Teaching and Assessing 21 st Century Skills. Kate Baker

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1 Teaching and Assessing 21 st Century Skills Kate Baker

2 Seattle Public Schools To create new and useful ideas, innovations, and products NCAS Visual Arts Anchor Standard 1: Generate and conceptualize artistic ideas and work Creativity

3 Seattle Public Schools To elaborate, refine, analyze and evaluate one s own ideas and others ideas NCAS Visual Arts Anchor Standard 2: Organize and develop artistic ideas and work Anchor Standard 3: Refine and complete artistic work Critical Thinking 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

4 Communication Seattle Public Schools The ability to articulate thoughts and emotions effectively using oral, written, and nonverbal skills Listen effectively Inform, instruct, motivate persuade Negotiate Give and receive feedback NCAS Visual Arts Anchor Standard 3: Refine and complete artistic work 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

5 Seattle Public Schools NCAS Visual Arts Collaboration To demonstrate ability to work effectively and respectfully with diverse teams Involves flexibility, sharing, responsibility, and being open and responsive to new and diverse perspectives

6 Seattle Public Schools NCAS Visual Arts Perseverance Persisting in a task through to completion Remaining focused Looking for ways to reach one s goal in the face of obstacles

7 Seattle Public Schools NCAS Visual Arts Growth Mindset A belief that intelligence and ability can be increased with effort and in one s own capabilities and capacity to learn

8 3 rd Grade Yup ik Masks Creativity: Cr1.1 Critical Thinking: Cr2.2, Re7.1, Re8.1 Communication: Cr3.1 Collaboration

9 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 American art objects or my peers. I can add something unique to my artwork. I can elaborate on ideas from 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 craftsmanship. I was working too fast or I was unable to control the tools and equipment. 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. 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. Collaboration I can contribute and follow in group projects. 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 whilemy group completed the Exploration Matrix and presented it to the class. I followed along and found ways to contribute whilemy group completed the Exploration Matrix and presented it to the class. I followed along and found ways to contribute whilemy 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.

10 Exploration Matrix: Critical Thinking and Collaboration

11 Learning Targets: I can interpret art by looking closely, doing research, and constructing/testing a hypothesis. I can contribute and follow in group projects.

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14 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 I can describe what I see when looking at art. 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. 2 Developing Criteria I can interpret art by looking closely and doing research. I followed along, but did not contribute while my group completed the Exploration Matrix and presented it to the class. 3 Accomplished Criteria I can interpret art by looking closely, doing research, and constructing/ testing a hypothesis. I followed along and found ways to contribute while my group completed the Exploration Matrix and presented it to the class. 4 Exemplary Criteria I can interpret art by analyzing use of media to create subject matter, characteristics of form, and mood. 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.

15 Mask Design: Creativity and Communication

16 I can elaborate on ideas from Native American art objects. Learning Targets: I can add details to my artwork that help communicate meaning.

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18 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. I added details to my artwork. 3 Accomplished Criteria I can elaborate on ideas from Native American art objects. I can add 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.

19 Plaster Gauze: Critical Thinking

20 Learning Target: I can demonstrate quality craftsmanship using a variety of art tools and equipment.

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22 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 I can demonstrate quality craftsmanship with some of the art tools and equipment we used. 3 Accomplished Criteria I can demonstrate quality craftsmanship using a variety of art tools and equipment. 4 Exemplary Criteria I demonstrated quality craftsmanship and modeled proper use of tools and equipment for others.

23 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 Mask Construction: Creativity, Critical Thinking, and Communication 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.

24 I can elaborate on ideas from Native American art objects. Learning Targets: I can demonstrate quality craftsmanship using a variety of art tools and equipment. I can add details to my artwork that help communicate meaning.

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26 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 I copied ideas from Native American art objects or my peers. It was hard for me to demonstrate craftsmanship. I was working too fast or I was unable to control the tools and equipment. I did not add any details to my artwork. 2 Developing Criteria I can add something unique to my artwork. I can demonstrate quality craftsmanship with some of the art tools and equipment we used. I added details to my artwork. 3 Accomplished Criteria 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. 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.

27 Self Assess & Reflect: Critical Thinking and Communication

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30 5 th Grade Still Life Creativity: Cr1.2 Critical Thinking: Cr2.1, Cr2.2 Communication: Cr3.1 Collaboration Perseverance Growth Mindset

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32 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.

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34 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.

35 Charles Demuth, Still Life with Apples and a Green Glass. Watercolor.

36 Karen Zeller, Still Life Collage.

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38 Karen Lawson, Very Cherry. Oil Pastel.

39 Susan Adams, Still Life with Blue Teapot One. Chalk Pastel.

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41 Wayne Thiebaud, Boston Cremes. Oil on canvas.

42 What strategies can we use to persevere through challenges? Ask for help Erase and try again Turn it into a Beautiful Oops Work on something else for a while

43 Project Timeline: Part 1 Pick objects for your still life composition. 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

44 Choosing Paper Drawing Paper Oil pastel Chalk pastel Crayon Colored pencil Ink fountain pens, sharpies Markers Collage Drawing pencils Charcoal Mixed media Watercolor Paper Watercolor tray Watercolor (liquid) Watercolor pencils Water soluble oil pastels Tempera (liquid) Tempera cakes Tempera + glue Mixed media

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46 Selecting Media collage pastel

47 Selecting Media watercolor oil

48 Project Timeline: Part 2 Pick 2-4 different media to try out. Experiment with media a photocopy of your contour line drawing. (5-10 minutes) Choose your favorite medium, or a combination of media, and use it to add color to your original still life drawing. Exit Ticket

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50 Learning Objectives Critical Thinking: Create depth in artwork through placement, overlapping, and size. 1 Beginning Criteria Minimal use of design elements to create a still 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. Perseverance: Demonstrate perseverance by working through challenges in a multi-step process. I did not change anything about my art after getting feedback. Avoids challenges and prefers easy work. I changed very little about my art after getting feedback. I only made changes because it was required. Takes on familiar challenges. I revised my artwork after receiving feedback from a peer. 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.

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