Transcript High ASW 1x
Slide 1
Analysis of Student Work
“Embrace the Coyote”
Slide 2
Analysis of Student Work
Support
●
●
●
●
Joseph Beuys
Revised Bloom’s Taxonomy Verbs and Examples
How to begin to create Timelapse Artifacts
Wrap-Up
Slide 3
Joseph Beuys
Slide 4
Help! What do I
do with this wild
coyote!
“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.
Joseph Beuys, 1974
Slide 5
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.
Slide 6
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.
Slide 7
The First Verb
Slide 8
Revised Bloom’s Taxonomy
1.
2.
3.
4.
5.
6.
Remember
Understand
Apply
Analyze
Evaluate
Create
Slide 9
Name a character from television, movies, books, or video
games who would embody these verbs….
1.
2.
3.
4.
5.
6.
Remember
Understand
Apply
Analyze
Evaluate
Create
Slide 10
Name a character from television, movies, books, or video
games who would embody the verbs….
1.
2.
3.
4.
5.
6.
Remember
Understand
Apply
Analyze
Evaluate
Create
Slide 11
Revised Bloom’s Taxonomy
1.
2.
3.
4.
5.
6.
Remember
Understand
Apply
Analyze
Evaluate
Create
Slide 12
Revised Bloom’s Taxonomy
Let’s practice making
paper cranes.
1.
2.
3.
4.
5.
6.
Remember
Understand
Apply
Analyze
Evaluate
Create
Apply
Slide 13
Revised Bloom’s Taxonomy
Which paper crane is better?
Evaluate
1.
2.
3.
4.
5.
6.
Remember
Understand
Apply
Analyze
Evaluate
Create
Slide 14
Revised Bloom’s Taxonomy
What is this stuff called?
Where does it come
from?
1.
2.
3.
4.
5.
6.
Remember
Understand
Apply
Analyze
Evaluate
Create
Remember
Slide 15
Revised Bloom’s Taxonomy
What do these cranes
represent? What do they
mean to you?
1.
2.
3.
4.
5.
6.
Remember
Understand
Apply
Analyze
Evaluate
Create
Understand
Slide 16
Revised Bloom’s Taxonomy
How does the illustrator Ed
Young, convey the
poignancy of the title
character’s story in “Sadako”
by Eleanor Coerr?
1. Remember
2. Understand
3. Apply
4. Analyze
5. Evaluate
6. Create
Analyze
Slide 17
Revised Bloom’s Taxonomy
How can we put these
individual paper cranes
together to create a kind of
unified sculpture about peace
that no one has seen before?
1.
2.
3.
4.
5.
6.
Remember
Understand
Apply
Analyze
Evaluate
Create
Create
Slide 18
Revised Bloom’s Taxonomy
Remember- Retrieve relevant knowledge from longterm memory.
● Recognize
● Identify
● Retrieve
● Recall the dates of important events.
Slide 19
Revised Bloom’s Taxonomy
“The Marilyn Diptych” was created in:
A. 1832
B. 1922
C. 1962
D. 2012
Slide 20
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.
Slide 21
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?
Slide 22
Revised Bloom’s Taxonomy
Classify this random group of prints based on the printing
processes intaglio, woodblock, and screenprint.
Slide 23
Revised Bloom’s Taxonomy
How are these two images similar? How are they
different?
Slide 24
Revised Bloom’s Taxonomy
Apply- Carry out or use a procedure in a given
situation.
● Execute
● Implement
● Use cross-hatching in a value study.
Slide 25
Revised Bloom’s Taxonomy
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.
Slide 26
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
Slide 27
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?
Slide 28
Revised Bloom’s Taxonomy
Evaluate- Make judgments based on criteria and
standards.
● Judge
● Critique
Slide 29
Revised Bloom’s Taxonomy
Which of these works of art uses color best to create
a sense of happiness?
Slide 30
Revised Bloom’s Taxonomy
Which of these works of art best draws the viewers
attention to the princess?
Slide 31
Revised Bloom’s Taxonomy
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
Slide 32
Growth
Slide 33
Beginning: Pencil Portrait
Slide 34
Beginning Clarifying Objective:
Strand:
Slide 35
Beginning Clarifying Objective: B.V.1.2 Apply the Elements of Art and Principles of Design to
create art.
Strand: Visual Literacy
Slide 36
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.
Slide 37
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?
Slide 38
Communicate and stay connected! Use your PLT’s, send an
email to elementary arts ed, email your coordinators! We’re
here for you!
Slide 39
And remember….
