The Vegetarian Palette-12-16-2008- Revised

The Vegetarian Palette-12-16-2008- Revised

Student Name/ID# ______

(circle number)

Creating – 4 3 2 1 0

Responding – 4 3 2 1 0

Revised 2008

Directions for Administering the

Washington Classroom-Based Performance Assessment (WCBPA)

Arts Performance Assessment

Grade 10 Visual Arts

CBPA Title “The Vegetarian Palette”

Introduction

This document contains information essential to the administration of the Washington

Classroom-Based Performance Assessment (WCBPA) Arts Performance Assessment of Visual Arts CBPA Title “The Vegetarian Palette”.

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

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

3.  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 the preparation and administration of the CBPAs in dance, music, theatre, and visual arts.

·  Accommodations based upon student IEP or 504 Plan may require additional assessment administration modifications.

·  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 a series of short-answer questions.

• Performance prompts ask the students to create an illustration based on the criteria outlined in the prompt. All illustrations should be collected to facilitate scoring and to document each student’s performance.

·  Short-answer questions will ask the students to supply a written response, which may be in the form of words, pictures and/or diagrams. All written work must be completed in the student answer spaces provided. Refer to Teacher Preparation Guidelines (TPG) for verbal and/or other accommodations.

Materials and Resources

Teachers will need the following materials and resources to complete this performance assessment:

·  an arrangement of a variety of fruits and/or vegetables (can be real or artificial)a shallow bowl or other container to place some or all of fruit/vegetables in/on or around

·  one (1) sheet of white paper that is no smaller than 9-by-12 inches and no larger than 18 x 24 (teacher discretion) for each student

·  classroom set of reproduced student prompts

·  classroom set of reproduced student response sheets

·  camera to record each student’s still-life arrangement (optional)

·  drawing tools: pencils, watercolors, pastels, color pencils, markers, color media options, etc.

·  digital tool examples such as: Photoshop, Illustrator, Paint, Maya, 3-D Studio Max, etc.

·  scratch paper to do thumbnail sketches to lay out the illustration (optional)

·  viewfinders to frame the illustration (optional)

Prior to the assessment, a still life arrangement or arrangements of a variety of fruits and/or vegetables should be set up in and around the chosen container(s). Students will create individual drawings. However, the teacher may determine the number of students who will be working with the same arrangement of fruits and vegetables. Once the students have been assigned an arrangement, the teacher might document the position of the student’s view of the still life by photographing the arrangement from the student’s perspective.

Teacher Preparation Guidelines

·  This assessment is an individual performance.

·  Reproduce a classroom set of student task directions, glossary of terms, and student response sheets from this booklet.

·  Recommendations:

·  Fruit / Vegetable Selection—simplistic forms that have a variety of textures and colors

preferred. No fewer than 3 pieces of fruit and or vegetables. Artificial or real is

acceptable. If you take several days on this project and are using perishables,

·  choose fruits that have a long shelf life, such as apples, potatoes, onions, gourds, or dry

corn on the cob.

·  Containers- Suggestions: Shallow wooden bowls, metal bowls and trays, simple

glass plate or bowl. Avoid very deep bowls or baskets with complicated patterns.

·  Background—neutral table surface and backdrop preferred. Keep simplistic; avoid

complicated patterns or an emphasis on drapery.

·  Lighting—use spot lighting, to emphasize highlights and shadows;

·  Avoid diffused lighting, if possible. Note: Extreme lighting makes it more possible

for students to see and render highlights and shadows.

·  Placement of fruit and vegetable - group together in and around a bowl.

·  If photographing for use in documentation and portfolios, the images should show the sketch and tile. The students’ names/numbers should be included in each photograph (as per district policy and not required for this assessment).

·  As an option to a written response, video or audio recording may be used at the teacher’s discretion. Students being recorded need to be coached to face the recording device when responding. Students must have a copy of the response sheet when being recorded.

·  Students may dictate response sheet answers as necessary to meet student needs. Students may use resources that are visual in the testing classroom, but the teacher may not prompt or coach students during the assessment.

·  When teachers are administering the assessment, students may ask questions to clarify the process. Students should be encouraged to ask questions at any time throughout the assessment administration.

·  Accommodations for special needs and limited English speakers:

a. Students may dictate response sheet answers for transcription by an instructional aid.

b. The student may give the written and/or recorded responses in their first language.

c. We request a written and/or verbal English translation for consistency (validity/reliability) in scoring the rubric.

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 shortened or lengthened to meet individual class and student circumstances. It is recommended and encouraged that the teacher reviews the glossary and scoring rubrics with the students.

The following two-day model is a suggested timeframe:

Day One Suggested Time:

·  15 minutes: The teacher provides the class with the item and reads it aloud.

·  The students may ask questions. The teacher answers any questions asked.

·  The teacher provides the arrangement or arrangements of a variety of fruits and vegetables.

·  30 minutes: The students begin to create a color still life illustration. The teacher may choose to photograph the arrangement from several perspectives in order to document the still life arrangement and replicate it the next day. The teacher will collect the drawings to be returned the next time the class meets.

