Michigan Arts Education Instructional and Assessment ProgramMichigan Assessment Consortium
VISUAL ARTS AssessmentPerformance Task V.T416
Interpreting and Applying a Theme
High SchoolLevel 2
Teacher BookletTeacher DirectionsStudent Directions
Assessment QuestionsReflection Worksheet
Teacher Scoring Rubric
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ACKNOWLEDGEMENTS Guernica by Pablo Picasso, 1937, oil on canvas, 3.5 x 7.8 m, Museo Reina Sofia, Madrid, Spain. © Picasso Administration / Succession Picasso.
Vietnam Veterans Memorial photo © Julia C. Fischer, www.juliacfischer.com.
Keep Calm and Carry On poster, 1939, Ministry of Information (United Kingdom), in the public domain.
Shield, Cheyenne, c.1860 (mixed media), American School, (19th century) / Detroit Institute of Arts, USA / Bridgeman Images.
V-J Day in Times Square photo © 1945 by Alfred Eisenstaedt / Pix Inc. / Time & Life Pictures / Getty Images.
Half Armor for Foot Tourney at the Barriers, Northern Italian, Milan, 1875/80, Steel with gilding, brass, leather, velvet weave, lace, H. 96.5 cm (38 in.), George F. Harding Collection, 1982.2172a-o, The Art Institute of Chicago.
We Can Do It! Poster by J. Howard Miller, 1941, in the public domain.
Washington Crossing the Delaware by Emanuel Leutze, 1851, oil on canvas, 378.5 x 647.7 cm, in the public domain.
USING THIS MAEIA ASSESSMENT TO DEMONSTRATE EDUCATOR EFFECTIVENESS (METHOD 2)This assessment can be used to demonstrate arts educator effectiveness by changing the prompt (such as musical selection, play, work of art) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer.
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OVERVIEW AND OUTLINE OF THE PERFORMANCE TASKStudents will view eight images of artwork from various cultures and eras, all related to themes of conflict, war, or power. They will write short answers to prompts that will allow them to make interpretive connections between meaning and function, and to derive one of the common themes (conflict, war, power, or similar). They will also consider ideas about the intent, effect, and/or function of the various works.
SUGGESTED TOTAL TIME This assessment has four parts to it. The assessment should take four 50-minute class periods to complete, as shown below:
o Part 1–View and Interpret Examples (Day 1)o Part 2–Begin Artwork: Pre-production Research, Media Selection, Art Production
(Drawing) (Day 2)o Part 3–Art Production (Drawing) (Day 3)o Part 4–Finish Production, Written Reflection (Day 4)
LIST OF MATERIALS REQUIRED The materials required for this assessment are:
o Student Bookleto Pens or pencilso 12" x 18" good quality white drawing paper o 12" x 18" good quality black drawing papero 12" x 18" good quality colored drawing paper in three primary and three secondary
colorso Drawing pencilso Sets of Prismacolor® colored pencils
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Michigan Student Learning Standards Assessed
Performance Standard(s)VA.HS.R.1–Students can analyze, describe, and make connections between visual art and design and other disciplines throughout history, cultures, and everyday life.
Content StandardART.VA.IV.HS.2–Describe the functions and explore the meaning of specific art objects within varied cultures, times, and places.
VPAA GuidelinesR.3–Describe, analyze, and understand the visual, performing, or applied arts in historical, contemporary, social, cultural, environmental, and/or economic contexts.
Intended Students Second-year (Level 2) visual arts students
Alignment to National Core Arts Standards
Anchor StandardVA:Cr1–Generate and conceptualize artistic ideas and work.
o White, gray, and black charcoal pencilso Eraserso Sharpenerso Computers with Internet access
ASSESSMENT SETUPThis assessment should take place in a standard art room with drawing tables and sufficient workspace so students are not crowded. Each student will need access to a computer with Internet access for part of the assessment.
DETAILED SCRIPT WITH TEACHER AND STUDENT DIRECTIONSDirections for teachers are in regular type. Directions to be read to students are in bold.
When ready to begin, say:
You each should have a Student Booklet and a pen or pencil. Begin by filling in the information requested on the front cover.
