grade 12 visual art assignments

Building on existing artisti skills and understandings, students will focus in one medium, while also experimenting with numerous other materials, in the creation of a coherent body of work. Other components of this course include art history and theory, drawing, and the organization of a portfolio which may be used for application to post-secondary studies in an art or design related program.

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See Art Writing & Criticism for examples on writing

Technical Resources

Here is a treat from the Neo Classical period. Students at the French Academy were expected to render space, themes and even facial expressions along a strict code. Here is a chart of facial expressions developed by Academy professor Charles LeBrun. Here are some more facial studies from art history.

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Twelfth Grade (Grade 12) Visual Arts Questions

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Visual Arts Grade Level(S): 12

VA/CR/12/CT/189/

BODIES OF WATER

VISUAL ARTS GRADE LEVEL(S): 12

Responding and Creating

Content Outline reference(s): I A3; B5;

C2,3,4; D1; E1; F1. II A2,3,4; B3,4,5; C1,2,3; D2.

Total time for Block 90 Minutes

Type B Block

TASK DESCRIPTION: The theme of this exercise set is "Bodies of Water".

In the first five scorable units, students will examine reproductions of paintings by artists from various cultural/ethnic groups and from different periods in art history. Students will respond by: identifying the culture, period or style of the painting, stating their reasons for choice; and describing briefly what is depicted in the painting. Students will be evaluated on accuracy of information about culture, style or period and evidence provided for their choice. They will be judged on their observations and descriptions, from simple to elaborate, as well as on clarity and quality. [25 minutes]

The second set of scorable units asks students to respond to three pairs of works by African-American artists. They are asked to compare the works by listing similarities and differences in style, content and feelings. Students will be evaluated on their lists from "low number" and "low quality" of responses to "high number" and "high quality" of responses. On the open ended questions, students will be evaluated on the qualities of their responses from simple to complex elaborations. [25 minutes]

The third set of units is for creating a final piece related to the theme. It requires students to listen/read two poems, one by Langston Hughes and the other by Robert Frost - about "Bodies of Water". The students will brainstorm ideas for experiences to depict - for about five minutes. Then students will be asked to execute 2 preliminary sketches and one final composition showing a personal experience with a body of water, using drawing and colored pencils, watercolors and markers provided. They will use the last pages in the booklet for these tasks. Students will be evaluated on the synthesis of their ideas into a work showing content, unity and expression. [40 minutes]

For Scorable Units One through Eight

Students write answers in ink, erasable ball-point pens should be provided for this.

For Sorable Uunits, 9 through 12

Each student must be provided with a box of supplies containing pencils for writing and sketching-HB and 6B (a sharpener needs to be available); a quality box of watercolors, brushes (nos. 2, 7 and 10), watercolor markers, water-soluble crayons and pencils (sets of eight colors should be ample). A container for water, water and paper towels should also be included. Individual response booklets, with the last page - a piece of watercolor paper, should be available.

Scorable Units 1 through 5 - Stimulus and Task Materials

Large laminated posters (approximately 24" x 30" will be ideal for this unit, with an easel for display. Color transparencies with an overhead projector, or slides and a carousel projector may be more practical for administering this set of exercises. (Prentice-Hall has made sets of transparencies available for English teachers to use to write about art. They are published in a loose leaf type notebook). A reproduction of an Egyptian tomb painting will be used for the stimulus before asking students to start the actual identification process. Reproductions of paintings across five different cultural/ethnic groups and across various periods of history will be used for the responses. Smaller black and white versions such as those provided by The University Prints of Winchester, Mass. (on glossy paper and bound or glued into the response booklets) would also be desirable.

Paintings are as follows:

Nebamun, unknown (c.1417-1379 B.C.)

James, T.G.H.(1986).Egyptian Painting and Drawing in the British Museum. Cambridge, Mass.: Harvard University Press.

Grenouillere, Claude Monet (1869) Hibbard, H. (Ed.) (1980). The Metropolitan Museum of Art., New York: Harrison House, p. 430.

