Appendix D: Evaluation Example

The following are Evaluation Example Topics for Grade 8:

The Meeting of the Myths
Vessels­Form and Function with "Scapes"

Grade 8

Topic: The Meeting of the Myths

Image-Development and Design Strategies

It is expected that students will:

• develop and make images:
  • that solve complex design problems, considering form and function (2-D and 3-D)
• demonstrate an awareness of ethical considerations associated with reproduction as an image-development strategy

It is expected that students will:

• demonstrate an awareness of the meanings and purposes of images within a variety of contexts
• create images:
  • that support or challenge personal and societal beliefs, values, traditions, or practices
  • that incorporate stylistic elements from various artists, movements, and periods
  • in response to historical and contemporary images or issues In addition, the teacher assessed the students' attitudes toward creating and communicating original ideas.

The students each developed and created an original myth and represented it in original images that supported or challenged the traditional components or characteristics of a myth. They extrapolated cultural and historical information and incorporated it in their images in ways that supported or challenged the traditional beliefs or practices. Students demonstrated their understanding of how to solve complex design problems and gained awareness of and understanding about the impacts of historical and social contexts on the visual images created.

• The teacher and students brainstormed, webbed ideas, and discussed traditional myths and their role and importance in art. The teacher explained the requirements and expectations for the assignment. Students researched myths from various cultures and recorded their findings on an information sheet. They identified the basic components of a myth; the heroes, heroines, and super powers; and the purposes for which the myths were created. Students applied their understanding of specific components in the creation of their own myths and represented them in the creation of original artwork.
• The students created a series of thumbnail sketches depicting the sequence of events in their myths. Students and peers critiqued these initial drawings and provided constructive feedback. Students incorporated this information, gained insight into further possibilities, and created final illustrations of their myths.

The teacher and students worked collaboratively to set the criteria.

Myth (Content)

To what extent does the myth:

• reflect important characteristics from a cultural and historical context
• follow a believable storyline illustrating the sequence of events
• have characters that are unique, interesting, and contrast with each other
• support or challenge the traditions of myths
• include the element of conflict

To what extent does the series of images:

• illustrate "mythical power" by using image-development strategies (e.g., magnification, distortion, elaboration)
• use:
  • depth to create a picture plane or perspective
  • colour to create mood or effect
  • point of view to create a sense of power
  • the elements and design strategies of art to create an emotional response
• represent an original work of art
• use the elements and principles of art and design in a creative, thoughtful way

The assessment of each student's work was based on the preceding criteria. The teacher assessed the content of the myth and the series of images depicting it. The work was assessed by the student, peers, and the teacher using the following scale:

5­Outstanding
All the criteria are fully met. The student has gone beyond the expectations and has created a unique, thoughtful myth. The characters are original and are represented in creative ways. Contrast between characters is fully developed. All elements of a myth are included and incorporate the cultural and historical contexts. The storyline is fully developed. Conflict is included in ways that create a sense of power and suspense.

The series of unique, original images captures the aspects of myth in a powerful way. The use of depth shows a variety of points of view and enhances and illuminates the sense of power. The use of design strategies creates an emotional impact. Colour is used in a way that is harmonious, incorporating a colour scheme sequenced to storyline. The student has used materials and strategies in a unique and creative way, showing thoughtful execution of the design strategies and elements.

4­Good
All the criteria are met. The student has created a thoughtful myth. The characters are original and represented in creative ways. There is evidence of some contrast between characters. The elements of a myth are included, illustrating cultural and historical contexts. The storyline has a fully developed beginning, middle, and end. Conflict is included and creates some sense of power and suspense.

The series of original images illustrates the aspects of myth. The use of depth shows a variety of points of view and communicates a sense of power. The use of design strategies creates an emotional impact. Colour is used in a way that is harmonious. There is evidence of seeking out new ways of using materials and strategies.

3­Satisfactory
All the criteria are met. The student has created a myth that contains all the elements. The characters depicted are suited to the myth. There is evidence of some contrast between characters, but it is not yet fully developed. The historical and social contexts are not always apparent. The storyline includes a beginning, middle, and end. Some conflict and suspense is included.

The series of images illustrates the aspects of myth. The use of depth shows limited points of view and does not consistently communicate a sense of power. The use of design strategies creates an emotional response. Colour is used effectively in some images or frames. There is competent use of materials and strategies.

2­Developing
The work meets most of the important criteria. The student has created a myth that contains most of the elements. The characters depicted are suited to the myth but not always fully developed. Contrast between characters is apparent but not consistent. The historical and social contexts are sometimes misinterpreted. The storyline includes a beginning, middle, and end. There is little conflict and suspense included.