Slide 40
Embrace the Coyote
Analysis of Student Work
“Embrace the Coyote”
Slide 2
Analysis of Student Work
Support
●
●
●
●
Joseph Beuys
Revised Bloom’s Taxonomy Verbs and Examples
How to begin to create Timelapse Artifacts
Wrap-Up
Slide 3
Joseph Beuys
Slide 4
Help! What do I
do with this wild
coyote!
“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.
Joseph Beuys, 1974
Slide 5
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.
Slide 6
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.
Slide 7
The First Verb
Slide 8
Revised Bloom’s Taxonomy
1.
2.
3.
4.
5.
6.
Remember
Understand
Apply
Analyze
Evaluate
Create
Slide 9
Name a character from television, movies, books, or video
games who would embody these verbs….
1.
2.
3.
4.
5.
6.
Remember
Understand
Apply
Analyze
Evaluate
Create
Slide 10
Name a character from television, movies, books, or video
games who would embody the verbs….
1.
2.
3.
4.
5.
6.
Remember
Understand
Apply
Analyze
Evaluate
Create
Slide 11
Revised Bloom’s Taxonomy
1.
2.
3.
4.
5.
6.
Remember
Understand
Apply
Analyze
Evaluate
Create
Slide 12
Revised Bloom’s Taxonomy
Let’s practice making
paper cranes.
1.
2.
3.
4.
5.
6.
Remember
Understand
Apply
Analyze
Evaluate
Create
Apply
Slide 13
Revised Bloom’s Taxonomy
Which paper crane is better?
Evaluate
1.
2.
3.
4.
5.
6.
Remember
Understand
Apply
Analyze
Evaluate
Create
Slide 14
Revised Bloom’s Taxonomy
What is this stuff called?
Where does it come
from?
1.
2.
3.
4.
5.
6.
Remember
Understand
Apply
Analyze
Evaluate
Create
Remember
Slide 15
Revised Bloom’s Taxonomy
What do these cranes
represent? What do they
mean to you?
1.
2.
3.
4.
5.
6.
Remember
Understand
Apply
Analyze
Evaluate
Create
Understand
Slide 16
Revised Bloom’s Taxonomy
How does the illustrator Ed
Young, convey the
poignancy of the title
character’s story in “Sadako”
by Eleanor Coerr?
1. Remember
2. Understand
3. Apply
4. Analyze
5. Evaluate
6. Create
Analyze
Slide 17
Revised Bloom’s Taxonomy
How can we put these
individual paper cranes
together to create a kind of
unified sculpture about peace
that no one has seen before?
1.
2.
3.
4.
5.
6.
Remember
Understand
Apply
Analyze
Evaluate
Create
Create
Slide 18
Revised Bloom’s Taxonomy
Remember- Retrieve relevant knowledge from longterm memory.
● Recognize
● Identify
● Retrieve
● Recall the dates of important events.
Slide 19
Revised Bloom’s Taxonomy
“The Marilyn Diptych” was created in:
A. 1832
B. 1922
C. 1962
D. 2012
Slide 20
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.
Slide 21
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?
Slide 22
Revised Bloom’s Taxonomy
Classify this random group of prints based on the printing
processes intaglio, woodblock, and screenprint.
Slide 23
Revised Bloom’s Taxonomy
How are these two images similar? How are they
different?
Slide 24
Revised Bloom’s Taxonomy
Apply- Carry out or use a procedure in a given
situation.
● Execute
● Implement
● Use cross-hatching in a value study.
Slide 25
Revised Bloom’s Taxonomy
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.
Slide 26
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
Slide 27
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?
Slide 28
Revised Bloom’s Taxonomy
Evaluate- Make judgments based on criteria and
standards.
● Judge
● Critique
Slide 29
Revised Bloom’s Taxonomy
Which of these works of art uses color best to create
a sense of happiness?
Slide 30
Revised Bloom’s Taxonomy
Which of these works of art best draws the viewers
attention to the princess?
Slide 31
Revised Bloom’s Taxonomy
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
Slide 32
Growth
Slide 33
Beginning: Pencil Portrait
Slide 34
Beginning Clarifying Objective:
Strand:
Slide 35
Beginning Clarifying Objective: B.V.1.2 Apply the Elements of Art and Principles of Design to
create art.
Strand: Visual Literacy
Slide 36
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.
Slide 37
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?
Slide 38
Communicate and stay connected! Use your PLT’s, send an
email to elementary arts ed, email your coordinators! We’re
here for you!
Slide 39
And remember….
Slide 40
Embrace the Coyote