A Rough Sea, Jacob Van Ruisdael (1670) Mondadori, Arnoldo (Editore-CEAM-Milan) (1969). Museum of Fine Arts: Boston. New York: W.W. Norton and Company, Inc.

Midi, Stuart Davis (1954) Anbinder, P. (Ed.). (1992). The Spirit of Genius: Art at the Wadsworth Atheneum . Hartford, CT: Wadsworth Atheneum, p. 195.

The Great Wave Off Kanagawa, Katsushika Hokusai (c.1823-(1829), The Thirty-Six Views of Fiji Series Hibbard, H. (Ed.). (1980). The Metropolitan Museum of Art. New York: Harrison House, p. 54.

In the Mountains, Albert Bierstadt (19th Century). Collection of the Wadsworth Atheneum, Hartford, CT.

Minck, Sandy (Ed.). 1985. Shorewood Fine Art Reproductions, Inc. 27 Glen Road, Sandy Hook, CT 06482, p. 162.

The University Prints may be a resource for acquiring glossy color or black and white prints to put inside the booklets. They are located at:

THE UNIVERSITY PRINTS

21 EAST STREET, BOX 485

WINCHESTER, MASS.01890

Scorable Units 6, 7 and 8 - Task Materials:

Reproductions of a group of six paintings by African-American artists: laminated posters (alternatives would be transparencies or slides described above - two projectors would be needed to make comparisons.

Landscape With a Boat, Edward Mitchell Bannister (1880). McElroy, G.C., Powell, R.J. & Patton, S.F. (1989).

African-American Artists 1880-1987: Selections from the Evans-Tibbs Collection. Washington, D. C.: Smithsonian Institution Traveling Exhibition Service In Association With University of Washington Press., p.17.

After the Storm, Henry Ossawa Tanner (1898)

McElroy, G. C., Powell, R. J. & Patton, S. F. (1989). African-American Artists 1880-1987: Selections from the Evans-Tibbs Collection. Washington, D. C.: Smithsonian Institution Traveling Exhibition Service In Association With University of Washington Press., p. 30.

Reflection, Hughie Lee Smith (1957)

McElroy, G.C., Powell, R.J. & Patton, S.F. (1989). African-American (Artists 1880-1987: Selections from the Evans-Tibbs Collection. Washington, D.C.: Smithsonian Institution Traveling Exhibition Service In Association With University of Washington Press., p. 80.

Noah's Ark, Aaron Douglas (c. 1927)

Miers, Charles (Ed.). (1987) Harlem Renaissance: Art of Black America. New York: The Studio Museum in Harlem, Harry N. Abrams, Inc., p.119.

Power Plant in Harlem, Aaron Douglas (c. 1934)

Miers, Charles (Ed.). (1987). Harlem Renaissance Art: Art of Black America . New York: The Studio Museum in Harlem, Harry N. Abrams, Inc., p. 126.

Scorable Units 9, 10, 11 and 12 Stimulus and Task Materials.

Tape cassette player, taped recording of Langston Hughes reading his poem The Negro Speaks of Rivers. A copy should also be reproduced in the response booklet. A copy of Robert Frost's poem, Spring Pools (also in the response booklet). As an alternative to or in addition to the poems reproduced in the response booklets, the poems may be put on transparencies and projected at the same time, using two projectors during the playing/reading of the poems by tape or the facilitator. Pages have been provided in the response booklets and the materials have been provided for the drawing and painting portion of this set of exercises.

Extra paper, for doodling or unscorable notes may be provided - 9" x12" newsprint would be fine.

The poems are as follows:

Hughes, Langston, The Negro Speaks of Rivers. The Poetry of Black Americans , by Arnold, Adoff (Ed.), Harper and Row Publishers, New York, Evanston, San Francisco, London, 1973, p. 72

Frost, Robert Spring Pools. The Road Not Taken: A Selection of Robert Frost's Poems by Untermeyer, Louis, Henry Holt and Company, N.Y., 1971, p. 174.

