Arts Education M 5142 Jonathan Fritsch ID: 100082230

Arts Education M 5142 2018

Arts Curriculum Project
Assessment 2
Jonathan Fritsch ID: 100082230

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 Arts Education M 5142 Jonathan Fritsch ID: 100082230

Unit of Inquiry
Refer to Appendix 1 for considerations for planning based on school context.
THE LEARNING FOCUS
THEME: ENVIRONMENTAL ART ACARA LEVEL: YEARS 3 AND 4 SUB-STRAND: VISUAL ARTS DURATION: 6 LESSONS
OVERVIEW
In this unit, students look at how three distinct artists respond to the natural environment. Students will individually and collaboratively experiment with a range of art forms, materials, techniques and processes to
explore ways of incorporating the artist’s interpretations into a new work that reflects their own direct experiences with local natural environment. They will also describe how they have used visual conventions
when making their artworks (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2016a).
An Inquiry into:
• What is Environmental Art?
• What does the Art have to say about the natural environment?
• How does Art make a change towards sustainability?
MAKING ACTIVITES INCLUDE RESPONDING ACTIVITIES INCLUDE CULTURAL REFERENCES INCLUDE
• Drawing Nature • Responding to artworks and artists independently and • Nyanu Watson: http://www.ninukuarts.com.au/exhibition-
• Painting, including brush work and dotting collaboratively art/nyanu-watson.html
• Land Art Sculpture • Responding to techniques of art processes
• Andy Goldsworthy: http://www.artnet.com/artists/andy-
• Mosaic Art • Self evaluation of artwork
goldsworthy/
• Artist gives recycled materials new life
https://www.youtube.com/watch?v=ap9NFCiz4HI
AUSTRALIAN CURRICULUM LINKS
Content Descriptions General Capabilities Cross Curriculum Priorities Inter Curriculum
ACAVAM110 Critical and Creative Thinking, Personal and Aboriginal and Torres Strait Islander histories English, Humanities and Social Sciences and
Explore ideas and artworks from different cultures and Social Capability, and cultures and Sustainability (Australian Science (Inquiry Skills) (Australian Curriculum,
times, including artwork by Aboriginal and Torres Strait Information and Communication Technology Curriculum, Assessment and Reporting Authority Assessment and Reporting Authority [ACARA],
Islander artists, to use as inspiration for their own (ICT) Capability, Numeracy [ACARA], 2016a). (Refer to Appendix 2). 2016a). (Refer to Appendix 2).
representations. and Literacy (Australian Curriculum,
ACAVAM111 Assessment and
Use materials, techniques and processes to explore visual Reporting Authority [ACARA], 2016a). (Refer to
conventions when making artworks. Appendix 2).
ACAVAM112
Present artworks and describe how they have used visual
conventions to represent their ideas.
(Australian Curriculum, Assessment and
Reporting Authority [ACARA], 2016a).
ACHIEVEMENT STANDARD
By the end of Year 4, students describe and discuss similarities and differences between artworks they make, present and view. They discuss how they and others use visual conventions in artworks. Students
collaborate to plan and make artworks that are inspired by artworks they experience. They use visual conventions, techniques and processes to communicate their ideas. (Australian Curriculum, Assessment and

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 Arts Education M 5142 Jonathan Fritsch ID: 100082230

Reporting Authority [ACARA], 2016a).

