REFLECTING N UR IDENTITY Lauren Rbles MYP Visual Art Grade 8 KEY CNCEPT RELATED CNCEPT GLBAL CNTEXT Identity Bundaries, Representatin Identities & Relatinships STATEMENT F INQUIRY Multiple representatins can characterize identity. INQUIRY QUESTINS FACTUAL: Hw d we transfer a 2D idea int a 3D representatin? CNCEPTUAL: Hw d artists express their identity? DEBATABLE: When we wear a mask des it change ur identity? Criterin A: Knwing and Understanding i. demnstrate knwledge f the art frm studied, including cncepts, prcesses, and the use f apprpriate language ii. demnstrate knwledge f the rle f the art frm in riginal r displaced cntexts iii. use acquired knwledge t purpsefully infrm artistic decisins in the prcess f creating artwrk. Criterin B: Develping Skills i. demnstrate the acquisitin and develpment f the skills and techniques f the art frm studied ii. demnstrate the applicatin f skills and techniques t create, perfrm and/r present art. Criterin C: Thinking Creatively i. utline a clear and feasible artistic intentin ii. utline alternatives, perspectives, and imaginative slutins iii. demnstrate the explratin f ideas thrugh the develpmental prcess t a pint f realizatin. Criterin D: Respnding i. utline cnnectins and transfer learning t new settings ii. create an artistic respnse inspired by the wrld arund them iii. evaluate the artwrk f self and thers. BJECTIVES SUMMATIVE ASSESSMENTS Frida Kahl Exhibitin Review (Aii) written review f the Frida Kahl exhibitin. Weaving Planning (Ci) planning f the materials, cmpsitin and meaning f their intended identity weaving. Weaving (Aiii, Bi) final weaving where students use a variety f weaving materials t represent aspects f their identity. Identity Mask Drawing (Cii) planning drawing in clred pencil and frm tw perspectives f their intended identity mask sculpture. Identity Mask (Bii, Dii) final identity mask made frm plaster and paper mache which shws hidden representatins f their identity. Peer Critique (Diii) peer critique f the final identity masks where students write cmments n cmpnents f the rubric. Identity Reflectin (Ai, Di) written reflectin n student experiences during the unit. (Ciii) dcumentatin f prcess thrughut the unit.
REFLECTING N UR IDENTITY Lauren Rbles MYP Visual Art Grade 8 APPRACHES T LEARNING CMMUNICATIN (I. Cmmunicatin Skills) Give and receive meaningful feedback. SELF-MANAGEMENT (V. Reflectin Skills) Keep a jurnal t recrd reflectins. THINKING (VIII. Creative thinking skills) Use brainstrming and visual diagrams t generate new ideas and inquiries. THINKING (X. Transfer Skills) Cmbine knwledge, understanding, and skills t create prducts r slutins. CNTENT KNWLEDGE: SKILLS: UNDERSTANDING: Students will knw identity can be expressed thrugh symblic representatin. Students will knw the Elements f texture, space, and frm. Students will knw the Principles f pattern and emphasis. Students will knw the wrk f Frida Kahl and Cindy Sherman. Students will knw hw t cnnect prcess, planning, and ideas t skills and media. Students will explre a variety weaving materials in the creatin f a mixed media weaving n a cardbard lm. Students will draw multiple views f a 2D mask plan in clred pencil. Students will cnstruct a mask using plaster, papier mache, cardbard, wire, and paint. Students will write a reflectin. Students will critique the wrk f self and thers. Students will dcument their ideas and experimentatin in their prcess jurnal. Students will understand the cncepts f identity, bundaries, and representatin. STANDARDS Cntent Standard #1: Understanding and applying media, techniques, and prcesses. Students select media, techniques, and prcesses; analyze what makes them effective r nt effective in cmmunicating ideas; and reflect upn the effectiveness f their chices Students intentinally take advantage f the qualities and characteristics f art media, techniques, and prcesses t enhance cmmunicatin f their experiences and ideas. Cntent Standard #2: Using knwledge f structures and functins. Students