Welcome! Here’s Today’s agenda

Unlocking ASW with Bloom’s Taxonomy

Divide and Conquer: Group Work with grade level “Growth Worksheets”

Sharing and Closing discussion

Key Verbs for ASW

• Please refer to handout with Revised Bloom’s Taxonomy verbs. We’ve chunked our curriculum under these key areas:

CreateApplyRememberUnderstandAnalyze Evaluate

• Some of these verbs are obvious. We all know our curriculum and how to create art and how apply art skills.

• However, isolating each learning strand and figuring out how to reflect them in the form of a written assessment, a video or voice recording or photographs can be confusing.

• What do we need to do to show growth?• How do I pick the right lesson plan to reflect the

selected learning objective?

• ASW is your tool. You have control over what you want to demonstrate and reflect.

• What you do in your art room doesn’t have to be the same as anyone else.

• Keep it simple. Do what you’re doing already, just design pre-assessments when you introduce lessons to your students.

Create

Create

• Create- Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure.

• Key Words• Generate• Hypothesize• Plan • Design• Produce• Construct

K.V.1.2 Create original art that expresses ideas about oneself.

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3.V.2.2 Use personal point of view and experiences as sources for creating art.

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Understand

Understand

• Construct meaning from instructional messages, including oral, written and graphic communication

• Interpret• Exemplify• Summarize• Infer• Compare• Explain• Classify this random group of prints based on the

printing processes intaglio, woodblock and screen-print.

Understand

• What is the painting about? What does it remind you of? What do you wonder about? What is the story? What does it mean?

Understand

• How are these two images similar? How are they different?

1.CX.1.3 Classify art into categories, such as landscapes, cityscapes, seascapes, portraits, and still life.

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2.V.1.4 Understand the characteristics of Elements of Art, including lines, shapes, colors, textures, form, space, and value.

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Remember

Remember

• Recall relevant knowledge from long-term memory.

Key words:RecognizeIdentifyRetrieveRecall the dates of important events

Remember“The Marilyn Diptych was created in:A. 1832B. 1922C. 1962D. 2012

What colors can I combine to create the tertiary background color on the left side of the diptych?

A. Green and blueB. Orange and YellowC. Red and VioletD. Green and Yellow

Apply

Apply

• Apply- carry out or use a procedure in a given situation

• Key words:• Execute• Use• Implement• Ex) Use cross-hatching in a value study

Apply

5.V.1.5 Apply the Principles of Design in creating compositions.

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4.V.2.2 Use ideas and imagery from North Carolina as sources for creating art.

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1.CR.1.1 Use appropriate terminology to express personal opinions about art.

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Analyze

Analyze

• Analyze- Break information into its constituent parts and determine how the parts relate to one another and to an overall structure or purpose

• Differentiate• Categorize

Analyze

• How did Picasso use black and white in this painting to create a mood of sadness and to document a tragic event?

• 5.CX.2.1 Analyze the relationship between arts and daily life in product design, print and digital media.“I like to snowboard so I decided to design a snowboard. I picked out colors that I think people would like. Graphic designers use software and also draw with markers. That would be a fun job. I think this is a good design because it has a variety of lines and rhythm. I think people would buy my snowboard if they put it in a store because it’s colorful not boring.”

Evaluate

Evaluate

• Make judgments based on criteria and standards.

• Key Words:• Judge• Critique

Evaluate, las meninas

• Which of these works of art best draws the viewer’s attention to the princess?

Evaluate

• Have students complete a self or peer evaluation using a rubric.

• Have students evaluate two famous works of art using appropriate vocabulary.

Tips

Keep it SimpleSimple for you to do Straight-forward so that it is easily observable by the reviewer AlignLook at the verb at the beginning of the objective, and make certain your evidence aligns with that verb. Capture your first piece of evidence earlyGet a point 1 at the very beginning. Results from a pre-test, student improvisation before detailed instruction, students’ initial planning

sheet for a project with little detail, students attempting a movement skill prior to instruction. If you wait until students have been working on the skill, creating the sequence, or whatever the evidence is going to be to actually capture the evidence, you won’t have as much of an opportunity to show student growth as you would if you capture the evidence AT THE BEGINNING.

Focus on your objectiveAll evidence should be related to the objective. This sounds like an obvious statement, but it is worth saying. Reviewers will be

continually referring back to the objective as they are looking at the evidence, and you want to be clear. Relate everything to your students and their growth Your narratives should be about the students. The first narrative should be about where the students are at the beginning of the

process. Your final narrative should be about the growth students demonstrated in the objective. If necessary, in the narrative, you can state that students in this class have IEPs and necessary accommodations were made.Do not identify students by name.