CONNECT TYPE II

Relate artistic ideas and works with societal, cultural and historic context.

TSW choose a social issue that is important to them and research that topic. TSW create a CD cover that is

reflective of the chosen topic. TSW create a song or rap that corresponds with the social theme/CD cover.

Evidence Collection #3

2016-2017

Exemplar

7th grade studentsFull year course (180 days)21 students total both optional and traditional students. 2 resource students, 1 ESL student and 3 CLUE studentsClasses meet for 50 minutes daily. Students have some prior knowledge pertaining to Elements and Principles of design and Visual ArtI have taught 10 of these students in the 6th grade.

CLASS INFORMATION

Exemplar

Pre Assessment: Students were asked to define what a social issue is. After a classroom discussion on the meaning, I gave the students a handout with a list of social issues that we face today. Students were asked to choose three or come up with three on their own. Students were then asked to list 1 -3 facts or opinions they had for each of the chosen social issues. They then did a quick drawing conveying a social issue (this was part of the DO NOW). After another class discussion, students chose one of their 3 choices. I then informed the students to create a CD cover that supports the chosen issue. No other instruction was given. (3 days total for introduction and 1st social issue CD cover design)Mid-Point After the students completed the initial CD cover design they began their KWL chart. On a KWL Chart they wrote what they knew about the issue and what they wanted to learn about the issue. I then instructed students to do research using books and the internet to fill out the learned section of the chart.(1 classroom day and overnight for homework)

Once the research was completed students reflected on their first CD cover design. The class then did a gallery walk and students received written feedback from their peers as to what they felt could be improved on the first drawing and were then told to utilize their knowledge of what they had learned and recreate their CD cover to better support the social issue. Students sketched new ideas for the improved CD cover design. ( 2 days)Post The next class day I presented the students with a review on design principles and instructed the class to use good design choices when creating the newly revised CD cover. (3 days)Once the second cover was completed I discussed the steps and creative process to writing a song or rap. The students then created original songs/raps relating to their social issue. Finally the student explained what the purpose of the song was intended to express (2 days)As an extra credit incentive, students performed their original songs/raps. 11 class periods total

Exemplar

At the start of class the students DO NOW was to define the term SOCIAL ISSUE.

Students response: A problem that has to do with people and/or their thoughts or opinions.

Pre-assessment DO-NOW showing childhood hungerEMERGING

Student wrote down 3 choices:Childhood hungerAnti SemitismSchool Bullying

His initial DO NOW sketch was to show childhood hunger. He changed his mind and decided to focus on Anti Semitism.

Exemplar

(PRE) SOCIAL ISSUE CD COVER #1

One of the parts that I like the most is the leaning, abstract buildings. I think that the thing conveys with the message is that the Jews are normal people but are hated only because of their labels. The art elements I used are line, shape, color, value and a little texture. If I could fix anything, I would make more things stand out.

STUDENT’S REFLECTION EMERGING

Exemplar

Peer Feedback for first drawingI like the color choices but it would pop more if there were more pressure applied. The fire shouldn’t have a line between the red and orange. I can’t tell what the grey and red blobs on the mountain are. Put more emphasis on the Stars of David at the bottom of the picture plane. Use a ruler for the line because the crooked lines take away from the composition. The idea is conveyed well. I like the hop-scotch

KWL chart completed AFTER first CD was completed. Students were informed that a minimum of 5 new facts must be researched. Exemplar

Student applied more pressure to add intensity to color. Student used ruler to draw square for composition. More definition and symbolism (swastika) is applied to the images drawn on the mountain. Student added more animation (movement) to the Star of David images in the foreground. Student still lacks visual information that gives the viewer an understanding of anti-Semitism, but does improve the design by reinforcing an understanding of elements of art, mainly value and color intensity.

(POST) SOCIAL CD COVER #2

EMERGING

Exemplar

TITLE: Nothing Wrong With ReligionVERSE: Some people still believe in the things that Hitler said (13 syllables) VERSE II: Unconcious of all the Jewish people that changed the world (14 syllables)TRANSITION: Just saying, there’s nothing wrong with religion, cause most of the Jews are smarter than you. (transition is supposed to be two separate verses at 10 syllables each)CHORUS: There’s nothing wrong with religion (8)If you agree, why don’t you pitch in (7)There's nothing wrong with religionIf you agree why don’t you pitch in

SONG MESSAGE: To stop the spread of antisemitismExemplar

PRE SOCIAL ISSUE CD COVER POST SOCIAL ISSUE CD COVER

EMERGING

Exemplar

Student wrote down 3 choices:Cyber Crime HackingSocial Media BullyingVideo Game Addiction

His initial DO NOW sketch shows social media bullying. He changed his mind and decided to focus on Cyber Crime Hacking.PROFICIENT

Pre-assessment DO-NOW showing social media bullyingStudents WERE instructed to NOT USE WORDS.

At the start of class the students DO NOW was to define the term SOCIAL ISSUE.

