arts & tech residencies report stone...

Brevard Cultural AllianceNext Generation Artist Residencies 2013-14

PROJECT REPORT Site: Stone Middle SchoolProgram/Project Name Creative ComputingTeaching Artists: Nathan SelikoffArt Form/Discipline: Digital/New Media ArtTeacher Liaison(s): Heidi L. Targee

(in collaboration with Grade/Groups: • 2D/Art Appreciation

• 8th Grade Total Number of Participants: 208

1. Project Description

1.1 Summary

New Media Artist Nathan Selikoff instructed 7th and

combines animation, music, and interactivity

focused on integrating the arts to STEM content (STEAM) that enhance participants' understanding of

languages and the intersection of drawing and code (algorithmic drawing).

1.2 Goals & Objectives

As a result of this project, students will be able to:

• Understand the relationship of art and code

• Explain the concept of computational creation, in the context of

• Imagine the possibilities for their own computational creation

• Utilize a sketchbook to document their processes, brainstorming and sketches to serve as a Design Notebook

• Discuss resources that support their computational creations

• Express a complex activity using a sequence of simple instructions

• Create a Scratch! project that combines animation, music, and interactivity

• Understand and practice incremental development

• Understand the differences between a visual programming language & a text

• Imagine and create their own computational creat

• Understand the concept of an algorithm and algorithmic drawing

• Examine a variety of art historical references at the intersection of drawing and code

• Propose an appropriately-scoped project as a final goal

• Develop an outline of activities, tasks, resources needed for them to create the project as well as identify areas where

they need support

• Imagine and create their own program-based artwork using computational concepts and practices

• Provide guidance and support to their peers

Brevard Cultural Alliance

14

Stone Middle School Creative Computing Nathan Selikoff Digital/New Media Art Heidi L. Targee (in collaboration with Visual Arts, Science and History teachers)

2D/Art Appreciation (6 groups, 142 students)

8th Grade Science Class (3 groups, 66 students)208

New Media Artist Nathan Selikoff instructed 7th and 8th grade students in the creation original computer artwork

combines animation, music, and interactivity in Scratch and Processing programming environments.

focused on integrating the arts to STEM content (STEAM) that enhance participants' understanding of

ntersection of drawing and code (algorithmic drawing).

will be able to:

• Understand the relationship of art and code

• Explain the concept of computational creation, in the context of two computer languages (Scratch!

• Imagine the possibilities for their own computational creation

sketchbook to document their processes, brainstorming and sketches to serve as a Design Notebook

• Discuss resources that support their computational creations

• Express a complex activity using a sequence of simple instructions

ct that combines animation, music, and interactivity

• Understand and practice incremental development

• Understand the differences between a visual programming language & a text-based programming language

• Imagine and create their own computational creation using Processing.

• Understand the concept of an algorithm and algorithmic drawing

• Examine a variety of art historical references at the intersection of drawing and code

scoped project as a final goal – either individually or in pairs


based artwork using computational concepts and practices

ide guidance and support to their peers.

istory teachers)

students)

students in the creation original computer artwork that

programming environments. The program

focused on integrating the arts to STEM content (STEAM) that enhance participants' understanding of programming

Scratch! & Processing)

sketchbook to document their processes, brainstorming and sketches to serve as a Design Notebook

based programming language


based artwork using computational concepts and practices

2

1.3 Summary of Activities

The following list shows the tasks of the classes with Nathan Selikoff. Students and classroom teachers worked

additional days without the artist to support this project.

1. Day 1 - Friday, February 28 - Overview of the course; Scratch: Intro (Session 1 from ScratchEd); introduce the

Design Notebook for documenting, sketching, brainstorming ideas and plans.

