It another day 2.52 am Monday, June 7 Th, 2010
Below is how the portfolio look like.
ATLANTA PUBLIC SCHOOLS
Professional Development for Arts Educators
A.r.t.s.APS Cohort 2
Grady High School
October, 2009 – September, 2010
Portfolio
Evaluator: Dr. Melody Milbrant
Instructors: John Brandhorst and Lisa Whittington
By: Martin Mensah
Visual Art
Introductory Reflective Essay
ArtsAPS cohort 2 a Professional Development for the Art Educator in Atlanta Public Schools took place from October 2009 to June 2010 at Grady High School from 9.00am to 2.00 pm. The project director is Cynthia Terry, assistant project director; Raymond Veon, Evaluator; Dr. Melody Milbrant, Consultant; Dr. Patrick Freer and Dr. Marilyn
Seelman; Collaborators; The Hammond House and Atlanta Partners for the Arts in Education (APAL). There were three teacher teams; my teacher team is made up of Lisa Whittington - Aesthetics and John Brandhorst – Artistic
The course goal for Lisa Whittington aesthetic class is to engage teachers and improve instruction with the objective to improve student achievement through quality arts instruction and assessment. John Brandhorst artistic class goal was to reawaken and / or increase the momentum of the visual art teacher as a practicing and exhibiting artist in their own right. The focus of the workshop is to be artistic production, reflection, applicable experience to the classroom, and development of disciplined application of APS curricular goal to personal practice.
My goal for taking this class was to update myself with all it takes to be effective art education teacher in the 21st Century art classroom, so far so good. I will like to say that all of us have worked hard to attain the goals that were set for the course. It has not been easy at all combining this course with family life and extra school activities for those of us who have after school programs and Saturday activities. It has been my dream to spend more time on the computer, this course has push me close to that level and I am going to continue with it even after this program. For the first time I am also blogging and following blogs. My students at school says Mr. Mensah have his own website when they see me working on my blog in school. I hope to open my website very soon. The blog will also allow me to communicate with my students in the near future since I am also going to introduce them to blogging and for them to go to my blog for home work instructions and what I am also doing as a practicing artist.
I am also grateful to learn about action research and how I can use it to improve my teaching in the classroom. As part of my action research assignment I have develop a survey to get the perception of my students about visual art, and for them to evaluate my class and rate my teachings. I hope to modify this survey and to use it at the end of every session of art class in the coming school year. The lesson learnt from the selected students for the action research will be experimented next school year. The various writing processes learnt are also a plus for me. It will help me to write more papers for publishing in the future.
Another lesson learnt was the drama class the first meeting for this course and how it was applied to Daniel Pink’s theory. I will be using this strategy as an educative ice-breaker for every new class that I teach in subsequent years. The artistic class has really awakened the productive artist within me. I am now geared for more work. I’ve been showing the pictures of the developmental stages of my work to my students to motivate and encourage them to also create more works of art both at school and at home.
Finally, I can say without doubt, that the program has achieved its goal by preparing, motivating and enhancing my knowledge to cope with some of the challenges of the 21 st Century art classroom. Only time will tell. The participation in the Invitational Art Education Fair and the artistic exhibition for June is an example of more results of the program. Since 20 years after college, I’ve not been involve so much into research at I did in this course. I am now planning to start my PhD. In Art Education this fall all thing being equal.
Resume/C.V.
Martin Mensah
2003 – Present Atlanta Public Schools, Posted to Crawford W. Long
Middle School, Atlanta, Georgia
Visual Arts Teacher
2001 – 2003 Art – At – Work, A program of the Fulton County Arts
Council, for youth at –risk. Atlanta, GA
Assistant Instructor.
Atlanta College of Art, Community Education program,
Atlanta, GA
Part-time instructor; Foundation in Art (Drawing and
Painting)
South West Fulton Arts Center. Atlanta, GA
Part-time Instructor; woodcarving for beginner.
1995 – 2001 Anglican Central Education Authority, The Bahamas,
Posted to Saint John’s College, Nassau, The Bahamas
Art and Design Teacher
2000 – 2001 Benedictine University College, Nassau Branch, The
Bahamas.
Visual arts lecturer, (part-time)
1993 – 1995 Ministry of Education Ghana, posted to Labone secondary
School and La Presbyterian Senior Secondary School.
