Michigan Arts Education Instructional and Assessment ProgramMichigan Assessment Consortium

VISUAL ARTS AssessmentPerformance Event V.E436

Powerful Portfolios

High School Level 3

Teacher BookletTeacher DirectionsStudent Directions

Teacher Scoring RubricClassroom Score Summary

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

Licensing Statement

1. Booklet. The Michigan Department of Education ("MDE") and Michigan Assessment Consortium (“MAC”) own the rights to all Michigan Arts Education Instruction & Assessment (the "MAEIA") Booklet(s) (the “Booklet”). All use of the Booklet is governed by this Licensing Statement (the “License”), and MAEIA's Terms and Conditions located at https://maeia-artsednetwork.org/terms-conditions/. Any unauthorized use of the Booklet is subject to the intellectual property and copyright laws of the United States and other countries, as appropriate.

2. License. Subject to the terms of this License, MDE and MAC grant to you a worldwide, royalty-free, non-sublicensable, non-exclusive license to reproduce and share the Booklet for educational purposes only. This License does not provide you with any rights for any other non-commercial or commercial purposes. You may not impose any additional or different terms on the Booklet if doing so restricts exercise of the rights licensed under this License by any recipient of the Booklet. No part of this License constitutes permission for you to assert or imply that you or your use of the Booklet is connected, sponsored by, or endorsed by MDE and MAC. Moral rights and trademark rights are not licensed under this License.

3. Sharing. If you share the Booklet, then you must: (a) retain the identification of the creators of the Booklet and any others reasonably designated to receive attribution, in any reasonable manner requested by MDE and MAC, including a copyright notice, notice of this License, and notice of the disclaimer of warranties in this License; and (b) indicate that the Booklet is licensed under this License, and include the text of, or a hyperlink to, this License. If requested by MDE and MAC, you must remove any of the information required by this Section to the extent practicable.

4. Disclaimer of Warranties and Limitation of Liability. MDE and MAC offer the Booklet as-is and as-available, and make no representations or warranties of any kind concerning the Booklet, whether express, implied, statutory, or other. This includes, without limitation, warranties of title, merchantability, fitness for a particular purpose, non-infringement, absence of latent or other defects, accuracy, or the presence or absence of errors, whether or not known or discoverable. In no event will MDE and MAC be liable to you on any legal theory (including, without limitation, negligence) or otherwise for any direct, special, indirect, incidental, consequential, punitive, exemplary, or other losses, costs, expenses, or damages arising from this License or use of the Booklet, even if MDE and MAC have been advised of the possibility of such losses, costs, expenses, or damages. This disclaimer of warranties and limitation of liability must be interpreted in a manner that, to the extent possible, most closely approximates an absolute disclaimer and waiver of all liability. You will be solely liable for any and all damages to you, MDE and MAC, or any third-party related to your use of the Booklet, and agree to indemnify and hold harmless MDE and MAC (including their subsidiaries, affiliates, officers, employees, contracted employees, interns, agents, partners, licensors and successors) for any alleged damages or claims related to your use of the Booklet.

5. Term. This License applies for the full term of any copyrights or similar rights licensed. However, if you fail to comply with this License, then your rights under this License terminate automatically. Sections 4, 5, 6, 7, and 8 survive termination of this License.

6. Third Party Rights. If any right terminates that is from a third party from which MDE and MAC has obtained rights that relate to the Booklet, then MDE and MAC may terminate this License with respect to any rights that terminate.

7. Other Terms. MDE and MAC are not bound by any additional or different terms communicated by you unless expressly agreed. Any understandings, arrangements, or agreements regarding the Booklet not stated in this License are independent of the terms of this License.

8. Interpretation. If any part of this License is for any reason held to be unenforceable, the rest of it remains fully enforceable. No term of this License will be waived and no failure to comply consented to unless expressly agreed to by MDE and MAC. Michigan law applies to this License without regard to any choice-of-law rules that might direct the application of the laws of any other jurisdiction.

55863:00001:3477783-1

1

This page has been intentionally left blank.

2

ACKNOWLEDGEMENTS

USING THIS MAEIA ASSESSMENT TO DEMONSTRATE EDUCATOR EFFECTIVENESS (METHOD 1)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 either in the current school year or the next one. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer.

3

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.4–Exhibit, present, and publish quality works of art.

VPAA GuidelinesP.4–Perform, present, exhibit, and publish or demonstrate the results of the artistic/creative process for an audience.

Intended Students Third- and fourth-year (Level 3) visual arts students

Alignment to National Core Arts Standards

Anchor StandardVA:Pr4–Select, analyze, and interpret artistic work for presentation.

OVERVIEW AND OUTLINE OF THE PERFORMANCE EVENT Students will analyze, select, and critique personal artwork for a portfolio presentation. They will select up to twelve images from their personal artistic production over the three years of visual arts they have taken in high school.