generalize abut the effects f visual structures and functins and reflect upn these effects in their wn wrk. Students emply rganizatinal structures and analyze what makes them effective r nt effective in the cmmunicatin f ideas. Students select and use the qualities f structures and functins f art t imprve cmmunicatin f their ideas. Cntent Standard #3: Chsing and evaluating a range f subject matter, symbls, and ideas. Students integrate visual, spatial, and tempral cncepts with cntent t cmmunicate intended meaning in their artwrks Students use subjects, themes, and symbls that demnstrate knwledge f cntexts, values, and aesthetics that cmmunicate intended meaning in artwrks. Cntent Standard #4: Understanding the visual arts in relatin t histry and cultures. Students knw and cmpare the characteristics f artwrks in varius eras and cultures Students describe and place a variety f art bjects in histrical and cultural cntexts Students analyze, describe, and demnstrate hw factrs f time and place (such as climate, resurces, ideas, and technlgy) influence visual characteristics that give meaning and value t a wrk f art. Cntent Standard #5: Reflecting upn and assessing the characteristics and merits f their wrk and the wrk f thers. Students identify intentins f thse creating artwrks, explre the implicatins f varius purpses, and justify their analyses f purpses in particular wrks. Students describe meanings f artwrks by analyzing hw specific wrks are created and hw they relate t histrical and cultural cntexts Students reflect analytically n varius interpretatins as a means fr understanding and evaluating wrks f visual art. Cntent Standard #6: Making cnnectins between visual arts and ther disciplines. Students cmpare the characteristics f wrks in tw r mre art frms that share similar subject matter, histrical perids, r cultural cntext Students describe ways in which the principles and subject matter f ther disciplines taught in the schl are interrelated with the visual arts
REFLECTING N UR IDENTITY Lauren Rbles MYP Visual Art Grade 8 LEARNING EXPERIENCES & TEACHING STRATEGIES TIME LEARNING EXPERIENCES & TEACHING STRATEGIES VCAB RESURCES #1 #2 #3 #4 #5 #6 #7 #8 40 min #9 Intrductin t Identity. The class starts with a grup discussin n the questins - what is identity? (Scietal markers, chsen markers, persnality, lcatins, histries/ memries, symbls, relatinships, beliefs, pinins, feelings). The teacher reads alud A Mix f Many Things by Alyssa Murray. The students discuss the histry/meaning/ significance f their names, where bth the teachers and students share. The teacher intrduces Frida Kahl and her stry (The Secret Lives f Artists), and intrduces a prcess jurnal challenge f giving Frida Kahl a new identity. What is Reflectin? Reflecting is thinking with a purpse. Students wrk n their Identity Guiding Questins by brainstrming answers t questins abut their identity. The teacher gives an intrductin t Sketchnting (wrds & images, thughtful clr chices), and students create their wn identity sketch nte including as many identity qualities as pssible. At the end f class, the teacher gives ut the Frida Kahl Exhibitin infrmatin and the Frida Kahl Exhibitin Review Rubric. Intrduce Weaving Materials. Students finish their Identity Sketchnte. The teacher intrduces a variety f weaving materials, and the students are t pick materials that cnnect t their identity sketchnte in regards t texture and clr. At the end f class students reflect n the Frida qute, I never painted dreams. I painted my wn reality. What d yu think are the mst imprtant qualities f a persn s identity? answer in their prcess jurnal. Hmewrk: Frida Kahl Exhibitin Review t be cmpleted during the field trip and fr hmewrk, if necessary. SUMMATIVE DUE Frida Kahl Exhibitin Review Weaving Planning. Students share their experiences at the Frida Exhibitin. The teacher then intrduces weaving with hw is clthing made, the histry f weaving, and weaving vcabulary (lm, warp, weft). The students then cmplete a