Accra, Ghana
Visual Arts teacher, head of visual arts department
EDUCATION
1990 – 1992 M. A. Art Education
College of Art, University of Science and Technology
Kumasi, Ghana
1986 – 1990 B.A. (Hons.) Art
College of Art, University of Science and Technology
Kumasi, Ghana
CETRIFICATION
2008 – 2013 State of Georgia, clear renewable certificate in Art
Education, Art K – 12
2006 – 2013 Reading Endorsement
HONORS & ACTIVITIES
Professional Organizations
• National Art Educators Association
• Atlanta Federation of Teachers
• Participated in several group art exhibitions in the USA, The Bahamas, and Ghana
• Art works in private collection in Ghana, The Bahamas, Canada and USA
• Sculpture work published in the book entitled “General Knowledge in Art” by Dr. Amenuke and Co, published in 1991 by Evans Brothers Limited, London
• Sculptural work among National collections by Ghana National Museum and Monument Board, Ghana
• International Youth leadership Certificate, Duke of Edinburgh Award International. The Caribbean and North America
• Teacher of the Year, Crawford W. Long Middle School 2005-2006
Other Experience and Activities
South West Fulton Arts center, Atlanta, GA
Woodcarving Instructor
Art-At-Work, a program of the Fulton County Arts center for youth at-risk, Studioplex, Atlanta, GA
Summer Camps Assistant Instructor
GAU After School All Stars Art Instructor
Criteria:
Portfolio Items Meeting Criteria “What in this portfolio provides evidence of this criterion?” LOCATION IN PORTFOLIO
Section/Page Number of Item
“Where is it?”
Evidence of the use of culturally responsive pedagogy;
Knowledge of diverse cultures and perspectives. Concept base unit for Culture and System Task and lesson plan Page 8
Evidence of high expectations for all students to achieve in arts Introductory letter to parents, Course Outline, Vision Statement, Lesson plans , Pages 16 - 25
Evidence of reflective practice Students self reflection, Teacher made modify activities, link to survey Page 26 -27
Examples of collaboration Email exchange with action research partner and theme members, Page 29 -30
Knowledge of and experience with families Shout out note to parents, phone call log sheet, Introductory letter to parents, Art broche to parents Pages 33 - -38
Assessment of learning goals and objectives Pre and Post Tests Pages 39 -48
Instructional adjustments based on assessment data Self reflection with student final writing. APS Teacher Evaluation High Expectation Achievement Plan, Visual Art GPS Report Card Sheet Pages 49 -58
Illustrations of monitoring student learning C.W.Long Mastery Tracking Sheet Pages 59 - 70
Evidence of having a positive impact on student learning Pre and Post Test Pages 70 - 78
Evidence of content depth NA NA
Evidence of mastery teaching in Skills and Craft Special Activities lesson plans Pages 79 - 85
Evidence of aligning with GPS/Arts APS Daily Lesson plans Pages 86 - 91
Evidence of applying ArtsAPS key concepts and practices in classroom instruction Action Research Pages 92 - 105
Evidence of all ArtsAPS Assignments included in Portfolio (with peer and self-assessments completed)
Reading Responses
Self Assessments
Video
Critical Reflection on Video
Blog Entries
Consistent use of Blog
Action Research Project(s)
Original Performance or artwork(s) for Teacher As Artist
All other assignments Reading Responses
Self Assessments
Video
Critical Reflection on Video
Blog Entries
Consistent use of Blog
Action Research Project
Reflection on Teacher as Artist Exhibit and pictures Pages 106 - 126
Students Artifacts providing evidence of student learning and impact of ArtsAPS on instruction Student work photo show Pages 127- 130
CRAWFORD W. LONG MIDDLE SCHOOL
CONCEPT BASE UNIT
CULTURAL DIVERSITY AND UNITY
THEME: CONNECTING THROUHG CULTURE, (CANADA, MIDDLE EAST AND GEORGIA FROM THE 1700’S)
VISUAL ARTS
DATE: October, 2009
QCC:
6:7 .7:7, 8:8 Topic: Artistic skills and Knowledge: Creating, performing and producing
Standard: Applies concept and ideas from another discipline and its topic as sources of ideas for own art works.
7:2: Topic: Artistic skills and knowledge, Creating, performing, and producing.
Standards: Plans and create additive and subtractive sculptures in a variety of media.
7:16: Topic: Critical Analysis and Aesthetic understanding
Standards: Compares and contrast how artist use selected subject matter, including symbols and ideas, to communicate.
