Elementary School: Kindergarten – Grade 6

Grade Kindergarten

Title: Foundational Skills

Type II

Standard 1.0 Media, Techniques,

and Processes

Perform Domain

Type of Sampling Pre-Post

Student Population/4 classes

Approx. 80 students total

9 students with special needs were

assisted by the teacher.

Pre-Students were guided by their

teacher to make four long lines on

paper using crayon (straight,

curve, zig-zag, and loop). A visual

hand-made poster of all 9 lines,

made by the teacher, was posted

for all to see. On the white board

the teacher demonstrated each

line, step by step, with the

students. When the four lines

were completed the students were

given brushes and watercolors to

carefully paint over their crayon

lines. The technique of carefully

staying on their own drawn lines with

the brush was emphasized. This was

a formative assessment for the

students to practice their fine motor

skills.

Post- For the next lesson students

were given paper and crayons and

asked to draw the members of their

families. The teacher explained that

the same lines would be used to

create the shapes and details of their

families. The students carefully

painted over their lines again. This

sequence is taught every year for

Kindergarten and 1st grades. Careful

painting skills , patience and

craftsmanship are reinforced

throughout these draw- paint lessons.

PRE- SCORE 3 POST- SCORE 4

PRE- SCORE 3 POST- SCORE 4

Pre: Score - 3 Students performed at expectations with this assessment. Each of the pre and post projects were completed in one class. I was assessing the student’s abilities with tools and processes, listening skills, and fine motor skills. My instruction maintained a workable pace as I assisted diverse students.

Post: Score - 4 This project gave students choices and the opportunity to demonstrate craftsmanship for a second time. Emerging students executed mostly straight and curved lines in their family portraits, but also experimented with the paints and brushes to create diverse lines, shapes and colors. This lesson prepares students for classroom painting techniques and standards. Improved precision and craftsmanship was evident in the final works of art.

PRE- SCORE 3 POST- SCORE 4

PRE- SCORE 3 POST- SCORE 4

Pre: Score- 3 Students performed at expectations with this assessment. Each of the pre and post projects were completed in one class. I was assessing the student’s abilities with tools and processes, listening abilities and fine motor skills. My instruction maintained a workable pace as I assisted diverse students with proper painting techniques.

Post: Score- 4 This project gave students choices and the opportunity to demonstrate craftsmanship again. Students articulated the four lines well in their family portraits and made attempts to experimented with other lines, shapes and colors as well. One of the Proficient students finished early and began to work on the background of her first piece. Improved precision and craftsmanship was evident in the final works of art.

PRE- SCORE 3 POST- SCORE 4

PRE- SCORE 3 POST- SCORE 5

Pre: Score- 3 Students performed at expectations with this assessment. Each of the pre and post projects were completed in one class. I was assessing the student’s abilities with tools and processes, listening abilities and fine motor skills. My instruction maintained a workable pace as I assisted students on diverse levels. One of the Advanced students began to work on the background of her first piece because she finished early.

Post: Score- 4 This project gave students choices and the opportunity to demonstrate drawing and painting craftsmanship again. Lines were well executed in the family portraits and students experimented with the crayons and paints to create more fine details within their images. Improved precision and craftsmanship was evident in the final works of art.