EVALUATION OF THE OUTCOMES
LEARNING EXPERIENCE 1: Students explore and observe the natural environment and then identify one living thing to draw.
Assessment: Rubric (Appendix 3)
Indicator of learning: The degree to which the technique and processes of drawing are understood and applied.
LEARNING EXPERIENCE 2: Students explore Aboriginal Artwork from Nyanu Watson (located from the APY Lands region) and identify the symbols and techniques used to communicate meaning about the
environment. Students will recreate an Aboriginal painting that reflects a story about animals and the environment.
Assessment: Rubric (Appendix 3)
Indicator of learning: The degree to which the technique and processes of painting are understood and applied.
LEARNING EXPERIENCE 3: Students explore Land Art by examining a range of Andy Goldsworthy artworks, and then collaborate to make a sculpture that reflects the artist’s work and the environment.
Assessment: Rubric (Appendix 3)
Indicator of learning: The degree to which the techniques and processes of sculpture are understood and applied.
LEARNING EXPERIENCE 4: Students explore Mosaic Art made from traditional materials and learn about recycled art as an alternative. They then use similar techniques to create a mosaic that reflects the
environment.
Assessment: Rubric (Appendix 3)
Indicator of learning: The degree to which the techniques and processes of mosaic are understood and applied.
THE LEARNING SEQUENCE
NO. TITLE AUSTRALIAN CURRICULUM LEARNING OUTCOMES TEACHING AND LEARNING EXPERIENCE RESOURCES AND ASSESSMENT
LINKS (Includes Learner Diversity) MATERIALS
1. Drawing Nature ACAVAM111 As a result of this learning Time Required Materials Watch for student’s
Use materials, techniques and experience students will • One 45 minute lesson • White Card engagement
processes to explore visual be able to: Introduction – Introducing the Task • Earthy coloured Observe students’
conventions when making • Demonstrate an • Introduce students to the unit. Explain that we will be exploring pencils, red, yellow, responses.
artworks. awareness of a broad Environmental Art. black, brown, green, Work Sample and
ACAVAM112 variety of art forms. • Invite students to suggest what Environmental Art is? (Guiding blue etc. final marking rubric
Present artworks and describe • Bring personal students to the idea that Environmental Art is a meeting point • Pencils (Appendix 3)
how they have used visual meaning to artwork between art and nature, and can be about representing livings • Rubbers
conventions to represent their and communicate things, landscapes etc). • Clip boards
ideas. their discoveries. • Enter into a grand conversion and ask students, “What living
Cross Curriculum Priorities • Experiment with things have you seen and heard in the school yard?”
Sustainability elements of art – line, • Explain to students that we will be observing and drawing some
General Capabilities colour and shape. of the nature at their school.
Critical and Creative Thinking Procedure – Demonstrating and Conducting the Activity
and Personal and Social • Take students outside to an area where there are trees, grass,
Capability animals etc.
Inter Curriculum • Students will explore the area, and then observe the area with
English and Science an artistic eye, focusing on one living thing (e.g. leaf, snail, bird
Vocabulary etc).
• Form – drawing • Get students to think about how they would draw this living
• Technique – shading, thing. Thinking about its shape, colour, and pattern.
hatching • Students will experiment with different colouring, techniques,
• Pattern such as shading and hatching.
Conclusion – Consolidating Student’s Understanding