7:1 Topic: Artistic skills and Knowledge: Creating, performing, and producing.
Standards: Plans and creates artworks using elements of art and principles of design for compositions expressing an intended meaning.
LEVEL OF BLOOM’S TAXANOMY: Creating, Analyzing and Remembering
TASK DISCRIPTION:
Our school community is working on Concept Base Unit “Understanding Cultural Diversity and Unity in our World” The culminating activity is a school wide fair or exhibition. The theme of the fair is “Connecting Through Culture Gallery” Our creative artistic journey experiences will take us through three cultures, Canada, Middle East, and Georgia from the 1700’s and beyond. To capture the entire picture of these Native Cultures of Canada, Middle East and Georgia from the 1700’s and beyond: 1. Students will research and write a one page report on selected artifacts, tourist attractions and political symbol from these cultures, 2. Create a model of the artifacts and political symbols, of the past, present and feature. And 3. Students will draw and design series of cultural artifacts, posters of tourist attractions and political symbols of past, present and future. The final products will be exhibited during the culminating activity.
WORD WALL:
Canada, Province, maple tree, colony, principles of design, unity, balance, rhythm, contrast, proportion, repetition, emphasis, harmony, Egypt, Iraq, Afghanistan, Middle east, pyramid, Mummy, Totem poles, Social class, masks, national symbols, tourist attractions
ENDURING UNDERSTANDINGS: Students will understand that
1. There are various ethnic groups that form the Canada and Middle East countries.
2. Natural resources and physical feature influence human activities in Canada, Middle East and Georgia in the past, present and in the future to come.
3. The various ethnic groups of these cultures express themselves through their artifacts.
4. These cultures conveyed their beliefs and values in the artifacts they created.
5. The modern Canadian, Middle East and Georgia artifacts, tourist attractions and political symbols have been enhanced with technology and industrialization.
6. Artist and craftsmen of the past have applied the same design principles we use now to the elements of art in their artifacts they created.
7. Even with technology, design principles have not changed but rather simplified and enhanced.
ESSENTIAL QUESTIONS:
1. What are the traditions, customs and religions of Canada, Middle East in the past and Georgia in the 1700’s?
2. How do the physical feature and natural resources of the regions affected their culture?
3. What is Canada, Middle East and Georgia’s culture is like today?
4. How has technology and industrialization affected the artifacts and tourist attraction toady in these areas?
5. What type of government, political and national symbols do these countries have today?
6. What are the main tourist attractions to these regions today?
7. How are principles of design used in organizing the elements of art?
DIRECT INSTRUCTION FOR WHOLE CLASS
The whole class would be involved in the following learning experiences:
• Participate in class discussions centered on culture of Canada, Selected Middle east countries and Georgia from the 1700’s and beyond.
• Analyze the principles of design and elements of art in the past and contemporary artifacts of these cultures.
• Active use of hands-on minds on engaging activities and experiences in context.
• Compare and contrast the artifacts of past and present of these cultures.
• Watch and discuss a video clip related to the above-mentioned topics.
• Review stages of design development.
• Reading from articles and textbooks.
• Construct models.
GROUP WORK: Students will participate in one group project
GROUP 1
Design and construct a life size Native Indian Canadian Mask, with card board and Newsprints to be painted in stone color
GROUP 2.
Design and construct models of Egyptian pyramids with card boards. Write a report on materials and methods of construction
GROUP 3.
Design and construct a native Canadian totem pole capable of free standing. Not long than 6 feet high. Write a report on the materials and methods of construction
GROUP 5.
Design and create posters of tourist attractions for these cultures. Write a report on the materials and methods of creating the project
INDIVIDUAL WORK
• Draw and color various native Canadian masks.
• Draw and color various native Canadian totem poles.
• Draw and color various political and national symbols of these cultures.
• Draw and color five futuristic artifacts of these cultures base on individual beliefs and values.
Assessment:
* Teacher observation and evaluation
* Formal and informal assessment
* Group participation
* Rubrics
CRAWFORD W. LONG MIDDLE SCHOOL
CONCEPT BASE UNIT
SYSTEM
THEME: Political symbols and artifact of Latin America and the United States.
GRADE: 6 TH, 7 TH & 8 TH VISUAL ARTS
QCC:
6:7, 7:7, 8:8 Topic: Connections
Standard: Applies concepts and ideas from another discipline and its topics as sources of ideas for own art works.