·  Day Two Suggested Time:

·  5 minutes: The teacher returns the drawings to each student.

·  20 minutes: The students complete their still life illustration.

·  20 minutes: The students prepare their written response. The teacher or designee may video tape or record or scribe for any student who needs to respond verbally.

Test Administration

Students may have as much time as they need to complete the task. All students who remain productively engaged in the task should be allowed to finish their work. In some cases, a few 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, the teacher’s knowledge of some students’ work habits or special needs may suggest that students who work very slowly should be tested separately or grouped with similar students for the assessment.

Provide the class with the reproduced student pages, which may include the cover page, student prompt, response sheet, 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 of the individual student pages.

Say: Today you will take the Grade 10 Washington Classroom-Based Performance Assessment (WCBPA) Arts Performance Assessment of Visual Arts entitled “The Vegetarian Palette”

Revised 2008

The Vegetarian Palette

A publishing company wants to hire you as an illustrator to create a realistic drawing or painting for the front cover of a new vegetarian cookbook. As an artist, you are interested in being hired for this job. In order to be considered for this job, you must create a still life illustration from observation using the following guidelines.

Using the elements of form, color, value, space, and implied line you will create a still life illustration of an arrangement of at least three fruits and/or vegetables. Your still life illustration will also be evaluated on your use of the principles of organization: contrast, emphasis and proportion. The editor has asked that you not use any text with or on your drawing or painting.

The art editor of the publishing company will review and evaluate your still life illustration. You must submit your still life illustration and your written response about your still life illustration.

The art editor also requires the following elements in your still life:

·  A medium of your choice (watercolor, pastel, color medium, and/or digital medium such as: Photoshop, Illustrator, Paint, Maya, 3-D Studio Max, etc.

·  A paper size that is no smaller than 9-by-12 inches or larger than 12-by-18 inches.

·  Realistic depiction, drawn from observation of the arrangement of fruits and/or vegetables

(Note: CBPAs pilot student samples utilized at least three examples of fruit or vegetables)

·  The still life must appear to be on a surface and not float by using a cast shadow, a background line or other way of implying it is on a solid surface.

·  Use of the elements of implied line, form, shape, value, space, color, and texture to represent your

still life.

·  Produce a range of color values and gradations to create the illusion of realistic forms in your still life illustration.

·  Blend and layer color intentionally and purposefully within your illustration to create depth, contrast and/or emphasis

·  Use actual, saturated and reflected color to record your observations emphasizing form.

·  Use implied lines rather than outlined edges to create and emphasize form within your illustration.

·  Use the principles of contrast, emphasis and realistic proportion to organize the illustration.

After you have completed your still life, the art editor requires you to:

·  Give an example of how you used each of the elements: implied line, form, texture, color value, blended and layered color and space.

·  Give an example of how you used the principles of emphasis, contrast and proportion to organize your illustration.

·  Use visual arts vocabulary correctly.

The art editor has allowed you adequate time to complete the illustration. You will have 20-30 minutes to complete your written response.

Student Name/Number______

Grade Level: ______

RESPONSE SHEET

1. Describe how you used each of elements and principles listed below to create a realistic still life illustration. Provide specific examples from your work using art vocabulary.

·  Implied Line ______

______

______

______

·  Form ______

______

______

______

·  Texture ______

______

______

______

·  Color Blended and Layered ______

______

______

Color value______

______

______

·  Space ______

______

______

______

·  Contrast ______

______

______

______

·  Emphasis ______

______

______

______

·  Proportion ______

______

______

Washington Classroom-Based Assessment (WCBA)

Arts Performance Assessment

The Vegetarian Palette - Revised

Grade 10

Visual Arts Glossary

balance—a principle of design of visual arts; the arrangement of elements that makes individual parts of a composition appear equally important; balance is an arrangement of the elements to create an equal distribution of visual weight throughout the format or composition; if a composition appears top or bottom heavy and/or anchored with weight to one side, it is not visually balanced

types of balance:

symmetrical/formal balance—image or form equally weighted on

both sides of a center line

asymmetrical/informal balance—unevenly weighted image or form

radial balance—image or form radiating from a center point

color—an element of visual art; the visible range of reflected light. color has three properties – hue, value, and intensity

color saturation – the pure hue at its fullest intensity without white, black or complementary color added

color schemes—grouping of colors that are related on the color wheel, such as

complementary, analogous, warm, and cool.

analogous colors—colors that appear next to each other on the color wheel and have one color in common, such as blue-green, blue, blue-violet

complementary colors—contrasting colors; colors that are opposite on the color wheel, such as yellow/violet, blue/orange, and red/green

cool colors—group of colors on the color wheel associated with coolness, such as blues, greens, and violets; cool colors appear to look further away from the viewer in an artwork

warm colors—a group of colors in the color wheel associated with warmth, such as red, yellow, and orange; warm colors appear to advance toward the viewer in an artwork

illustration—a picture specifically designed for the purpose of communicating commercial ideas, such as images for CD covers or books

illustrator—a person who draws or creates pictures for magazines, books, or advertising

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