2. Day 2 - Monday, March 3 -Scratch: Dance Party (sessions 3 and 4 simplified from ScratchEd)

3. Day 3 - Wednesday, March 5 - Processing: Intro (Khan Academy and Processing.org beginner lessons)

4. Day 4 - Thursday, March 6 - Processing: Math + Art (computer art history background, some personal examples of

Ms. Targee)

5. Day 5 - Friday, March 7 - Final project: breakout groups, planning/designing, implementation

6. Day 6 - Tuesday, March 11 - Final project.

7. Final Event - Friday, March 14 Presentation day w/ Orlando Science Center –– work projected and interactive

display on computers during Orlando Science Center Family Night

1.4 Linkage with Curriculum/Standards and School Plans As we are moving into a STEAM-themed school, this provided a perfect STEAM opportunity. Computer

programming is a subject to which middle school students here do not regularly have access. This program allowed

students the opportunity to receive instruction from a practicing artist in creative coding and algorithmic drawing tied

to math as more than just coordinates on a canvas. By keeping a design notebook, students worked as artists; by

sharing their work as projected, interactive artwork in our media center during the Orlando Science Center family

night, they had a taste of displaying artwork in a contemporary way. This project met goals in our federal magnet

school grant and our School Improvement Plan which charges us to incorporate student-centered lessons as well as

promote the STEM disciplines. There were many state standards met by this project – here are some with the strongest

ties to the project:

• Enduring Understanding 1 VA.68.C.1: Cognition and reflection are required to appreciate, interpret, and create

with artistic intent.

• Enduring Understanding 2 VA.68.C.2: Assessing our own and others’ artistic work, using critical-thinking,

problem-solving, and decision-making skills, is central to artistic growth

• Enduring Understanding 3 VA.68.H.3: Connections among the arts and other disciplines strengthen learning and

the ability to transfer knowledge and skills to and from other fields.

• Enduring Understanding 1 VA.68.F.1: Creating, interpreting, and responding in the arts stimulate the imagination

and encourage innovation and creative risk-taking.

• Enduring Understanding 3 VA.68.F.3: The 21st-century skills necessary for success as citizens, workers, and

leaders in a global economy are embedded in the study of the arts.

• Enduring Understanding 2 VA.68.O.2: The structural rules and conventions of an art form serve as both a

foundation and departure point for creativity.

• Enduring Understanding 3 VA.68.O.3: Every art form uses its own unique language, verbal and non-verbal, to

document and communicate with the world.

• Enduring Understanding 2 VA.68.S.2: Development of skills, techniques, and processes in the arts strengthens our

ability to remember, focus on, process, and sequence information.

1.5 Cross-Curricular Integration: • Technology (coding, global collaboration on Scratch and Khan Academy environments),

• Design & Visual Arts

• Animation & Sound,

• Algebra and Geometry

• One of the groups (4th period) added an astronomy connection.

3

1.6 Evaluation Plan. Provide Rubric Sample (if applicable)

We evaluated students using a rubric similar to the one used for students' their first semester sketchbook work; it also

incorporates elements from Digital Art evaluation rubric provided from BCA. See Attachment 1.

1.7 List of Materials/Equipment

• Sketchbook for each student participating

• Computer lab & projectors

2. Lesson Plan & Activities

Lesson

& Date

Groups/Classes &

Schedule

Activities Objectives/Skills Taught

#1 of 6

2/28/2014

9:30 -10:21

2D/ ART - Group 1

10:25-11:13

2D/ ART - Group 6

11:18-12:05 2D/ ART - Group 7

12:40-1:40 Science Class

1:44-2:31 2D/ ART - Group 2

2:35-3:23 2D/ ART - Group 3

3:28-4:15 2D/ ART - Group 5

• Teaching artist will discuss with students

computational creation concepts and

show sample Scratch projects.

• Instructor will review design processes

and explain how to use a design

book/sketchbook to generate ideas

• Students will explore the Scratch

interface by creating a sample project.

• Introduce students to concept of

computational creation and Scratch

environment.

• Participants will be able to imagine

possibilities for their own Scratch

environment.