paper weaving explratin. At the end f class, the teacher intrduces the Final Weaving Planning sheet. Students draw sketches f their imagined weaving cmpsitins using materials that represent aspects f their identity. Weaving Planning. Students wrk n their weaving planning by finishing their cmpsitin sketches while the teacher gives cmments n their prcess cmpsitins. Hmewrk: Finish weaving planning, if necessary. SUMMATIVE DUE Weaving Planning Cardbard Lm. The teacher intrduces the cardbard lm and demnstrates hw t warp the lm. The students chse a clr based n their cmpsitin plan. Weaving. The teacher demnstrates hw t use the weft weaving materials. Students begin weaving by chsing materials that symblize their identity and fllw their intended cmpsitin. Hmewrk: ptinal wrk n weaving. Weaving. Students cntinue weaving by chsing materials that symblize their identity and fllw their intended cmpsitin. Hmewrk: ptinal wrk n weaving. Weaving. Students cntinue weaving by chsing materials that symblize their identity and fllw their intended cmpsitin. Hmewrk: ptinal wrk n weaving. identity prcess jurnal Frida Kahl Sketchnte weaving lm warp weft Frida utline Handut varius 2D media Identity Guiding Questins Frida Review Rubric varius 2D media Identity Guiding Questins weaving materials (yarn, string, fabric, ribbn, paper, pipe cleaners). Weaving Planning Rubric paper weaving materials (paper strips, paper lm) cardbard lm cardbard lm cardbard lm cardbard lm
REFLECTING N UR IDENTITY Lauren Rbles MYP Visual Art Grade 8 LEARNING EXPERIENCES & TEACHING STRATEGIES #10 #11 #12 #13 #14 #15 #16 Weaving. Students cntinue weaving by chsing materials that symblize their identity and fllw their intended cmpsitin. Hmewrk: ptinal wrk n weaving. Weaving. Students cntinue weaving by chsing materials that symblize their identity and fllw their intended cmpsitin. Hmewrk: ptinal wrk n weaving. Weaving. Students cntinue weaving by chsing materials that symblize their identity and fllw their intended cmpsitin. (Study perid if they finish early). Hmewrk: ptinal wrk n weaving. Weaving. Students cntinue weaving by chsing materials that symblize their identity and fllw their intended cmpsitin. (Study perid if they finish early). Hmewrk: ptinal wrk n weaving. SUMMATIVE DUE Weaving Weaving Cmpletin. Students cut the weaving frm the lm and share their final weavings with the class. Intrductin t Masks. The teacher intrduces the idea f delving deeper int the theme f identity and the wrk f Cindy Sherman. I feel I m annymus in my wrk. When I lk at the pictures, I never see myself; they aren t self-prtraits. Smetimes I disappear. The class als lks at mask sculpture and their purpse thrughut histry acrss cultures. The students read alud We Wear the Mask by Paul Lawrence Dunbar. The teacher intrduces the mask research challenge. In grups, students research masks frm ne culture f their chsing with an analysis f cntext, functin, and stylistic qualities. They create presentatins that they share with the class at the end. The teacher then explains the mask challenge t create a mask that shws their HIDDEN identity in a sculptural frm. This includes a quick explanatin f the mask making prcess. Mask Planning. The teacher hands ut the Identity Mask Drawing Rubric & Identity Mask Rubric. Students answer the Identity Brainstrming Questins and begin t visually explre ideas in their prcess jurnal (multiple explratins, multiple views, in clr). masks cntext functin style Cindy Sherman Mask examples three-dimensinal cardbard lm cardbard lm cardbard lm cardbard lm Cmputers Mask Drawing Rubric Identity Mask Rubric Identity Brainstrming Questins #17 #18 Mask Planning. Students cntinue wrking n develping a final mask idea in multiple views, as the teacher prvides supprt and answers questins. Mask Drawing. The teacher explains the mask drawing requirements and tasks. Students are t transfer their identity mask drawing ideas t the final drawing paper using clred pencil. They shuld have tw views f their