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Kelci Ellis

ITE 326
12/15/17

Three Student Examples, Assessment & Reflection


on Teaching Visual Arts Unit Plan

Teacher-created Artwork Samples:

Original Abstract Art


Using line, shape, and color, students created abstract pieces of art using colored pencils. They
needed to be able to show me where line, color, and shape were being used in their artwork. This
abstract art was created by students during the first lesson.
Sketch of Concentric Circle Piece
This teacher artwork was created as I was modeling how I wanted the students to place their
concentric circles on the page and what colors to use. Students created their own concentric
circle sketches using crayon on watercolor paper during the second lesson.

Modeling of Painting Concentric Circles


This piece was created during the third lesson as I was modeling how to use watercolor paint to
add color to the students concentric circle pieces.
Concentric Circle Art Production Examples
During the third lesson students were given watercolor to add color to and finalize their
concentric circle pieces. The students used only primary colors and more than one in their
original artwork.

Implementation of the Unit Plan:


I was fortunate enough to teach the entire unit plan to my kindergarten field placement
students and overall I think it went well. My field placement classroom consists of 19 students, 8
girls, and 11 boys. Four of the students in my classroom have severe difficulty learning and/or
behavioral problems and are currently going through the RTI tiers to see how we can best
accommodate them in the classroom. Three students in the classroom are high achieving students
meaning they are at about a first grade level academically.
When teaching this art unit plan about abstract art and the elements of art and design,
specifically, line, shape, and color, I feel majority of the students understood the concepts and
produced quality works of art. Overall, I think the first lesson was the roughest because I had the
students use colored pencils when I should have had them use crayons or markers. Also, student
behavior was unacceptable and I had a very hard time controlling the class, because of this most
students did not grasp the concepts I wanted them to during the first lesson. For example, while I
was modeling how to create an abstract art piece using line, shape, and color, students were
talking over me, conversing with students next to them, and not focused. I should have stopped
what I was doing and redirected the class but I was worried that the students wouldnt have
enough time to complete the lesson if I did so. I realize now because I did not stop the lesson and
have the students refocus my modeling and scaffolding was purposeless because I did not have
their attention. I have learned that it is essential to redirect students when needed to ensure that
the students are grasping the concepts I am teaching them.
The second, third, and fourth lesson went much smoother. Throughout these lessons
almost all students were focused and engaged. I feel I managed classroom behavior well. I did
not allow students to talk over me, provided positive reinforcement often, and when behavior got
out of hand I would simply stop the lesson and wait for students to correct their behavior. When
it came time for the final assessment and work of art I could tell through the students artwork and
voiceovers that majority understood the concept of abstract art and are more familiar with the
elements, line, shape, and color. The students also did a great job in creating detailed voiceovers
to accompany their digital copies of their abstract pieces. For example, three students in addition
to the sentence starter I provided, also described what primary colors are and how they used
them in the final art productions. I ended up matting their finished concentric circle pieces on
black construction paper and posting them on a bulletin board for the entire school to see. The
students were so proud!

Reflect on your Teaching and Student Learning:

Throughout the implementation of my unit plan I have learned that especially when
teaching kindergarten, I must keep the instructional part sweet and short, yet concise and
meaningful because keeping the students attention for long periods of time is difficult. I have
also learned that redirecting student behavior must be done directly after the behavior occurs or it
may lead to other students getting distracted and not fully understanding directions or concepts
you are trying to teach them. After implementing the first lesson I got some feedback from my
mentor teacher and supervisor and realized that giving the students a time limit is essential
because then they know what is expected of them within that amount of time. Also, playing soft
quiet music worked very well in setting the tone while the students were drawing during the
second lesson. Lastly, I think having the students actually do something such as draw or paint
creates engagement among the students which in return gets them excited to learn.
Student-created Artwork Samples:

