SLO-1_ART

2013 - 2014

[Hawaii DOE student learning objectives]

STUDENT LEARNING OBJECTIVE

TEACHER TEMPLATE

Teacher Name:

Julia Sanderl

School:

Kapaa Middle School

Complex:

Kauai

Grade:

6-8

Content Area:

Visual Art

Course Name:

Introduction to Arts & Crafts

Period:

Student Population:

Total number of students-34

Male-7

Female-27

SPED Inclusion-7

SPED Pullout- 1

ELL- 3

GT- 8

6th grade- 3

7th grade- 15

8th grade- 17

SLO Components

For a complete description of SLO components and guiding questions, use the “Student Learning Objective Planning Document” attachment.

Learning Goal

LEARNING GOAL:

Students will apply an understanding of the Elements and Principles of Design when interpreting, evaluating, and/or creating Art.

BIG IDEA:

Understanding the fundamental principles of Art enables people to understand, experience and create the art that surrounds us in our world.

STANDARDS/BENCHMARKS:

FA.6-8.1.2 Apply selected elements and principles of art and design to communicate a particular message or opinion in an original work of art.

FA.6-8.1.3 Use art vocabulary when evaluating intent and content of works of art.

FA.6-8.1.5 Describe how different elements and principles of art and design and styles can be used to express a variety of moods, feelings, themes, and ideas.

CCSS.ELA-Literacy.RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.

RATIONALE:

The language and organization of Visual Arts is fundamental as students learn to make, interpret and understand works of Art. Both Hawaii’s Performing Arts Standards and Common Core Literacy Standards emphasize the importance of domain specific vocabulary and skills tied to the Elements and Principles of Design. Developing an understanding of the Elements and Principles prepares middle school students for more in-depth challenges that will build upon this foundation in high school and beyond.

This area of need was determined through preliminary informal assessment that indicated a need for vocabulary and skill development of the basic Elements and Principles of design.

This goal also supports Data Team and school-wide literacy goals. The assessment of student progress toward this learning goal is aligned with the following claims by Smarter Balanced Assessment Consortium for ELA and Literacy:

#2 Writing- Students can produce effective and well-grounded writing for a range of purposes and audiences

#3 Speaking and Listening- Students can employ effective speaking and listening skills for a range of purposes and audiences

#4 Research- Students can engage in research/inquiry to investigate topics, and to analyze, integrate, and present information.

Interval of instruction necessary to address goal: ___ yearlong x semester

Assessments, Scoring and Criteria

Planned assessments and criteria used to determine levels of performance:

Formative Assessments (and frequency)

Advanced Students- quick memory test on how many elements and principles 2nd-year students can recall from last year. (1 class)
Metaphor discussion and group brainstorm (2 classes)
Asking questions during instruction, for example “How have you incorporated repetition of line in your coil sculpture? What analogous color schemes will you use to create contrast of color in your painting? How do both artists, Heather Brown and Spencer Reynolds, use scale and proportion to create a sense of depth in their landscape paintings?” (Daily)
Elements & Principles Chart Completion in Sketchbook (Quarterly SB check)
“What am I?” Game for elements and principles (1 class)
Feldman Model of Art Criticism- Sketchbook organizer and group discussion (2 or 3 classes)

Summative Assessments

Demonstration & Performance (Creating a Complex Product)- Group Art Analysis Chart with Feldman model of Art criticism.

*See attached Rubric

Expected Targets

Starting point for student performance groups: Analysis of 3 Baseline Data Assessments Indicates that students are starting at the following levels-

12% Exceeds

38% Meets

38% Approaching

12% Beginning

Expected target for each student performance group:

All students (except 1) will demonstrate a level 2 or better on the Final Assessment Art Analysis Chart to demonstrate understanding of the Elements and Principles of Design when interpreting and evaluating Art.

Exceeds 100% of Exceeding students will achieve a level 4 on the final assessment.