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 Arts Education M 5142
• Colour
• Line
• Shape
• Environmental art
• Realism
2. Aboriginal Art ACAVAM110
Explore ideas and artworks
from different cultures and
times, including artwork by
Aboriginal and Torres Strait
Islander artists, to use as
inspiration for their own
representations.
ACAVAM111
Use materials, techniques and
processes to explore visual
conventions when making
artworks.
Cross Curriculum Priorities
Aboriginal and Torres Strait
Islander histories and cultures
General Capabilities
Critical and Creative Thinking
and Personal and Social
Capability
Vocabulary
• Form – painting
• Technique – brushwork
and dotting
• Pattern
Jonathan Fritsch ID: 100082230
• Once students have completed their drawing they will need to
add some key words to describe the drawing.
• Students will have the opportunity to pair up and share their
artwork with other students. Offering constructive feedback to
each other.
Key Teaching Strategies
• Scaffolding - Use proximity and scaffolding to ensure students
are staying on task.
• Grand Conversation: Use a grand conversation for collaborative
discussion.
• Guiding Questions– Use “Five Ws and H” technique to prompt
discussion.
• Collaborative Learning - Students collaborate as a class through
discussion and in groups to compare and reflect on their
artwork.
• Differentiation - Enabling: Students who require assistance with
the task will be grouped together and worked with individually.
Extending: Encourage students to create and then recreate.
As a result of this learning Time Required Resources Watch for student’s
experience students will • One 45 minute lesson Invite a community engagement
be able to: Introduction – Introducing the Task member/ local artist from Observe students’
• Demonstrate an • Introduce the lesson by getting the students to listen to Nyanu the APY Lands in to share responses.
appreciation of art Watson a local painter, who uses a combination of brushwork a story and the materials, Work Sample and
from different and dotting to create various animals founded in the APY techniques ands final marking rubric
cultures and times. Lands. processes involved (Appendix 3)
• Bring personal • Allow Nyanu Watson to present a master class of her through art they have
meaning to artwork demonstrating brushwork and dotting to the class, including made.
and communicate identifying line, pattern, shape and colour in her works. Materials
their discoveries. Procedure – Demonstrating and Conducting the Activity • Coloured Card
• Experiment with • Inform students that they will be exploring four different work • 30 fine brushes,
elements of art – line, stations that seek to depict four unique paintings by Nyanu match sticks or
colour and shape to Watson, that focus on different Aboriginal symbols and paddle pop sticks &
explore symbols. technique to tell a story about the spiritual connection material strips.
Aboriginal people’s have with animals and the environment. • Earthy coloured
• Move around the work stations and use one-to-one group paints, red, yellow,
scaffolding and stimulate discussion with the following black, brown, green,
prompting questions: “What symbols are in the paintings and blue and paint pots
what they might mean?”, “What colours and shapes have been
used and why might they have been used?”, “Are they straight
lines or curved?” “What is the relationship between the figures
and the environment?” and “How is the environment
portrayed?”
• Students will rotate around the work stations using the
Aboriginal symbols and techniques to recreate their own
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 Arts Education M 5142
• Colour
• Line
• Shape
• Environmental art
• Symbolism
3. Land Art ACAVAM110
Sculpture Explore ideas and artworks
from different cultures and
times, including artwork by
Aboriginal and Torres Strait
Islander artists, to use as
inspiration for their own
representations.
ACAVAM111
Use materials, techniques and
processes to explore visual
conventions when making
artworks.
ACAVAM112
Present artworks and describe
how they have used visual
conventions to represent their
ideas.
Cross Curriculum Priorities
Sustainability
General Capabilities
Critical and Creative Thinking,
Numeracy and Personal and
Social Capability
Vocabulary
• Form – sculpture
• Technique – assembling
• Shape - 2‐D, flat. 3-D
Jonathan Fritsch ID: 100082230
original work to tell a story.
Conclusion – Consolidating Student’s Understanding
• Students will have the opportunity to pair up and share their
artwork with other students. Offering constructive feedback to
each other.
Key Teaching Strategies
• Scaffolding - Use proximity and scaffolding to ensure students
are staying on task.
• Guiding Questions– Use “Five Ws and H” technique to prompt
discussion.
• Collaborative Learning - Students collaborate as a class through
discussion and in groups to create a story.
• Differentiation - Enabling: Students who require assistance with
the task will be grouped together and worked with individually.
Extending: Encourage students to create and then recreate.
As a result of this learning Time Required Resources Watch for student’s
experience students will • Two 45 minute lessons. • Examples of work by engagement
be able to: Introduction – Introducing the Task environmental artist Observe students’
• Recognise art as a • Give brief introduction of sculpture. Discuss the meaning of such as Andy responses.
way of expressing 2‐Dimensional objects and 3‐Dimensional objects. Goldsworthy Work Sample and
ideas and points of • Discuss the work of environmental artist Andy Goldsworthy http://www.artnet.c final marking rubric
view. with the students. Show slides of his various sculptures both om/artists/andy- (Appendix 3)
• Demonstrate an 2‐D and 3‐D. goldsworthy/
awareness of a broad • Begin whole class discussion with the following guiding Materials
variety of art forms. questions: “What do you see?”, “How does it make you feel?” • Containers for
• Demonstrate “What does it remind you of?”, “What materials did the artist holding collected
collaborative art use?”, “What is the relationship between the figures and the materials
making skills focusing environment?”, “How is the environment portrayed?”, “How • Design and make
on sculpture. long they might last and why they are sustainable?” and “What tools such as strong
does the Artwork say about caring for the environment?” scissors
Procedure – Demonstrating and Conducting the Activity • Large sheet of white
• Visit a local site which has particular qualities associated with plastic and tent pegs
the natural environment, (e.g. a section of bushland, a • Pieces of card for
waterway etc.) mounting of artwork
• Organise small groups to collect natural materials. You may
want to add to these other items found off-site such as larger
branches, pieces of bark, rose petals or pebbles.
• Ask each group to plan and create a piece of artwork using
their found objects, that reflects the work of Andy Goldsworthy
and the environment
• The artwork should be arranged on white card so it can be re-
positioned for a gallery tour.
Conclusion – Consolidating Student’s Understanding
• Organise a gallery tour for class (and the local community).
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 Arts Education M 5142
• Balancing, Arranging,
Proportion and
Measurement
• Texture
• Colour
• Materials - found objects
• Environmental art
• Sustainability
4. Recyclable ACAVAM110
Mosaic Art Explore ideas and artworks
from different cultures and
times, including artwork by
Aboriginal and Torres Strait
Islander artists, to use as
inspiration for their own
representations.
ACAVAM111
Use materials, techniques and
processes to explore visual
conventions when making
artworks.
ACAVAM112
Present artworks and describe
how they have used visual
conventions to represent their
ideas.
Cross Curriculum Priorities
Sustainability
General Capabilities
Personal and Social Capability,
Numeracy, Literacy, Critical
and Creative Thinking
Inter Curriculum
English, Humanities and Social
Sciences and Science
Vocabulary
• Styles – Realism
Jonathan Fritsch ID: 100082230
• Students talk and ask for comment about how their sculpture
reflects the Andy Goldsworthy and the environment.
• Students use vocabulary that helps describe these pieces of
artwork.
Key Teaching Strategies
• Scaffolding - Use proximity and scaffolding to ensure students
are staying on task.
• Guiding Questions– Use “Five Ws and H” technique to guide
discussion.
• Grand Conversation: Use a grand conversation for collaborative
discussion.
• Differentiation - Enabling: Students who require assistance with
the task will be grouped together and worked with individually.
Extending: Encourage students to create and then recreate.
As a result of this learning Time Required Resources Watch for student’s
experience students will • Two 45 minute lessons. • Examples of Mosaic engagement
be able to: Introduction – Introducing the Task Art such as Observe students’
• Demonstrate an • Introduce students to the art form of mosaic, with a brief • Artist gives recycled responses.
appreciation of art discussion and power point presentation on historical and materials new life Work Sample and
from different cultural background of Mosaic Art. https://www.youtub final marking rubric
cultures and times. • Students collaborate as a class, looking and discussing various e.com/watch?v=ap9 (Appendix 3)
• Recognise art as a images of traditional Mosaic Art. NFCiz4HI
way of expressing • Begin whole class discussion with the following guiding Materials
ideas and points of questions: “What features do you notice?”, “What style “What • Old magazines,
view. materials did the artist use?”, and “How are they different from catalogues, expired
• Experiment with other art forms?” etc. calendars, paper and
various, elements of • Introduce the idea that not all Mosaic Art requires the use of cardboard scraps,
art, especially coloured glass and stone. Many artists have made Mosaic Art fabric scraps, foil,
texture, design using recycled materials. lolly wrappers etc.
principles, materials • Introduce students to recycled Mosaic Art, by showing the • Glue and scissors
and techniques in following YouTube clip. • Pencils and rulers
making mosaic. • Students collaborate as a class, discussing the recycled art. • Cardboard sheet
Begin class discussion with the following guiding questions:
“What do you see?”, “How does it make you feel?” “What does
it remind you of?”, “What materials did the artist use?”, “What
is the relationship between the figures and the environment?”,
“How is the environment portrayed?”, “How long they might
last and why they are sustainable?” and “What does the
artwork say about caring for the environment?”
Procedure – Demonstrating and Conducting the Activity
• Explain to students that they will be undertaking a recycled
mosaic project, by turning the litter outside into mosaics that
reflect the environment (e.g. animal, landscape, tree etc.)
• Students will go outside and source the materials available.
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Arts Education M 5142
• Form – mosaic
• Shape - 2‐D, flat
• Pattern
• Colour
• Materials - found objects,
recyclable
• Environmental art
• Sustainability
Jonathan Fritsch ID: 100082230
• In the classroom, explicitly provide students with a
demonstration of planning and designing for a mosaic.
• Preparation: In table groups, evenly distribute the recycled
materials and art supplies.
• Students will begin planning and designing a simple out line
drawing of the chosen environmental image and then
assembling the recycled materials onto the cardboard. Gluing
the pieces into position.
Conclusion – Consolidating Student’s Understanding
• Students will collaborate with their partner to write 10
sentences as a review of their work.
• Students use vocabulary that helps describe these pieces of
artwork.
Key Teaching Strategies
• Scaffolding - Use proximity and scaffolding to ensure students
are staying on task.
• Guiding Questions – Use “Five Ws and H” technique to guide
discussion.
• Collaborative Learning - Students collaborate as a class,
exploring recycled materials by artists.
• Differentiation - Enabling: Students who require assistance with
the task will be grouped together and worked with individually.
A template to be provided to these students.
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Arts Education M 5142 Jonathan Fritsch ID: 100082230