7:16: Topic: Critical Analysis and Aesthetic understanding
Standard: Judges an artwork based on whether its organization creates a vivid and intense impression.
7:3 Topic: Critical Analysis and Aesthetic understanding.
Standard: Compares and contrast how artist use selected subject matter, including symbols and ideas, to communicate a message.
7:2 Topics: Artistic skills and Knowledge: Creating, performing, and producing.
Standards: Plans and creates additive and subtractive sculptures in a variety of media.
7:1: Topic: Artistic skills and Knowledge: Creating, performing, producing.
Standards: Plans and creates artworks using elements of art and principles of design for compositions expressing an intended meaning.
LEVEL OF BLOOM’S TAXONOMY:
Analysis, Evaluation, Remembering and Creating/production
TASK DISCRIPTION:
Visual Art will supplement all the three grade (6th, 7th & 8th) levels instructions by having students apply the knowledge of their respective grade level disciplines concept base unit activities in creating two and three dimensional artifacts to demonstrate their understanding of what they are doing in the classrooms. Students will also evaluate their artworks in writing by applying the four stages of art criticism process in art or complete a self-reflection form on their artwork.
In addition to supplementing the various grade levels, Visual Art will, conduct research on political systems of the Latin America and the United States in order to create political illustrations/posters and artifacts. The 3-D artifacts will include political buildings, and statues etc. The 2-D works might include political illustrations, posters, flags, logo/emblems, and portrait drawing of political leaders and other symbols and their significance to their country or political groups or parties.
WORD WALL:
Politics, Symbols, Illustrations, Criticism, Portrait, grid drawing, Unity, Balance, proportion, Rhythm, Variety, contrast and repetition
ESSENTIAL UNDERSTANDINGS
• There are different political systems/parties in different countries in the world. (Latin America and the United States)
• Different political groups/systems have different political ideologies/beliefs
• The different parties or political groups express their ideologies/beliefs through various symbols, colors and artifacts.
• Western political governments and economies have influence on Latin American political and economic systems.
GUIDING QUESTIONS:
*What are the similarities and differences among the political and economic systems/ideologies of the parties or countries in the Americas and the United States?
*How do the political symbols, colors and artifacts influence the beliefs, attitudes and behavior of the people who supports the parties?
DIRECT INSTRUCTION FOR WHOLE CLASS:
The whole class will be involved in the following learning experiences:
• Participate in a discussions centered around introduction of systems (principles of design) .
• Watch and discuss a video clip related to political systems and their activities in the Latin America and the United States.
• Review the political grouping/parties of the various countries, their ideologies, symbols, colors and it’s significance
• Review stages of design development and process of design organization as applied to principles of Art and Design.
• Teacher overview and discussion of the differences and similarities between the political parties and the political systems of the Latin America and The United States.
GROUP 1.
GROUP 2
GROUP 3
GROUP 4
Design and construct a 3-D prototype political building. E.g. The White House etc. Design and construct a life size political symbol or object from Latin America or The United States, e.g. ‘The bell’ Design and paint or illustrate a political poster / banner on any two political parties, one from the U.S.A. and the other from Latin America. Design and construct or paint a personal (group) ideological political symbol, poster or object in 2-D or 3-D.
All groups will write a short report (evaluation) on material and methods of the construction of the project.
INDIVIDUAL WORK:
• Each student will use books from the media center, the Internet and other sources as well as design personal/ idea political symbols with colors and a written interpretation of the design and the colors.
• Compare and contrast the political systems/ symbols from either Latin America or United States.
• Complete a self-reflection form on their created art piece.
OVERAL ASSESSMENT:
• Formal and informal assessments given throughout the unit.
• Group and individual assessment scored using rubrics
CULMINATING ACTIVITIES:
Political Museum of Latin America and The United States
CRAWFORD W. LONG MIDDLE SCHOOL
VISUAL ART DEPARTMENT
Dear Parent(s):
Attached is the syllabus for the Strategies for Success in the visual art class that your child will be taken. Please read this syllabus and discus it with your child. After you have read the syllabus, please sign the appropriate are indicating that you have read it. Have your child sign also to indicate that he/she understands the expectations of the class.
I am looking forward to teaching your child and developing skills in that child that will make them an asset to the world of work.
