STUDENT GROWTH MEASURE. Create - Art II Honors. Exemplar

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1 STUDENT GROWTH MEASURE Create - Art II Honors

2 Abbreviated Lesson Description: Domain: Create Standard 3: Students will choose and evaluate a range of subject matter, symbols, and ideas. CLE 3.2: The student will evaluate subject matter that reflects personal experiences and environments. CLE 3.4: The student will research and create related work using a range of subject matter, symbols, and/or ideas. Objective: The student will learn about movements in art history and make personal work in response to an artist from a specific movement. Point A: (Aug. 28) Post-Instruction: Response to the Realism Art Movement Point B: (Feb. 24) Post-Instruction: Response to either Cubism, Surrealism, or Dada

3 In-Depth Lesson Description This lesson is an ongoing creative response project that students have been working on throughout the school year. I regularly teach a short art history lesson and let the students choose the aspects they enjoy about a particular artist from the movement. After the art history lesson the students make a project proposal sketch in order to get feedback from me, and then they make a final project that creatively responds to the art history lesson in some way. Students are encouraged to make work they want to make and then find a way to make connections between their work and the work of others. The students also turn in a written explanation that explains their creative choices along with their art project. At my school, Art II Honors is a prerequisite for the International Baccalaureate Art I and II classes, which have a focus on creative responses to art from a variety of sources. This lesson is created to facilitate the future studies in the IB Diploma Program. For the Create Domain, we are focusing on the student s creativity over their written responses to the artwork they are referencing. See the Respond Domain Collection for the written part of this lesson. For this collection, notice how student s creative responses to the art history lessons have become more developed over time.

4 In-Depth Lesson Description Point A: (Aug. 28) At the beginning of the school year we started our study of art history with the Realism movement because we focused on Modern Art which most art historians agree is from around 1850 with Realism and ends around the 1970 s with Minimalism. The students learned about the art movement Realism and then they were told to create their own art work in response to the art from the movement. Students were encouraged to think about the style, content, and/or ideas from the movement in order to make their own work in response to the movement. Point B: (Feb. 24) During the second semester students were not forced to pick only one movement or artist to focus on, but were told to choose an artist whose work they liked and wanted to make art in response to. This is why students have work in response to different movements.

5 Student Work Point A: 3.2 Level Level 1 Emerging Student-Point A This student is considered emerging because his Point A is a direct copy of the artist he was referencing. Students were told that copying someone else s artwork was not acceptable because it is considered plagiarism in art. This student claimed he was not copying the original work because he changed it to an cartoonish style. However, I do not feel that it is changed nearly enough, and all of this student s work has a cartoonish style, so I am not sure he can draw any other way. There is no evidence of creativity. Artist Reference: Gustave Courbet The Stone Breakers This student s Point A is scored as: CLE Level 1: Insufficiently evaluates subject matter that reflects personal experiences and environments. CLE Level 1: Insufficiently researches and creates related work using a range of subject matter, symbols, and/or ideas.

6 Emerging Student-Point B In Point B the student has created a funny comic about his experience of looking at Cubist art in the class lecture. The creative growth from Point A to Point B is tremendous because he is now taking ideas from other artists and creating a completely unique and contemporary work all of his own creation. The characters in the comic are of his own development, and there was no teacher guidance other than a little celebrating of his sketched out project proposal. There is a lot of creativity. Artist Reference: Pablo Picasso The Woman in Hat and Fur Collar The student s Point B is scored at: CLE Level 4: Exceptionally evaluates subject matter that reflects personal experiences and environments. CLE Level 4: Exceptionally researches and creates related work using a range of subject matter, symbols, and/ or ideas. Student Work Point B: 3.2 Level Level 4

7 Student Work Point A: 3.2 Level Level 1 Proficient Student-Point A This student is considered proficient because her Point A is nearly a direct copy of her artist reference. She did not copy the composition, but copied the content and used a similar style to the original work. In the written assignment, the student wrote that she chose to draw this work because of her personal interest in lions and general love for animals. That being said, this work is similar to her other work. There is little to no evidence of creativity. Artist Reference Rosa Bonhuer Lion in Mountainous Landscape The student s Point A scores: CLE Level 2: Inconsistently evaluates subject matter that reflects personal experiences and environments. CLE Level 1: Insufficiently researches and creates related work using a range of subject matter, symbols, and/or ideas.

8 Proficient Student-Point B In Point B the student has created a unique and interesting work of art in reference to Salvador Dali s work. She references his style, content, and conceptual ideas without using any of his actual imagery or concepts. The student s imagery is really creative however in her written assignment she said she added the legs to the fish to make it Surrealist, but otherwise could not fully explain her creative choices. There is a lot of evidence of creativity but lacks personal experiences. The student s Point B scores: CLE Level 3: Sufficiently evaluates subject matter that reflects personal experiences and environments. CLE Level 5: Masterfully researches and creates related work using a range of subject matter, symbols, and/or ideas. Student Work Point B: 3.2 Level Level 5 Artist Reference: Salvador Dali The Temptation of St. Anthony

9 Advanced Student Student Work Point A: 3.2 Level Level 2 This student is considered advanced because his Point A painting does not copy any particular work by Winslow Homer and he makes the soldier contemporary. This student was interested in the idea of painting soldiers, but his style and content are varied from the original artist. This means this student starts off with a higher level of creativity than his peers. There is some level of creativity. This student s Point A is scored as: CLE Level 3: Sufficiently evaluates subject matter that reflects personal experiences and environments. CLE Level 2: Inconsistently researches and creates related work using a range of subject matter, symbols, and/or ideas. Artist Reference: Winslow Homer Home Sweet Home

10 Advanced Student For Point B this student created a very unique and creative sculpture about the student s struggles in his current life. He chose to represent his struggles with school with a broken stool and his struggles with the sport he plays, tennis, through the broken racket and balls. This student was inspired by Marcel Duchamp s Ready-made artworks. This work shows tremendous growth in creativity. There is a high level of creativity. This student s Point B is scored as: CLE Level 5: Masterfully evaluates subject matter that reflects personal experiences and environments. Student Work Point B: 3.2 Level Level 5 CLE Level 5: Masterfully researches and creates related work using a range of subject matter, symbols, and/or ideas. Artist Reference: Marcel Duchamp Fountain