Hughes, Langston, The Negro Speaks of Rivers

SET-UP and SPECIAL INSTRUCTIONS FOR THE FACILITATOR/ADMINISTRATOR

Students can complete the exercise while seated at tables or individual, flat topped desks. The surface needs to be flat. There should be enough room for the materials and an open response booklet (18" x 12" when opened flat). An area, at least 24"x30" for each student, would be ideal. The facilitator needs a pointer, and should be able to stand near the easel and table with the reproductions or the slide and, or overhead projectors (2 each) conveniently located to make changes.

SCRIPT and ADMINISTRATION DIRECTIONS:

[Read aloud by facilitator to begin the procedure] [5 minutes]

SCRIPT: ARTISTS FROM VARIOUS CULTURES AND PERIODS, IN ART HISTORY, HAVE STYLES SIMILAR TO OTHER ARTISTS, IN THE SAME ETHNIC GROUP, OF THE SAME PERIOD. FOR EXAMPLE, THE STYLISTIC PERIODS IN EGYPT, LASTED LONGER THAN ANY PERIODS IN OUR OWN WESTERN CULTURE AND EACH HAD DISTINCT CHARACTERISTICS, WHICH CHANGED VERY, VERY GRADUALLY. THIS IS AN EGYPTIAN TOMB PAINTING, DATING FROM AROUND THE 13TH CENTURY, B.C.

[Show the reproduction of Nebamun]

NOTICE THE HEAD, LEGS AND FEET IN PROFILE. THE TORSO AND THE EYE ARE IN FULL FRONTAL RENDERING. THESE FEATURES FROM THE PERIOD OF THE "NEW KINGDOM", HELP US TO IDENTIFY THIS AND OTHER PIECES LIKE IT.

THE WAY ARTISTS CREATE WITH COLOR, FORM, TEXTURE, LINE AND SPACE, VARIES FROM PERIOD TO PERIOD. ORGANIZATIONAL PRINCIPLES (PERSPECTIVE, EMPHASIS AND BALANCE, FOR EXAMPLE) VARY AS WELL. THE "NEW KINGDOM" ARTISTS PAINTED SHALLOW SCENES WITHOUT SHOWING LINEAR PERSPECTIVE, ANOTHER CHARACTERISTIC OF THEIR STYLE.

THIS PAINTING SHOWS A HAPPY SCENE OF NEBAMUN, A SCRIBE BY TRADE, FISHING WITH HIS WIFE AND DAUGHTER. HE IS HOLDING A SNAKE-LIKE STICK AND BIRD DECOYS. THE RETRIEVER CAT HAS CAUGHT THREE BIRDS. THE STORY IS TOLD IN (HIEROGLYPHICS IN THE PAINTING.

PLEASE OPEN YOUR BOOKLETS.

[Student Worksheet. Booklets could be made to look like 9" x 12" sketchbook with a heavy watercolor paper substituted for 2-ply cardboard back cover.]

SCRIPT: THESE PAINTINGS, YOU WILL IDENTIFY, COME FROM VARIOUS CULTURES AND PERIODS IN ART HISTORY. LOOK AT THE FIVE PAINTINGS REPRODUCED HERE. THERE ARE BLACK AND WHITE REPRODUCTIONS IN YOUR BOOKLETS. NOW, FOR EACH PIECE, FIRST, WRITE THE CULTURE, ETHNIC GROUP OR STYLISTIC PERIOD IDENTIFIED WITH THE PAINTING. THEN, STATE WHY YOU HAVE CHOSEN THIS CULTURE OR PERIOD FOR THE PAINTING. THE THIRD TASK IS TO TELL SOMETHING ABOUT THE MOOD AND THE CONTENT OF THE PAINTING. ARE THERE ANY QUESTIONS? IF NOT, THEN BEGIN. YOU WILL HAVE 5 MINUTES TO COMPLETE THE QUESTIONS FOR EACH PIECE.

[Display or project first reproduction.]

(Scorable units 1-5 deal with identifying cultural or stylistic periods; describing mood and content in works of art [20 minutes].)

(Images are B & W reproduced in student response booklet with captions.)

