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Brief Assessment Plan for a Unit of Study

Topic: Arts (Visual Arts and Music) Student Teacher:


Amanda and Lucas

Big Ideas: 1) Creative growth requires patience, readiness to take risks, and willingness to try new
approaches
2) Dance, drama, music, and visual arts are each unique languages for creating and
communicating

Core Competency: 1) Personal Awareness and Responsibility: self-regulation: I can persevere with
challenging tasks
2) Creative Thinking: developing ideas: I make my ideas work or I change what I
am doing. I build the skills I need to make my ideas work, even if it takes a few tries.

Curricular Competency: 1) Adapt learned skills, understandings, and processes for use in new
contexts and for different purposes and audiences
2) Interpret and communicate ideas using symbols and elements to express
meaning through the arts.

Content: 1) manipulation of elements, principles, and design strategies to create mood and convey
ideas in the arts, including:
Music: dynamics, pitch
Visual arts:
o Elements of design: line, texture, colour, shape, space, value
o Principles of design: pattern, repetition, balance, contrast, and proportion
2) processes, materials, movements, technologies, tools, strategies, and techniques to
support creative works
3) notation in music to represent sounds, ideas, movement, elements, and actions

Learning Activities/Assignments:

Band: For learning activities, the main activity was warm-ups, with a focus on dynamics and
articulation. For the assignment, we would apply the dynamics to a certain song (as notated) to
recognize when to go soft or loud. Most instrument parts have dynamics notated on the sheet music,
such as p (piano meaning soft) or f (forte meaning loud). Students had opportunities to demonstrate
their learning anytime a dynamic came up.

Visual Art: For learning activities, we focused on sketching, working in impressionism art style, and
Kahoots. The assignment of the week was for the students to complete a larger master work of either
their backyard or favorite spot of the Nanaimo river in impressionism style.

***Please see assessment tools provided with this plan.


Diagnostic Assessment Details
In what ways will I find out what students prior skills, understandings and misconceptions are
about the topic?
Band: To see where the students are at musically, its important to hear the scales individually and as a band to see
where they are on their instrument. The students also completed two surveys related to their views on practice which,
while unrelated to the learning activities, are still a form of diagnostic assessment that I am able to relate to their
individual stages of development in music.

Visual Arts: To see where the students are artistic wise, I had prepared a Kahoot on Vincent Van Gogh to introduce the
art style we worked in that week, as well as had them draw an initial sketch for their master work.

Formative Assessment Details


In what ways will I use formative assessment to support learning throughout the instructional
sequence? How can I use the Performance Standards and the 6 Big AFL strategies to help me do
this?

Band: During classes, we would start with scales and warm-ups. As well while practicing songs, I would stand back
and listen to the group, whilst isolating individuals and instrument sections of the band. I would get certain students to
play certain song sections for me, and I would give them feedback on what they could work on with regards to
performing that particular section.

Visual Art: During classes, circulating is really important in an art class because the students could for one be off task
and two be doing their work in a different style than what it should be. Also another Kahoot in the middle of the week
on Jackson Pollock to give the students some perspective on different styles of impressionism.

Summative Assessment Details


How will I evaluate whether or not students have achieved the learning intentions/outcomes?
consider a balance of representations of learning write/say/do

Band: It is important to give them whats called a playing test. This would include playing half notes, quarter notes, and
eighth notes to get a sense of the students range of difficulty. It is also important because it is a way of providing
opportunities for students to achieve the extending/mastery level in the band class.

Visual Art: At the end of the week, I gave the students a final Kahoot, this time I included prizes as an incentive on Paul
Cezanne, another impressionist. Once the students finished their master work, I handed out a self-assessment for
them to grade themselves on their work, as well as give me an idea on how they think they did.

Reporting Details
How will I communicate the evaluation to students/sponsor teachers/parents?

Band: In the future, a marking rubric would be developed with individual comments provided for each student. These
would then be given to sponsor teacher and the students. Hopefully the students would then pass it along to their
parents.

Visual Art: A marking rubric was developed for their master work. Individual comments were made for each individual
student on their work. Sponsor teacher received a copy and students were given a copy. Hopefully their copy made it
home to their parents.
Art 8, Impressionism Assessment
Name:______________________________
Mastery
Total understood the impressionism style with an original artwork.
Lines were completely clear and clean.
Had an excellent sense of perspective and the concept of the style.
Had an excellent use of the material provided.
Totally completed the master work.

Capable
Understood the impressionism style with an original artwork.
Lines were clear and clean.
Had a good sense of perspective and the concept of the style.
Made good use of the material provided.
Completed the master work.

Developing
Somewhat understood the impressionism style with original artwork.
Lines were not quite clear and clean.
Had a sense of perspective and the concept of the style.
Made use of the material provided.
Almost completed the master work.

Requires Assistance
Did not understand the impressionism style with no original artwork.
Lines were not clear and clean.
Did not have a sense of perspective and concept of the style.
Did not make use of the materials provided.
Did not complete master work.

Ms. Stephens Comments:


Art 8- Impressionism Self Assessment

Name:______________________________________________

Mastery
- I totally understand the impressionism style.
- My lines are very clear and clean.
- I have a really good sense of perspective and the concept of the
impressionism style.
- I made excellent use of the material provided.
- I had completed my master work.

Capable
- I understand the impressionism style.
- My lines are clear and clean.
- I have a good sense of perspective and the concept of impressionism
style.
- I made good use of the material provided.
- I completed my master work.

Developing
- I some what understand the impressionism style.
- My lines are not quite clear and clean.
- I had a sense of perspective and the concept of impressionism style.
- I almost completed my master work.

Requires Assistances
- I did not understand the impressionism style.
- My lines were not clear and clean.
- I did not have a sense of perspective and the concept of impressionism style.
- I did not complete my master work.

Tell me one thing you liked about this art style, or one thing you liked about
this week:

______________________________________________________