intended mask plan, ne frnt view and ne side view. These are t be cmpleted n separate sheets f paper, filling the entire paper. Hmewrk: Wrk n mask drawing, if needed. cplred pencils clred pencils drawing paper clred pencils #19 #20 #21 Mask Drawing. Cntinue wrking n final mask drawings, as the teacher prvides supprt and answers questins. Hmewrk: Wrk n mask drawing, if needed. Mask Drawing. Cntinue wrking n final mask drawings, as the teacher prvides supprt and answers questins. Hmewrk: Wrk n mask drawing, if needed. Mask Drawing. Cmplete wrk n final mask drawings, as the teacher prvides supprt and answers questins. Hmewrk: Wrk n mask drawing, if needed. drawing paper clred pencils drawing paper clred pencils drawing paper clred pencils
REFLECTING N UR IDENTITY Lauren Rbles MYP Visual Art Grade 8 LEARNING EXPERIENCES & TEACHING STRATEGIES #22 #23 #24 #25 #26 #27 #28 #29 #30 #31 #32 #33 #34 SUMMATIVE DUE Identity Mask Drawing Plaster Mask In Pairs. The teacher explains the steps f creating the mask (plaster frm, strengthening, cnstructins, papier mache, gess, paint, details).the teacher demnstrates hw t make a plaster mask n a vlunteer student using plaster strips and. Thrughut class, the teacher reminds the students t ask their partners abut eye hles and muth hles while answering questins and prviding supprt. Mask Strengthening. The teacher explains hw t cut ff frayed edges and add t areas that are weak (n see-thrugh spts). The students wrk n strengthening their masks while the teacher prvides supprt. Cnstructins. The students begin individually building cnstructins based n their identity mask drawings, as the teacher answers questins and prvides supprt. Cnstructins. The students begin individually building cnstructins based n their identity mask drawings, as the teacher answers questins and prvides supprt. Cnstructins. The students begin individually building cnstructins based n their identity mask drawings, as the teacher answers questins and prvides supprt. Papier Mache. The students begin adding a layer f papier mache ver the mask and cnstructins fr strengthening, as the teacher answers questins and prvides supprt. Gess. The students begin adding a layer f gess ver the papier mache, as the teacher answers questins and prvides supprt. Acrylic Painting. The students begin adding, being mindful f adding multiple layers and adding finishing details, as the teacher answers questins and prvides supprt. Acrylic Painting. The students begin adding, being mindful f adding multiple layers and adding finishing details, as the teacher answers questins and prvides supprt. Acrylic Painting. The students add, being mindful f adding multiple layers and adding finishing details, as the teacher answers questins and prvides supprt. Acrylic Painting. The students add, being mindful f adding multiple layers and adding finishing details, as the teacher answers questins and prvides supprt. Acrylic Painting. The students add, being mindful f adding multiple layers and adding finishing details, as the teacher answers questins and prvides supprt. Hmewrk: Finish identity mask, if needed. SUMMATIVE DUE Identity Mask Acrylic Painting. The students finish adding, being mindful f adding multiple layers and adding finishing details, as the teacher answers questins and prvides supprt. plaster sculpture cnstructins plaster strips scissrs plastic wrap straw plaster strips scissrs cnstructin materials (plaster,, glue gun, tape, cardbard, wire) cnstructin materials cnstructin materials papier mache (glue and newspaper strips) gess
