3. Student Population/4 classes
Approx. 80 students total
9 students with special needs were
assisted by the teacher.
Pre-Students were guided by their
teacher to make four long lines on
paper using crayon (straight,
curve, zig-zag, and loop). A visual
hand-made poster of all 9 lines,
made by the teacher, was posted
for all to see. On the white board
the teacher demonstrated each
line, step by step, with the
students. When the four lines
were completed the students were
given brushes and watercolors to
carefully paint over their crayon
lines. The technique of carefully
staying on their own drawn lines with
the brush was emphasized. This was
a formative assessment for the
students to practice their fine motor
skills.
Post- For the next lesson students
were given paper and crayons and
asked to draw the members of their
families. The teacher explained that
the same lines would be used to
create the shapes and details of their
families. The students carefully
painted over their lines again. This
sequence is taught every year for
Kindergarten and 1st grades. Careful
painting skills , patience and
craftsmanship are reinforced
throughout these draw- paint lessons.
6. Pre: Score - 3 Students performed at expectations with
this assessment. Each of the pre and post projects
were completed in one class. I was assessing the
student’s abilities with tools and processes, listening
skills, and fine motor skills. My instruction maintained
a workable pace as I assisted diverse students.
Post: Score - 4 This project gave students choices
and the opportunity to demonstrate craftsmanship for a
second time. Emerging students executed mostly
straight and curved lines in their family portraits, but
also experimented with the paints and brushes to
create diverse lines, shapes and colors. This lesson
prepares students for classroom painting techniques
and standards. Improved precision and craftsmanship
was evident in the final works of art.
9. Pre: Score- 3 Students performed at expectations with
this assessment. Each of the pre and post projects
were completed in one class. I was assessing the
student’s abilities with tools and processes, listening
abilities and fine motor skills. My instruction
maintained a workable pace as I assisted diverse
students with proper painting techniques.
Post: Score- 4 This project gave students choices and
the opportunity to demonstrate craftsmanship again.
Students articulated the four lines well in their family
portraits and made attempts to experimented with
other lines, shapes and colors as well. One of the
Proficient students finished early and began to work on
the background of her first piece. Improved precision
and craftsmanship was evident in the final works of art.
12. Pre: Score- 3 Students performed at expectations with
this assessment. Each of the pre and post projects
were completed in one class. I was assessing the
student’s abilities with tools and processes, listening
abilities and fine motor skills. My instruction
maintained a workable pace as I assisted students on
diverse levels. One of the Advanced students began to
work on the background of her first piece because she
finished early.
Post: Score- 4 This project gave students choices and
the opportunity to demonstrate drawing and painting
craftsmanship again. Lines were well executed in the
family portraits and students experimented with the
crayons and paints to create more fine details within
their images. Improved precision and craftsmanship
was evident in the final works of art.