Sincerely yours,
………………………………
Mr. M.Mensah
………………………………………………………………
Student’s name___________________________________
Date_________________________
_______I have read the syllabus and I am aware of what is expected of my child to successfully complete this course.
_______I have read the syllabus and I would like to discuss it further with you.
Parent’s Signature___________________________________
I have read the syllabus and I am aware of what is expected of me to successfully complete this class.
Student’s Signature__________________________________
C. W. LONG MIDDLE SCHOOL
VISUAL ARTS DEPARTMENT
TEACHER: MARTIN MENSAH ( MA. Art. Ed. )
ART SYLLABUS (COURSE OUT LINE)
BRIEF DESCRIPTION OF COURSE:
This course is designd to bring student into contact with The Elements of Art and The Principles of Design; to sharpen their ides and skills in design processes; and to expose them to the work of renowned artist and the works of their fellow students, proffessionals and the world of Art and Design.
OBJECTIVES-
Students will be able to create, explore, appreciate, and analyze the visual world and develop their artistic perception by introducing them to The Elements of Art, (Dot, Line, Shape, Form, Color, Value, Texture and Space ) and The Principles of Design, (Balance, Rhythm, Harmony, Pattern,/Repetition, Variety, Contrast, Proportion, Emphasis, Movement and Unity.)Students will be involved in creative art processes that will give them the opportunity to practice the Elements of Art and The principle of Design with and age-appropriate art media and techniques.
Art history and Art Appreciation are interwoven into each of the following content areas at each grade level.
The outcomes that this course undertakes for will be:
* Improved academic knowledge and artistic skills at the end of the course
• Identify new theories and definition in art
• Develop the ability to recognize and understand the meaning of art vocabulary
• Develop their imaginative and resourceful thinking
• Distinguish between facts and opinion
• Make generalization and draw logical conclusions
• Demonstrate understanding of their perceptual awareness in given activity
TEACHER OBJECTIVES:
To motivate students to establish a good self-esteem, and self confidence, by involvement in art activities.
SIXTH GRADE- Students will explore drawing with different media, painting and mix media. Lesson will include purpose for Art Education in the school curriculum, what is Art? Elements and Principles of Art and Design, and an introduction to the various concepts such as dot, line, shape color, texture, value, space, Unity, proportion, balance, variety, emphasis, contrast, opposition, harmony, rhythm, perspective etc.
They will also be introduced to basic techniques for creating with variety of media,
SEVENTH GRADE-In addition to the sixth grade program students will explore painting with emphasis on the concept of color, composition and perspective etc, utilizing a variety of watercolor and temporary paints techniques. They will also be introduced to crayon color etching, collage and mosaic picture creating.
EIGTH GRADE- In addition to the sixth and seventh grade program, students will develop advanced skills through enhanced lessons in drawing, painting, mix media, collage, mosaic, color etching and clay work.
COURSE OUTLINE *** Subject to change
I. The Principles of Art/Design
A. The language of Art and Design
B. Art criticism
II. Balance and Harmony
A. Symmetrical balance
B. Asymmetrical balance
C. Radial balance
III. Pattern/Repetition
A. Pattern in nature
B. Pattern and Illusion ( Tessellation)
C. Computer patterns
IV Emphasis and Contrast
A. Ways to show emphasis
a. Dominance
b. Focal point
c. Contrast/Opposition
V. Proportion and Scale
A. Standard proportion
B. Monumental
C. Miniature
D. Exaggerated
E. Altered proportions
VI. Rhythm and Motion/Movement
A. Regular rhythm
B. Altered rhythm
C. Progressive rhythm
VII. Variety
A. Variety through details
VIII. Unity
A. Unity in composition
B. Unity and expression
C. Unity and theme
D. Unity and mood
IX. Portfolio Project
SUPPLIES- Students are required to have No. 2 pencil and eraser at each class section. Sketch pad ,12 set of markers and color pencils.
TEXT BOOKS- Scott Foresman Art books, Art Activities Magazine
ACADEMIC GRADES
Due to the sensitivity of the middle school adolescent and the combined fact that art is the subject, student are not graded on talent – students are graded on their individual ability to follow instructions and complete assignments. Assignments found acceptable are valued at ten points each. Assignments found unacceptable will be without credit, but may be redone or finished as homework and receive partial credit. One objective test (end of quarter) will be given and will be valued at 20 %, Class participation 20%, Studio Work/Projects 50% and home work will be 10%.