REFLECTING N UR IDENTITY Lauren Rbles MYP Visual Art Grade 8 LEARNING EXPERIENCES & TEACHING STRATEGIES #35 #36 #37 SUMMATIVE DUE. The students add finishing tuches t their prcess jurnal tasks frm thrughut the unit t be turned in fr assessment. SUMMATIVE DUE Identity Reflectin Unit Reflectin. The students answer the fllwing questins in a written reflectin: Describe the mask making prcess using apprpriate material language. What was yur intentin in the creatin f yur mask? What were yu trying t represent? What prblems arse thrughut the prcess, and hw did yu reslve these prblems? Cmpare and cntrast hw yur identity weaving and identity mask represent yur identity? Hw are they different? Hw are they similar? Which representatin f yur identity, the weaving r the mask, is a mre accurate representatin? Give multiple reasns as t why. SUMMATIVE DUE Pst It Critique Pst It Critique. The teacher explains the Pst It Critique Prmpts: Craftsmanship, 3D Cnstructins, Visually Engaging. Students find masks that fit each critique prmpt and write a nte related t the prmpt and place it next the mask. (reminder t avid I like statements). reflectin critique Rubric Identity Reflectin Rubric Pst Its
REFLECTING N UR IDENTITY Lauren Rbles MYP Visual Art Grade 8 SUMMATIVE TASK SPECIFIC CLARIFICATINS CRITERIN A: KNWING & UNDERSTANDING ii. The student demnstrates excellent knwledge f the rle f the art frm in riginal r displaced cntexts. The student gave thrugh, detailed, and reflective answers t the prmpt questins. Frida Kahl Exhibitin Review ii. The student demnstrates substantial knwledge f the rle f the art frm in riginal r displaced cntexts. ii. The student demnstrates adequate knwledge f the rle f the art frm in riginal r displaced cntexts. The student gave thughtful answers t the prmpt questins. The student answered the prmpt questins, but they culd have included mre thrugh and reflective details. ii. The student demnstrates limited knwledge f the rle f the art frm in riginal r displaced cntexts. The student did nt answer all the prmpt questins. MYP CRITERIN RUBRIC CRITERIN Ci: THINKING CREATIVELY Weaving Planning i. The student presents an excellent utline f a clear and feasible artistic intentin. i. The student presents a substantial utline f a clear and feasible artistic intentin. i. The student presents an adequate utline f a clear and feasible artistic intentin. i. The student presents a limited utline f a clear and feasible artistic intentin. Yu drew a creative and cmplete cmpsitin idea in yur sketchbk. Yu thughtfully and thrughly explained what each material represents. Yu drew a cmplete cmpsitin idea in yur sketchbk. Yu explained what each material represents. Yu drew a cmpsitin idea in yur sketchbk. Yu attempted t explain what sme materials represent, but nt all materials. Yu drew an incmplete cmpsitin idea in yur sketchbk. Yu did nt explain what each material represents.! Weaving! CRITERIN Aiii: KNWING AND UNDERSTANDING iii. The student demnstrates excellent use f acquired knwledge f identity t infrm his r her artwrk. iii. The student demnstrates substantial use f acquired knwledge f identity t infrm his r her artwrk. iii. The student demnstrates adequate use f acquired knwledge f identity t infrm his r her artwrk. iii. The student demnstrates limited use f acquired knwledge f identity t infrm his r her artwrk. CRITERIN Bii: DEVELPING SKILLS The weaving has a clear cnnectin t yur identity. The materials are thughtfully incrprated int the weaving. The weaving has a cnnectin t yur identity. The weaving has sme cnnectin t yur identity, but the materials culd be mre thughtfully incrprated. The weaving has n cnnectin t yur identity, and the materials are nt thughtfully incrprated. i. The student demnstrates excellent acquisitin and develpment f the skills and techniques f weaving. i. The student demnstrates substantial acquisitin and develpment f the skills and techniques f weaving. i. The student demnstrates adequate acquisitin and develpment f the skills and techniques f weaving i. The student demnstrates limited acquisitin and develpment f the skills and techniques f weaving The weaving is well cnstructed. Yu used prper and innvative weaving techniques. Yu were attentive t craftsmanship. The weaving is well cnstructed. Yu used prper weaving techniques. Yu attempt t create a well cnstructed weaving, but there are sme incrrect weaving techniques. Yu did nt create a well cnstructed weaving.
