kindergarten port 2
TRANSCRIPT
Elementary School: Kindergarten – Grade 6
Grade Kindergarten
Title: Foundational Skills
Type II
Standard 1.0 Media, Techniques,
and Processes
Perform Domain
Type of Sampling Pre-Post
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.
PRE- SCORE 3 POST- SCORE 4
PRE- SCORE 3 POST- SCORE 4
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.
PRE- SCORE 3 POST- SCORE 4
PRE- SCORE 3 POST- SCORE 4
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.
PRE- SCORE 3 POST- SCORE 4
PRE- SCORE 3 POST- SCORE 5
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.