The images will be analyzed/critiqued by the student for the demonstration of achievement in the use of four categories—themes, media, design elements, and creativity.

This assessment assumes that students have been creating and documenting their art through digital photography over the course of more than two years of art classes, and that these classes have served to develop their understandings of art based on themes or “big ideas,” and the use of media, design elements (i.e., elements and principles), and creativity. Students must also have sufficient computer skills to create Word documents that contain images and save them as PDFs.

Students will demonstrate the ability to assemble a portfolio appropriate for an intended audience of reviewers for college entrance or competitive scholarships. They will present work in organized categories that will clearly demonstrate specific abilities, going beyond a simple collection of images, to show focused skills and the ability to apply organizational principles when presenting artwork.

This assessment is appropriate for programs using teaching based on themes/big ideas, the use of traditional modernist design elements and principles, and/or programs using “Postmodern Principles and Practices” as developed by Olivia Gude. The complete article in which these postmodern principles and practices are discussed is available at https://elearning.psu.edu/drupal6/content/aed813/pdfs/Gude_2004.pdf.

4

SUGGESTED TOTAL TIME This assessment has two parts to it. The assessment should take 100 minutes to complete, as shown below.

o Part 1–Theme and Media Images (Day 1, 50 minutes)o Part 2–Design and Creativity Images (Day 2, 50 minutes)

LIST OF REQUIRED MATERIALSThe materials required for this assessment are:

o Student Bookletso Pens or pencils o Digital tools and resourceso Digital files of portfolio-quality images of most of the artwork students have produced

in their high school classes; at least 20 or more images per student is ideal

ASSESSMENT SETUPThe room should be an art room or computer lab. Students will need access to computers. The teacher should make sure that students have access to files of their artwork from all the high school art classes they have taken.

Students should be in comfortable seats with easy access to computers to spend two full class periods assembling their portfolios.

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

Each student needs a Student Booklet and a pen or pencil. When ready, say:

You each should have a Student Booklet and a pen or pencil. Begin by filling in the information requested on the front cover.

Pause while students complete the requested information. Then say:

Now turn to page 2 in your Booklet and follow along as I read the directions aloud.

Pause while students turn to page 2. Then say:

This assessment has two parts to it: o Part 1–Theme and Media Images (Day 1)o Part 2–Design and Creativity Images (Day 2)

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

5

PART 1–THEME AND MEDIA IMAGES (DAY 1)For this part of the assessment, each student will need his or her Student Booklet, a pen or pencil, and access to a computer with his or her digital image file available for use. When ready to begin, say:

For this part of the assessment, you will review all the artwork you have made in all of your high school art classes. You will create a portfolio that will show your skills in four focused areas:

o Use of themes o Use of mediao Use of design elementso Creativity

You should find up to a total of twelve images that show your achievement in these four areas. You may use different images for each category, but it is not absolutely necessary. You may repeat certain images if they are the best examples fitting more than one category.

The Teacher Scoring Rubric that will be used to evaluate your portfolio is on pages 2 and 3 of your Student Booklet. Review Level 4, the highest level of performance.

TEACHER SCORING RUBRIC

Dimension 1 2 3 4

Theme–ability to create sustained investigation of a theme

Student presents fewer than three works that explore one or more themes.

Student presents three works that explore three different themes.

Student presents three works that explore two different themes.

Student presents three or more works that explore a single theme.

Media–ability to demonstrate sustained investigation and development of skills in a single medium

Student presents fewer than three works in a single medium.

Student presents three works in a single medium showing ability in a single or very limited range of techniques.

Student presents three works showing sustained investigation in a single medium with a variety of techniques and outcomes.

Student presents three or more works showing unusually advanced ability in a single medium.

6

Design Elements–effective use of modernist design elements and principles and/or postmodern principles and practices

Student presents fewer than three works that demonstrate the ability to use a specific modern or postmodern process, concept, or design element or principle.

Student presents three works that demonstrate the ability to use a specific modern or postmodern process, concept, or design element or principle.

Student presents three works that demonstrate the ability to use two specific modern or postmodern processes, concepts, or design elements and principles.

Student presents three or more works that demonstrate the ability to use three or more specific modern or postmodern processes, concepts, or design elements and principles.

Creativity–ability to use innovative processes to discover unique or new visual forms

Student presents one or two works that show creative explorations or outcomes.

Student presents three works that show experimentation, exploration, revision, or other methods to develop a single creative solution.

Student presents three works that show creative solutions using experimentation, exploration, revision, and other processes to find creative solutions.

Student presents three or more works that show widely varied solutions using experimentation, exploration, revision, and other processes to find creative solutions.

