Michigan Arts Education Instructional and Assessment ProgramMichigan Assessment Consortium

VISUAL ARTS AssessmentPerformance Event V.E405

Safety Poster

High SchoolLevels 1, 2, and 3

Teacher BookletTeacher DirectionsStudent Directions

Assessment QuestionsTeacher Scoring Rubric

©2018. Please reference the Licensing Statement on this page.

Licensing Statement

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ACKNOWLEDGEMENTS

USING THIS MAEIA ASSESSMENT TO DEMONSTRATE EDUCATOR EFFECTIVENESS (METHOD 2)This assessment can be used to demonstrate arts educator effectiveness by changing the prompt (such as musical selection, play, work of art) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer.

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Michigan Student Learning Standards Assessed

Performance Standard(s)VA.HS.P.1–Students can intentionally select and apply materials and organizational principles to solve specific visual arts problems.

Content StandardART.VA.I.HS.5–Responsibly and safely manage materials and tools.

VPAA GuidelinesP.2–Demonstrate skillful use of vocabularies, tools, instruments, and technologies of the visual, performing, or applied arts disciplines.

Intended StudentsFirst-, second-, third-, and fourth-year (Levels 1, 2, and 3) visual arts students

Alignment to National Core Arts Standards

Anchor StandardMU:Pr5–Develop and refine artistic technique and work for presentation.

OVERVIEW AND OUTLINE OF THE PERFORMANCE EVENTStudents will be asked about their knowledge of safe management and use of art classroom tools and materials. Students will be given a list of potentially hazardous tools and materials and asked to create a safety poster using basic computer graphic design tools.

Teachers should create a series of tools and materials lists they will give to students. They may give different subsets of a main list (e.g., tools that are sharp; tools used with clay, tools used in jewelry making, permanent paints and inks, brushes) to different groups of students in order to get a variety of results.

The list of tools and materials may include but is not limited to:o Scissorso X-ACTO kniveso Paper cutter o Pin tools o Wire clay cuttero Extrudero Slab rollero Power tools and other electrical deviceso Long hair, dangling earrings, and other jewelryo Acrylic paints and inks

SUGGESTED TOTAL TIME This assessment should take three 50-minute class periods to complete.

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LIST OF MATERIALS REQUIRED The materials required for this assessment are:

o Student Bookletso Pens or pencilso Computer access for each studento A printer to print completed posters or a common drive where they can be stored

digitallyo Copies of list(s) of tools and materials used in the classroom

ASSESSMENT SETUPThis performance event should take place in the art room, with each student having access to a laptop, or in a computer lab. You can print the completed poster designs, print a select few, or post them to a digital site to which students have access. You could even have them vote on their favorite images and then laminate and display those in the classroom.

DETAILED SCRIPT WITH TEACHER AND STUDENT DIRECTIONSDirections for teachers are in regular text. Directions to be read to students are in bold.

Pass out the Student Booklets and have the students fill in the information on the cover. Say:

Please complete the requested information on the front cover of your Student Booklet.

Pause while students fill in the information. When students have finished, say:

Please turn to page 2 in your Booklets and follow along as I read the directions.

Pause. Then say:

This assessment has two parts to it:

o Part 1–Assessment Questions (Day 1)o Part 2–Create a Safety Poster (Days 1–3)

The directions for each part are given in the Student Booklet.

PART 1–ASSESSMENT QUESTIONS (DAY 1)This assessment begins with two assessment questions. Turn to page 4 in your Booklet. First, write your name in the space provided on page 4. Then read and respond to the questions.

When you are finished, tear off page 4 and give it to your teacher.

PART 2–CREATE A SAFETY POSTER (DAY 1)All students need access to a computer. Prepare a list of the tools students will be using as the subjects of their safety posters.

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Today you will use computers to begin designing a Safety Poster. You will:

1. Create a visually attractive and lively poster that includes images of at least three of the tools and/or materials on the list your teacher provides.

2. Include on the poster the directions and cautions for managing the use of the tools and, if pertinent, their disposal.