EXRA CREDIT-Students wishing extra credit may achieve additional points for sketching diaries (10 points) or book research and report (10 points)
GRADING SCALE/ ACADEMIC
A = 90 – 100
B = 80 – 89
C = 74 – 79
CLASSROOM CONDUCT
…….Be on time to class, concentrate on class lesson, use time wisely
…….No running, fighting, or throwing of paper balls and other objects
…….No talking without raised hand
…….Keep working area and supplies neat, clean and orderly
…….Show respect for teacher and fellow students
…….Never touch anything not belonging to you without permission
Self-discipline is very important and those students showing good behavior will receive an appropriate grade. A minus will be recorded in the grade book when a student breaks a conduct rule. Three minuses will result in the teacher requesting a parent/teacher conference and after school detention. Repeated poor behavior will result in a lowered grade. A minus may be removed by the student’s participation in an extra credit class activity (to be arranged with the teacher)
VISION STATEMENT
In the Visual Art Program
I will help foster and promote creativity
By helping students to think and feel creatively
Through a variety of activities,
Using tools and materials.
The focus on theoretical knowledge, practical skills
And
Visual thinking in art provides the student with cognitive,
Psychomotor and effective modes of development for life long learning,
Personal achievement
And
National development.
Mr. Martin Mensah
................................................................................................................................................
C. W. LONG MIDDLE SCHOLL
VISUAL ART DEPARTMENT
Mr. Mensah
ELEMENTS OF ART & DESIGN
GRADE: 6, 7, & 8 October - November, 2009
GPS / QCC:
8:1 Analyzes the interrelationships between the elements of art and principles of design in artworks and in the environment.
7:1: Plans and creates artworks using elements of art and principles of design for compositions expressing an intended meaning.
7:6: Demonstrate proper care and safe use of art materials and tools
Technology Standard:
1b: Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
2c: Customize and personalize learning activities to address diverse learning styles, working strategies, and abilities using digital tools and resource
Level of Bloom’s Taxonomy: Analysis and production
Objectives:
Students will understand that...
*“The Elements of Art and Design” is the basic visual symbols an artist uses to create works of art (dot, line, shape, form, color, value, texture and space).
*They will also discover how to use these elements to express thoughts and feelings in their own artworks.
* Describe the different types of texture.
*Identify the properties of color.
*Experiment with various elements (color, value and texture) to understand their role in making art.
*Use texture rubbings to create still life composition and other designs
Task Description:
Students will complete a color wheel in paint to demonstrate understanding of primary and secondary colors. They will also create a composition using only primary and secondary colors in paint.
Students will make a drawing, shade and label their drawing to demonstrate their understanding of the five elements of shading.
Students will also use various patterned flexible and study plastic rubbing plates to complete various outline designs and composition on paper with crayon, a graphite stick or coloring pencils to create textured designs or impressions that will suite or enhance the drawing to a visual texture finish.
Overall Assessment:
• Formal and informal assessment given throughout the unit.
Group and individual assessment scored using department general rubrics for studio works.
CRAWFORD W. LONG MIDDLE SCHOOL
VISUAL ART DEPARTMENT
ELEMENT OF ART (LINE)
GRADE: 6, 7, &8 DATE: ......................
LINE ACTIVITY
Level of Bloom’s Taxonomy: Analysis and production
Objectives: Students will identify and analyze how “Lines” an element of Art have been used in various artworks.
• Use color pencils, pens and markers with various kinds of lines (an element of art) to create personal style of artwork.
GPS or QCC’S:
8:1 : Analyzes the interrelationships between the elements of art and principles of design in artworks and in the environment.
7:1 : Plans and creates artworks using elements of art and principles of design for compositions expressing an intended meaning.
Task Description:
Students will create or color an outlines of artworks using “ various lines” (no shading) with markers, pens, crayons, or colored pencils to create designs similar to the style and approach of art by the French artist Vincent Van Gogh, The Starry night and Edward Munch .The Scream, 1893. The finished work will be displayed and students will point out how many different lines they incorporated in their artwork.
Overall Assessment:
• Formal and informal assessment given throughout unit.
• Group and Individual assessment scored using department general rubrics for studio works.
CRAWFORD. W. LONG MIDDLE SCHOOL
BLACK HISTORY MONTH
THEME: Celebrating our African-American Heritage through the Arts
Date: February 1 – 28, 2010 Instructor: Mensah (Mr.)
QCC: 6:7, 7:7, 8:8 Topic: Artistic skills and knowledge: Creating, performing and producing.