Pause while students complete the requested information. Then say:
Now turn to page 2 in your Booklet and follow along as I read the directions aloud.
Pause while students turn to page 2. Then say:
Today you will begin a visual arts project that will assess your ability to make connections between visual art and design and other disciplines throughout history, cultures, and everyday life through their creation. You will view and respond to several arts images, produce your own work of art based on a big idea, and then write a written reflection about it at the end.
This project has four parts to it:
o Part 1–View and Interpret Exampleso Part 2–Begin Artwork: Pre-production Research, Media Selection, Art
Production (Drawing)o Part 3–Art Production (Drawing)o Part 4–Finish Production; Reflection
The directions for each part are given in the Student Booklet.
PART 1–VIEW AND INTERPRET EXAMPLES (DAY 1)First you will view and interpret several examples of artwork. Look at the artwork on pages 3 through 5 and answer the prompts that follow each set of images.
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You have 30 minutes to view the images for questions 1, 2, and 3 and then write short responses to the prompts. Make sure to allow enough time to respond to each of the three prompts.
[These pages are on pages 3–5 of the Student Booklet.]
1. Examine Images A and B and write two things that are similar and two things that are different about the meanings, purposes, or artists’ intent of Images A and B.
A. Guernica by Pablo Picasso, 1937, oil on canvas, 3.5 x 7.8 m, Museo Reina Sofia, Madrid, Spain. © Picasso Administration / Succession Picasso
B. Vietnam Veterans Memorial photo © Julia C. Fischer, www.juliacfischer.com.
List two similarities and two differences in the meanings or purposes of Images A and B.
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2. List the purpose or intent you can see for Images C, D, and E. Then, write a word or phrase describing an interpretive theme or meaning that they all share.
C. D. Keep Calm and Carry On poster, 1939, Ministry of Shield, Cheyenne, c.1860 (mixed media), American School, (19 th century) Information (United Kingdom), in the public domain./ Detroit Institute of Arts, USA / Bridgeman Images.
E. V-J Day in Times Square photo © 1945 by Alfred Eisenstaedt / Pix Inc. / Time & Life Pictures / Getty Images.
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3. Write two things that are similar and two things that are different about the meanings, purposes, or emotions of these images.
F. G. Half Armor for Foot Tourney at the Barriers, Northern We Can Do It! Poster by J. Howard Miller, 1941, in the public domain.Italian, Milan, 1875/80, Steel with gilding, brass, leather, velvet weave, lace, H. 96.5 cm (38 in.), George F. Harding Collection, 1982.2172a-o, The Art Institute of Chicago.
H. Washington Crossing the Delaware by Emanuel Leutze, 1851, oil on canvas, 378.5 x 647.7 cm, in the public domain.
Describe two similarities and two differences in the meanings, emotions, or purposes of Images F, G, and H.
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PART 2–BEGIN ARTWORK: PRE-PRODUCTION RESEARCH, MEDIA SELECTION, ART PRODUCTION (DRAWING) (DAY 2)To continue with the assessment, students will need their Student Booklets as well as the arts production materials listed earlier. When ready, say:
You should have your Student Booklets with the images and the answers that you wrote for Part 1. Take a few minutes to review all the example artwork and re-read your responses.
Pause while students review their responses. Then say:
Now you will begin to create your own original work of art based on some of the big ideas found in the artworks you looked at in Part 1. Your artwork can and should be your own unique work, but it will be based on a theme you have decided that most or all of the works in Part 1 have in common.
You will also use your drawing to explore or express an idea about an event from your life. It can be a personal, local, national, or international event, as long as it fits the theme.
There are three steps of pre-production before you begin to draw:
o Step 1–Decide on a theme that seems to fit all, or at least most, of the images you wrote about in your Booklet in Part 1.
o Step 2–Select the general purpose or intent of one of the images you wrote about. You should have a good idea of some purpose or purposes from your answers from Part 1.
o Step 3–Decide on an event that you know of that will fit the theme and purpose or intent you have chosen. You may use computers to research events if you wish, or to find images you might need to refer to in order to draw an object, person, animal, or whatever you need.
Use your choice of drawing pencils, colored pencils, and black, white, and gray charcoal pencils. You will have your choice of 12" x 18" white or black drawing paper, or 12" x 18" colored drawing paper in one of six colors.