REFLECTING N UR IDENTITY Lauren Rbles MYP Visual Art Grade 8 SUMMATIVE TASK SPECIFIC CLARIFICATINS Identity Mask Drawing CRITERIN C: THINKING CREATIVELY utline alternatives, perspectives, and imaginative slutins. ii. The student presents an excellent utline f alternatives, perspectives, and imaginative slutins ii. The student presents a substantial utline f alternatives, perspectives, and imaginative slutins ii. The student presents an adequate utline f alternatives, perspectives, and imaginative slutins ii. The student presents a limited utline f alternatives, perspectives, and imaginative slutins Yur tw different perspectives thughtfully and accurately cnsider 3D space. The identity mask plan successfully represents hidden aspects f yur identity in a reflective manner. Yur tw different perspectives cnsider 3D space. The identity mask plan represents hidden aspects f yur identity. Yur tw different perspectives attempt t cnsider 3D space, hwever it culd be mre thughtful and accurate. The identity mask plan represents aspects f yur identity, but the aspects culd be mre reflective. Yur tw different perspectives d nt cnsider 3D space. The identity mask plan des nt represent hidden aspects f yur identity. Identity Mask Peer Critique!! CRITERIN B: DEVELPING SKILLS Demnstrate the applicatin f skills and techniques t create art. Yu creatively cnstructed three dimensinally ff ii. The student demnstrates excellent the mask frm. Yu fllwed the steps f applying papier mache and applicatin f three-dimensinal skills and gess in a smth and attentive manner. techniques t create their wn identity mask. Yu carefully layered paint t a slid finish. Yu were attentive t craftsmanship. Yu cnstructed three dimensinally ff the mask ii. The student demnstrates substantial frm. applicatin f three-dimensinal skills and Yu fllwed the steps f applying papier mache and techniques t create their wn identity mask. gess. Yu layered paint. Yu attempted t cnstruct three dimensinally ff ii. The student demnstrates adequate the mask frm. Yu fllwed the steps f applying papier mache and applicatin f three-dimensinal skills and gess. techniques t create their wn identity mask. Yu attempted t layer paint, but there are finishing flaws. Yu did nt cnstruct three dimensinally ff the ii. The student demnstrates limited applicatin mask frm. f three-dimensinal skills and techniques t Yu attempted t fllw the steps f applying papier create their wn identity mask. mache and gess. Yu did nt attempt t layer paint. CRITERIN D: RESPNDING Create an artistic respnse which is effectively inspired by the wrld arund them. ii. The student creates an excellent artistic respnse which is effectively inspired by the wrld arund him r her. ii. The student creates a substantial artistic respnse which is regularly inspired by the wrld arund him r her ii. The student creates an adequate artistic respnse which is ccasinally inspired by the wrld arund him r her ii. The student creates a limited artistic respnse which is pssibly inspired by the wrld arund him r her All aspects f the final mask symblically represent an understanding f yur hidden identity. The final result is exceptinally reflective and engaging. Sme aspects f the final mask symblically represent yur hidden identity. The final result is reflective and engaging. The final mask represents yur identity. The final result is slightly reflective r engaging. Yu have attempted t represent yur identity, but yu culd have been mre thughtful. The final result is nt reflective r engaging. MYP CRITERIN RUBRIC CRITERIN D: RESPNDING Evaluate the art f self and thers. iii. The student presents an excellent evaluatin f the artwrk f self and thers. iii. The student presents a substantial evaluatin f the artwrk f self and thers. iii. The student presents an adequate evaluatin f the artwrk f self and thers. iii. The student presents a limited evaluatin f the artwrk f self and thers. All cmments are thughtful and hnest. Yu demnstrate strng knwledge f the prcess, craftsmanship, and visually engaging qualities. N I like statements. Sme cmments are thughtful and hnest. Yu demnstrate sme knwledge f the prcess, craftsmanship, and visually engaging qualities. N I like statements. Few cmments are thughtful and hnest. Yu demnstrate little knwledge f the prcess, craftsmanship, and visually engaging qualities. Sme I like statements. N cmments are thughtful and hnest. Yu demnstrate n knwledge f the prcess, craftsmanship, and visually engaging qualities. Many I like statements.