References
 Australian Curriculum, Assessment and Reporting Authority (ACARA) 2016, years 5 and 6 Curriculum, The Arts:
Drama, Curriculum v7.5, Australian Curriculum, Assessment and Reporting Authority, viewed 17th April 2018 <
https://www.australiancurriculum.edu.au/f-10-curriculum/the-arts/drama/>.
 Australian Curriculum, Assessment and Reporting Authority (ACARA) 2016, years 3 and 4 Curriculum, The Arts:
Dance, Curriculum v7.5, Australian Curriculum, Assessment and Reporting Authority, viewed 17th April 2018 <
https://www.australiancurriculum.edu.au/f-10-curriculum/the-arts/dance/>.
 Australian Curriculum, Assessment and Reporting Authority (ACARA) 2016, years 3 and 4 Curriculum, The Arts:
Visual Arts, Curriculum v7.5, Australian Curriculum, Assessment and Reporting Authority, viewed 17th April 2018 <
https://www.australiancurriculum.edu.au/f-10-curriculum/the-arts/visual-arts/>.
 Brownfield, JM, 2010, ‘The dancing classroom: bringing the body into education through the creative process,
Wesleyan University.
 Cawthon, SW, Dawson, K & Ihorn, S 2011, 'Activating Student Engagement Through Drama-Based Instruction'.
 Dinham, J 23 August 2016, Delivering Authentic Arts Education,Cengage Learning, Australia.