• Students will use effectively a design

book/sketchbook

• Become familiar with resources that

support their computational creation.

#2 of 6 3/3/2104

SAME AS #1 • Teaching artist will guide students in a

discussion about the use of instructions

in complex tasks.

• Students will create Scratch dance

projects, using the principle of

Incremental Development (step-by-step)

• Participants will share and discuss

creations at the en do f the class.

• Period 4 Science only: Introduced

Astronomy theme.

All participants will :

• Learn to express a complex activity using a

sequence of simple instructions.

• Be able to create a Scratch project that

combines animation, music, and

interactivity.

• Understand and practice incremental

development.

#3 of 6 3/5/2104

SAME AS #2 • Artist and students will watch and

discuss demo of Processing on Khan

Academy.

• Students will learn to draw in a

coordinate system by creating a basic

house.

• Students will compare graph paper

coordinates with pixels canvas.

• Students will code in Processing for the

first time using the 400x400 pixel canvas

(coordinates and simple shapes).

• Introduce students to concept of

computational creation in the context of

Processing environment.

• Participants will be able to understand

basic differences between visual

programming language and a text based

language.

• Students will be able to draw and code in a

coordinate system.

• Period 4 & 6: also learned about the

repeat loop animation and coding syntax

for comments

#4 of 6 3/6/2104

SAME AS #3 • Artist and students will watch and

discuss What is Creative Coding video.

• Students will play with The Chaos

Game, a computer game that uses

algorithms to create fractals

• Participants will spin off the example

projects done in Processing by adding

• Students will be able to create a drawing

algorithm and implement it in processing.

• Participants will expand their

understanding and skills on Processing.

4

changes.

• Students will create their own drawing

algorithm in their sketchbooks will

implement it in Processing.

#5 of 6

3/10/14

SAME AS #4 • Teaching artist will discuss with students

possible topics and types of final Scratch

projects.

• Students will brainstorm, in small groups

ideas for a final project.

• Under instructor's guidance students will

create, in pairs or individually, a plan

their final project (tasks, resources,

timeline, etc.)

• If they receive approval from the artist or

teachers, they could begin working.

• Students will be able to brainstorm and

determine appropriately-scoped final

project.

• Participants will be able complete a project

planner, and if time permits, begin working

in the final project.

#6 of 6

3/11/14

SAME AS #5 • Participants will review project planner

elements.

• Artist will assist students in completing

final project in pairs or individually.

• Students will publish their final project

to Scratch! Gallery or blog for public

sharing.

• Participants will evaluate project progress

based on plan.

• Students will be able to finalize their

projects.

• Students will rate the value of

collaboration and determine when to seek

for additional support.

Final

Event 3/11/14

5-8 PM

Stone Magnet

Middle School

Media Center

All groups/classes

• Student work will be displayed on

computers and projected on the screens

in the media center during the Orlando

Science Center Family Night.

• Students will be available to explain

their work and show the public how to

interact with it.

All participants will enjoy an opportunity to

display their achievements and gain

recognition from family, friends, and school

community.

3. Evaluation of Program Impact

3.1 Describe the benefit(s) of this program for the students & school

Over 20% of our students were introduced to Boolean logic and the computer programming languages of Scratch! and

Processing while they worked closely with a professional artist to learn creative computing. Students from many

disciplines were taught how to work like visual artists for innovative idea generation as well as break down projects to

practice incremental development to troubleshoot and meet a goal.

3.2 Tell at least one specific story of how your project helped one or more students. (Please use

student's first name only.) One student who is very quiet and bright but underperforming had the Creative Computing class for not just art but

during her science class as well. This student, Shaquila, found that she had a natural ability to program in Scratch! At

first she proceeded as she usually does in class – quietly and with hesitation. After the first day, she found she caught

on quickly and, as time went on, sometimes she breezed through writing her creative code for her animation as her

peers struggled. As the days of the BCA Artist-in-Residency program continued, Shaquila’s voice got louder – she

confidently began to help her peers while pushing the capabilities of her program. She and I had two conversations

throughout the project about doing this as a possible career. I firmly believe that because of this BCA Next Generation

Artist in Residency grant that this student found a natural talent that she is now going to pursue in her high school

career.