REFLECTING N UR IDENTITY Lauren Rbles MYP Visual Art Grade 8 SUMMATIVE TASK SPECIFIC CLARIFICATINS Identity Reflectin CRITERIN Ai: KNWING & UNDERSTANDING Demnstrate knwledge f the art frm studied. Yu used all crrect subject specific terminlgy. Yu described a detailed and reflective intentin fr yur mask. i. The student demnstrates excellent knwledge f Yu thughtfully and hnestly described bth prblems and the art frm studied, including cncepts, prcesses, slutins thrughut yur prcess. and excellent use f apprpriate language Yu demnstrate great and cntemplative knwledge f the prcess f mask making. i. The student demnstrates substantial knwledge f Yu used sme crrect subject specific terminlgy. the art frm studied, including cncepts, prcesses, Yu described an intentin fr yur mask. and substantial use f apprpriate language Yu described bth prblems and slutins thrughut yur prcess. i. The student demnstrates adequate knwledge f Yu used little crrect subject specific terminlgy. the art frm studied, including cncepts, prcesses, Yu described a weak intentin fr yur mask. and adequate use f apprpriate language Yu described either prblems r slutins thrughut yur prcess. i. The student demnstrates limited knwledge f the Yu used n crrect subject specific terminlgy. art frm studied, including cncepts, prcesses, and Yu did nt describe an intentin fr yur mask. limited use f apprpriate language Yu did nt describe prblems r slutins. CRITERIN Di: RESPNDING Create an artistic respnse which is effectively inspired the wrld arund them. Yu gave a thughtful and reflective cmparisn f yur mask and i. The student presents an excellent utline f weaving. cnnectins with depth and insight, and effectively Yu gave multiple detailed and hnest reasns as t why yur mask transfers learning t new settings. r weaving is a mre accurate representatin f yur identity. Bth answers have depth and insight. i. The student presents a substantial utline f Yu gave a cmparisn f yur mask and weaving. cnnectins and regularly transfers learning t new Yu gave multiple reasns as t why yur mask r weaving is a mre settings. accurate representatin f yu identity. i. The student presents an adequate utline f Yu gave a weak cmparisn f yur mask and weaving. cnnectins and ccasinally transfers learning t Yu gave ne reasn as t why yur mask r weaving is a mre new settings. accurate representatin f yu identity. Yu gave n cmparisn f yur mask and weaving. i. The student presents a limited utline f cnnectins and may transfer learning t new settings. Yu gave n reasns as t why yur mask r weaving is a mre accurate representatin f yu identity. CRITERIN Ciii: THINKING CREATIVELY Demnstrate the explratin f ideas thrugh the develpmental prcess t a pint f realizatin. Yu successfully fulfilled all the prcess jurnal tasks thrughut the unit. iii. The student demnstrates excellent explratin f ideas thrugh the develpmental prcess f Yu demnstrated riginal ideas, experimentatins, and pinins. creating their Identity weaving and mask. iii. The student demnstrates substantial explratin f ideas thrugh the develpmental prcess f creating their Identity weaving and mask. iii. The student demnstrates adequate explratin f ideas thrugh the develpmental prcess f creating their Identity weaving and mask. iii. The student demnstrates limited explratin f ideas thrugh the develpmental prcess f creating their Identity weaving and mask. The prcess jurnal explratins strngly and thughtfully cnnect t the final identity wrks. Yu fulfilled all the prcess jurnal tasks thrughut the unit. Yu demnstrated sme riginal ideas, experimentatins, and pinins. The prcess jurnal explratins cnnect t the final identity wrks. Yu fulfilled mst f the prcess jurnal tasks thrughut the unit, but a few are missing. Yu demnstrated few ideas, experimentatins, and pinins. The prcess jurnal explratins smewhat cnnect t the final identity wrks. Yu attempted t fulfill the prcess jurnal tasks thrughut the unit, but many are missing. The prcess jurnal explratins barely cnnect t the final identity wrks.