Last Updated-1-16-2009- Endangered Nest- VA 8- Draft-Uto

Last Updated-1-16-2009- Endangered Nest- VA 8- Draft-uto

Student Name/ID# ______Grade Level ______

(circle number) Creating Score 4 3 2 1 0

Responding Score 4 3 2 1 0

Directions for Administering the

Washington Classroom-Based Performance Assessment (WCBPA)

Arts Performance Assessment

Grade 8 Visual Arts Endangered Nest Revised 2008

Introduction

This document contains information essential to the administration of the WashingtonClassroom-Based Performance Assessment (WCBPA) Arts Performance Assessment of Visual Arts,

CBPA “Endangered Nest”Revised.

1. Prior to administration as an assessment, all students should have received instruction in the skills and concepts being assessed.

1. Please read this information carefully before administering the performance assessment.

1. This CBPA may be used as an integral part of instruction, and/or formative assessment, summative assessment, culminating project, alternative education packets of instruction, lesson plans, pre- and -post assessment, accumulating student learning data, individual student portfolio item, use of data teaming and individual/district professional development, professional learning communities, and in whatever capacity the teacher finds useful to improve arts and all instruction and student learning.

Test Administration Expectations

• The skills assessed by this item should be authentically incorporated into classroom instruction.
• This assessment item is to be administered in a safe, appropriately supervised classroom environment following district policy and procedures.
• All industry and district safety policies and standards should be followed in preparation and administration of the CPBA’s in dance, music, theatre and visual arts.
• Accommodations based upon student IEP or 504 plans may require additional assessment administration modifications. (See Teacher Preparation Guidelines on page 3).
• Culture, diversity and religious mores/rules may require additional assessment administration modifications.

Description of the Performance Assessment

Students taking this performance assessment will respond to a performance prompt and to series of short-answer questions.

• Performance prompts ask the students to individually create a composition based on the criteria outlined in the prompt.
• All compositions must becollected to facilitate scoring and to document each student’s performance and response.

• Short-answer questions will ask the students to supply aresponse which may be in the form of words, pictures and/or diagrams, to facilitate scoring and to document each student’s performance. (See TPG guidelines for verbal responses and other accommodations).
• Response sheets are provided for student work. All written work must be completedin the student answer spaces provided.

Materials and Resources

Teachers will need the following materials and resources for students to complete this performanceassessment:

• classroom set of reproduced tasks, including the glossary of terms, and the cover page
• one copy of administration guidelines (pages 1-5)
• classroom set of reproduced student response sheets
• fine tip black ink pens
• variety of H (hard) and B (soft) pencils
• erasers
• blending stumps
• one 9 x 12 sheet of drawing paper per student, for sketches and planning-optional
• one piece of newsprint per student to prevent smearing of ink or pencil-optional
• one 9 x 12 sheet of drawing paper per student for final drawing, and
• recording equipment for student accommodations, as needed
• Note: visual resources include and are not limited to: access to branches, eggs, nests, rocks, trees, rocky cliffs and/or models and pictures of these items to use as visual resources, and access to pictures of and/or experience with outdoor scenes, etc.

Teacher Preparation Guidelines

• This assessment requires an individual performance.
• Reproduce a classroom set of student task directions, glossary of terms, and studentresponse sheets found in the Student Task Booklet.
• Gather drawing supplies
• Gather visual aids
• Students may choose to use either pencil or black ink for their finished drawing.
• Students should be reminded to take the time of day into account in composing their drawing.
• Students may not use texture plates. All texture must be original and created freehand.
• As an option to a written response, video or audio recording may be used to accommodate student needs and at theteacher’s discretion. Students being recorded need to be coached to face the recordingdevice when responding. Students must have a copy of the response sheet when beingrecorded.
• Video/recording setup needs to be in a defined space so the student artist can be seen at all times.
• Students should be prompted to clearly say their name/number and their currentgrade level into the recording device before they begin their performance.

• The student artists must have a copy of the response sheet when responding onthe video/recording device and/or with an adult transcriber, etc.
• Students who respond in writing must include their name/number on all the responsesheets.
• Photography equipment for use in student portfolios and documentation of student work. The images should show sketches and final drawings. The students’ names and numbers should be included with each photograph as per district policy and are not required for this assessment.

Suggestions for Time Management

Students may have as much time as they need to complete the task. Time suggestions are a guide and may be altered to meet individual school, class and student circumstances. It is recommended and encouraged that the teacher reviews the glossary and scoring rubrics with the students.

