Michigan Arts Education Instructional and Assessment ProgramMichigan Assessment Consortium

VISUAL ARTS AssessmentPerformance Task V.T101All about Me—Self-Portrait

Kindergarten

Teacher BookletTeacher DirectionsStudent Directions

Teacher Scoring RubricsClassroom Score Summary

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.

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Michigan Student Learning Standards Assessed

MAEIA Performance Standard(s)

VA.EL.C.1–Students can identify and apply various techniques, symbols, and materials to achieve desired effects when communicating ideas visually.

Michigan Content Benchmark(s) and GLCE(s)

ART.VA.II.EL.5–Know different purposes of visual art to creatively and aesthetically convey ideas.ART.VA.II.K.5–Express thoughts and ideas through the creation of artwork.

Intended Students Kindergarten visual arts students.

Alignment to National Core Arts Standards

Anchor StandardVA:Cn10–Synthesize and relate knowledge and personal experiences to make art.

OVERVIEW AND OUTLINE OF THE PERFORMANCE TASKStudents will use various symbols, techniques, and materials to create a self-portrait that expresses their individuality. Students will begin with a discussion of who they are and what defines each of them as a person. Students will be asked to create a self-portrait with pencil, which will later be colored with crayon. Students will also be asked to include the things and/or people that are important to them within the picture. Finally, students will verbally reflect on their completed pictures, describing to the teacher what their pictures are about. This reflection will be audio recorded by the teacher for scoring purposes.

SUGGESTED TOTAL TIME This assessment has three parts to it. The assessment should take 45–90 minutes to complete, as shown below:

o Part 1–Small Group Discussion (Day 1, 5-7 minutes)o Part 2–Self-Portrait (Day 1, 20-40 minutes)o Part 3–Reflection (Days 2, 20-40 minutes)

LIST OF REQUIRED MATERIALSThe materials required for this assessment are:

o Pencil or pens o 12" x 18" white drawing papero Material to record student responses (e.g., a tablet, smartphone, tape recorder, paper

and pencil)

Note: There is no Student Booklet for this assessment.

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ASSESSMENT SETUPThe teacher may clarify any instructions for students, remind students how to complete their responses, and encourage them to do their best. Teachers should not help students to answer any questions or tell them whether their answers are correct during the assessment.

Students’ verbal responses or performances are to be audio recorded. Verbal responses may also be written down or scribed by the teacher or another adult. Students’ responses can be scored as students respond or perform, or scored later using the recordings or the teacher’s written notes.

The MAEIA Classroom Score Summaries that are provided on pages 7 and 8 in the Teacher Booklet is for use in recording students’ scores on the assessment.

All materials should be organized and ready prior to the assessment. Students should be in a visual arts classroom with materials divided among students according to classroom setup.

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 sheet of 12" x 18" paper and the materials listed above. When ready, say:

Today, you will begin drawing a picture to tell a story about yourself, who you are, and what is important to you.

You will begin by brainstorming different things that make you unique.

Then, you will draw a picture of yourself in pencil. You will then add more details about the things that are important to you and color everything tomorrow.

Finally, after you will finish your picture, you will tell the teacher about it.

This assessment has three parts to it:

o Part 1–Small Group Discussion (Day 1)o Part 2–Self-Portrait (Day 1) o Part 3–Reflection (Day 2)

PART 1–SMALL GROUP DISCUSSION (DAY 1)This assessment begins with talking about what makes you special and things that you find important.

Take about five minutes to talk about the things you like with one person sitting next to you.

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Pause while students share with one another. After five minutes, say:

Now turn to a new neighbor and quickly tell him or her three things that are important to you.

Pause while students share with a new student. Then say:

Now it is time to begin your drawing.

Pause while you provide students with the materials each will need for Part 2.

PART 2–SELF-PORTRAIT (DAY 1) For this part of the assessment, each student will need a pencil, crayons, and a sheet of 12" x 18" white drawing paper. When ready to begin, say:

Write your name on the back of your white paper.

Now, think about what you look like, what makes you special, and what things are important to you.

You will be creating a self-portrait on the paper you were given. Make sure to add details that will help the teacher know that it is you.

You will also be drawing things in this picture that are important to you. Think about the things that you shared with your neighbor at the beginning of class. You will need to draw at least five of the things that are important to you.