Standard: Applies concept and ideas from another discipline and its topics as sources of ideas for own art works.
7:1: Topic: Artistic skills and knowledge: Creating, performing, and producing.
Standards: Plans and crates artworks using elements of art and principles of design for compositions expressing an intended meaning.
LEVEL OF BLOOM’S TAXONOMY:
Creating, performing, remembering and analyzing.
TASK DISCRIPTION:
Drawing and Shading or Coloring
1. Student will use the grid method of reproduction drawing or proportional enlargement of pictures to create portrait of selected African – Americans. Color or shade to demonstrate understanding of high value contrast, a principle of design.
2. Re arrange the mixed-up grid portrait to find out who’s picture is it. To do this student will draw or trace the shapes in the numbered squares on to the correspondence blank grid sheet provided. Shade or color the final piece to demonstrate understanding of high value contrast, a principle of design.
3. Student will shade or color with pencils, colored pencils or makers an outline of some portraits of selected African – Americans to demonstrate understanding of high value contrast.
4. Groups will research on the Internet and submit a paper on the biography of the selected African – Americans.
Overall Assessment:
• Formal and informal assessment given throughout the unit.
• Group and individual assessment scored using department general rubrics for studio works.
***** SEE RUBRICS….
................................................................................................................................................
Crawford W. Long middle School
Visual Art department
Craft Lesson IV
Martin Mensah March 18, 2010
I. Name of the craft lesson or writing skills
Sequence or Chronological order
ELA8W1: The student produces writing that establishes an appropriate organizational
Structure, sets a context and engages the reader, maintains a coherent focus throughout, and provides a satisfying closure.
II. Discussion
Sequencing was chosen, because this order occurs frequently in most content-area subject textbooks and a requirement of APS in certain units of the content area subjects. Understanding the order in which events happen or things are done to help students to follow the story or process. The sequence, or order of ideas in a selection, is different for different kings of writing. Students should be able to explain in writing the sequence in which certain things occur in, Science, Social Studies, Mathematics or Art Education.
III. How to teach it – (Instructional Plan)
• Review previous lesson on sequence o chronological order.
• Re-teach using think-aloud if based on students response to the review of previous lesson.
• Introduce students to the various common forms of sequencing while reading. Example, chronological order, spatial order, and order of importance.
• Invite student to give feedback and ask questions.
• Discuss how illustrations and captions make the sequence of events clearer.
Independent Practice
• Write an essay that sequence events in history – your life or how you created a project on the concept base unit. Use sequencing words.
IV. Resource Materials
• Textbook and illustrations
* Evidence of reflective practice*
Reflection on my teaching experience
Scope and sequence
“Welcome to visual Art; motto: Creativity and originality” these are the words on a six feet by two feet yellow banner that catches your eyes when you enter my classroom G307 at C.W.Long Middle school The size of my classroom is about 24 feet by60 feet and it is all covered with students quality works and inspirational and instructional poster most of them personally made.
At Long middle school the connection classes which is made up of Visual Art, Band, Orchestra, Chorus, Spanish, Technology, Physical Education and Health works with each homeroom for a eight weeks and the students rotate to another connection class. Each student takes two connection classes every eight weeks. Mondays, Wednesday and every other Fridays are A-Days and Tuesdays, Thursdays and every other Friday are B-Days.