The series of images illustrates most of the aspects of myth. The use of depth shows generally one point of view and does not consistently communicate a sense of power. The use of design strategies is limited and does not create an emotional response. The use of colour shows the beginnings of being effective. There is limited use of materials and strategies.

1­In Progress
The student is showing progress and is beginning to develop the skills. Needs more time, instruction, and ongoing support in order to meet the criteria. The student's performance will be assessed and evaluated according to the timelines outlined in the IP plan.

0­Cannot Evaluate
The student is not attending class, has been removed from class, or refuses to participate in the assignment.

Grade 8

Topic: Vessels­Form and Function with "Scapes"

Image-Development and Design Strategies

It is expected that students will:

• develop and make images:
  • that solve complex design problems, considering form and function (2-D and 3-D)

Context

It is expected that students will:

• identify characteristics of representation in images from a variety of world cultures
• create images:
  • that incorporate stylistic elements from various artists, movements, and periods

It is expected that students will:

• select materials, technologies, and processes appropriate for a planned work
• evaluate the effectiveness of the use of particular materials and processes

The connection between form and function is highlighted in this sample. Students applied their understanding to the construction of clay vessels. They also designed "scapes" (land, sea, dream, imaginary) for the surface of the vessels to reflect their intended use.

• The teacher introduced the students to a variety of vessels from world cultures (e.g., Greek, Egyptian, Asian, Peruvian, First Nations). Students generated a list of the similarities and differences in the forms of these vessels and speculated as to their functions. Students gained the understanding through analysis that vessels are created as containers and that surface decoration can reflect culture.
• The students brainstormed to create a list of both concrete and abstract items that could be stored in a vessel (e.g., water, dreams, aspirations, hopes, the future, pogs). They chose an item to put in their containers that dictated the form and function of the vessels. Students made sketches to experiment with the shape of their vessels and how the intended surface design would be arranged.
• Students used a variety of hand-building techniques, incorporated the inherent attributes of a well-crafted vessel (e.g., wall thickness, "scapes," balance), and realized their vessels in clay. They revisited their initial "scape" drawings for the surface design and reworked their plans. They made wrap-around cartoons (drawings) and applied them by using both additive and subtractive techniques. Students had the option of including a border to frame the "scape" designs or other design elements.
• The teacher, after firing the students' vessels, provided a variety of materials and opportunities for surface enhancement. Students painted directly on the surface, using low-fire glazes, and/or used appropriate stain materials. The students displayed their vessels along with an artist's statement that reflected the form, function, design, and decoration of the vessels.

Process

To what extent do students:

• analyse the presented vessels, noting similarities and differences in form and function of containers found in world cultures
• plan the overall building, designing, and decorating of their vessels, using thumbnail sketches that reflect the form and function
• plan a detailed surface design for their containers using specific design strategies (e.g., wrap-around cartoon, border, surface decoration)
• examine their work and make necessary changes during the building process to create well-crafted, functional vessels
• reflect on their work, noting the qualities of function and design in it, and consider areas for revision

To what extent does the student create a clay vessel:

• that is functional and reflects its function in its form
• that reflects stylistic elements from the student's chosen artist, movement, or period
• that contains: a top, neck, shoulder, base, and foot
• that has consistent walls of an appropriate thickness for the size of the vessel
• using additive carving techniques to realize the transferred cartoon "scape" on the surface of the vessel
• using subtractive carving techniques to realize the transferred cartoon "scape" on the surface of the vessel
• that communicates its intended use through its surface decoration and illustration

The teacher applied the preceding criteria to assess and evaluate student performance. The teacher assessed the process using the artist's statement and student's self-evaluation and by conferencing with the student. The teacher recorded conference notes and collected the self-evaluations. The clay vessel was evaluated using the rating scale (below).

Self-Evaluation (Process)

• In analysing vessels found in world cultures, what similarities and differences in form and function did you find?
• Describe how you planned the overall building, designing, and decorating of the vessel. In what ways did the thumbnail sketches contribute to the process?
• Describe the strategies you chose in planning a detailed surface design. What made these good choices?
• Document the changes you made during the process of building the vessel. Explain how you knew to make those changes.
• From your perspective, what would you describe as the strong qualities of your design and the areas you would change the next time?

Key:

5­Successfully meets the criteria in a competent, highly effective manner.
4­Successfully meets the criteria in a confident, capable manner.
3­Successfully meets the criteria in a satisfactory way.
2­Meets the criteria in a limited way.
1­Student is progressing but requires more time and instruction.

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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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