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Michigan Arts Education Instructional and Assessment ProgramMichigan Assessment Consortium

VISUAL ARTS AssessmentPerformance Task V.T330

Team Exhibiting

Grades 7 and 8

Teacher BookletTeacher DirectionsStudent Directions

Student WorksheetsTeacher Scoring Rubrics

Student Assessment RubricClassroom Score Summary

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Licensing Statement

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ACKNOWLEDGEMENTS

USING THIS MAEIA ASSESSMENT TO DEMONSTRATE EDUCATOR EFFECTIVENESS (METHOD 2)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. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. Students should select new works of art to use in the assessment if re-used. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer.

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Michigan Student Learning Standards Assessed

MAEIA Performance Standard(s)

VA.MS.C.1–Students can connect, collaborate, and creatively problem solve through the use of critical thinking strategies to communicate ideas visually through the effective use of a variety of media.

Michigan Content Benchmark(s) and GLCE(s)

ART.VA.I.MS.5–Produce and exhibit a final product that demonstrates quality craftsmanship and technique.ART.VA.I.7.5–Produce and exhibit a final product that demonstrates quality craftsmanship and technique at an emerging level.ART.VA.I.8.5–Effectively produce and exhibit a final product that demonstrates quality craftsmanship and technique.

Intended Students Seventh- and eighth-grade visual arts students

Alignment to National Core Arts Standards

Anchor StandardVA:Pr4–Select, analyze, and interpret artistic work for presentation.

OVERVIEW AND OUTLINE OF THE PERFORMANCE TASK At the end of a unit of study (semester-, or year-long course), groups of four students will curate and design an exhibit that displays their collective works. Five works of art are to be selected in advance by each student. Students should select their best works from this class (or alternatively, artwork based on an agreed-upon theme).

Students will be working together to arrange an exhibit of their work and should have experience in arranging artwork on the basis of theme, color, size, and other elements and principles. Student labels will be created to accompany each work. Students will prepare a space to exhibit their artwork. Teachers may find this useful in planning end-of-year exhibits, since this assessment gives students ownership in the exhibit.

SUGGESTED TOTAL TIME This assessment has three parts to it. The assessment should take 150 minutes to complete, as shown below:

o Part 1–Create Labels (Day 1, 50 minutes)o Part 2–View Collection and Agree on First Draft of Exhibit Arrangement (Day 2,

50 minutes)o Part 3–Stage Exhibit (Day 3, 50 minutes)

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LIST OF REQUIRED MATERIALSThe materials required for this assessment are:

o Student Bookletso Pencils o Eraserso Rulerso Sketch papero Five pieces of artwork created by each group member, selected prior to the start of the

assessmento Computer access for each studento A server or other method for students to save digital worko Printer to print students’ saved documents

ASSESSMENT SETUPThe teacher should make sure that all students have selected their work for exhibit prior to the assessment. Also, determine the student groups in advance. It may be helpful for students to know in advance who is in their group.

Students should be arranged in groups of four at worktables in the art room. Enough space should be available for each group to be able to view their collective work. Computers must be available for Day 1 of the assessment. A server or other method should be set up for students to save digital work.

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 Student Booklet, a pencil, sketch paper, and selected work from his or her portfolio. When ready, say:

You each should have a Student Booklet and a pencil. Begin by filling in the information requested on the front cover.

Pause while students complete the requested information. Then say:

Now turn to page 2 in your Booklet and follow along as I read the directions aloud.

Pause while students turn to page 2. Then say:

This assessment has three parts to it: o Part 1–Create Labels (Day 1)o Part 2–View Collection and Agree on First Draft of Exhibit Arrangement (Day 2)o Part 3–Stage Exhibit (Day 3)

The directions for each part are given in the Student Booklet.5

PART 1–CREATE LABELS (DAY 1)For this part of the assessment, each student will need his or her Student Booklet, a pen or pencil, access to a computer, and a means to save digital work. When ready to begin, say:

Today you will write drafts and then type labels for each of your works. The narrative that you write will guide viewers through your exhibit and will assist your group as you plan your exhibit.

Work individually on your labeling. Use the templates in the Part 1–Artwork Label Templates on pages 5-7 in your Booklet to write your first draft. Use art vocabulary to recall and describe your thinking as you create your label. When your drafts are complete, type your labels into an electronic document.

Save the document in the way your teacher instructs you. You will have 50 minutes to create your labels.

You may now begin drafting your labels. You have 50 minutes to work.

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

You have 5 minutes remaining.

After 5 more minutes, say:

Time is up. Save your work on the computer as your teacher directs and close your Booklet.

PART 2–VIEW COLLECTION AND AGREE ON FIRST DRAFT OF EXHIBIT ARRANGEMENT (DAY 2)For this part of the assessment, each student will need his or her Student Booklet, a pencil and eraser, a ruler, his or her selected artwork, and sketch paper. When ready to begin, say:

Now turn to page 2 in your Booklet.

