SETTINGI chose to assess Mrs. Fly’s third grade inclusion class. They have oneregular art class per week in addition to an art enrichment period. Every nineweeks, the class location changes from the art room to their classroom.The student assignment was to draw a still life based on observation. Weused the same selection of household items each time, although they werearranged differently.
FEATURED SOLSOL 3.8: Identify and use foreground, middle ground, background to createtwo-dimensional works of art.SOL 3.9 Identify and use forms e.g. sphere, pyramid, cylinder, cube – inobservational drawing
GOAL SETTING &STRATEGIESThis School year, 100% of my students will make measurable progress intheir abilities to draw a still life in respect to horizon, form, and overlapping.Strategy Evidence Target DateUse Sketchbooks as a practice tool.We use sketchbooks during the beginningstages of each lesson.OngoingIdentify and demonstrate understanding ofhorizon line.Identify and demonstrate understanding ofForeground, Middleground, andBackground in works of art. (overlapping)Cityscape LessonThree Little Birds LessonFebruaryMay (We did not get to this due to the earlySOL testing window)Categorize works of art by subject matter(still life).Identify how form corresponds to objects inour environment.Sweet Still Life Lesson November
RUBRICFocus 5 4 3 2 1Exemplary Exceeds Standards Meets Standards Emerging BelowStandardsStrand E7.1 SOL 3.8 Foreground, middle-ground, backgroundRepresentation (ILLUSION OF DEPTH)All of (Level 4) and includes thebeginnings of scale changes(perspective) into space rendering.All of (Level 3) and includes someoverlappingBaseline raised, possibly to a horizonline behind objects. Space defined andused as foreground, middle-ground,backgroundBaseline drawn above the bottomof pageObjects float in space or are pinnedto the baseline.SOL 3.9 In observational drawing, identifyand use forms e.g. sphere, pyramid,cylinder, cube. (ACCURACY IN FORM)Forms are drawn as in Level 4, butwith the beginnings of therendering value in shadows andhighlights.Forms are drawn as in Level 3, butwith attention to depth and detail.Forms are related to observation andnot symbolic schema.Forms are drawn partially fromobservation and partially fromsymbol schema.Forms drawn nearly completely fromschema.SOL 3.9 In observational drawing, identifyand use forms e.g. sphere, pyramid,cylinder, cube. (LINE QUALITY)Line quality is decisive as in Level3, but includes variety that relatesto the form’s texture or value.Line quality is decisive as in Level3, but includes variety, although notnecessarily relating to form.Line quality is decisive (not faked orarbitrarily drawn to look “sketchy”. I.E.not “hairy”) with no variety.Line quality describes only shapewith no attempt to define the form.Line quality is arbitrary and rushedwith little or no intention relating tothe form.
FIRST ASSESSMENTSeptember 2012The classroom climate and attitude was anxious. Students wereuncomfortable with this assignment, although I stressed that it was just ahelping tool for myself to decide what to teach this year. Most students drewthe objects floating in space. The drawings had very little information tosuggest the relationship between objects. Some students even tried to pickup the objects, put them directly on top of their papers, and trace them.
SECOND ASSESSMENTDecember 2012Most students improved. They began including horizon lines and suggesting3D form. The class was much more comfortable with the assignment. Noone attempted to pick up the still life objects to trace them.
THIRD ASSESSMENTBy this time, students had experienced lessons on most of the rubric skills.Most students showed increased awareness of 3D form and horizon line.Some showed overlapping. I did not teach a lesson on overlapping this yeardue to the early SOL window and loss of class time for 4 weeks as a result.None of my students showed shading- although it was on the district-assigned rubric, it is not typically a part of my third-grade curriculum.
TEACHER SELF-REFLECTIONThis year, 81% of my students improved (21 students). 12% saw no change (3 students), and8% of the scores dropped (2 students).The students whose scores dropped, in my opinion, were completely capable of doing theassignment with an improved score. The day of the final assessment, I had a number ofbehavior problems, which is typically uncharacteristic of this class.I am not satisfied with an 81% improvement rate. Next year, I plan to pace the lessonsdifferently and increase exposure to observational drawing. I would also like to revise therubric to fit my needs, as well as to reflect the new SOLs.
DATADrawing 1: SeptemberDrawing 2: DecemberDrawing 3: May