Appendix D: Evaluation Example

In addition, the teacher assessed the students' attitudes toward creating and communicating original ideas.

Planning for Assessment and Evaluation

The students used computer technology as a tool to analyse and create images. They re-created CD covers of their choice and created original CD covers for a piece of music. The teacher outlined the design problem for the second activity: to create a compact disc cover by visualizing a specific piece of music, making sure that the image reflects the sound qualities, style, subject, and message of the music.

• Students each brought to class a CD cover they found interesting for its image and design qualities. Students analysed the covers by making reference to the elements and principles of art and design and answered key questions such as:
  • How is colour effectively used to create mood?
  • How are the elements of music incorporated into the visual image (e.g., rhythm through line, timbre through shape, harmony through texture)?
  • In what ways does the image reflect the style, subject, and message of the music?
  • Can you identify any part of the CD cover image that has been created by a computer?
• Students used the computer as the tool to reproduce (e.g. scan) their CD covers. They then further developed the covers using other materials (e.g., pencil crayon, ink, collage), basing their changes on the results of the computer-generated images. The students compared their results with the original CD images. They identified how computer technology had been used and considered how they might apply this knowledge in their re-creations. Students analysed and described the processes they used to re-create the CD covers.
• The students then created original CD covers by selecting a piece of music to illustrate. They analysed the music, applying the elements and principles of art and design. They recorded their personal responses and interpretations of the music in the form of images, words, symbols, and colours.
• In a series of sketches, students explored ways they might express their responses to the music by using specific image-development strategies (e.g., repetition, juxtaposition, elaboration). From the sketches, they selected elements that best represented their interpretations and responses to the music. Students obtained and incorporated feedback from their peers and teacher. They decided which components could be computer generated and which might require other processes.
• The final CD cover images used computer technology and other materials and processes to create personal visual messages in response to the music.

Re-created CD Cover

To what extent does the student:

• identify specific characteristics that represent a particular culture or style in CD images
• describe and interpret the image on a CD cover in relation to the elements and principles of art and design
• consider time, place, and context in the interpretation of the image
• use the vocabulary of the principles of art and design to interpret the image
• re-create the chosen CD cover by using computer technology effectively to reproduce the image
• choose a variety of other appropriate processes to complete the image

To what extent does the student:

• use imagination, observations, feelings, and other senses to transform ideas and experiences derived from the music into a visual image
• use magnification, elaboration, distortion, rotation, and point of view in the image to emphasize the mood, style, and subject of the music
• use the visual elements of art and design­shape, colour, value, balance, harmony, emphasis, contrast, pattern­in the image to illustrate the sound, theme, and message of the music
• incorporate computer-technology tools in creating the image
• select other processes to enhance the presentation of the image
• match the image to specific characteristics that reflect a particular style or culture

The teacher assessed and evaluated the CD covers using the established criteria to develop performance scales. The assessment and evaluation was on the students' re-creations, their written analyses, and their original CD covers.

Grade 9

Topic: Developing a Self-Portrait Through a Personal Sketchbook or Journal

Image-Development and Design Strategies

It is expected that students will:

• develop and make images:
  • using a combination of image-development techniques
  • using a variety of styles and movements
  • (or a series of images) that represent a subject or theme

It is expected that students will:

• create images that:
  • support or challenge personal and societal beliefs, values, traditions, or practices
  • reflect a sense of personal and social responsibility

It is expected that students will:

• create images that:
  • deliberately employ physical and expressive qualities of the visual elements and principles of art and design to create an effect or mood
• evaluate personal use of the elements and principles of art and design

• Students used the sketchbook or journal as a vehicle for self-reflection and personal discovery. Through a series of teacher- and self-directed activities, the students explored their pasts, presents, and futures through entries in sketchbooks or journals. To begin the process, students addressed a number of questions visually, focussing on two major ones: "Who am I?" and "Where do I come from?" They researched their birth stories, ancestral roots, and/or families' journeys to Canada and developed personal webs.
• At the same time, students were exposed to the works of well-known portrait artists and kept notes on these artists and their works. They also made periodic sketches of themselves, as observed in mirrors or other reflective surfaces, in their sketchbooks or journals.
• The students then used these explorations as a basis for two finished self-portraits, one addressing the question "Who am I?" and the other addressing the question "Where do I come from?" These portraits were presented to the class for discussion.
• Finally, students were asked to reflect on a future goal or milestone. A reproduction of Paul Gauguin's painting Where Do We Come From? What Are We? Where Are We Going? was shown to the class, and the idea of metaphorical or allegorical portraits discussed. Each student developed a series of sketchbook or journal images and used them as the basis for creating a metaphorical self-portrait answering the question "Where am I going?"
• In the preceding activities, students focussed on using the visual elements and principles of design as well as image-development and design strategies in personally meaningful ways.

