Assessment in Art - Week 12-13

***WEEK 12 - 13:*** **"ASSESSMENT IN ART"** This module discussed the assessment in art education, focusing on the critical competencies necessary for pre-service elementary teachers. It explores the essential content knowledge and pedagogical skills expected of future art educators, highlighting...

***WEEK 12 - 13:*** **"ASSESSMENT IN ART"** This module discussed the assessment in art education, focusing on the critical competencies necessary for pre-service elementary teachers. It explores the essential content knowledge and pedagogical skills expected of future art educators, highlighting the diverse aspects of artistic instruction and creative facilitation. The module also examines the personal qualities that enhance effective teaching, such as creativity, empathy, and communication. In addition, recommendations for the development and enhancement of these competencies are provided, aiming to equip pre-service teachers with the tools needed to foster a dynamic and inclusive art learning environment. ***I. Objectives***  At the end of the end of this lesson, students should be able to: a. Explain the importance of Assessment in Arts Education. b. How to evaluate and assess art education. c. Determine some specific art assessment in assessing arts education at the elementary level. ***II. Lecture*** **Why do you think Assessment in Art Education is important?** - Engage all student's senses for learning and expression. - Helps children express their imaginative. - Contribute to the cognitive development and their critical thinking skills. - Exposes students to world cultures. - It has the ability to integrate all major subjects: Math, Science, Social Studies, and History. There are many different ways to evaluate art lessons. Mostly, art teachers use performance-based assessments. Performance - based assessments require students to perform or demonstrate a task. There are five main art objectives **1.** Production **4.** Aesthetics **2.** Perception **5.** Art History **3.** Criticism ***MAIN ART OBJECTIVES*** 1. **Art Production** is the process of making or producing art. 2. **Art Perception** is how students see and digest what they are doing, looking at, or learning. 3. **Art Criticism** is the student's ability to point out evidence and make connections to the artwork that supports their perception. 4. **Art Aesthetics** in the students questioning \"Why\". 5. **Art History** is the study of past art masters, ancient civilizations, valuable objects from various cultures, and artifacts. **ASSESSMENT MODELS** 1. **WORK PROCESS** - Covers the essential aspects of artistic development when creating works of art. Some capabilities, such as developing an idea, modifying the design, adding, and improving are not otherwise apparent except during the work process. **We work to be able to state the pupil:** **Example/s:** - Innovative, with lots of ideas. - Is proactive and independent. - Demonstrates curiosity and an interest in the work. - Makes an effort - Perseveres in his or her works of arts. - Is alert and absorbed during work. - Is good at working with others. - Responds to visual stimuli and ideas. - Can deal with difficulties. - Able to follow instructions as required. 2. **MATERIAL HANDLING** - It is essential to recognize if children have developed good organizational skills and can properly use various materials. **We are working towards being able to say that the pupil:** - Capable of mixing paint with the right consistency. - Can use multiple drawing aids. - Can use scissors - Understand the nature of media such as Plasticine, clay - Can set up a working space for the media 3. **MEDIA USAGE** - In addition to material control, it is essential to know if the kids start to understand the media they are using. **The child:** - Demonstrates good judgment in color selection. - Demonstrates the ability to mix colors. - Can use brushes appropriately for the medium. - Capable of using modeling/3D media. - Can select appropriate media where choice is provided. 4. **CRITICAL SKILLS** - This category addresses **["Discriminatory Skills]**". By looking and analyzing, children produce artwork and develop the ability to distinguish between different colors, lines, and shapes. They can participate even at an early age by looking at other artists\' designs and artwork and their work. They can also examine the natural environment by comparing patterns and designs as those on leaves or seashells **The child:** - Responds actively while observing the artwork. - Can talk about ideas and experiences. - Can point out similarities and differences in what is seen. - Pay great attention to the environment notices display, objects brought in. - Can use art terminologies e.g color, line, shape, dark, light. - Can judge their own achievement or performance. 5. **STAGES OF PERSONAL DEVELOPMENT** - This pertains to the assessment of the child\'s age range. These stages are indicative of what children can do when left with their devices or materials. To judge correctly, we need to refer to stages of developing imagery but keep in mind that the aim is not to hurry children through these stages. The aim is to identify how far children have developed as a result of involving in the artwork. Also, personal and social attitudes to art, such as the degree to which children value their own and other children\'s work, must be considered. - The work is appropriate for the age of the child. - The child can draw things from a different viewpoint. - Learnings link to other areas. - Confident in making artwork. - Can tackle subjects involving the emotions. - Adjusts to changes of ideas sees values on their work. - Values the work of others supports others. - Open to receive criticism can cope with praise. - Listens considerately. - Can say what he or she likes in an artwork. **TYPES OF ASSESSMENT** **The types of assessment are characterized as:** 1. Entry 2. Monitoring of Progress 3. Summative Evaluation 1. **ENTRY LEVEL** - This type of assessment identifies what students already know and helps teachers determine the most efficient starting point for learning. Some entry - level assessments should measure mastery of foundational standards; others should measure the degree to which students have mastered some portion of what is to be learned next. 2. **MONITORING OF PROGRESS** - Monitoring of their progress helps steer instruction in the right direction and should occur regularly. In standards-based classrooms, such monitoring becomes a crucial component of instruction for every student. It signals when alternative routes need to be taken or when students need to review material before moving forward. 