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

Student 1

How does this artifact show where the student is in the relationship to the clarifying chosen objective?

In this piece of art, the student has created a self-portrait at the beginning of the school year, during the first art class of the year. The student was instructed to look at himself in the mirror and draw from his shoulders up. The student was instructed to draw with a pencil and to color with crayons or markers.

Teacher Observations:

  1. The drawing is very rudimentary, large head, stick arms and legs.
  2. The drawing is absent of facial features, just vague scribbles.
  3. The drawing is not colored, the blue marks are made using the end of the pencil, ( I use separate erasers and art pencils for drawing)
  4. The student finished very quickly and spent most of the time looking in the mirror.

Growth between Point 1 and Point 2

Timeline: The second piece of art was created in the Spring of 2015, roughly April.

Teacher Observations of Growth:

  1. All facial features now present, except lashes.
  2. Portrait is of head and shoulders, not entire body.
  3. Color has been added.
  4. Items of interest have been drawn in the background by the student.

Summary of Growth: This student made immense gains this year in fine motor development. The two pieces show a vast difference in ability: color where they was none before and a face where there was none before! The art is an original piece that reflects the interest of the student (basketball).

Lesson Differentiation: The lesson accounted for differentiation for this student in the following way: more frequent teacher check-ins for comprehension of steps, and preferential seating (close to me). It should be noted the student's ability to focus on the task at hand increased as the year progressed.

This class met twice a week in 40 minute increments throughout the school year.

4.CX.1.1 Understand how the visual arts have affected, and are reflected in, the culture, traditions, and history of North Carolina.

FOURTH GRADE—Student #1

Student 1

How does this artifact show where the student is in the relationship to the clarifying chosen objective?

At the beginning of this unit which focuses on North Carolina Ceramic Artists, Student 1 was asked to write what she already knew about the various ways NC artist use clay. As you can see by her answer, she is unfamiliar with this topic.

Growth between Point 1 and Point 2

The three small pieces of art photographed together, (clay face, miniature pitcher and bowl, and Saponi inspired clay block) were all created during the month of September after the pretest was taken. The clay turtle was created during the first week of June, when Senora Lynch was a guest artist at our school.

Teacher Observations of Growth:

  1. Notes in sketchbook reveal the student has studied 3 North Carolina Ceramic artists: Senora Lynch, Chris Luther, Anita Morgan--knowledge gained in the form of: Artist’s hometown/origins, (Saponi Tribe or Seagrove Potter), type of art (utilitarian vs. decorative), building technique (wheel vs. handbuilding) and subject matter (jugs, turtles, bowls, miniatures, etc.).
  2. Photographs of art reveal understanding of concepts and techniques used to create art: white slip wash over red clay=Saponi, facial features added to clay=Luther’s Seagrove Face Jugs, Miniature pitcher and Bowl=Seagrove miniatures in the style of Anita Morgan.
  3. Sketchbook Pre-sketches reveal and understanding of basic Saponi symbols used to decorate clay.
  4. Photographs and sketches reveal Student 1has also created a personal symbol in the style of Senora Lynch.
  5. Clay turtle created with Senora Lynch. Additional knowledge gained in the form of Saponi stories, Saponi history, and examples of Lynch’s art during class visit.
  6. Supporting Document shows class visit from Saponi Potter, Senora Lynch.
  7. Summary: A combination of short lessons, videos clips, books, note-taking, and guest artist have provided the evidence to support Student 1 has a well-rounded understanding of a slice of North Carolina Ceramic History.
  8. Differentiation was not needed for Student 1’s success.