Students response: An impact on society that causes severe conflicts and issues onto the world as it could change a human being.

Exemplar

(PRE) SOCIAL ISSUE CD COVER #1

PROFICIENT

What I like about my illustration is that it show how when victims get hacked you will feel pain around your head and the computer can also feel pain because it can be frustrated and get punch in the face to experienced something like this. The hacker on the left is the one who hacked the innocent victim and left the victim

Getting punch in the face while he destroys his computer. So the hacker got away. What most effective in conveying my message is the little devils that represent that they come in and they stayed there because your computer is completely infected and sick like his monitor.The elements I used to create is color and one is red and one is blue that can portray a victim getting hacked. What I could have changed is the hackers appearance because it didn’t show him being anonymous and is not shown to be hidden.

STUDENT’S REFLECTION PROFICIENT

Exemplar

I like your drawing. But if I didn’t see what social issue is, I wouldn’t have known what your issue was really. I don’t think you should have the background a dark red like that or a dark blue. You want your main colors to pop. Ans also what’s the point of the little monsters at the top. The marker in the back of the red doesn’t look good. You should have just drawn a computer and a person and make it to were they saw numbers or something, but I like it.

Exemplar

(POST) SOCIAL CD COVER #2

Student’s craftsmanship and control of medium is improved greatly. Student streamlines images and symbolism with a strong use of balance. Symbolism is easy to understand.The idea of the hand appearing from the laptop can suggest hacking, but can also be a tad misleading. The post drawing shows growth and better understanding of the objective.

PROFICIENT

Exemplar

TITLE: COMPUTER CRIME HAPPENS VERSE I know, I know it suffers to have darkness surround you. I get that feeling too though I never felt helpless. VERSE II: You know, You know, all the time you lost your data. Now your eager to ask my help just to save you.TRANSITION: We know, we know that we just got hacked. We know, we know that we can’t break that hackCHORUS: I know, you know a computer crime happen.Your computer was hacked, you felt broken. You know I know a computer crime happen. I can tell you looked shocked cause I know

SONGS MESSAGE: After being hacked you felt lost, confused, shocked and worry that it was a scary expierence.Exemplar

PRE SOCIAL ISSUE CD COVER POST SOCIAL CD COVER

PROFICIENT

Exemplar

ADVANCED

At the start of class the students DO NOW was to define the term SOCIAL ISSUE.

Students response: A problem that effects a community or population as a whole.

Student wrote down 3 choices:Black Lives MatterHuman Trafficking Drug Addiction

His initial DO NOW sketch shows an idea for Black Lives Matter

Pre-assessment DO-NOW showing Black Lives Matter

Exemplar

(PRE) SOCIAL ISSUE CD COVER #1

STUDENT’S REFLECTION ADVANCED

STUDENT’S REFLECTION TYPED ON NEXT SLIDE

Exemplar

Black Lives Matter is a very strong social issue so Iknow a drawing had to be a very strongrepresentation of this issue. In my drawing there is awoman with her hand over her heart. A policeofficer is holding a gun at point black (blank) rangeabout to shoot. Her left hand is out protecting herchildren that shows that police will show no mercy.In the shy there is an angel who is watching over theworld, but is very sad and disappointed. I think thisrepresentation is strong. The key points would haveto be the woman protecting her young black childrenand also the angel in the sky. In my drawing, Iincorporated crayon as well as colored pencil. I drewthe family all shades of brown to show that nomatter what shade of black you are, you are indanger of police brutality. In my picture, I would addmore children to the scene. I would also change mycolors and my background.

STUDENT’S REFLECTION (from previous slide) ADVANCEDExemplar

I’m kinda confused w/ the lady at the top, not sure what’s she symbolizing, but it’s a very good drawing, v ery life like. I love how incorporated a family, and the mother is risking her life for her children. I feel like the message. I feel like the message is clear to me, but I feel like if the title wasn’t there, it would take others a long time to understand the drawing, but it is a very strong drawing.

Exemplar

Student’s composition is much stronger with the use of overlapping and background and use of symbolism allows a clearer interpretation of the social issue being illustrated. It is clear student took the feedback from others into consideration and also used his research from his KWL chart in creating the second illustration.

ADVANCED

Exemplar

TITLE: Together, but not equalVERSE: Life’s a wall, you’ve got to break free. Back in the day, colored were on their knees, praying for equality, justice you might say, but we’ve risen, we will be strong today.VERSE II: Racial equality, it’s pretty cool. Got me thinking bout diversity in schools. It used to be that it was a sin to let blacks in.TRANSITION: Now you see the world is changing. People have joined hands the world is rearranging. The world is no longer black or white, we won the segregation war is now over and doneCHORUS: Weve come a long way, look at us today don’t forget about those that pave the way. (repeat)

SONG MESSAGE: Black people have come a long way in the history of America. But we are still not equal.

Exemplar

PRE SOCIAL ISSUE CD COVERPOST SOCIAL ISSUE CD COVER

ADVANCED

Exemplar