th
Hearle A, 2013, Acting Games, viewed on 17 April 2018 <http://www.stagemilk.com/acting-games/>.
 Goods, J, Fox, J & Coffin R, n.d., Fostering the development of empathy in the classroom, Teaching & Professional
Practice.
 Voigt S & Pepler C n.d., ‘Spelling Dance Lesson Plan,’ viewed on 1st May 2018 < https://think360arts.org/t3a/wp-
content/uploads/2015/07/Spelling-Dance-Grades-K-1-2.pdf>.

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Arts Education M 5142 Jonathan Fritsch ID: 100082230

Appendix 1 - Curriculum Links

The Arts Years 3 and 4: Visual Arts - General Capabilities

This unit provides opportunities to address the following organising elements of the general capabilities (ACARA
2016a):

Literacy
Composing texts through speaking, writing and • Use language to interact with others
creating • Compose spoken, written, visual and multimodal
learning area texts
Word Knowledge • Understand learning area vocabulary
Comprehending texts through listening, reading and • Listen and respond to learning area texts
viewing • Comprehend texts
Visual Knowledge • Understand how visual elements create meaning
Critical and Creative Thinking

Inquiring – identifying, exploring and organising
information and ideas
Generating ideas, possibilities and actions
Reflecting on thinking and processes
Analysing, synthesising and evaluating reasoning
and procedures
Personal and Social Capability
• Identify and clarify information and ideas
• Organise and process information
• Seek solutions and put ideas into action
• Consider alternatives
• Imagine possibilities and connect ideas
• Transfer knowledge into new context
• Reflect on processes
• Apply logic and reasoning
• Draw conclusions and design a course of action

Social awareness • Appreciate diverse perspectives

Self-awareness • Develop reflective practice
•
Information and Communication Technology (ICT) Capability

Investigating with ICT • Define and plan information searches

• Locate, generate and access data and information
Ethical Understanding

Exploring values, rights and responsibilities • Examine values

Understanding ethical concepts and issues
Reasoning in decision making and actions
• Recognise ethical concepts
• Explore ethical concepts in context
• Reason and make ethical decisions
• Reflect on ethical action
• Consider consequence

Intercultural Understanding
Interacting and Empathising with others • Consider and develop multiple perspectives
Recognising culture and developing respect • Explore and compare cultural knowledge, beliefs
and practices

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Arts Education M 5142 Jonathan Fritsch ID: 100082230

Numeracy
Spatial reasoning • Visualise 2D shapes and 3D objects
Recognising and using pattern and relationships

The Arts Years 3 and 4: Visual Arts - Cross-Curriculum Priorities

This unit provides opportunities for students to address aspects of the following cross-curriculum priorities:
(ACARA 2016a):

Aboriginal and Torres Strait Islander histories and cultures

OI.2: Aboriginal and Torres Strait Islander communities maintain a special connection to and responsibility for
Country/Place throughout all of Australia (ACARA 2016).
OI.3: Aboriginal and Torres Strait Islander Peoples have unique belief systems and are spiritually connected to
the land, sea, sky and waterways (ACARA 2016).

Sustainability
OI.7: Actions for a more sustainable future reflect values of care, respect and responsibility, and require us to
explore and understand environments (ACARA 2016).