3. **SUMMATIVE EVALUATION** - Summative evaluation is used to determine whether students have achieved the goals defined in a standard or group of standards. Typically, this type of assessment comes at the end of an instructional unit or school year. The most important aspect of summative evaluation is that it measures the students' long-term growth and mastery of grade-level standards. **ASSESSMENT STRATEGY** To determine if students are learning, assessment strategies are used together information on curriculum outcomes systemically. 1. **OBSERVATION** - In an art class provides a way of gathering information quickly while a lesson is in progress. It offers information about the level of participation in a given task or applying a given process. 2. **PERFORMANCE** - Written assignments can be used to assess knowledge, understanding, and application of concepts. They are less successful in assessing skills, processes, and attitudes.  3. **JOURNAL** - Art journals provide opportunities for students to sketch, plan, express thoughts and ideas, and reflect on their transfer able skills. Recording perceptions, feelings of success, and responses to new concepts may help students identify their most effective learning styles and skills. 4. **INTERVIEW** - By interviewing a student, teachers can confirm that learning has taken place beyond simple and factual recall. Discussion allows a student to use the information and clarify understanding.  5. **PAPER AND PENCIL** - These techniques can be formative or summative. Several visual arts curriculum outcomes call ford is playing ideas, plans, conclusions, and the research results, and can be in written form for display or teacher assessment. 6. **PRESENTATION** - Activities that are best displayed and assessed through presentations such as Exhibitions of Student Work. The best exhibitions showcase work that has required students to think critically, problem solve, and revise through multiple drafts.  7. **PORTFOLIO** - This practice of assessment permits the student to be central in the process. Students can decide about the portfolio and its contents.  8. **RUBRIC** - A rubric clearly articulates specific criteria that help support and guide students in their learning. Using a student-friendly rubric early in the learning experience will help identify the processes and content required in their artwork.  9. **REPORTING** - Reporting on student learning should emphasize the extent to which students have achieved the desired outcomes. Report of the summary of information is communicated to the audience who needs it.  There are also some techniques we can use to motivate and assess students in the art classroom; **Examples of Art Assessment in Elementary Grades** 1. **VERBS THE WORD** - Using good questioning techniques is important when thinking about arts assessment. When asking an assessment question, here are 4 verbs or starter phrases you can't live without to ask a good question that gets beyond basic fact recall. **1.Explain:** Explain to me how Monet's brush strokes differ from those of Seurat" **2.Describe:** Describe the process an artist might use to create a coil pot" **3.Why:** Why did you choose to use warm colors in the sky? **4. What if.:** What if I chose to use zigzag lines instead of straight lines in this work? How would it change the meaning of the piece? 2. **WAGON WHEELS** - A Wagon Wheel is a formative assessment you can use to help students become more comfortable talking about their artwork, using art vocabulary and build confidence in the art room. Formative assessments should be quick and simple and give you an idea of what your students know in order to inform your instruction. 3. **LABELING** - Have students label where they used warm, cool and neutral colors using a sticky note directly on their artwork. Arrows or multiple stickies may help with this. - Have students write 3 facts about an artist on a sticky note on the back of the artwork.  4. **TEACHER FEEDBACK** - Teacher feedback is an important type of assessment - even more important then grading! How have you set up and organized your grading in order to have success with the time consuming task of giving students personalized comments? Even though it can take you more time to give comments on the back of artwork, research has proven that students are more likely to take a personalized comment to heart and improve than a simple grade or letter. 5. **STUDENT SELF -- REFLECTION** - "2 Stars and a Wish" - The "2 Stars" are things students are proud of about their artwork. The wish is something he/she "Wish" could improve upon or a goal for next time.  6. **MAKE A CHECKLIST** - This checklist can help students reflect on their own art work or help parents facilitate art conversations with students. Checklists can help students organize their portfolios or even help you grade artwork instead of a rubric. 7. **SHORT ANSWER** - If you don't have time for a large performance - based assessment, Short Answer is a great alternative. It allows you to get inside the head of the student and understand their thinking and knowledge of the concepts. It also allows students to use interdisciplinary connections to literacy in order to express themselves through writing and art. 8. **PORTFOLIO AS ADVOCACY** - Checklists to show the contents of the portfolio to help parents better understand what was achieved in the art room. - Parent questionnaire to be sent back with the student.  **REFERENCES:** - - [https://www.fireflyeducation.com.au/support/articles/create-a-class-of-confident-presenters] - [https://flyslides.com/blog/key-benefits-of-using-powerpoint-in-teaching-education/] - [https://www.shutterstock.com/video/clip-19003858-teacher-front-class-giving-recycling-lesson] - [https://www.facebook.com/story.php/?story\_fbid=869911734930876&id=100057361723316&\_rdr]