5

3.3 Compilation of Student Evaluation Results 8

th Grade Science Students

SCORE GRADE Mr. Blanchet’s

Pd 4 Class

Group #2* Group #3* TOTAL

12 - 11 Pts. A (100% - 90%) 18 17 17 52

10 Pts. B (89% - 80%) 2 2 2 6

9 Pts. C (79% - 70%) 1 1 1 3

8 Pts. D (69% - 60%) 1 1 1 3

7-0 Pts. F (59% - 0%) 0 1 1 2

TOTAL 22 22 22 66

*Pull out students from other science teachers

2D/ ART Appreciation Students

SCORE GRADE P #1 P #2 P #3 P #5 P #6 P #7 TOTAL

12 - 11 Pts. A (100% - 90%) 9 8 9 6 13 11 56

10 Pts. B (89% - 80%) 7 6 9 10 4 12 48

9 Pts. C (79% - 70%) 0 8 8 12 1 3 32

8 Pts. D (69% - 60%) 0 2 2 0 0 0 4

7-0 Pts. F (59% - 0%) 1 0 0 1 0 0 2

TOTAL 17 24 28 29 18 26 142

Totals of Subgroups:

SCORE GRADE Science Art TOTAL

12 - 11 Pts. A (100% - 90%) 52 56 108

10 Pts. B (89% - 80%) 6 48 54

9 Pts. C (79% - 70%) 3 32 35

8 Pts. D (69% - 60%) 3 4 7

7-0 Pts. F (59% - 0%) 2 2 4

TOTAL 66 142 208

Total of Subgroups: 208 students of our school’s population (815 total students) were involved in the Next

Generation Artist in Residency. Therefore, 25.5 % of our total school population had access to interactive, art-based

computer coding. Normally, these students would have no instruction in programming.

21st Century Community Learning Centers Artist Residencies - Unit Plan

Program: Zoo Explorers South Site: Croton Elementary

Art Form/Discipline: Sculpture & 3D Collage Artist: Debbie Price

Grade Level(s): K - 6th Dates & Lessons: 1/06/15: Lesson 1 - Group 3

1/08/15: Lesson 1 - Group 1 & 2 1/12/15: Lesson 2 - Group 1 & 2 1/13/15: Lesson 2 - Group 3 1/15/15: Lesson 3 - Group 1 & 2 1/20/15: Lesson 3 - Group 3 1/22/15: Lesson 4 - Group 1 & 2

1. Unit Name: Introduction of 3D Mixed Media Design

2. Unit Goal(s)/Benefits

• Enhance student appreciation and understanding of the arts in general.

• Foster student confidence in their own artistic capabilities through the design and production of individually created art pieces.

• Teach students the basic steps to create 3-D artwork.

• Improve student visual arts skills by teaching basic art and design principles.

• Foster, through residency's lessons and activities, 21st century skills such as creativity, innovation and teamwork.

• Create opportunities for student recognition from their family, friends, and school community.

3. Description of the Lessons GROUP 3: Grades 4-6 (3:30 - 5:00 p.m.) Description/Steps Objectives/Skills Taught

LESSON 1: Free Form Wire Animal Sculpture (1.5 hrs.) 1. Teaching artist leads discussion of responsibility and care for animals

(domestic and wild). 2. Students draw shapes (cone, cube, sphere and circle). 3. Teaching artist assists students in the creation of animals with wire. 4. Teaching artist helps staple animals to wooden bases. 5. Students slip nylon material over their forms and again staple to the

block. 6. Students paint their form with white gesso. Several coats of gesso are

applied, as needed.