SCORABLE UNIT I

1.Grenouillere, Claude Monet

A.Culture or Stylistic Period:

B.Why did you choose this culture or period?

C.What does this painting depict in mood and content?

[When time is up, call time and change images.]

SCORABLE UNIT 2

2.A Rough Sea, Jacob Van Ruisdael

[When time is up (5 mins.), call time and change image.]

SCORABLE UNIT 3

3.Midi, Stuart Davis

SCORABLE UNIT 4

4.The Great Wave Off Kanagawa, Katsushika Hokusai

SCORABLE UNIT 5

5.In the Mountains, Albert Bierstadt

[When time is up, say]

SCRIPT: PLEASE PUT YOUR PENCILS DOWN.

SCORING GUIDE FOR SCORABLE UNITS 1-5 QUESTION A

Content Outline: A2

Correct Responses (culture and period of works of art)

1. French, 19th century, Impressionism

2. Dutch, Holland, Netherlands, 17th century, Realism

3. American, 19th century, Cubism

4. Japanese, 19th century, Asiatic traditional woodcut

5. American, 19th century, Hudson River Schoo, Realism

SCORING GUIDE FOR SCORABLE UNITS 1-5, QUESTIONS B AND C

Content Outline: A3, C1, B3, C2

The main focus of this task is to rate knowledge of five periods in art history and the ability to recognize characteristics of four different cultural/ethnic contributions to art through these paintings about bodies of water. Students will be evaluated on accuracy of information about culture, style, or period and any other reasons they give for choices. They will also be evaluated on their observations and descriptions, from simple (to elaborate, on clarity and quality.

Level 1Student listed obvious images in the works; i.e., water, people, boats, etc. Student identified the mood of the painting.

Level 2Student provided evidence of consideration of subject matter and its relationship to mood and stylistic characteristics in the works by (explaining what was shown. Basic

Level 3Student described subject matter, mood and stylistic characteristics (including (=materials and techniques) in a convincing manner. Proficient

Level 4Student gave evidence for choice of culture or period. Student described subject matter, stylistic characteristics, materials and techniques in a convincing manner with elaboration and (appropriate vocabulary for analysis. Advanced

(Scorable units 6 through 8 deal with responding to works by artists in a single (ethnic group relating to bodies of water [25 minutes].)

SCRIPT: PLEASE KEEP THE CONTENTS, STYLES AND TECHNIQUES OF THE WORKS YOU HAVE JUST SEEN IN MIND AS WE LOOK AT SEVERAL ARTISTS FROM ONE ETHNIC GROUP AND HOW THEY DEPICTED BODIES OF WATER.

AARON DOUGLAS (1899-1979) DOCUMENTED THE DEVELOPMENT OF AN AFRICAN-AMERICAN IDENTITY THROUGH HIS HISTORICAL INTERPRETATIONS OF LIFE IN AFRICA AND LIFE IN AMERICA FOR AFRICAN DESCENDANTS. HE INCLUDED IMPORTANT SCENES IN THEIR LIVES - WORK, ENTERTAINMENT, RELIGION, RECREATION, LEGENDS, (SOCIAL ISSUES AND POLITICS.

BEFORE AND AFTER AARON DOUGLAS, THERE HAVE BEEN OTHER AFRICAN-AMERICAN ARTISTS WHO HAVE PAINTED SCENES RELATING TO THEIR EXPERIENCES WITH BODIES OF WATER. YOU WILL LOOK AT THREE PAIRS OF WORK BY SEVERAL OF THESE ARTISTS AND COMPARE THEM BY LISTING SIMILARITIES AND DIFFERENCES IN STYLE OR TECHNIQUE, CONTENT AND FEELING OR MOOD. FOR EACH PAIR, YOU WILL HAVE THE NEXT FIFTEEN MINUTES TO LIST AS MANY WORDS, OR TERMS, THAT YOU CAN THINK OF, TO DESCRIBE HOW THE WORK ARE ALIKE OR HOW THE PAINTINGS ARE DIFFERENT.

