Fine Arts Performance Descriptors and Classroom Assessments

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Masks Across Cultures Procedures continued 4 Ask each student to create a mask of their favorite season – just as other peoples have made masks to celebrate. Provide each student with pencils, scissors, glue and construction paper (enough colors so they can choose colors appropriate to the chosen season). Have students write down the name of their favorite season and identify it as cool or warm. Their mask will be abstract because of the use of color. Neutral colors may be used in combination with the cool or warm color. After the masks are complete, create a mask exhibit. 5 Ask each student to write a short paragraph that identifies the color scheme they used to make their mask and how their choice made a difference in the effect of the mask. Students may describe what would have been the effect if the opposite color scheme were used. Example: I made a mask to celebrate winter. It is my favorite time of year. Because winter is a time of cool temperatures, I used only cool colors. The cool colors I chose were blues and purples. I used the neutral color white to make snow for my hair. This mask makes me feel calm and like I need a warm jacket. A warm color scheme of yellows, reds, and oranges would make me feel hot instead of cool. 6 Evaluate each student’s work using the Fine Arts Rubric as follows and add the scores to determine the performance level: • Knowledge: Understanding of the terminology and concepts were demonstrated in the construction of the mask (process dimension of the rubric). • Process: The demonstration of skill in decorating the mask, cutting skills, gluing skills and the overall construction was complete and competent. • Creative Expression: The creation of the mask showed creativity in expressing the celebration of a favorite season using 2 warm or 2 cool colors. • Communication: The comparison chart was complete and correct. 18
Masks Across Cultures Examples of Student Work • Meets • Exceeds Time Requirements • Three class periods Resources • Large prints of 3 different masks from different cultures • 18 x 24” colored construction paper • Scissors • Glue • Writing Paper • Pencils • Erasers • Masks Across Cultures Rubric 19
Page 1 and 2: Performance Descriptors and Classro
Page 3 and 4: Topics In This Presentation !Standa
Page 5 and 6: • Goals are the most general of t
Page 7 and 8: Performance Descriptors for Illinoi
Page 9 and 10: Stage B: Goals, Standards and Perfo
Page 11 and 12: Performance Standards Performance S
Page 13 and 14: Exceeds RUBRIC: Continuum of Eviden
Page 15 and 16: Group Activity One In your group:
Page 17: Masks Across Cultures Procedures 1.
Page 22 and 23: Masks Across Cultures Student Work
Page 24 and 25: Masks Across Cultures “Meets” T
Page 26 and 27: Masks Across Cultures “Exceeds”
Page 28 and 29: Fruit Salad Procedures Using the me
Page 30 and 31: Fruit Salad Examples of Student Wor
Page 32 and 33: FRUIT SALAD Name __________________
Page 34 and 35: Fruit Salad Student Work Samples Wa
Page 36 and 37: Fruit Salad “Meets” The field t
Page 38 and 39: Fruit Salad “Exceeds” The field
Page 40 and 41: Procedures Three Pigs 1. In order t
Page 42 and 43: Three Pigs Examples of Student Work
Page 44 and 45: NAME ______________________________
Page 46 and 47: Three Pigs Student Work Samples Wai
Page 48 and 49: Three Pigs “Meets” The field te
Page 50 and 51: Three Pigs “Exceeds” The field
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Page 54 and 55: Choreographic Principles and Form
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Page 66 and 67: Contour Drawing 2 Have students rev
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Contour Drawing Student Work Sample
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Contour Drawing “Meets” The fie
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Contour Drawing “Exceeds” The f
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Ensemble Rehearsal Techniques Proce
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Ensemble Rehearsal Techniques Examp
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Ensemble Rehearsal Techniques “Me
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Ensemble Rehearsal Techniques “Me
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Ensemble Rehearsal Techniques Excee
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Should You Try This At Home? Group
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If you have questions or ideas abou
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