2. 4th Grade
Craftsmanship: skills to puppets
Type II
Standards 1.0 Media, techniques,
and Processes and 2.0 Structures
and Functions, 3.0 Evaluation
Perform Domain (Pre)
Create Domain (Post)
Type of Sampling Pre-Post
3. Student Population – three 4th grade art classes with a total of 67 students.
Weekly art classes for 45 minutes each
Five students have I.E.P.s
I have focused the 4th grade art curriculum on developing fine motor skills and
encouraging craftsmanship and patience along-side a sense of personal ownership.
I am also a first year teacher on the elementary and middle school levels and realize
that my curriculum and teaching philosophy this year heavily emphasizes the Perform
domain. Early in the fall semester students learned proper cutting, gluing, and
drawing methods, which was reviewed again early in the spring semester. I wanted
the evaluator to see a portfolio evidence with one broad scope and I chose fourth
grade. I could have left off the Land Formation Project in this evidence to focus on a
Create domain with the Marionette Puppets, but preferred rather to show the entire
scope and purpose of the fourth grade curriculum.
The pre-assessment took place in October and the post assessment lasted for ten
weeks during the spring semester.
4. Pre – 4 classes to complete the Land Formation Project.
The objective- Trace, cut, and trim the black pattern to complete the
Land Formation Project. Students made the initial pattern for the
base of their land formations from a sheet of 8 ½ inch x 11 inch black
paper. Students drew a variety of lines around the border of the
paper and cut out their patterns. The sequence follows;
trace the black pattern on a new piece of colored paper,
cut out the colored shape and set aside,
trim ¼ of an inch around the entire diameter of the black pattern,
and repeat.
Every time you cut out a colored shape you stack them up and glue
them together at the end of class. Several students needed multiple
attempts to practice correct tracing and cutting methods. All efforts
made by students were recognized as effective opportunities for
practicing their tracing and cutting skills.
5. Post – The objective- create a marionette puppet. Students were assigned
Marionette Puppet Projects, which reviewed the fine motor skills of tracing,
cutting, and gluing from the Land Formation Project.
Students cut out patterns for their marionette limbs and torsos and then
traced and cut those patterns out of white board.
Students selected pre-cut felt clothing patterns for their marionettes and
stitched the side seams and neck around the shoulders. Students
embellished their puppet costumes by cutting, stitching , and gluing
fashionable details.
The students were each given a 4 inch Pringles can and selected a skin
shade from eight different shades of pre-cut strip of paper. Students cut out
patterns for hair and ears and traced those hairstyles from a variety of natural
paper shades available. The teacher photographed all of the fourth grade
students and printed out the portraits four to a page to match the scale of the
Pringle’s cans.
Currently, students are in groups of three to four writing scripts that contain
three scenes with marionettes which will be performed in a 6 to 7 min play.
Following are two examples of the 18 scripts in process.
9. Pre: Score- 2 The students began performing
below expectations for this assignment due to a
lack of ability to trace and cut patterns consistently.
The students lacked craftsmanship and patience
which was seen in the sequential execution of their
Land Formations.
Post: Score- 4 The students successfully created
realistic limbs and physical characteristics from
patterns and learned how to stitch basic sewing
techniques. The students applied a high level of
creativity when designing costumes for their
marionettes. Students refined their small motor
skills while learning new skills and techniques.
12. Pre: Score- 2 The students began performing below
expectations for this assignment due to a lack of ability to
trace and cut patterns consistently, but their tracing and
cutting appeared more concentric. Proficient students lacked
craftsmanship and patience, which was seen in the sequential
execution of their Land Formations, but they improved on
these skills over-all.
Post: Score- 4 The students successfully created realistic
limbs and physical characteristics from patterns and learned
how to stitch basic sewing techniques. The students applied a
high level of creativity when designing costumes for their
marionettes. Students refined their small motor skills while
learning new skills and techniques.
15. Pre: Score- 3 The students began performing at
expectations for this assignment and maintained the
ability to trace and cut patterns consistently. The
students lacked some craftsmanship and patience, but
their work reflected concentric balance which was seen
in the sequential execution of their Land Formations.
Post: Score- 4 The students successfully created
realistic limbs and physical characteristics from
patterns and learned how to stitch basic sewing
techniques. The students applied a high level of
creativity when designing costumes for their
marionettes. Students refined their small motor skills
while learning new skills and techniques.
