Presentation on theme: "Analysis of Student Work “Embrace the Coyote”. Analysis of Student Work Support ●Joseph Beuys ●Revised Bloom’s Taxonomy Verbs and Examples ●How to begin."— Presentation transcript:
Help! What do I do with this wild coyote! Joseph Beuys, 1974 “I Like America, and America likes me.” 3 Days for 8 hours a day, 1 room on 409 West Broadway, one felt blanket, straw, shepherd’s staff, two leather gloves and a symbolic triangle.
Beuys earns trust of the coyote. They hug on the final day. He leaves without any injuries and makes his mark on the Art World, earning a solo show at the Guggenheim five years later.
Set the stage for your ASW: straw, a shepherd’s staff, whatever it takes to make the magic happen in your art room. Find your “Felt blanket” (PLT Group!) and embrace the coyote. We will all come out of this experience as stronger and more informed educators.ASW
Apply Let’s practice making paper cranes. Revised Bloom’s Taxonomy 1.Remember 2.Understand 3.Apply 4.Analyze 5.Evaluate 6.Create
Evaluate Which paper crane is better? Revised Bloom’s Taxonomy 1.Remember 2.Understand 3.Apply 4.Analyze 5.Evaluate 6.Create
Remember What is this stuff called? Where does it come from? Revised Bloom’s Taxonomy 1.Remember 2.Understand 3.Apply 4.Analyze 5.Evaluate 6.Create
Understand What do these cranes represent? What do they mean to you? Revised Bloom’s Taxonomy 1.Remember 2.Understand 3.Apply 4.Analyze 5.Evaluate 6.Create
Analyze How does the illustrator Ed Young, convey the poignancy of the title character’s story in “Sadako” by Eleanor Coerr? Revised Bloom’s Taxonomy 1.Remember 2.Understand 3.Apply 4.Analyze 5.Evaluate 6.Create
Create How can we put these individual paper cranes together to create a kind of unified sculpture about peace that no one has seen before? Revised Bloom’s Taxonomy 1.Remember 2.Understand 3.Apply 4.Analyze 5.Evaluate 6.Create
Remember- Retrieve relevant knowledge from long- term memory. ●Recognize ●Identify ●Retrieve ●Recall the dates of important events. Revised Bloom’s Taxonomy
“The Marilyn Diptych” was created in: A.1832 B.1922 C.1962 D.2012 Revised Bloom’s Taxonomy
Understand- Construct meaning from instructional messages, including oral, written, and graphic communication. ●Interpret ●Exemplify ●Summarize ●Infer ●Compare ●Explain ●Classify this random group of prints based on the printing processes intaglio, woodblock, and screenprint. Revised Bloom’s Taxonomy
What is the painting about? What does it remind you of? What do you wonder about? What is the story? What does it mean? Revised Bloom’s Taxonomy
Classify this random group of prints based on the printing processes intaglio, woodblock, and screenprint.
Revised Bloom’s Taxonomy How are these two images similar? How are they different?
Apply- Carry out or use a procedure in a given situation. Revised Bloom’s Taxonomy ●Execute ●Implement ●Use cross-hatching in a value study.
Use your pencil, pen or marker to create a value study in 7 boxes starting with white on the left and proceeding gradually and evenly to black on the the right. You may use any kind of marking technique including, shading, cross-hatching, random marks, or stippling. Revised Bloom’s Taxonomy
Analyze- Break material into its constituent parts and determine how the parts relate to one another and to an overall structure or purpose. ●Differentiate ●Categorize Revised Bloom’s Taxonomy
How did Picasso use black and white in this painting to create a mood of sadness and to document a tragic event?
Evaluate- Make judgments based on criteria and standards. ●Judge ●Critique Revised Bloom’s Taxonomy
Which of these works of art uses color best to create a sense of happiness?
Revised Bloom’s Taxonomy Which of these works of art best draws the viewers attention to the princess?
Create- Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure. ●Generate ●Hypothesize ●Plan ●Design ●Produce ●Construct Revised Bloom’s Taxonomy
7th Grade Clarifying Objective: 7.V.2.3 Create original art emphasizing selected elements and principles to express ideas or feelings. Strand: Visual Literacy
Let’s Divide and Conquer Use RBT Definitions Worksheet, Growth Worksheet and Essential Standards Guides to align instruction and plan for growth. 1.Select one art sample, and find appropriate clarifying objective for first strand. 2.Create a first point in time evidence for the lesson. 3.Create a second point in time evidence for the lesson. 4.Select two more samples until all strands are complete. 5.If finished use Analysis of Student Work Planning Sheet to begin planning your own Evidence Collection.
SUIT yourself! Your style of assessment should suit your teaching style and your curriculum. Your assessments don’t have to be the same as another teachers. SUIT yourself! Your pre-assessments might limit the number of art projects you do this year. A great comprehensive lesson that incorporates pre- assessments or self evaluations is better than lots of mediocre ones, just like a Chanel Suit is better than a bunch of knockoffs. Right Karl?
Communicate and stay connected! Use your PLT’s, send an email to elementary arts ed, email your coordinators! We’re here for you!