Students will:

• Enhance understanding of basic shapes and abstraction in visual arts.

• Be able to use fine motor skills and adequate tools to create shapes with wire.

• Learn how to create original artwork based on real animals.

LESSON 2: Clay Coil Pot with Animal Head and Feet (1.5 hrs.) 1. Class discusses choices we make and how they leave impressions in

our lives. 2. Teaching artist gives each student his/her materials and clay. 3. Teaching artist instructs students in how to handle clay and its

properties. 4. Teaching artist guides students in the process of creating a clay coil

pot.

Students will:

• Enhance capacity for imagination and visualization.

• Experience the whole process of creation and production of original art piece.

• Be able to manipulate and model clay, following a design.

2

5. Students make animal heads, feet, and tails and attach them to their pots.

6. Class discusses how projects could be used at home or given for a gift.

7. All clean up.

• Learn the value of good decision making in art, as well in life.

LESSON 3 (1.5 hrs.) Free Form Wire Animal Sculpture 1. Students choose colors/paints for the sculptures and bases 2. Students paint their animal forms and bases. 3. Students place their art work to dry. Clay coil pot with animal head and feet 1. Students choose colors/paints for the pots. 2. Students paint their clay coils and then place them in drying area. 3. All clean up.

Students will:

• Experience the whole process of creation and production of an original art piece.

• Be able to evaluate their work and determine opportunities for improvement.

• Learn to manage multiple projects simultaneously, focusing on prioritizations and time management.

GROUP 1: Grades K-1 (3:30 - 4:15 p.m.)

Description/Steps Objectives/Skills Taught

LESSON 1: Clay Pinch Pot with Impressions (45 min.) 1. Teaching artist leads discussion of life choices and how they leave

impressions in our lives as well as how to view and appreciate another’s’ work.

2. Students select materials from a variety of items which are used to make impressions into the clay.

3. Teaching artist instructs students in how to handle clay and its properties.

4. Teaching artist guides students in the process of modeling a pinch pot. 5. Teaching artist leads discussion on how projects could be used at

home or given for a gift. 6. All clean up.

Students will:

• Enhance their capacity for imagination and visualization.


• Be able to manipulate clay and model it, following a design.

• Learn the value of good decision making in art, as well in life.

• Learn proper care and handling of tools and supplies.

LESSON 2: Collage of Underwater Scene (45 min.) 1. Teaching artist leads discussion of marine life while presenting

pictures/videos of colorful animals and coral. 2. Class discusses color properties and basic shapes. 3. Teaching artist gives students tools and materials (tag board, pencil,

crayon, etc). 4. Students draw in their animals and coral on tag board. 5. Students color with crayons portions of their design and then paint a

diluted background color over it (crayon resist). 6. Students embellish with tissue paper or other items for seaweed, coral

reef, etc. 7. Students set their boards in drying area and clean up.

Students will:

• Enhance understanding of color and its use to communicate ideas visually.

• Be able to use visual elements and principles of design applied to an artistic creation.

• Learn a resist technique, using crayons and paint.

LESSON 3: Collage of Underwater Scene (45 min.)

1. Teaching artist leads discussion of previous activities and distributes boards.

2. Class brainstorms about what to add to their backgrounds and their boards.

3. Students paint sea animals drawn in previous lesson. 4. Students enhance their background by painting over tissue paper. 5. Students glue sea shells on the floor of the ocean and on the coral

reef.

Students will: • Be able to brainstorm about adding details to their

collages.

• Gain an understanding of 3D techniques to add variety and interest to their projects.

• Learn how to incorporate an assortment of material into a project while maintaining design harmony.

3

LESSON 4: Clay Sculpture and Collage (45 min.) 1. Students finish pinch pots (painting). 2. Students also finish collage boards by painting and adding any

additional embellishments. 3. Students draw on foam sheets, cut out shapes, and glue onto plastic

lids to make a stamp. 4. Students dip stamps into paint and print onto board. 5. Students glue on additional shells, etc. 6. Collages are placed in drying area and all clean up.