Pause while students review the rubric. Then say:

To begin, create and save a new Word document. Save it as “Portfolio–Your Name”

Pause while students carry out this step. When ready to continue, say:

Next, create four new folders, one for each category on the rubric. Name them “Themes,” “Media,” “Design,” and “Creativity.” Then, quickly review your portfolio and copy and paste your images into these category folders. Try to fit all images into one of the categories. If an image fits well in more than one category, you may put the same image in multiple categories. You will choose the best ones for the final portfolio next.

Pause while students carry out this step. When ready to continue, say:

Next, look at the Teacher Scoring Rubric on pages 2 and 3 of your Booklet to see what type of images you need in the first category—Theme.

Review the Theme dimension on the rubric. Look through all your images and find three images that are based on a theme or “big idea.” The highest scoring content would be three images all on one theme; however, if you don’t have those, more than one theme may be used for the three images.

7

Label the top of your Word document “Theme-Based Art.” Copy and paste your three image choices under that title label. Under each image, put the theme, the title of the artwork, the medium, and the size in inches. It should look like this:

Theme: XxxxxTitle: XxxxxMedium: XxxxxSize: Xxxxx

You have 25 minutes to do this step. You may begin.

Pause while students do this first step. When students are finished, say:

Now, you will do the same process for the next category—Media. Review the Media dimension on the rubric. Below the Theme images in your document, label a new section “Medium Focus: (name of medium).”

Select three of your images that show your skill in the medium you feel you are best. Label each image with a title and the medium, in the same way you did the first section. This section does not need the Theme labels. If you want to label the technique you are showing, that would be good too. For example, you might write “wheel-thrown pottery” or “acrylic paint-glazing method” or “crosshatch-shading technique” for a drawing. You have 25 minutes to complete this step.

Pause while students do this second step. When there are 5 minutes remaining, say:

You have 5 minutes remaining.

After 5 minutes, say:

Time is up. Be sure that your name is written on the Student Booklet and leave it on your desk.

PART 2–DESIGN AND CREATIVITY IMAGES (DAY 2)For this part of the assessment, each student will need his or her Student Booklet, access to a computer with his or her image file available for his or her use, and a pen or pencil. When ready to begin, say:

Today you will finish your portfolio. Open your Student Booklet to page 4 to read today’s directions.

Pause while students do this. Then say:

First, you will be working on the “Design Elements” section of your portfolio. This is where you will show works that emphasize your ability to effectively use design elements and principles or other elements and processes that you have learned in art. (If students have worked with “Postmodern Principles and Processes such as

8

Juxtaposition, Interaction of Words and Images, etc., as identified by Olivia Gude, those may also be mentioned in this section.)

Label this new section, beginning under the last previous image, “Design Elements and Processes.” Review the Design Elements and Processes dimension on the Teacher Scoring Rubric on pages 2 and 3 in your Booklet. Choose the three images that you feel show your strengths in these areas. Label each image with the title, medium, and the process you are showing, such as “linear perspective,” “sense of movement,” “transparency,” or “texture study.” You have 25 minutes to do this. You may now begin.

Pause for 25 minutes while students do this step. Then say:

Time is up for this part. You will work on the “Creativity” section of the portfolio.

Under the last image of your Design section, put the new header, “Creativity.” Then, find three images that you feel show your most creative ideas or that show how you use the creative process. Review the Creativity dimension on the rubric. You could use the same image done in three different ways to show experimentation or any experimental work that you did that is very different from the rest to show your versatility or any image that you feel is particularly creative.

Again, label each image with a title and medium. You may add a sentence or two describing a creative process you used, if you think it will help viewers understand. You have 25 minutes to complete this.

Pause for 25 minutes while students do this step. Then say:

Time is up. You are now finished assembling your portfolio. You have 10 more minutes to clean up any formatting or text design you might want to adjust to make your portfolio as clear and pleasing as you can. Before the time is up, you will save your work as a PDF file for review by your teacher.

You may use the Checklist for Part 2 to help you complete this part.

CHECKLIST FOR PART 2 I have titles for all four sections—Theme, Media, Design, and Creativity. I have 8 to 12 images in all sections.

o Up to three works that explore a theme o Up to three works showing advanced ability in a single mediumo Up to three works showing advanced use of Design Elements or Postmodern

Principles o Up to three works showing a variety of creative explorations or solutions

Each image has a title, size, and media labeled under the image.

Pause while students work on the task. When there are 5 minutes remaining, say:

You have 5 minutes remaining. 9

After 5 minutes, say:

Time is up. Be sure to save your file as a PDF Leave your Student Booklet on your desk.

10

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.E436 Teacher ______________________________________________ Class ___________________________

11

STUDENT NAME THEME MEDIA DESIGN ELEMENTS CREATIVITY