Meets 100% of Meeting students will achieve a level 3 or higher on the final assessment rubric

Approaching 100% of Approaching students will achieve a 3 or higher on the final assessment rubric

Beginning 3 of 4 Beginning students will achieve a 2 or higher on the final assessment rubric and 1 student will achieve a 1 or better.

Rationale for expected targets: Baseline Data includes an Explanatory Paragraph of an Integrated Drawing assignment, a written self-evaluation, and Sketchbook notes and reflective writing. All three assessments required students to evaluate, interpret and explain works of Art using domain-specific vocabulary.

4 students earned a level 4 (the highest rubric score) on all three writing assignments, placing them in the exceeding group.
13 Students earned a combination of 3s and 4s on the writing assignments, placing them in the Meets group.
13 Students earned a 2 on one or more of the writing assignments, placing them in the Approaching Group
4 Students earned 2s and lower on the writing assignments, placing them in the Beginning Group.
1 Beginning student may not be able earn higher than a 1 due to RTI pullouts 3 out of 4 days per week.

*See Baseline and Assessment Data for more detail.

Instructional Strategies

Instructional strategies for each level of performance:

All Students will participate in or complete:

Practice in Sketchbook- Elements and Principles Graphic Organizer, definitions, Feldman’s model of Art Criticism

Notes and group discussion about the specific elements and principles that apply to each project.
“What am I?” Game for elements and principles
Group Art Analysis and guided class discussion
Final Assessment complex project- Group Art Analysis Chart

Additional help and mini lessons will be given to students in the Beginning and Approaching Groups. Flexible grouping for varied learning styles and needs

Students in Meeting and Exceeding groups will be asked to demonstrate and share examples with the rest of the group. Exceeding students will be asked to coach Beginning and Approaching students during group activities and practice.

Learning Progression

FA.6-8.1.2 Apply selected elements and principles of art and design to communicate a particular message or opinion in an original work of art.

Recognize and comprehend the Elements and Principles of Art .
Analyze works of art using the Elements & Principles- to determine how the artists create meaning.
Create an original work of art that utilizes selected Elements and Principles of art to communicate a particular message.

FA.6-8.1.3 Use art vocabulary when evaluating intent and content of works of art.

Recognize and comprehend the Elements and Principles of Art .
Understand what “intent” and “content” is in works of art
Analyze works of art using the Elements & Principles- making connections to intent and content.

FA.6-8.1.5 Describe how different elements and principles of art and design and styles can be used to express a variety of moods, feelings, themes, and ideas.

Recognize and comprehend the Elements and Principles of Art
Become familiar with “styles”
Interpret and analyze works of art expressing various moods, feelings, themes, and ideas
Connect how the elements and principles can be used by artists to express various moods, feelings, themes, and ideas

Recognize and comprehend the Elements and Principles of Art
Read art related text and demonstrate comprehension of key terms (Elements and Principles)

To assess the Student Learning Objective, use the “Rubric for Rating the Quality of Student Learning Objectives” attachment

Results

96% of students met my expected targets on the Summative Assessment. One approaching student achieved an approaching score, rather than moving up to a meeting score (which I had predicted). I attribute her lower score to several absences when she missed key information and practice.

SLO Rating Scale

Teacher should attach the class record for students assessed. Teacher should also have available accompanying student assessments and scored rubrics.

Rating rubric for teachers with a class of 5 or more students.
Highly Effective	☐ Effective	☐ Developing	☐ Ineffective
At least 90-100% of students met or exceeded expected target.	At least 75-89% of students met or exceeded expected target.	At least 60-74% of students met or exceeded expected target.	Fewer than 60% of students met or exceeded expected target.
Rating rubric for teachers with a class of 4 or fewer students.
☐ Highly Effective	☐ Effective	☐ Developing	☐ Ineffective
Based on individual growth outcomes, all students met expected targets and some exceeded the targets.	Based on individual growth outcomes, all students met expected targets.	Based on individual growth outcomes, some students met or exceeded expected targets.	Based on individual growth outcomes, no students met expected targets.