Lesson+Analysis+and+Assessment

=Lesson Analysis & Assessment=

PART 1: Lesson Analysis
__Content Area/Topic__: 6th-9th Grade Visual Composition

__Title of Lesson__ (hyperlinked): Art Exhibit! __Intended Audience__: 6th-9th Grade Art Students

__My GPS for which I would adapt this lesson__: VAHSVAMC.3


 * ==The lesson...== || ==Indicators== || ==Your Review Comments== ||
 * Works toward appropriate goals. || * Content and technology standards are mentioned.
 * Standards seem appropriate to grade level and content area.
 * Objectives align with standards.
 * Tasks focus clearly on obtaining the objectives. || The lesson focuses on out of state standards, however the lesson can be aligned to GPS standards for grades 6-9.

The lesson does provide standards that are grade level and content appropriate to the state of Georgia. Objectives of the lesson align nicely to the GPS standards for grades 6-9 Visual Composition.

The lesson not only incorporates GPS, but also ISTE's technology standards. ||
 * Requires the use of higher order thinking skills and "new" literacies. || * Students are asked to do more than memorize or understand.
 * Media, visual, communicative, technological, mathematical, and/or other nontraditional literacies are addressed. || This lesson uses higher order thinking skills through analysis, application, and evaluation. Visual media is used and technology is used not only to research but to also select artwork and display their own artwork as well. ||
 * Integrates the learning goals. || * Communication
 * Production
 * Critical Thinking
 * Creativity
 * Content
 * Problem-solving
 * Inquiry/research || Students will be required to communicate with each other while working in a small group learning environment. Students will produce a group website in which they will exhibit their individual works and the museum pieces they are researching.

Each student will choose three works of art that will act as a good example of a principle of design. The students will collaborate and put these works of art on display within the museum (webpage). Students will then research these works and come up with background information about the work in order to explore art history and to develop a good comprehensive knowledge of art history. Students will then create their own individual pieces that will fit within the exhibit and match the pieces. This will be a 2-D piece within a medium of their piece and will photograph this artwork to upload to the piece to the museum. || While this lesson does not currently provide an essential, one can easily be created and added. Currently the project as is, does provide students an opportunity to actively search for answer to open -ended questions. ||
 * Includes a variety of resources. || * Students have choices of materials at different levels.
 * Materials are available in a variety of modes (e.g., graphics, sound, text, video) and media (e.g., books, films, photos, computer). || Students will be able to use a variety of modes to interact with the material presented to them. Students will have graphics, sound, media and texts available to them to help them select good works of art. ||
 * Engages all students actively in authentic tasks. || * Students have roles/tasks to perform throughout the lesson.
 * Connections are made between the task and real life.
 * Students must actively search for answers to essential questions. || This webquest is based on being a curator for a museum. Thus students are provided a role and specific tasks to perform. These tasks connect to real life roles and allow students an opportunity to gain first hand experience in evaluating art.
 * Uses technology effectively, efficiently, and as a learning tool. || * The technology makes the task more authentic.
 * The technology makes the task easier to accomplish.
 * The technology helps the students learn faster than without it.
 * The technology is secondary to the content and goals. || This plan allows for technology and makes learning more authentic and the goals of the lesson easier to accomplish. While students can gather information, see artworks and research quicker than without, technology does not become the main objective, rather a creative way to enhance the main objectives. ||
 * Addresses the needs of a variety of students, including ELLs (English Language Learners) and students with physical or other challenges. || * All students can access task instructions.
 * All students can access task materials and resources.
 * Students have different ways to accomplish the same objectives. || Materials needed to create student work will be available within the classroom or online. Technology such as computers, cameras, and access to the internet will be provided through the classroom as well as the media center. The lesson contributes multiple ways to the same end result thus students regardless of background can accomplish the objectives of this lesson. ||
 * Includes appropriate assessments. || * Assessment is aligned to the standards and objectives.
 * Assessments are fair for all students and not based on one ability (e.g., writing).
 * Assessments allow students to show what they know/can do rather than what they cannot. || While this lesson was designed based on out of state standards, the assessment does align with current GPS as well as the objectives of the lesson.

The assessment will not be based on one's ability and are fair for all students. Students are using higher order thinking skills and demonstrating knowledge through the creation of an exhibit as well as personal pieces of art that fit within this exhibit which show comprehension. ||

===Give a summary of the strengths (2+), weaknesses (2+), and the changes (2+) you would make to tailor this to your class.===

__Strengths__: This lesson is great. It offers an opportunity for students to not only critique but also analyze art history through the use of higher order thinking skills, group work, and interactions with other students. This lesson also provides students an opportunity to create their own work giving them real world applications in expressing their own creations.

__Weaknesses__: Given a 55 minute class time, this activity would take a week to a week and half. There seems to not be a lot of guidance on individual creation of the artwork. There also seems to be a gap in instruction on how the individual artwork correlates to the exhibition.

__Changes__:

This lesson needs a written assessment and possible research paper which will work as a cross curricular project. This lesson will also need an essential question geared toward the GPS. I would possibly add an additional role as buyer and have the buyer critique the work that they like and why.

PART 2: Assessment

 * Assessment #1**
 * **Assessment Method** || **Purpose** || **When Used** || **Instrument (**include written, attached, or hyperlinked on this page**)** ||
 * Web Quest Check Point || To see student and group performance upon completion of research. Will allow the instructor to ensure students are on correct path before submitting final project for grading. || After research before presentation of exhibit. || Check Point ||

Goody Gumdrops
 * Assessment #2**
 * **Assessment Method** || **Purpose** || **When Used** || **Instrument (**include written, attached, or hyperlinked on this page**)** ||
 * //Rubric// || This rubric is designed to guide students down an open ended path for developing and creating their personal piece of art as well as the group exhibit. This rubric will be used during the class presentation by not only the instructor, but their peers. || During presentation of the exhibit and class critique. || Rubric ||