The Arts Years 3 and 4: Visual Arts - Inter-Curriculum Links

This unit has links to the following curriculum learning areas that may be developed alongside the topic (ACARA
2016a):

Science
Science Understanding Biological Sciences

Living things live in different places where their needs • Exploring different habitats in the local
are met (ACSSU211). environment such as the beach, bush and
backyard.
• Recognising that different living things live in
different places such as land and water.
Science as a Human Endeavour

People use science in their daily lives, including when
caring for their environment and living
things (ACSHE022).
• Identifying ways that science knowledge is
used in the care of the local environment such
as animal habitats, and suggesting changes to
parks and gardens to better meet the needs of
native animals.

Humanities and Social Sciences

Knowledge and Understandings

Identify how people design and produce familiar
products, services and environments and consider
sustainability to meet personal and local community
needs (ACTDEK001)
• Asking questions about natural and managed
environments and impacts on them when
selecting materials, tools and equipment when
designing and making products, for example
harvesting products from the school garden
and using recycled clothing

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Arts Education M 5142
Appendix 3 – Assessment
LEARNING EXPERIENCE 1
Students explore and observe the
natural environment and then identify
one living thing to draw.
LEARNING EXPERIENCE 2
Students explore Aboriginal Artwork
from Nyanu Watson (located from the
APY Lands region) and identify the
symbols and techniques used to
communicate meaning about the
environment. Students will recreate an
Aboriginal painting that reflects a story
about animals and the environment.
LEARNING EXPERIENCE 3
Students explore Land Art by examining
a range of Andy Goldsworthy artworks,
and then collaborate to make a
sculpture that reflects the artist’s work
and the environment.
LEARNING EXPERIENCE 4
Students explore Mosaic Art made from
traditional materials and learn about
recycled art as an alternative. They
then use similar techniques to create a
mosaic that reflects the environment.
Jonathan Fritsch ID: 100082230
LEVELS OF ACHIEVEMENT INDICATORS
WELL DEMONSTRATED SATISFACTORY DEMONSTRATED NOT WELL DEMONSTRATED
The artwork demonstrated a high The artwork demonstrates a satisfactory The students did not address all the challenges of
level of shading and hatching ability to use shading and hatching the task and was unable to provide meaningful
techniques to create a drawing that techniques to create a drawing that reflects feedback to other students. The student was not
reflects a living thing. The student was a living thing. The student was able to able to participate in whole class discussion and
able to provide meaningful feedback provide meaningful feedback to other share ideas.
to other students using arts students. The student participated in whole
vocabulary. The student participated class discussion and shared some ideas and
in whole class discussion and shared understandings.
many ideas and understandings.
The artwork demonstrates the The artwork demonstrates the student’s The students did not address all the challenges of
student’s ability to use the brushwork ability to use the brushwork and dot the task and was unable to provide meaningful
and dot painting technique to create painting technique to create an Aboriginal feedback to other students. . The student was not
an Aboriginal style artwork that style artwork that conveys meaning. The able to participate in whole class discussion and
conveys meaning. The student was student was able to provide meaningful share ideas.
able to provide meaningful feedback feedback to other students. The student
to other students using arts participated in whole class discussion and
vocabulary. The student participated shared some ideas and understandings.
in whole class discussion and shared
many ideas and understandings.
The student demonstrated a high The student demonstrated a satisfactory The students did not address all the challenges of
number of design principles, materials number of design principles, materials and the task and was unable to collaborate and present
and techniques in making sculpture. techniques in making sculpture. The artworks and describe how they have used visual
The student demonstrated the ability student demonstrated the ability to reflect conventions to represent their ideas. The student
to reflect on their works and describe on their works and describe how they used was not able to participate in whole class
how they used visual conventions. visual conventions. The student discussion and share ideas.
The students participated in whole participated in whole class discussion and
class discussion and shared many shared some ideas and understandings
ideas and understandings
The student demonstrated a high The student demonstrated a satisfactory The students did not address all the challenges of
number of design principles, materials number of design principles, materials and the task and was unable to review artwork using
and techniques in making mosaic. The techniques in making mosaic. The student arts vocabulary. The student was not able to
student demonstrated the ability to demonstrated the ability to reflect on their participate in whole class discussion and share
reflect on their works and describe works and describe how they used visual ideas.
how they used visual conventions. conventions. The student participated in
The students participated in whole whole class discussion and shared some
class discussion and shared many ideas and understandings
ideas and understandings
(Adapted from Dinham p. 127)
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