Appendix D: Evaluation Example

The following are Evaluation Example Topics for Grade 10:

Containers of Your Mind
Modernizing the Masters

Grade 10

Topic: Containers of Your Mind

Image-Development and Design Strategies

It is expected that students will:

• demonstrate respect for ethical and legal considerations associated with reproduction as an image-development strategy

It is expected that students will:

• create images:
  • that support or challenge personal and societal beliefs, values, traditions or practices
  • based on an understanding of historical and contemporary images and issues

It is expected that students will:

• analyse how individual visual elements, the principles of art and design, and their physical qualities are used to create meaning and effect in images
• use a combination of elements and principles to create a particular mood in personally meaningful images

Materials, Technologies, and Processes

It is expected that students will:

• select materials, technologies, and processes appropriate for a planned work or series of works
• demonstrate a willingness to try unfamiliar materials and processes and adapt familiar materials for unfamiliar uses

• Students created containers to represent personal feelings and emotions about issues in today's society. The containers visually outlined the students' personal reflections and concerns about the issues. Students used a variety of materials such as wood, clay, and cardboard as well as found, made, and old objects to create their visual images.
• Students explored current social issues found in newspapers and other media, and through discussions with family and friends. They discussed, shared ideas, and responded to the social issues using visual elements and principles of art and design (e.g., colour to reflect emotion: red = rage). Students each focussed on one issue that they felt strongly about and explored and expressed their feelings about the issue through a series of drawings.
• Students brainstormed and made a list of the many ways things are contained and packaged. They considered how they might "package" their concerns about the social issues. They shared their ideas with the teacher and peers through drafts of sketches, then obtained feedback, revised, and incorporated changes. They decided on the best way to communicate their concerns in a package.
• Students drafted a series of 3-D drawings, considering the materials and processes they would use to make their containers. They considered container formats such as flop-down, accordion, pop-up, fold-out, and diorama. They illustrated the outsides of their containers to represent surface feelings about the issues. The interiors depicted their personal feelings and concerns about the issues and their impact on them and society.
• The students constructed their containers considering the statements they wanted to make, the materials they had chosen, and the elements and principles of art and design that supported their ideas about the issues. The finished projects reflected their opinions and represented their abilities to share their feelings, concerns, and interpretations of the social issues. The students organized a display of their containers, including an artist's statement with each.
• Teachers and students worked together to set the assessment criteria.

To what extent do students:

• use the elements­line, shape, colour, texture, form, space, value, and tone­in ways that visually communicate personal messages
• use the principles of art and design­pattern/repetition/rhythm, contrast, balance, emphasis, movement, unity/harmony­to create specific effects and create an impact
• select and use elements and principles of art and design to create images that reflect responses to a social issue
• show evidence of exploring options with regard to materials, processes, and technologies
• choose materials that best reflect their messages
• illustrate the paradox inherent within an issue
• illustrate surface feelings and their deeper, more profound feelings about the issues
• create original images
• use their artwork as statements to influence attitudes and perceptions toward the issues

The teacher assessed and evaluated each student's "container of the mind" and artist's statement in relation to the criteria. Performance scales were developed to indicate levels of performance.

Use of the Elements

3­Proficiently communicates visually a personal message in a powerful way. Creates a sense of mood and a strong emotional impact.
2­Effectively communicates a personal message. Creates a sense of mood and an emotional response.
1­Developing; message is not always clear. A limited sense of mood, little emotional response.

Use of the Principles of Art and Design

3­Proficiently creates desired effects in a way that creates a powerful impact.
2­Effectively creates specific effects to create an impact.
1­Developing; does not always create the desired effect; limited effect.

Selection of Elements and Principles of Art and Design

3­Selects appropriate elements and principles that show a significant correlation to response.
2­Selects elements and principles that show an immediate correlation to response.
1­Selection of elements and principles is unclear.

Exploration of Options

3­Effectively explores many options with materials, processes, and technologies.
2­Successfully explores some options with materials, processes, and technologies.
1­Explores a few options, but not always successfully.

Relationship of Message to Materials

3­Choice of materials, tools, and technologies strongly represents message.
2­Choice of materials, tools, and technologies has an apparent relationship to the message.
1­Choice of materials, tools, and technologies has a weak relationship to the message.

Illustration of Paradox

3­Effectively illustrates the paradox inherent within an issue.
2­Somewhat successfully illustrates the paradox inherent within an issue.
1­Illustrates the paradox in a limited way.

Insight into the Issue

3­Powerful impact: personal insight into the issues.
2­Moderate impact: illustrates surface feelings and begins to explore deeper feelings about the issue.
1­Little impact: no insight into deeper feelings about the issue.