Pause while students turn to page 2. Then say:

For this part of the assessment, in your group of four, you will look at the five art pieces that each of you selected from your portfolios and combine them into an exhibit. You may find the exhibit label that accompanies each artwork useful as you arrange the exhibit.

You will look at the collective work of the group, first individually, and then together as a group. Depending on the size of your exhibit space, you may need to agree as a group to choose four of the five works per student.

On page 8, you will see the Part 2–Exhibit Checklist.

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You will have 50 minutes to design and start staging your exhibit.

As a group discuss and practice a few arrangements using the Exhibit Checklist.

When time is up, say:

Time is up. Be sure to put away your materials and save your work.

PART 3–STAGE EXHIBIT (DAYS 2-3)For this part of the assessment, each student will need his or her Student Booklet, a pencil, eraser, ruler, and paper to sketch out their plans. Each student will also need printed copies of the label documents each wrote and saved in Part 1. When ready to begin, say:

You will now work on staging your group exhibit.

By the end of this class, the group should have staged the exhibit area. Everyone in the group should have a role and participate in the group decision-making.

The Teacher Scoring Rubric that will be used to evaluate your Exhibit Staging Plan is on pages 3 and 4 of your Student Booklet. Review Level 4, the highest level of performance.

TEACHER SCORING RUBRIC–EXHIBIT STAGING PLAN

Dimension 1 2 3 4

Student checklists shows evidence of student’s participation in group decision- making

Student self-assessment and Part 3 Checklist show evidence of student’s participation in one area of group decision-making: location of exhibit, placement of work, and method of display.

Student self-assessment and Part 3 Checklist show evidence of student’s participation in two areas of group decision-making: location of exhibit, placement of work, and method of display.

Student self-assessment and Part 3 Checklist show evidence of student’s participation in three areas of group decision-making: location of exhibit, placement of work, and method of display.

Student self-assessment and Part 3 Checklist show evidence of student’s leadership in three areas of group decision-making: location of exhibit, placement of work, and method of display.

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Demonstrate understanding of own learning

Student is able to identify what he or she learned when reflecting on 1 of the 5 works.

Student is able to identify what he or she learned when reflecting on 2 or 3 of the 5 works.

Student demonstrates an understanding of his or her learning when reflecting on 4 of the 5 works.

Student demonstrates a thorough understanding of his or her learning when reflecting on each of the 5 works.

All aspects of the exhibit setup have been considered and a quality plan agreed upon

One aspect of the exhibit setup has been considered and an incomplete plan agreed upon:1. Location2. Methods of display3. Placement4. Show title

Two or three aspects of the exhibit setup have been considered and a partially completed plan agreed upon:1. Location2. Methods of display3. Placement4. Show title

All aspects of the exhibit setup have been considered and a plan agreed upon:1. Location2. Methods of display3. Placement4. Show title

All aspects of the exhibit setup have been carefully considered and a detailed plan agreed upon:1. Location2. Methods of display3. Placement4. Show title

You have 50 minutes to complete your plan.

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

You have 5 minutes remaining.

After 5 minutes, say:

Time is up. Leave your Student Booklet on your desk, along with your sketches and label documents. Be sure that your name is written on your Student Booklet. Make sure that group members’ names are visible on the sketches.

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[These pages are on pages 5-7 of the Student Booklet.]PART 1–ARTWORK LABEL TEMPLATESUse the templates below to write your first draft of the labels for your five artworks. Use art vocabulary in your writing. Then type your labels into a Word document using Arial or Helvetica, in 14 pt. font bold for the titles, and 12 pt. for the remainder of the label text. The title, name of artist, and medium should be centered. Save the document in the way your teacher instructs you.

Title of Work #1Name of Artist

Medium

This work has artistic value because ________________________________________________________________________________________________________________________________________________________________________________________________________________________

While creating this work I learned ________________________________________________________________________________________________________________________________________________________________________________________________________________________

I feel connected to this work because ________________________________________________________________________________________________________________________________________________________________________________________________________________________

A theme expressed in this work is________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Medium




A theme expressed in this work is ________________________________________________________________________________________________________________________________________________________________________________________________________________________


Medium





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Medium






Medium





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EXHIBIT CHECKLIST FOR PART 2 Our group has decided the location of our exhibit.

_________________________________________________________________________________________________

Our group has decided how to display the work (i.e., mats, pedestals, label placement).

_________________________________________________________________________________________________

Our group has agreed upon the specific placement of the artwork.

_________________________________________________________________________________________________

Our group has agreed upon a name for the show. ________________________________________

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MAEIA CLASSROOM SCORE SUMMARYThe MAEIA Classroom Score Summary is to be used to record each student’s score on each dimension of the Teacher Scoring Rubric. The teacher should be familiar with the rubric so that the chart can be filled out accordingly.

V.T330-3 Teacher ______________________________________________ Class ___________________________

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STUDENT NAME EVIDENCE OF PARTICIPATION

DEMONSTRATE UNDERSTANDING

EXHIBIT SET UP AND PLANNED

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