Once you are ready to begin, choose a color for the background that will fit what you want to express. Be sure to also choose a color that will work well with the type of pencils you want to use. Colored pencils will most likely show their accurate colors best on white paper, if that fits your intent.
You will have three class periods, including this one, to complete your drawing and to write a short reflection.
Once you have chosen your media, you may begin.
When there are 5 minutes left in the class period, say to students:
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There are 5 minutes left in this class period. Please start cleaning up and putting away the materials you have used. Make sure that your name is on all of your drawings.
When the class period is up, say:
Time is up. Please put away the materials you have used. Make sure that your name is on all of your drawings.
PART 3–ART PRODUCTION (DRAWING) (DAY 3)To continue with the assessment, students will need their Student Booklets and their drawings, as well as the arts production materials listed earlier. Distribute the Student Booklets and drawings to the students as they enter class. When ready, say:
Today you will continue to work on your drawing. You have the class period to work today, and you will have 20 more minutes the next time the class meets to finish up, so plan your time accordingly. You may begin.
When there are 5 minutes left in the class period, say to students:
There are 5 minutes left in this class period. Please start cleaning up and putting away the materials you have used. Make sure that your name is on your drawing.
When the class period is up, say:
Time is up. Please put away the materials you have used. Make sure that your name is on your drawing.
PART 4–FINISH PRODUCTION; REFLECTION (DAY 4)To continue with the assessment, students will need their Student Booklets and their drawings, as well as the arts production materials listed earlier. Distribute the Student Booklets and drawings to the students as they enter class. When ready, say:
Today, you will have 20 minutes to finish your drawing. When you are done, you will write a short reflection. You may finish your drawing now.
After 15 minutes:
You have 5 more minutes to draw.
After 20 minutes:
Time is up. Please put away your drawing materials.
Pause as students clean up and return to an area where they can write in their Student Booklets. Then say:
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Use the Reflection Worksheet on pages 8–9 in your Student Booklet to write your reflection. There are three questions designed to help your teacher understand how your artwork relates to your themes and ideas. Answer all the questions as clearly and completely as you can. Your answers will be like your artist statement, for you and your teacher to see the thought that was put into your work.
The Teacher Scoring Rubric that your teacher will use to evaluate your written responses is shown on page 10 of your Booklet.
You have 20 minutes to write.
When you have finished writing you have completed this assessment. Make sure your artwork and Booklet have your name on them. Leave them on your desk.
[This page is on pages 8–9 of the Student Booklet. Response space is condensed in the Teacher Booklet.]REFLECTION WORKSHEET1. What is the theme of your artwork?
2. On which event is your artwork based?
3. How is this theme related to all the art examples from the first day?
4. What was the intent or purpose you saw in one of the artworks from the first day that you used to create your work?
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TEACHER SCORING RUBRIC
Dimensions 1 2 3 4
Interpretation Function and Meaning of Example ImagesPossible unifying themes include, but are not limited to, war, conflict, power, etc.
Describes accurate or well-supported interpretive answers, based on images, to at least four questions.
Describes accurate or well supported interpretive answers, based on images, to at least six questions.
Describes accurate or well supported interpretive answers, based on images, to at least nine questions.
Describes accurate or well supported interpretive answers, based on images, to all questions for three sets of images (12 total answers).
Final Drawing and Written Support StatementPossible unifying themes include, but are not limited to, war, conflict, power, etc.
Relationship to theme of original image and to a personal event is not well represented; some attempt is made to work with an arbitrary intent and/or social event.
Some affinity to theme and intent or purpose of original images; may be too closely imitative of examples and/or lack strong reference to a personal, local, national, or world event.
Clearly references and explores a unifying theme, and a purpose or intent derived from image examples. Clearly references a personal, local, national, or world event. Most elements align with theme and event.
Clearly references and explores a unifying theme derived from most or all examples, and a purpose or intent derived from image examples. Clearly references a personal, local, national, or world event. All elements align with theme and event.
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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.T416 Teacher ________________________________________ Class ___________________________
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STUDENT NAME INTERPRETATION FINAL DRAWING