Originality of Artwork

3­Image is unique. Considers ethical, moral, and legal concerns around image reproduction.
2­Image is original. Considers ethical, moral, and legal concerns around image reproduction.
1­Image is a re-creation. Needs to consider ethical, moral, and legal concerns around image reproduction.

The Artwork as a Statement

3­Effectively uses artwork to influence attitudes and perceptions toward the issue. Stimulates active discussion and strong reactions.
2­Successfully uses artwork to influence attitudes and perceptions toward the issue. Some aspects create a reaction; interest shown by audience.
1­Not always successful in using artwork to influence attitudes and perceptions toward the issue. Artwork generates little reaction, no discussion.

Grade 10

Topic: Modernizing the Masters

Image-Development and Design Strategies

It is expected that students will:

• identify a variety of imagery sources and analyse and evaluate image-development strategies used by self, peers, and others
• develop and make images:
  • using a combination of image-development techniques

It is expected that students will:

• create images:
  • that synthesize the characteristics of other artists, movements, and periods through experimentation with a variety of styles

It is expected that students will:

• analyse how individual visual elements, the principles of art and design, and their physical qualities are used to create meaning and effect in images
• demonstrate an awareness of the qualities of particular elements and principles of art and design

Planning for Assessment and Evaluation

• The teacher generated a list of master artists in co-operation with the teacher-librarian. The teacher conducted a class discussion focussing on painting techniques, image development, composition, and subject matter in relation to art styles and movements. Using the library resources, students investigated a number of artists and each selected one to research. Students researched to gain an understanding of their chosen artists' lives and the social and historical events of their time, the artists' use of the elements and principles of art and design, and the way the artists' ideas, thoughts, and feelings are reflected in their work. Through the class research, students gained the ability to recognize and understand various art styles and movements.
• Students selected one painting by their master artists and did a compositional analysis of it. The analysis showed how the artist used specific design strategies in combination with the elements and principles of art and design. With this information, students chose one of two options for modernizing their masters' paintings. The options were:
• Modernize a master by selecting personal images to replace or add into the painting while still maintaining the composition and style (e.g., The Raft of the Medusa by GŽricault painted in a modern setting).
• Modernize a master by using personal subject matter that relates directly to the original while still maintaining the artist's style (e.g., refer to van Gogh's Bedroom at Saint Arles and do a painting of your own bedroom in that style).

The teacher reviewed colour theory and mixing of paint. The students rendered their drawings in preparation for painting. During the painting process, students strove to maintain the integrity of the artists' styles in terms of mood, colour, brushwork, texture, and degree of realism. When the painting process was completed, students prepared written statements that compared and contrasted their works in relation to their masters' works. The students' paintings, artist's statements, and copies of the masters' works were displayed.

Defining the Criteria

Modernization of the Master Image

To what extent does the student:

• use the visual elements­colour, texture, contrast, technique, line, shape, form, space­in a way that shows awareness of how the master artist used them
• choose subject matter or themes for the student's own work that are consistent with choices made by the master artist (e.g., human figure, landscape, still life)
• replicate the specific characteristics of the master artist's style in personal work
• analyse and incorporate design strategies specific to the master's work in his or her personal work (e.g., Picasso: fragmentation, distortion, simplification; Rembrandt: point of view, elaboration, juxtaposition; van Gogh: exaggeration, delineation, multiplication)
• evoke an emotional response in the work similar to that of the master's work

Artist's Statement

To what extent does the artist's statement:

• identify the events in the life of the artist or the historical or social context that affected the artist's subject matter, style, and use of the visual elements
• analyse the student's own work and the work of others, incorporating feedback and necessary revisions

Assessing and Evaluating Student Performance

The teacher used the performance scale based on the criteria to assess and evaluate the students' modernizing of the masters. Students completed artist's statements and conferenced with the teacher.

Artist's Statement

• Comment on how you have incorporated feedback and revisions in your work.
• Identify events in the life of your artist that affected his or her work.

Modernizing the Master
Comments
CRITERIA		Beginning	Developing	Maturing
Visual Elements	Teacher
	Peer
	Self
Subject Matter	Teacher
	Peer
	Self
Artist's Style	Teacher
	Peer
	Self
Design Strategies	Teacher
	Peer
	Self
Emotional Response	Teacher
	Peer
	Self

Beginning:
The student has met the criteria at a beginning level; is sometimes able to apply the skills or strategies but not consistently; frequently requires support.

Developing:
The student is able to fully meet the criteria; is competently and confidently using the skills and strategies.

Maturing:
The student is able to meet the criteria beyond what is expected; is able to use the skills and strategies in a unique and creative way.

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Province of British Columbia
Ministry of Education
Standards Department © 1995 Copyright

Maintained by: Fine Arts Coordinator - Visual Arts

Revised: February 15, 1996

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