[Start the comparisions by placing the first two large, colored posters in a visible place (or projecting transparencies or slides) and remind the students that black and white reproductions are in their booklets for comparisons.]

SCRIPT: I WILL TELL YOU WHEN YOUR TIME IS UP FOR EACH PAIR OF COMPARISONS. THE QUESTION YOU ARE TO ANSWER IS IN YOUR TEST BOOKLET. ARE THERE ANY QUESTIONS?

[Answer students' questions, then say]

SCRIPT: PLEASE BEGIN.

SCORABLE UNIT 6

6. Compare Landscape With a Boat (1880) by Edward Mitchell JBannister with After the Storm (c.1898) by Henry Ossawa Tanner. List words or terms to describe as many similarities and differences as you can.

(B & W reproduction of Landscape With(B & W reproduction of After the Storm)

Similarities:Differences:

[When time is up, call time and change the images.]

SCORABLE UNIT 7

7. Compare Hughie Lee-Smith's Reflection (1957) and Noah's Ark (c. 1927) by Aaron Douglas. List words or terms to describe as many similarities and differences as you can.

(B & W reproduction of Reflection)(B & W reproduction of Noah's Ark)

SCORABLE UNIT 8

8. Compare the two paintings by Aaron Douglas, Noah's Ark and Power Plant in Harlem (c. 1934) List words or terms to describe (as many similarities and differences as you can.

(B & W reproduction of Noah's Ark)(B & W reproduction of Power Plant in

Similarities:Difference:

[When time is up, call time and say]

SCRIPT: TIME IS UP. PLEASE PUT YOUR PENCILS DOWN.

SCORING GUIDE FOR SCORABLE UNITS 6 THROUGH 8

Content Outline: III A4, B5, D2

The main focus of this task is to rate fluency of students in their responses to works by African-American artists. There should be some ideas stimulated by their first exercise.

Level 1= Student listed a low number of low quality responses.

Level 2= Student listed a low number of high quality responses. Basic

Level 3= Student listed a high number of low quality responses. Proficient

Level 4= Student listed a high number of high quality responses. Advanced

[Scorable units 9 through 12]

SCRIPT: THINK ABOUT THE DESCRIPTIONS AND MOODS OF THE FIRST SET OF PAINTINGS. REMEMBER THE MOODS AND DESCRIPTIONS OF THE PAINTINGS BY AFRICAN-AMERICAN ARTISTS AND NOW, LETS LISTEN/READ TWO POEMS BY AMERICAN POETS ABOUT BODIES OF WATER.

LANGSTON HUGHES WAS A CONTEMPORARY OF AARON DOUGLAS IN HARLEM DURING THE 1920S AND '30S. HE FELT THAT THERE WAS A SEPARATE AND DISTINCT CULTURE THAT AFRICAN AMERICANS HAD MADE FOR THEMSELVES BY THEIR SPECIAL EXPERIENCE AND HERITAGE. HIS POETRY AND SHORT STORIES WERE ABOUT HIS PERSONAL OBSERVATIONS OF NEGRO LIFE IN AMERICA. READ ALONG WITH THE POET AS THE TAPE OF HIS VOICE IS PLAYED.

[Play taped voice of Langston Hughes reading his poem "The Negro Speaks of Rivers". Or read while projecting a transparency of the poem on an overhead projector.]

ROBERT FROST WROTE MANY POEMS ABOUT BODIES OF WATER, BROOKS, STREAMS, PONDS - PLACES, SO FAMILIAR TO US ALL, THAT WE OFTEN OVERLOOK THEM. READ HIS POEM, SPRING POOLS, ALONG WITH ME.

[Read poem as it is projected (as a transparency on the overhead projector.

(Both poems should take no longer than 10 minutes to read/hear.)

SCRIPT: "SEE" HOW THESE POETS "PAINT" PICTURES FOR US WITH WORDS. FOLLOW THE INSTRUCTIONS IN THE NEXT THREE EXERCISES WRITTEN IN YOUR BOOKLET. FIRST YOU MUST BRAINSTORM TO HELP YOU WRITE A BRIEF EXPERIENCE, OF YOUR OWN, WITH A BODY OF WATER.