The followingfour-day model is a suggested sample timeframe:

Day One Suggested Time:

• 15 minutes: The teacher provides the class with the task and reads it aloud. The students may

ask questions. The teacher answers any questions askedand distributes all materials.

• 30 minutes: The students have 30 minutes to start and/or complete their sketches of the nest of

a bird of prey and begin their drawings.

• 5 minutes: The teacher collects all materials.

Day Two Suggested Time:

• 10 minutes: The teacher distributes all materials to the students and reviews prompt.

• 35 minutes: The students continue work on their drawings.

• 5 minutes: The teacher collects all materials.

Day Three Suggested Time:

• 5 minutes: The teacher distributes all materials to the students.

• 20 minutes: The students complete their drawings.

• 20 minutes: The students begin the response sheet.

• 5 minutes: The teacher collects all materials.

Day Four Estimated Time:

• 5 minutes: The teacher distributes all materials to the students.

• 20 minutes: The students complete the written response sheet.

• 20 minutes: The teacher must videotape any student who chooses to respondverbally.

• 5 minutes: The teacher collects all materials.

Test Administration

Students may have as much time as they need to complete the task. All students whoremain productively engaged in the task should be allowed to finish their work. In some cases, afew students may require considerably more time to complete the task than most students;therefore, you may wish to move these students to a new location to finish. In other cases, theteacher’s knowledge of some students’ work habits or special needs may suggest that studentswho work very slowly should be tested separately or grouped with similar students for the performance assessment.

Provide the class with the reproduced student pages, which may include the cover page, student prompt, response sheets, rubrics, templates, glossary, and any other required materials prior to beginning the task. Students may highlight and write on these materials during the assessment. Instruct the students to look at the following student pages. Have the students read the directions to themselves as you read them aloud. Answer any clarifying questions the students may have before you instruct them to begin. If this assessment is used for reporting purposes, circle the scoring points on the cover page and/or on the individual student pages.

Say: Today you will take the Grade 8 Washington Classroom-Based

Performance Assessment (WCBPA) Arts Performance Assessment of Visual

Arts entitled “Endangered Nest” Revised 2008

Student Name/ID# ______Grade Level ______

(circle number) Creating Score 4 3 2 1 0

Responding Score 4 3 2 1 0

Endangered Nest - Revised 2008

Your editor explains that you must meet the following task requirements when creating yourrealistic drawing:

• Draw the eggs, the nest of the bird of prey, the tree branch(es)and bark and background featuresrealistically.

• Draw a close-up view of the nest and eggs as the focal point (emphasizing foreground).

• Drawusing at least two different textures, throughout the composition and

• Draw using at least five different values/shades throughout the composition to create the

Representationof 3-D forms.

• Consider the time of day when creating your drawing.

• Draw in black ink or pencil.
• Draw realistically, the following 3 features with the nest and eggsof the bird of prey as the focal point in theforeground:

• the eggs

• the nest of a bird of prey

• the tree branches and bark

• You must include abackground and background features that emphasize depth and the location of the nest in the foreground, such as:

• mountains, cliffs, and rocks

• clouds

• forests

• valleys and/or

• other recognizable distant features of your choice

Student Name/ID# ______Grade Level ______

• Draw all features using appropriate proportions.
• Enhance thefeatures of the drawingby using and/or repeating at least twotexturesor combinations of textures. Textures may be used to create value in your drawing.
• Use at least two of the following techniques.

• stippling,

• hatching,

• cross hatching,

• scribbling,

• smudging,

• other repeating lines and shapes, or

• other appropriate technique(s).

• Use at least five gradations of values using black ink or pencil to create a representation of 3-D form and depth.
• Textures may be used to create values. The white of the papermay be counted as one value level only when used as a highlighted area, such as reflected light on eggs.

Your editor explains that you must meet the following requirements when responding aboutyour drawing:

Name at least two of the technique(s) you used to create texture and describe how the identified textures were used to make each of the three requiredfeatures seem more realistic.

• Identify the location of the darkest value in yourdrawing and explain why you selected this location for the darkest value.
• Explain how you used value effectively on at least one main feature (eggs, nest, tree branches/bark) to represent 3-D form.
• Explain two ways you made the nest and eggsthe focal point in the foreground of your drawing.
• Explain at least one wayyou made your background features appear as though they are in the distance of your drawing.