Pause while students start their pencil drawings. As students look like they are finishing their pencil drawings, say:

After you finish drawing yourself in pencil, you may begin coloring. Think about what colors work best for what you are trying to show.

I will tell you when you have 5 minutes left to work. When you are finished or time is up, please leave your artwork on the middle of the desk/table. You may now begin your drawing.

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

You have 5 minutes left to work.

After 5 minutes, say:

Time is up. Please leave your drawing on your desk/table for your teacher to collect. PART 3–REFLECTION (DAY 2)

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For this part of the assessment, each student will need his or her drawing. Teachers need to have a resource for recording the student reflections, such as a tablet, a smartphone, a tape recorder, and/or paper and a pen or pencil. If there is not adequate recording equipment, it is acceptable for the teacher to write down the student responses. Interview or talk to each student individually so he or she can generate his or her own ideas about his or her drawing. When ready to begin, say:

Today, you will reflect on your self-portrait. You will tell me what your picture is about, including any important details that you have drawn in your picture.

If you were not able to complete the drawing and coloring of your picture, you can finish within the first half of the class time.

When interviewing or talking to each student, say:

Please tell me about your picture. As you tell me about your picture, I am going to record what you are telling me exactly as you say it.

Pause to listen and record while students are describing their artwork. If a student is struggling to recall his or her artwork, an acceptable prompt to use is, “Would you like to tell me anything else about your artwork?”

Continue through the entire class, one student at a time. When it is time to end this assessment, say:

Time is up. Please leave your artwork on your desk/table.

TEACHER SCORING RUBRIC–SELF-PORTRAIT

Dimension 1 2 3

Composition Student has composed a drawing that fills less than half the page.

Image shows little consideration for the placement and has little or no definition.

Student has composed a drawing that fills half the page.

Image shows thoughtful placement but is vague in their definition.

Student has composed a drawing that fills the majority of the page.

Image is clearly defined and shows thoughtful placement.

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Content Student conveys his or her individuality through the use of details of his or her personal interests, but two or fewer details are recognizable.

Student conveys his or her individuality through the use of details of his or her personal interests, but only three or four details are recognizable.

Student conveys his or her individuality through the use of five or more recognizable details of his or her personal interests.

Creativity Student work shows little to no evidence of individual creativity. There is little or no variety or detail in the images chosen, and the use of color does not help to tell the student’s story..

Student work shows evidence of individual creativity through a variety of detailed images, but the use of color somewhat helps to tell the student’s story.

Student work shows evidence of individual creativity through a variety of detailed images and a use of color that helps to tell the student’s story.

Craftsmanship Student work is somewhat successful in portraying individual ideas.Coloring and drawing shows little or no control or intention when creating.

Student work successfully portrays individual ideas. Coloring and drawing is controlled and intentional most of the time.

Student work successfully portrays individual ideas. Coloring and drawing are intentional and controlled.

TEACHER SCORING RUBRIC–REFLECTION

Dimension 1 2 3

Reflection on DrawingStudent reflects on his or her artwork, verbalizing what is important to him or her. Student describes the meaning of specific details in his or her work.

Student reflection has little to do with the picture he or she created.Student describes one to two details included in his or her picture.

Student reflection is aligned with the picture that he or she created. Student describes three or four details included in his or her picture.

Student reflection is thoughtful and fully aligns with his or her composition. Student describes five or more details in his or her picture.

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MAEIA CLASSROOM SCORE SUMMARYThe MAEIA Classroom Score Summary is to be used in conjunction with Teacher Scoring Rubric found in the Teacher Booklet. The teacher should be familiar with the different levels for each dimension in the rubric so that the chart can be filled out accordingly.

V.T101-A Class________________________________________ Teacher_____________________________________

STUDENT NAME COMPOSITION CONTENT CREATIVITY CRAFTSMANSHIP

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CLASSROOM SCORE SUMMARY The MAEIA Classroom Score Summary is to be used in conjunction with Teacher Scoring Rubric found in the Teacher Booklet. The teacher should be familiar with the different levels for each dimension in the rubric so that the chart can be filled out accordingly.

V.T101-B Class ___________________________ Teacher___________________________________________

REFLECTIONSTUDENT NAME 1 2 3

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