READ THE DIRECTIONS AND DRAW TWO PRELIMINARY SKETCHES, ON WHICH TO BASE A FINAL PAINTING. USE THE WATERCOLORS, COLORED PENCILS AND WATER-SOLUBLE CRAYONS TO DO YOUR PAINTING.

YOU WILL EXECUTE ALL THREE OF THESE TASKS IN THE REMAINING TIME. YOU WILL BE EVALUATED ON HOW IMAGINATIVE AND CREATIVE YOU CAN BE WITH YOUR DESCRIPTIONS AND LANGUAGE. YOUR SKETCHES WILL BE EVALUATED ON HOW THEIR DEVELOPMENT LEADS TO THE FINAL PAINTING AND HOW THEY INTERPRET WHAT WAS WRITTEN ABOUT YOUR EXPERIENCE WITH A BODY OF WATER. IN THE LAST TASK, PLEASE, BRIEFLY, EXPLAIN HOW WELL YOUR CHOICES SUCCEEDED IN ACHIEVING UNITY AND EXPRESSION.

Visual Arts Projects. Teachers take on Action Research projects in their own classrooms, then document their success here.

The teachers engaged in Arts Assessment for Learning take on Action Research projects: they implement formative assessment across long and short term durations, and document the results.

Select a visual arts project below . Each project contains helpful tools and resources to view and/or download. Use the filters at left to narrow your search results by grade level and assessment method.

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• Peer Assessment
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Printmaking-Landmarks:   Peer Assessment

My 4th grade students began a unit on printmaking and created collagraph plates of NYC landmarks. They developed a list of the criteria for an effective collagraph plate that focused their printmaking and guided both written and verbal peer feedback. Students became more appropriately verbal, had more positive exchanges, revised their work and the printmaking process was enjoyable for all.

Collage Self Portrait : Self & Peer Assessment

7th grade students started with self-portrait drawings, painted strips of color, arranged the tessarae on their drawings, and engaged in on-going peer assessments throughout the project using a rubric and feedback forms to inform their revisions.

Drawing Perspective : Self & Peer Assessment

Students have a difficult time understanding the fundamentals of perspective and how it relates to the scale of objects. Students peer assessed with the use of a rubric. This helped to build a better understanding of perspective as demonstrated in their final drawings and their reflections on the process.

Colonial Portraits : Peer Assessment

In an interdisciplinary unit on Colonial Portraits my 7th grade students studied Colonial paintings and created their own portraits using a series of skills-based worksheets.

Gradation : Self & Peer Assessment

Visual rubrics and clear protocols engaged my 4th grade students in peer assessment, motivated them to revise their work, and helped them create a more realistic, dimensional piece of art.

Figure Drawing : Peer Assessment

My 7th grade art talent class is comprised of gifted and talented as well as special education students. All are initially challenged by proportion in figure drawing. Students enthusiastically engaged in peer assessment using a visual rubric and improved their drawing skills as evidenced by their revised drawings.

Fauvist Portrait Painting: Self & Peer Assessment

Middle school students created self-portrait acrylic paintings using a Fauvist warm/cool color scheme. They learned the language of critique and used visual assessment tools to assess, revise and reflect on their work.

Graphic Design : Peer Assessment

In a unit on graphic design my 5th graders designed their own cereal boxes. These students engaged in ongoing peer assessment using a protocol to revise and reflect on their work.

Painting Texture: Peer Assessment

My 1st graders created paintings of rabbits with realistic texture. These young students engaged in peer and self-assessment that was guided by criteria, vocabulary, and visual assessment tools (Faces of Feedback). In the process, not only did they learn peer assessment, they improved their painting of texture and created more realistic work.

Oil Pastel Landscapes:  Peer & Self Assessment

Students collaborated on creating a visual rubric and used it in their peer and self-assessment. This process raised the quality of their feedback, deepened their conversations, and improved the quality of their art work...

