Explanation of Assessment In my painting one class I observed and recored a "scoop" of students. This scoop of three students consisted of an advanced learner, a proficient or average student, and one student who is developing and need improvement in many areas. Below I have included descriptions of the students, and pictures I took of their work to show the differences and to show growth between the various students. There are also charts for each of the three lessons in the unit that I taught showing the student's growth throughout the different projects and objectives.
Student One: Student one gets easily frusterated with her work and needs a lof of constant support throughout the class. She needs me to tell her she is on track or she will not to be successful with her work. She normally needs the requirements for the day reiterated for her after instructions have been given so she can further understand what exactly she needs to do. she works hard, although sometimes she becomes disinterested with her work because of frusteration and so she stops working early on in the project. She seems to have low self-esteem and this seems to effect her confidence in our art classroom.
Student Two: Student three is a very creatively driven student. He does well within his art classes as well as his music classes. He has a positive attitude about the class but he has a lot he needs to improve on. His ideas are great, but he need some help putting those ideas into fruition. He also needs to be pushed to add more details and finishing touches to his work, but he has a pretty good work ethic. He challenges himself sometimes but he needs a push often. His desire to learn and his passion for creativity is very evident though!
Student Three: Student two is very artistically driven in class and has a lot of natural talent. She automatically givers herself challenges in class when given the option, and works very hard to finish her work and to create all of her various ideas. She is truly very interested and passionate about art and the projects she does in the class. Her personal artistic style is already evident in her work. She pays attention to detail, color, light, and contrast very carefully so her work really stands out when next to other works in the class.
Documentation and Discussion of Student Learning Below I have included images of each student's work from each project within the unit. This give a visual idea of how each student grew in their own way from the beginning of the lesson on illustration until the end.
Student One / Lesson One DID NOT TURN IN
Student One / Lesson Two
Student One / Lesson Three
Student Two / Lesson One
Student Two / Lesson Two
Student Two / Lesson Three
Student Three / Lesson One
Student Three / Lesson Two
Student Three / Lesson Three
Graphs on Objectives Results
Lesson One Objectives: 1. Students will be able to observe a demonstration on creating the 16 different watercolors techniques and experiment creating each of them in their sketchbooks. 2. Students will be able to describe the various characteristics and expressive features of art and design they applied to create unified and interesting watercolor painting. 3. Students will be able to unify the various techniques within their painting to create a successful composition. 4. Students will be able to create a watercolor painting utilizing the 16 different watercolor techniques.
Lesson Two Objectives: 1. Are students able to describe and explain what identifies a specific artist’s illustrative style? 2. Are students able to create a watercolor painting that imitates an illustrator’s style and composition? 3. Are students able to debate and describe why their painting imitates and reflects a chosen illustrator’s style? 4. Are students able to effectively identify and employ the watercolor, drawing, and other techniques their illustrator uses to their own painting? 5. Are students able to explain how an illustrator shows emotions, time, a narrative and mood through their use of colors, lines, and exaggeration of forms?
Lesson Three Objectives: 1. Students will be able to create a watercolor illustration expressing a memory, dream, nightmare or daydream they wrote about. 2. Students will be able to identify and describe their artistic style that they will apply within their illustration to better express their intended meaning. 3. Students will be able to observe the various ways to alter images (simplification/minimization, exaggeration/magnification, distortion/deformation, animation) and apply at least two of the alteration techniques to three different reference photos they utilize within their composition. 4. Students will be able to apply a minimum of three different watercolor techniques to create their final illustration. 5. Students will be able to describe and explain the characteristics and expressive features of art they utilized to create their desired mood and emotions of their illustration.
Strengths and Weaknesses of the Learning Experience I think that this unit was very beneficial for each student in different ways. I think allowing each of them to observe and imitate an existing artist's styles and to experiment with watercolors was very important. It gave student one and two a jumping off point, and confidence in what they were doing so they could take risks later on. The imitation of the style I think encouraged student three to be thinking outside of the box and to push herself and her artwork further. The invention and experimentation that happened with the watercolors was great too because it let them get more comfortable with the materials they were going to be using. I think that the succession of the two assignments before the final really helped make the finals interesting. I think all three students showed growth within their works as well. Both the graphs and the images show the varying levels of growth. I think if I were to teach this lesson again I would make sure that my objectives were completely able to be measured and could be easily measured. I would create less wordy objectives as to not confuse myself or the students. I think would also help the students and myself see more growth even more clearly. I also would encourage less imitation of image and composition of the illustrator's image, but really pushing most students to imitate their styles.
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