Your design must include clear imagery and correct information. Words may not even be necessary as long as you get your ideas across. Your poster may be fun and colorful. You may use any computer application that you choose. The only limitation is that you need to complete your design within three class periods.

Your poster will be evaluated using the Teacher Scoring Rubric on page 3 of the Student Booklet. Review level 4, the highest level of performance.

Pause while students turn to page 4. Then say:

You may begin now.

When there are five minutes remaining, say:

You have five minutes to finish your designs for today. Save your work to a flash drive, a disk, or the server space if available. Make sure that your name is both on the poster, in small type, as well as in the title as you save your work. Please use the word “Safety” and your first and last name in the title when you save. You will have two more class periods to complete your Safety Poster.

Close your Student Booklet and leave it on your desk.

PART 2–CREATE A SAFETY POSTER (DAYS 2–3)Students will continue to need access to a computer. Give students their Student Booklets, storage media (flash drive or disk) and poster.

Today you will continue designing a Safety Poster. You will:

1. Create a visually attractive and lively poster that includes images of at least three of the tools and/or materials on the list your teacher provides.

2. Include on the poster the directions and cautions for managing the use of the tools and, if pertinent, their disposal.

Your design must include clear imagery and correct information. Words may not even be necessary as long as you get your ideas across. Your poster may be fun and colorful. You may use any computer application that you choose. The only limitation is that you need to complete your design within three class periods.

Your poster will be evaluated using the Teacher Scoring Rubric on page 3 of the Student Booklet. Review level 4, the highest level of performance.

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Pause while students turn to page 4. Then say:

You may begin now.

Collect student work at the end of each class session. At the end of Day 3, the assessment is completed.

TEACHER SCORING RUBRICDimension 1 2 3 4Communication Student

communicated little or no information about the management of selected tools and/or materials.

Student communicated some information about the management of selected tools and/or materials.

Student effectively communicated information about the management of selected tools and/or materials.

Student clearly and effectively communicated detailed information about the management of selected tools and/or materials in a persuasive manner.

Use of Technology

Student had difficulty selecting technology tools and was unable to complete a poster.

Student selected technology tools and used them in an emerging way to generate a poster.

Student selected technology tools and used them skillfully to generate a poster and communicate ideas.

Student made an excellent selection of technology tools to skillfully generate a poster and communicate ideas.

Use of Design Principles*

Used none to two of the five listed principles of graphic design to compose a poster: balance, use of white space (items may be crowded, hard to read), contrast, repetition, and alignment.

Used three of the five listed principles of graphic design to compose a poster: balance, use of white space, contrast, repetition, and alignment.

Used four of the five listed principles of graphic design to compose an effective poster: balance, use of white space, contrast, repetition, and alignment.

Used all five principles of graphic design to compose an effective and compelling poster: balance, use of white space, contrast, repetition, and alignment.

*This category is only assessed for classes that also study the principles of graphic design.

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[This page is on page 4 of the Student Booklet.]ASSESSMENT QUESTIONS

Name ____________________________________________________________________________

1. Which of these statements describes the safe use of an X-ACTO knife or utility blade?

A. Place the material on a flat and stable surface before cutting.

B. Use a knife with a dull blade.

C. Move the blade in the direction of the hand holding the material.

D. Grab the knife before it falls onto the floor.

[Key: A]

2. When using a paper cutter, which of these steps will keep you most safe?

A. Leave the blade in an upright position when not in use.

B. Bring the blade down very quickly.

C. Cut 20 sheets of paper at once to avoid too many cuts.

D. Latch the blade after use.

[Key: D]

When you finish, tear off page 4 and give it to your teacher.

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MAEIA CLASSROOM SCORE SUMMARYThe MAEIA Classroom Score Summary is to be used to record each student’s score on each dimension of the Teacher Scoring Rubric. The teacher should be familiar with the rubric so that the chart can be filled out accordingly.

V.E405 Teacher ______________________________________________ Class ___________________________

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STUDENT NAME COMMUNICATION TECHNOLOGY USE USE OF DESIGN PRINCIPLES