Mural Drawings: Self & Peer Assessment

In this collaborative art project, my 5th grade students worked in teams to create drawings based on prehistoric cave art. We co-created a Good Drawing Rubric and used it in a peer and self-assessment process. The process fostered collaboration and independence, as well as helped them create impressive craypas drawings.

Multi-Media Self-Portraits:  Peer & Self Assessment

My 4th grade students created portraits across a variety of mediums. My students became more adept at transferring techniques from masterworks to their own self-portraits through a process of personal goal setting that incorporates peer feedback and self-assessment. In addition my students became more collaborative, articulate and independent artists.

Painting Birds: Peer & Self Assessment

In the painting unit my 4th graders paint birds and are often challenged by the element of texture. Together we created a visual rubric and students peer assessed their partner’s work. As a result my students demonstrated: greater task perseverance, more deeply analyze one another’s painting, and improve texture through revision.

Papier Mache Sculpture: Peer & Self-Assessment

Many of my 4th grade students are English Language Learners (ELLs) who became highly engaged sculpting with papier mache. Together we co-created a rubric based on the prompt: What problems might we have building this sculpture? Engaging ELLs in developing and using the rubric through peer and self-assessment improved both their work and their journal writing.

Printmaking Collagraphs: Self & Peer Assessment

In this printmaking unit my 4th graders used peer and self-assessment to determine whether their plates of People in Action were ready to print. They identified goals and documented their progress in their art journals. Students went from never having analyzed their own artwork, to ownership of a routine where appropriate and actionable feedback was expected every class period.

Painting A Rainbow: Peer & Self Asessment

Early learners are challenged by painting technique, particularly painting with precision and control. I wanted to see if peer assessment using a visual rubric could help kindergarten students improve these skills. I discovered that with a child friendly protocol and visual rubric my students could give feedback and achieve an “I Got It”!

Prints Coloring: Self & Peer Assesment

Kindergarten students are jubilant artists and jump at the chance to engage with materials. I wondered if a simple rubric could prompt students to concentrate on their work habits and develop coloring skills - a complex skill for 5 and 6 year olds. At the end of the lesson students improved their coloring accuracy and had new language to speak about their work.

Sculpture:  Peer Assessment

My students created papier-mâché sculptures of landforms linked to their social studies geography unit. In addition to creating a 3-dimensional forms, students used peer feedback based on a co-created sculpture rubric. I created a rubric station to address the differentiated pace of project completion and to facilitate timely peer feedback.

Ms. Williams' Student Website

Avi2o - grade 10 visual arts.

Student Exemplars

Visual Arts Grade 12 NSC Exam Topics and Structure Guide Syllabus

On this page you will find Visual Arts Grade 12 NSC Exam Topics and Structure Guide from the CAPS syllabus.

Visual Arts Grade 12 Exam Topics and Structure

For Grade 12 , the three-hour end-of-year theory examination in Visual Arts (100 marks) comprises 25% of a learner’s total mark. Only Grade12 content will be assessed. However, prior knowledge from Grade 10 and 11 may be necessary to interpret and answer some of the questions.

Learners will be asked exam questions on the following topics:

• The voice of emerging artists (20 marks)
• South African artists influenced by African and/or indigenous art forms (20 marks)
• Socio-political art – including Resistance Art of the ‘70s and ‘80s (20 marks)
• Art, craft and spiritual works mainly from rural South Africa (20 marks)
• Multimedia and new media – alternative contemporary and popular art forms in South Africa (20 marks)
• Post-democratic identity in South Africa (20 marks)
• Gender issues: masculinity and femininity (20 marks)
• Architecture in South Africa (20 marks)

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*Grades 6-8

We’ve listed all of our Middle School art lesson plans here. These activities are best suited for Grades 6-8 – or – ages 11-14 years. Grade levels are given as a guideline only.

