details to my I can add details to
details to my
artwork.
my artwork that help
artwork.
communicate
meaning.
4
Exemplary Criteria
I can expand upon
ideas from Native
American art in my
artwork.
I demonstrated
quality
craftsmanship and
modeled proper use
of tools and
equipment for
others.
I revised my artwork
before adding details
to help
communicate
meaning.
Self Assess & Reflect:
Critical Thinking and Communication
5th Grade
Still Life
Creativity: Cr1.2
Critical Thinking: Cr2.1, Cr2.2
Communication: Cr3.1
Collaboration
Perseverance
Growth Mindset
Learning
Objectives
– I can create depth in my artwork through placement, overlapping, and
size.
– I can select media and care for materials appropriately.
– I can accept feedback and use it to improve my work.
– I can demonstrate perseverance by working through challenges.
The background is the part of the
picture plane that seems to be
farthest from the viewer. It is usually
located at the top of the picture
plane.
The middle ground is the area
between the foreground and
background.
The foreground is the part of the
picture plane that appears closest to
the viewer. The foreground is usually
at the bottom of the picture plane.
Charles Demuth, Still Life with Apples and a Green Glass. Watercolor.
Karen Zeller, Still Life Collage.
Karen Lawson, Very Cherry. Oil Pastel.
Susan Adams, Still Life with Blue Teapot One. Chalk Pastel.
Wayne Thiebaud, Boston Cremes. Oil on canvas.
– Ask for help
What strategies
can we use to
persevere through
challenges?
– Erase and try again
– Turn it into a “Beautiful Oops”
– Work on something else for a while
– Pick objects for your still life composition.
Project Timeline:
Part 1
– Set up your still life. Think about how you will use placement,
overlapping, and size to create a sense of depth.
– Use pencil and paper to create a contour line drawing of your still life.
– PATS on the Back
Drawing Paper
Watercolor Paper
– Oil pastel
Choosing Paper
– Chalk pastel
– Watercolor tray
– Crayon
– Watercolor (liquid)
– Colored pencil
– Watercolor pencils
– Ink – fountain pens, sharpies
– Water soluble oil pastels
– Markers
– Tempera (liquid)
– Collage
– Tempera cakes
– Drawing pencils
– Tempera + glue
– Charcoal
– Mixed media
– Mixed media
Selecting Media
collage
pastel
Selecting Media
watercolor
oil
– Pick 2-4 different media to try out.
Project Timeline:
– Experiment with media a photocopy of your contour line drawing. (510 minutes)
Part 2
– Choose your favorite medium, or a combination of media, and use it
to add color to your original still life drawing.
– Exit Ticket
1
Beginning
Learning Objectives
Criteria
Critical Thinking:
Minimal use of design
Create depth in artwork through elements to create a still
placement, overlapping, and size. life with depth.
2
Developing
Criteria
Some use of design
elements to create a still
life with depth.
3
Accomplished
Criteria
Uses design elements to
create a still life with
depth.
4
Exemplary
Criteria
Includes detail, color,
and/or line to create a still
life with depth.
0-1 techniques used
2 techniques used
3 techniques used
4+ techniques used
Critical Thinking: Cr2.2.5a
Demonstrate quality
craftsmanship through care for
and use of materials, tools, and
equipment.
Beginning understanding
of materials is
demonstrated.
Developing
understanding of
materials is
demonstrated.
Proficient use of
materials is
demonstrated.
Exemplary use of
materials is
demonstrated.
Growth Mindset:
I can accept feedback and use it
to improve my work.
I did not change anything I changed very little
I revised my artwork
about my art after getting about my art after
after receiving feedback
feedback.
getting feedback. I only
from a peer.
made changes because it
was required.
Perseverance:
Demonstrate perseverance by
working through challenges in a
multi-step process.
Avoids challenges and
prefers easy work.
Takes on familiar
challenges.
Persisted through
familiar and new project
challenges.
I carefully considered the
pros and cons of making
changes to my work
based on the feedback I
received and revised my
work accordingly.
Actively seeks and works
through new challenges.
[email protected]