Student who exceeds proficiency: This student exceeded my expectations because she could
accurately describe the three elements of art that we focused on being, line, shape, and color in
her own works of art and in the work of Wassily Kandinsky. This student also effectively used
watercolor and crayons to create an original work of art. She produced high quality works of
abstract art using the elements of art (line, shape, color) and concentric circles. This student took
her time and really paid attention when I was modeling the concentric circle piece and you can
tell through her work. Lastly, she effectively used technology (Seesaw) to create a digital copy of
her artwork with a detailed voiceover that went above and beyond the sentence starter. This was
one of the students that also mentioned what she had learned about primary colors in her
voiceover.
Student who meets proficiency: This student met my expectations with proficiency because he
could identify the elements of art (line, shape, color) in his own abstract pieces but not in the
work of Wassily Kandinsky. This student also used watercolor and crayons to create this original
work of art but I can tell by looking at his art that he did not fully understand how to use
watercolor effectively. This student also produced a quality work of abstract art using the
elements of art (line, shape, color) and concentric circles, but I would not say it is of high quality
because of the amount of water used with the watercolor paint. Lastly, this student did use
technology (Seesaw) to create a digital copy of his artwork with a voiceover that correlates with
the sentence starter I provided.
Student who is developing proficiency: I believe this student is developing proficiency because
he attempted to identify the elements of art (line, shape, color) in his own abstract piece but
could only recall color and line. This student also attempted to use watercolor and crayons to
create an original work of art but did not follow my directions, being to try not to use too much
water and mix the colors. This student also did not fully grasp the idea of what concentric circles
are based on how he used crayon to create them in his piece. I feel this student attempted to
create a quality work of art, but he is not quite there yet. Lastly, this student attempted to create a
digital copy of his artwork with a voiceover but had a hard time recalling what abstract art was
and the elements of art that he used.

Assessment of Student Work Using the Assessment Tools you Created:

I used the rubric below to summatively assess my students on their understandings of the
main concepts in this unit. Originally, I was going to fill out one of these rubrics for each
student. However, I thought my data would be much more organized in checklist form. I still
used the rubric but recorded where each student was at using the checklist. For example, for the
student work selected above that exceeded my expectations, I went through each criteria in the
rubric and recorded it in the checklist. I had notes from all the lessons on where the students
understanding of the elements, line, shape, and color were. To make sure I knew which students
needed further assistance I printed out a checklist that I could mark while I was listening to
students create their voiceovers. I had the students tell me which elements we were learning
about and what abstract art referred to when doing their voiceovers and used the checklist as I
went around. Using the checklist was helpful because I was only dealing with one piece of paper
versus eighteen.
Rubric for art production and Seesaw digital copy and voiceover

Student Name:
Criteria Developing Meets Proficiency Exceeds Proficiency
Proficiency (DP) (MP) (EP)

Identifies elements Attempted to identify Identified elements of Accurately identified


of art in original elements of art (line, art (line, shape, color) elements of art (line,
abstract pieces shape, color) in their in their own abstract shape, color) in their
own abstract pieces pieces and/or in the own abstract pieces
FA.K.1.1Use and/or in the work of work of Wassily and in the work of
developmentally Wassily Kandinsky Kandinsky Wassily Kandinsky
appropriate art
vocabulary

Uses watercolor Attempted to use Used watercolor & Effectively used


paint & crayons to watercolor & crayons crayons to create watercolor & crayons
create original to create original original works of arts to create original
abstract works of works of arts works of arts
art

FA.K.1.2Use
developmentally
appropriate art media,
tools, and processes

Produces quality Attempts to produce Produces quality Produces high quality


works of art quality works of works of abstract art works of abstract art
abstract art using using the elements of using the elements of
GLO 3: Quality some of the elements art (line, shape, color) art (line, shape, color)
Producer: Recognizes of art and concentric and concentric circles and concentric circles
and produces quality circles
performance and
quality products

Uses technology to Attempts to use Uses technology Effectively uses


create a digital copy technology (Seesaw) (Seesaw) to create a technology (Seesaw)
of artwork with to create a digital digital copy of to create a digital
voiceover copy of artwork with artwork with copy of artwork with
voiceover voiceover that a detailed voiceover
GLO 6: Effective and correlates with that goes above and
Ethical user of sentence starter beyond sentence
Technology: starter
Uses a variety of
technologies
effectively and
ethically