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• My focus is the area of art history that concentrates on the critiquing process of
Artwork. This process consists of 4 distinct and measurable steps in the areas of description,
analysis, interpretation, and judgment.
• My goal is for 80% of my students to become adept at critiquing artwork by following this
structured method. During this course of study, students will understand how to utilize the
elements of design to find the relationships that create visual effects. They will be able to
organize facts and thoughts to make educated statements about artwork. Each student will
keep a journal to document their progress as they advance through each step.
• Our school improvement plan is to increase the percentage of students who meet or exceed
the AZ Academic Standards in Reading to meet each grade level’s AMO. My students will
be required to read about various artworks, use the vocabulary associated with the artwork
and write essays utilizing the new vocabulary effectively.
• The standards related to this goal are:
* S3 C3 PO 201 – Describe an artist’s use of elements and principles in an artwork to
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support its meaning and purpose.
* S3 C4 PO 201 – Discuss how an artist uses subject matter, symbols, and/or themes to
communicate meaning and/or purpose in an artwork.
* S3 C5 PO 202 – Distinguish art preferences “I like it because…” from art judgments “It is
good because…” from cultural judgments “It is important because…”!
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AZELLA level of
proficiency
3: Basic
4: Intermediate
Number of students
3
9
5: Proficient
4
Note: 3 students are new, and we are still waiting on their results. Thus, they
aren’t included in the above table.
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Terminal objective: I will demonstrate evaluation of writing a compare/contrast
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• Most of my students were able to name the art elements, however they could not really
describe the function the elements played in a work of art. My first plan is to have them make
an elements booklet illustrating each element. From there, we will look at the art critiquing
process and see how the elements of design are integrated into the process. And then we will
look at the total process and begin critiquing artwork.
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• I will have small groups and re-teach the art elements where necessary. Many students will
be designing their own covers, which will be an independent project. I will give students who
need extra help individual attention while students are working independently.
• Enrichment activities will be the choices students make in designing their cover. This will be
an individual design and they can choose materials and themes. They may also take the
elements further and design projects incorporating more then one element. I will individually
help students who are having difficulty and have practice sheets to assist them.
• Some of my alternative methods will be to shorten the length of the final essay, and to use
fewer elements in their booklets. With one student I will also have to use dictation.!
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Students “Progress Monitor” each other. The main purpose of this activity is to help
students achieve reading fluency through constant practice and monitoring. Students
will learn how to monitor themselves and others for accuracy. It will also allow
them to realize how practice actually has an effect on performance. Students will be
able to appreciate this through keeping a personal-growth graph that shows their
progress towards their Reading Fluency goal.
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• Display individual student pre-assessment results.
(See attached page 1)
• Display individual student post-assessment results.
(See attached page 1)
• Provide description and /or sample of instrument used for assessment.
(See attached page 2 and 3-pre-assessments and page 4, 5 and 6-post-assessments) I used 2
pre-assessments for this unit of study; one was a test on the elements and the other an
overview of the critiquing process, which was assessed with the Art Critical Reasoning
Rubric (or ACRR).
I used 3 post-assessment instruments. I used a visual assessment for the elements of art which
assesses the same art elements as on my pre-assessment, the actual written critiques were
assessed using the same Art Critical Reasoning Rubric, (or ACRR) and the elements booklets
were assessed with my own created rubric based on craftsmanship, creativity, and effort.
• Provide general observations about the data for the target group as a whole.
My target group now consists of 16 students. (3 have moved) According to my postassessment on the elements, only 2 students or approximately 13% did not achieve 20%
growth. This is partially due to the fact that the elements booklets helped them to learn the
elements visually and 14 out of 16 scored over 80%. The post-assessment on the elements
was a visual assessment, which resulted in 87% of my students to visually reproduce the
elements of art successfully. My other post-assessment was a critique scored with the ACRR
(art critical reasoning rubric), which resulted in only one student not achieving 20% growth.
Again 14 out of 16 students scored 80% or better .I believe the worksheets and study guides
that we used which accentuated the ACRR helped them to achieve these results. I showed my
worksheet to a writing teacher and she thought it was an excellent tool for students to think
about what they are writing and then write at a higher level.
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• CITE THE VARIABLES THAT MAY HAVE AFFECTED RESULTS.
Even when most of the results are positive from my point of view, I agree that some changes
or variations could make a difference in our outcome.
1. Grade level. I think that maybe if these students were taught at an early grade to
socialize with every student regardless their differences and limitations we would not
see as much as rejection as we see when students are older.
2. Exposure to different sports. I think students should be exposed to a plethora of sports
and not limited to the sports played locally. This would definitely affect the results in
the assessments.
3. Parents’ support. I truly believe that parents play an important role in the
development of skills that a child is supposed to make at the right ages. They should
expose their children to afterschool activities than can help them to learn and develop
basic physical and sports skills.
4. Trained physical education teachers. I think this is one of the most important
“issues”. It is imperative that all the teachers that have contact with V.I. students are
trained and prepared to facilitate the success of the students. Also, we as teachers
have the responsibility to be prepared to teach the skills required by the state.
Fortunately, we count with Ms. Korecky, which is the V.I. specialist and she provided
us with guidance and advice regarding integration of this kids into a regular class.
• PROVIDE A REFLECTION ON BENEFITS TO STUDENTS.
One of my biggest satisfactions is to be able to see how our students develop a skill, use
techniques, and strive for success. In this particular case I could see students that never
touched a basketball before and now, I see them playing in the basketball court and even
talking about trying out for the school teams next year.
I can also see the physical benefits of the students that come to be because of the
participation in physical activities and sports. Students are in better shape, their endurance
increases, they aerobic capacity increases as well.
Learning and practicing a sport will help our students to spend more time doing something
positive instead of being in the streets or having a sedentary life.
Socially the students feel they are part of a group, either because they helped someone, or
someone helped them. It was great to see how new friendships emerge because two students
found out that they like and play the same sport.
Students are also more confident while playing these sports. Now that they know the rules
and techniques and have practiced them you can see that more of them dare to participate in
games during recess or extracurricular sports.
• PROVIDE REFLECTION ON THE TEACHING EXPERIENCE.
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When you see a group once or twice, it is imperative to look for opportunities that will help
the students to meet their/our goals. Definitely, having students with advanced skills and
knowledge was a big help to our project. That helped us to focus in students that needed us
more while skilled students helped us providing feedback to classmates.
Taking a group of students to watch local teams’ games was a great opportunity to get the
students excited about these sports. They showed more willingness to learn and participate
after witnessing a professional game. (E.g. Phoenix Suns).
I think that I would be able to reach more students if I look for workshops, classes and
trainings that can provide me with an extensive knowledge regarding V.I. students or special
needs students.
I really need to mention that our student’s curiosity was very important for our units. Many
of the students were hungry for knowledge and asked and asked questions even on things that
we didn’t think they could understand.
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