BC Education - Appendix D: K to 7 Samples

Visual Arts Sample 1: Grades 2 to 3

Topic:

Miniatures

Prescribed Learning Outcomes:

Image-Development and Design Strategies

It is expected that students will:

(Creating/Communicating)

make 2-D and 3-D images:
- using a variety of design strategies, including multiplication
- exploring a variety of media
- to communicate experiences, moods, and stories
- that engage more than one of the senses

Context

It is expected that students will:

(Perceiving/Responding)

demonstrate respect for the work of self and others

(Creating/Communicating)

create images:
- based on objects, places, events, or issues in their classroom, school, and community
- in response to images from a variety of cultural contexts

Materials, Technologies, and Processes

It is expected that students will:

(Creating/Communicating)

make images using a variety of materials, tools, equipment, and processes
demonstrate a willingness to explore a range of materials, tools, equipment, and processes

Overview

For this unit, students developed a model of a miniature community using a variety of materials. The teacher observed and responded to the way they worked and solved problems, as well as to their structures. Evaluation was based on students' contributions to the model project.

Planning for Assessment and Evaluation

The teacher read Jean Little's Revenge of the Small Small to the class. After listening to the story, students talked about how they could create their own miniature town on a classroom table, using materials similar to those in the story: a variety of papers, crayons, paper clips, toothpicks, pipe cleaners, string, glue sticks, Plasticine, and stars.
To begin the activity, each child made a house using either recycled boxes or paper. The teacher provided assistance and instruction as needed to ensure that each child was successful. From time to time, the teacher stopped the children and asked them to tell about the building strategies they were using that might be helpful to others. Their suggestions were recorded on a class chart.
The class brainstormed possibilities and revisited the book to determine other buildings and features that would be important to the community they were creating. They included churches, stores, a restaurant, parks, schools, a skating rink, a police station, and a fire hall. Students worked individually and in pairs to create these structures. The teacher encouraged them to seek help and advice from one another as they worked, and to refer to the building suggestions they had developed for their houses.
The teacher read Alice McLerran's Roxaboxen to stimulate further ideas. The class brainstormed ways to make different objects stand up. Students then made people, animals, trees, and cars from Plasticine, clay, and heavy paper, and used a variety of props to help the objects stand up. The teacher challenged students to find different ways of solving design problems as they worked (e.g., making trees stand up) and frequently posed questions such as:
- Have you had any problems to solve in your construction? How did you solve them? Did you see anyone else solve the same problem in a different way?
- What have you tried that didn't work? What was the problem?
- How many different ways did you find to make things stand up?
Students added labels, signs, stop signs, and crosswalks to the town, while the teacher asked questions to stimulate their thinking:
- What are the most important parts of your community? Why?
- Is your community finished, or is there more to add?
- How did you come to an agreement about the layout of your community?
- Can you imagine living in this town? Tell me about where you might live and some of the things you would do.
- How is this community like yours? How is it different?
Students invited an architect to visit their classroom, view the community they had created, and show some sketches and plans for a building she was designing. After the presentation, students sketched in their journals one thing they learned or found interesting.

Defining the Criteria

The teacher discussed criteria with students as they worked, and elicited their suggestions and examples. The criteria were posted on chart paper so students could refer to them as they worked.

Process

works co-operatively with others
finds creative solutions to construction problems
generates ideas for the community
asks questions that extend understanding

Constructed Model

uses ideas and styles from examples given
uses materials effectively
shows detail
applies knowledge of construction (e.g., object stands up)

Assessing and Evaluating Student Performance

Students completed self-assessment sheets after working on the miniature community. The teacher discussed each item with the class and encouraged students to offer examples to ensure that they clearly understood the criteria. After students completed the forms, the teacher wrote a note at the bottom of each one, focussing on one or two criteria that the student had demonstrated. The teacher also made one suggestion for future activities.

Miniature Community

Name: _____________________________________________ Date:__________________________________ Project:___________________________________________________________________________________
How I worked:	Need to Improve	Good	Powerful
I shared ideas for building the community I worked co-operatively I was a problem solver I tried a lot of different things
The objects that I constructed:
stand up have detail include different materials show that I looked carefully at examples in books and in our community contribute to the community we made
I am proud that I
Note From the Teacher I noticed that you
I think you could work on

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Revised: July 8, 1998

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