Sketchbook or Journal Entries

At the outset of the project, criteria were developed for sketchbook and journal entries leading to self-portraits. The following criteria were defined:

To what extent does the sketchbook or journal:

• incorporate information about the student's birth story, ancestral roots, and the journey of the family
• illustrate distinct personal characteristics in the images
• illustrate and support the student's personal views and beliefs or challenge and question them
• demonstrate brainstorming, webbing, preliminary sketching, research, and analysis as ways to discover feelings and emotions and to explore new thoughts, ideas, and feelings
• indicate self-reflection and self-analysis
• show a spirit of questioning and inquiry
• show the incorporation of feedback from others and the student's own research

Criteria for self-portraits were developed at the outset of the project. The following criteria were defined:

To what extent do the images:

• contain pattern/repetition/rhythm, contrast, balance, emphasis, movement, and unity/harmony to accomplish the effect and communicate the message
• illustrate emotions through the use of line, shape, colour, texture, form, space, value, and tone
• use different styles in their collection
• use the elements and principles of art and design in unique ways to create the desired effects
• reflect the research and analysis recorded in the sketchbook or journal

Journal and Self-Portraits

The teacher used a rating scale to assess the students' journals.

5­Outstanding
Journal showed complete, descriptive information about student's family, ancestral roots, and family journey. Student explored personal relationship to these and incorporated personal characteristics in a unique and insightful way.

Student approached the assignments as an opportunity for self-discovery, acknowledging its ongoing nature. Not afraid to express "Who I am," "Where do I come from" and "Where do I want to go?" Confidently explored inner self. Experimented with all the senses to create images reflecting personal emotions. Sought feedback willingly and incorporated feedback from teacher and peers. Willingly self-evaluated and engaged in self-analysis. Showed a spirit of inquiry and questioning in order to clarify personal beliefs, values, and traditions.

Experimented with a number of processes to refine and enhance skills. Explored all art-making strategies presented in order to gain proficiency. Used the principles of art and design in effective ways to communicate a powerful message. Illustrated emotions, creating an impact for viewers. Included elements and principles of art in an effective way to enhance and communicate the message.

4­Good
Journal cover showed complete information about student's family, ancestral roots, and family journey.

Student explored personal relationship to these and incorporated personal characteristics in a meaningful way.

Student approached the self-portraits as an opportunity for self-discovery, acknowledging its ongoing nature. Reflected on "Who I am," "Where do I come from?" and "Where do I want to go?" Confidently explored inner self. Experimented with most of the senses to create images reflecting personal emotions. Incorporated feedback from teacher and peers. Willingly self-evaluated and engaged in self-analysis. Used the opportunity to clarify personal beliefs, values, and traditions.

Experimented with a number of processes to refine and enhance skills. Explored all art-making strategies presented in order to gain competency. Used design strategies confidently, creating the desired effects. Used the elements of art to clearly illustrate emotions. Included elements and principles to communicate the message.

3­Satisfactory
Journal entries were mostly information about student's family, ancestral roots, and family journey. Student incorporated personal characteristics in a meaningful way.

Student saw the self-portraits as an opportunity for self-discovery. Addressed the issues of "Who I am," "Where do I come from?" and "Where do I want to go?" Experimented with some of the senses to create images. Incorporated feedback from teacher and peers. Completed self-evaluation and self-analysis. Stated personal beliefs, values, and traditions.

Experimented with a number of image-making processes. Explored all art-making strategies presented. Included elements and principles to communicate the message. Used design-making strategies to create a desired effect, but not always successfully. The elements of art did not always communicate the emotion or create an emotional response. Usually communicated the desired message.

2­Developing
Journal entries were about student's family, ancestral roots, and family journey. Student incorporated some personal characteristics in a meaningful way.

While working on the self-portraits, student required some support to seize the opportunity for self-discovery. Addressed the issues of "Who I am," "Where do I come from?" and "Where do I want to go?" at a surface level. Experimented with some of the senses to create images. Was reluctant to incorporate feedback from teacher and peers. Was not always willing to state personal beliefs, values, and traditions.

Used a few processes in the images. Used some of the art-making strategies presented. The emotions were not always illustrated clearly, and the images had little emotional impact. Used a few of the elements and principles to communicate the message, but not always effectively.

1­In Progress
Student is progressing but needs more time and support to meet the outcomes. A plan of support is necessary.

Student is not participating, and intervention strategies are necessary to avoid failure.

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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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