Students will:



• Be able to manage multiple projects simultaneously, focusing on prioritizations and time management.

GROUP 2: Grades 2-4 (4:15 - 5:00 p.m.) Description/Steps Objectives/Skills Taught

LESSON 1: Wire Sculpture (45 min.) 1. Teaching artist leads discussion of responsibility as part of a family. 2. Students draw shapes (cone, cube, sphere and circle). 3. Students choose a family member (from a picture) as a model for an

abstract sculpture, which will be created using wire. 4. Students name their “people” and talk about their role in the family. 5. Using basic shapes, students begin creating their sculpture; they may

use needle nose pliers to help them to form their person. 6. Teaching artist provides assistance throughout the creation process.

Students will:

• Be able to use fine motor and adequate tools to create shapes with wire.

• Enhance their understanding of basic shapes and abstraction.

• Learn how to create original artwork that communicates personal experiences.

LESSON 2: Wire Sculpture (45 min.) 1. Teaching artist leads discussion of the previous activities. 2. Teaching artist gives instructions and suggestions to enhance the

artwork. 3. Teaching artist distributes materials and tools to students. 4. Students add detail to sculptures with addition of more wire, color and

shape. Students use tools to “tweak” their forms.

Students will:

• Be able to use fine motor skills and adequate tools to create shapes with wire.

• Enhance understanding of basic shapes and abstraction.

• Learn how to create original artwork that communicates personal experiences.

LESSON 3: Collage of Underwater Scene (45 min.) 1. Teaching artist leads discussion of marine life while presenting

pictures/videos of colorful animals and coral. 2. Class discusses color properties and basic shapes. 3. Teaching artist gives students tools and materials (tag board, pencil,

crayon, etc) 4. Students draw their animals and coral on tag board.. 5. Students use crayons to color portions of their design and paint a

diluted background color over it (crayon resist). 6. Students embellish with tissue paper or other items for seaweed, coral

reef, etc. 7. Students set their boards in drying area and clean up.

Students will:

• Enhance capacity for imagination and visualization.

• Experience the whole process of creation and production of original art piece.

• Be able to manipulate clay and model it, following a design.

• Learn the value of good decision making in art, as well as in life.

LESSON 4: Collage of Underwater Scene (45 min.) 1. Teaching artist leads discussion of previous activities and distributes

boards. 2. Class brainstorms about what to add to their backgrounds and their

boards. 3. Students paint sea animals drawn in previous lesson. 4. Students enhance their background by painting over tissue paper. 5. Students glue sea shells on the floor of the ocean and on the coral

reef.

Students will:



• Be able to incorporate a variety of materials and elements and techniques to an project.

4

4. Materials

4.1 Clay Sculpture

• Air-dry clay

• Clay modeling tools

• Acrylic paint (burnt sienna, black, white, blue, yellow, red, green, & violet)

• Paint brushes, foam paint brushes, foam rollers

• Found items (for impressions)

4.2 Wire Sculpture

• Aluminum wire

• Coated wire, assorted colors

• Wire shears

• Wire pliers

• Acrylic paint (burnt sienna, black, white, blue, yellow, red, green, & violet)

• Paper, watercolor & construction

• Colored pencils

• Panty hose

• Gesso

• Staple gun & staples

• Wooden boards for bases (4”x6”x2”)

• Sandpaper

4.3 Collage

• Paint (burnt sienna, black, white, blue, yellow, red, green, & violet)

• Paint brushes, foam paint brushes, foam rollers

• Oil pastels

• Colored pencils

• Crayons

• Permanent black markers

• Tag board

• Tissue paper (assorted colors)

• Shells

• Paper, watercolor & construction

• Plastic lids

• Foam sheets, multicolored

• Scissors

4.4 Miscellaneous

• Plastic bins & lids (for storage)