STUDENT RESPONSE SHEET ~ Page 1 of 2

Student Name/ID# ______Grade Level ______

(circle number) Responding Score from Rubric – 4 3 2 1 0

1)Identify and describe the texture(s) used for each feature. Then, explain how each of the

two (2) or more required textures make the feature appear more realistic. You may repeat a texture(s) in your composition.

2)Identify the location of the darkest value in your drawing and explain why you selected this

location for the darkest value.

Location:

Explain why you selected this location for the darkest value:

Continued on next page

STUDENT RESPONSE SHEET ~Page 2 of 2

Student Name/ID#______Grade Level ______

3) Explain how you effectively used value on at least one main feature (eggs, nest, tree branches/bark) to represent 3-D form.

One feature:

Another feature:

4) Explain two (2) ways you made the nest and eggs the focal point and in the foreground of your drawing. First way:

Second way:

5)Explain at least one way you made your background features appear as though they are in the distance of your drawing. ______

Washington Classroom-Based Performance Assessment (WCBPA)

Arts Performance Assessment

Grade 8 Visual Arts

Endangered Nest

Visual Arts Glossary

Revised 2008

background-- the area of an artwork that appears farthest away on the picture plane; usually nearest the horizon; a way of showing depth; background is the opposite of foreground; between the background and the foreground is the middle ground

contrast-a principle of design of visual arts; a technique in an artwork which shows differences in art elements such as smooth/rough textures, light/dark colors, or thick/thin lines

emphasis/dominance-a principle of design of visual arts; importance given to certain objects or areas in an artwork; color, texture, shape, space, size and contrast can be used to create a focal point, center of interest or area of importance

focal point- the part of an artwork that is emphasized in some way, attracting the eye and attention of the viewer; also called center of interest

foreground--the area of an artwork or field of vision, often at the bottom of the picture plane that appears closest to the viewer; also used to give priority to one aspect of a composition over another

gradation-– (of value) a range of values from light to dark

middleground-the area between the foreground and background in a landscape

realism—a style of art that portrays objects or scenes realistically, as they might appear in everyday life; a recognizable subject is portrayed using lifelike colors, textures, and proportion

spatialdevices—methods used to create the appearance of space in an artwork; linear perspective: foreground/middle ground/background, overlapping, atmospheric perspective: diminishing size, diminishing detail, fading intensity, clarity, color and value

foreground—the area of an artwork that appears closest to the viewer

middle ground—the area between the foreground and background

background—the area of an artwork that appears farthest away from the viewer

color value—the lightness or darkness of a color

horizon line—based on the artist’s eye level, a line where sky meets earth

overlap—one part partly covering another part of an artwork

texture—an element of visual arts; portrays surface quality; how something feels or appears to feel; some drawing techniques to create texture and patterns are: stippling, hatching, cross-hatching, scribbling, broken lines, repeating lines and shapes; types include:

actual texture—how something actually feels when touched

visual texture—how something appears to feel; also calledsimulatedor implied texture

some examples of visual texture techniques, using line and shape are: hatching, cross-hatching, stippling, scribbling, and repeating lines and shapes, smudging/blending

hatchingcross-hatchingstipplingscribbling

repeating broken linesrepeating shapessmudging/blending

value—an element of visual arts; the lightness and darkness of a color, line, shape, or form

examples of techniques used to create value

repeating verticalrepeating horizontalrepeating diagonal

lineslineslines

repeating zigzagsrepeating curves

Note: The following extra glossary words for this CBPA may be helpful and used for clarity and understanding for students.

birds of prey-birds that hunt for prey, primarily on the wing, using their keen senses, especially vision. Their talons and beaks are generally large and powerful for tearing flesh of animals they eat for survival; sometimes referred to as raptors, such as hawks, eagles, buzzards, barrier, kite, osprey, owl, etc.

nest--a place of refuge to hold animals eggs and/or raise their offspring

Student Name/ID#______Grade Level ______

(circle number) Creating Score 4 3 2 1 0

Responding Score 4 3 2 1 0

Grade 8Visual Arts

Endangered Nest ~Revised 2008

EALRs 3 and 4 are naturally and authentically embedded in the prompt and rubrics of this assessment.

Creating—Elements of Visual Arts Rubric (1.1.1, 2.1, 2.2, 3.1, 3.2)

Responding Rubric (2.2, 2.3, 3.3, 4.2, 4.5)