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Design Your Own Nutcracker

by Andrea Mulder-Slater Nutcracker dolls symbolize good luck in German tradition, but where did they come from? This drawing lesson will teach children the answer to this question, and more. …

Drawing with Glue

by Andrea Mulder-Slater If you are looking for a sure fire way to get a great response from your students, walk into the art room and tell them they will …

Gingerbread Village

By Andrea Mulder-Slater Every year my daughter and I decorate a gingerbread house (or two, or three). We don’t bake from scratch, but instead work with pre-baked, pre-cut slabs of …

A Cup of Cocoa

by Andrea Mulder-Slater The only thing better than chocolate, is chocolate in a cup! Big mugs of hot chocolate (or hot cocoa) are the theme of this cozy art lesson. …

Paper Pumpkins

by Andrea Mulder-Slater Here’s a super quick way to make paper pumpkins that look real enough to pick! [This is a small snippet of a lesson we have inside The …

6 Ways to Make Sketchbooks

by Andrea Mulder-Slater When I was a student at art school, my drawing professor had one rule and that was to draw, every single day. From her I learned there …

Pop Art Owls Drawing Art Lesson with Video Tutorial

K-2, Grades 3-5, Grades 6-8, Grades 9-12

Glue Flowers

Negative Space Plant Drawings

Grades 3-5, Grades 6-8, High School

Criss Cross Doodles

by Andrea Mulder-Slater Using materials found in every art room, students will draw criss cross lines to create shapes for doodles to live! Then, by following a few basic prompts, …

Design a Miniature Garden

K-2, Grades 3-5, Grades 6-8

Architecture Mood Board

Grades 3-5, Grades 6-8, Grades 9-12

Draw and Paint a Sea Turtle

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Happily Ever Elementary

Featured resources.

Groovy End of Year Peace Out Bulletin Board Kit Writing

Behavior Saver Anchor Charts and Reward System

Paper Flower Templates, Tutorial, and SVG Cliparts for Cricut or Silhouette

Star Lord Father's Day Craft

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Student Work Portfolio Bundle-Crafts, Drawings, Writing, Selfies, Coloring, Etc.

Smiley Face Welcome Back Polaroid Bulletin Board Kit | Retro 70's Display

Directed Drawing Calendar | Parent Gift | Holiday or Mother's Day Project

EDITABLE What Will You Grow This Year? Bulletin Board with PAPER FLOWER TEMPLATE

Monthly Coloring Page | Doodle Month Printable

Everyone Is Welcome You Belong Here | EDITABLE School Bulletin Board Kit

Home For The Holidays | Family Traditions Writing and Craft

Hip Hop into Spring Bunny Craft and Writing

Editable Paper Airplane - Soaring into a New Year - Bursting Bulletin Board Kit

Rae Dunn Inspired Mother's Day Craft and Writing

Paper Flower, Leaf, Flower Center Templates, Tutorial, and SVG Cliparts

Dandelion Wish Craft | New Years and End of the Year Writing

Mother's Day Flower Pot Craft and Writing | Gift for mom

Magic Math Bands | St. Patrick's Day Math Fact Practice | Paper Bracelets

EDITABLE Student Portfolio Cover | Composition Notebook | Student Photo

Directed Drawing Parent Gift | Calendar, Week at a Glance, To-Do List, Menu

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Instructional Support Specialist III- Special Education PAF#1250241 at El Monte City School District

Application Deadline

7/2/2024 4:00 PM Pacific

Date Posted

Number of openings, add'l salary info, length of work year, employment type, requirements / qualifications.

Must pass the EL Monte City School District Proficiency Tests. Minimum of 12 degree eligible college units and two years of classroom experience working with children with special needs. Though not required, it would benefit to have college units in ASL and/or Deaf Studies. Specific experience in a special day class or similar environment may substitute for higher education requirements. Must be fluent in American Sign Language. Position to work One to One with a Deaf/Hard of Hearing student. Once posting closes, selected applicants who have not yet passed the El Monte City School District Proficiency Test, will be invited to test.

Online application and all required documents must be successfully scanned and submitted through the Edjoin system prior to the posted deadline. Late and incomplete applications and submissions via fax/email/hard copy will not be accepted.

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