• Plastic sealable bags (for storage)

• Butcher paper (for drying)

• Styrofoam plates (for individual portions of paints, clay)

• Disposable gloves

• Permanent Black Markers (for labeling individual projects)

Digital Art Evaluation Rubric

Site: Cape View Elementary

Project/Unit Name: Digital 3D Modeling

Teacher(s): Mrs. Armitage & Mrs. Goswick

Teaching Artist: Victoria Bellucci

Student Name & Grade: Abarca, Maya – 5th

Medium & Title: Sketch-Up

Evaluation Date(s): 04-10-2015

GRADING: Exemplary/Advanced 12 - 11 Points: A (100% - 90%) Proficient/Medium 10 Points: B (89% - 80%) Apprentice/Basic 9 Points: C (79% - 70%) Improving 8 Points: D (69% - 60%) Unsatisfactory 7 - 0 Points: F (59% - 0%)

3 points 2 points 1 point 0 points SCORESCORESCORESCORE

Section #1 Research and Planning

Student accurately researched information sources and used the data to create structured and detailed preliminary material (sketches, photos, models, etc) Preliminary material included sufficient information to complete the final project.

Student researched information sources and used the data to create preliminary material Preliminary material included information to complete the final project.

Students did not adequately researched information sources and/or data to create preliminary material. Preliminary material did not include enough information to complete the final project.

Student did not research information sources and/or did not create preliminary materials.

3

Section #2 Use of Graphics, Elements & Principles of Design

All the visual elements in the artwork, and their arrangement, satisfactorily present overall theme/subject and enhance understanding of concepts and ideas. The visual theme is consistent and corresponds with the project objectives.

Most of the visual elements in the artwork, and their arrangement, present overall theme/subject and enhance understanding of concepts and ideas. The visual theme is fairly consistent and partially corresponds with the project objectives .

Only some visual elements in the artwork, and their arrangement, present overall theme/subject and enhance understanding of concepts and ideas. The visual theme is insufficiently consistent and partially corresponds with the project objectives

The visual elements in the artwork are unrelated to the overall theme/subject; they are confusing, inconsistent and do not accomplish project objectives.

3

Section #3 Use and understanding of technology tools

Student demonstrated an outstanding understanding and use of technology by applying effectible software tools learned through the lessons. Student's artwork showed exploration of additional tools, beyond those taught.

Student demonstrated a sound understanding and use of technology by applying effectible software tools learned through the lessons. Artwork shows that student masters the use of all technology tools taught by instructor.

Student demonstrated a partial understanding and use of technology by applying some of the software tools learned through the lessons. Artwork shows that student use some of the technology tools taught by instructor.

Student did not demonstrate understanding and use of technology and/or software tools learned through the lessons. Artwork shows that student did not master technology tools taught by instructor.

3

Section #4 Creativity, Innovation & Problem solving skills

Student's work process and final project showed evidence of:

• Outstanding creative use of artistic techniques and software tools.

• Advanced problem solving skills to produce original artwork. Student created artwork that is highly original and representative of a personal style.


• Creative use of artistic techniques and software tools.

• Adequate problem solving skills to produce original artwork. Student created artwork that is fairly original and representative of a personal style.


• Some creative use of artistic techniques and software tools.

• Basic problem solving skills to produce original artwork. Student created artwork that shows some originality and personal style.

Student's work process and final project showed no evidence of:


• Problem solving skills. Student created artwork that lacks originality and personal style.

3

FINAL SCORE 12

GRADE A

Comments:






Student Name & Grade: Bonner, Hoke – 5th










3






2






2














3

FINAL SCORE 10

GRADE B

Comments:






Student Name & Grade: Gregson, Andrea – 5th










3






3






3














3

FINAL SCORE 12

GRADE A

Comments:






Student Name & Grade: Haewoos, Dominic – 5th










2






3






2














3

FINAL SCORE 10

GRADE B

Comments:

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