With only eight weeks of class per student for the year, it is very critical that a teacher design instructions that will motivate and at the same time educate them with aesthetic experiences that will in order words empower them to talk intelligent about art and culture. In order to achieve these aesthetic experiences within eight weeks in a year per student, I have designed my scope and sequence that alternate the teaching of the Elements of Art and The Principles of Design infused with studio activities, Art Criticism, meet the artist and recently Visual Thinking Strategies (VTS) yearly. The sequence for an eight week session is as follows:
Week 1: Introduction to visual art and pre-test
Week 2: Art Criticism and visit to a museum
Week 3: Make a portfolio and sketchbook journaling
Week 4: Visual Thinking Strategies (VTS)
Week 5: Introduction Principles of Design
Week 6: Principle of Unity, Balance and Variety
Week 7: Principles of Rhythm/ pattern, and movement
Week 8: Principles of Emphasis and contrast and Post Test
The alternate year the first four weeks activities above are the same, followed by five weeks of Elements of Art activities such as follows
Week 5: Introduction to Element of Art
Week 6: Dot and line Activities
Week 7: Shape, Form and texture activities
Week 8: Color, value and Space activities and Post -Test
I have followed this scope and sequence for the past five years with the exception of VTS that was introduce this quarter march 2010.With little modification each year it has worked very well for me and the students. It gets better and better each year but there is still more room for improvement. The knowledge of an ongoing action research will help to improve teaching and learning in my classroom. Most of the theme, topic or content of the supplemental work sheets are personally design by me base on things related to their visual culture that they can relate to. The evidence of the workability of this scope and sequence can be seen in the numerous competitions and exhibition my students have participated in each year and the awards and accolade they’ve received over the five years since I have been following this plan. An example of the success of this plan and students achievement is the winning of awards each year at the Invitational Art Educational Fair for APS k-12. In 2007 – 2008 school fair my student won the over all individual best of show award middle school division, In 2008-2009 school year my student won third price in the individual best of show and my school won the overall best of show , middle school division and this year my student won two awards. All the participating students are always given honorable ribbons too. These and many more that time and space will not allow me to mention tell me that the plan is working. Thanks to ArtsAPS for giving me the opportunity to share this experience.
Below is the link to the result of the survey that was conducted in my class. The survey evaluates student’s perception of visual art and course content, it also evaluate my teaching and performance. Copy and paste in your internet browser to view on line. It would not be assessable after June 28, 2010 due to the fact that I can not continue to pay almost $20.00 every month for the online survey monkey services.
http://www.surveymonkey.com/sr.aspx?sm=A7g0OHUNYw6Qs7xwxOFZvV6RuQQlH5vsPhzbMtfdxJo
Reflection of my teaching experience-II.
The power of motivation
Teaching of art in an inner city middle school like long middle school one of the most challenging experience one can ever face as a visual art teacher. The students come to my class with a pre-conceived negative mind set about art. They think art is all about drawing and painting, or crafts. They are very resistant to any reading from the text book. Some claim they can’t draw nor nether like art. They are there because the schedule brought them there. When you try to convince them to participate in the art activities or else they will fail, they will tell you; what am I going to do with art anyway? I don’t care if I fail; you don’t need to pass art class to be promoted to the next grade. If students need tutorials in mathematics or language arts the administration will chose the connection period. When it is time for annual projects, core teachers will keep the students in their class to complete the project during connection time. If there is any seminar, workshops or a talk by a special guest it is also connections time.
When parents come to conference day and you informed them that their child s failing they will tell you I am not worried if he or she is failing in art. My worry is in his mathematics and science grades. With these negative attitudes and perceptions about art by ball share holders in the school one has manage to whip the interest of these students to come to my class, do some work and sometime even don’t want to go back to their core classes . The secrete of my success is the application of the right brain aptitudes, that is creativity, imagination, sacrifices and going beyond the call of duty. The power of the fruity chewy candy as a reward is all that it takes to make these kids to participate in my art class. It cost a dollar per bag of about 30 pieces. Three classes a day, therefore an average of about $3.00 a day and $15.00 a week. This reward is so powerful that students don’t want to miss my class. Class participation is 80% to 100% in my class.
In addition to the candy, I have also created personal work sheet that covers every aspect of activities we do in class a form of scaffolding or differentiation for those who claim they cannot draw or art is not their thing The activities range from puzzles, cross match and meaning, similarities and difference., word search, word search with hidden meaning, bingo, find the hidden objects and many more.. Find the hidden objects puzzle is the most attractive of all, even teachers come to compete in it in my class, It teaches them different ways of looking at things, calm them down, work in cooperate groups and also vocabulary development across discipline not leaving out creativity and imagination With the scaffolding activities and the power of the fruity chewy candy power, I am able to fulfill all school requirements for my classes in terms of changing my bulleting board every month, participation in art shows and competitions and creating creative back drops for every school activities.
Despite all that I have stated I still have some few disciplinary problems and I am still finding ways to over come it. Another problem is with the days that I don’t have candy. They will ask you; so I did all these works for nothing? They feel they are doing the work for me to decorate my bulleting board. With my recent knowledge in action research through ArtsAPS I have also created a survey on surveymonkey.com to find the causes of the less motivation by some students and also to evaluate my class and teaching style. I will analyze the result to redirect the direction my classes will be going, a form of action research. I am also going to aligned Howard Gardner and Daniel Pinks six sense theory to all that I do in the classroom. I hope to post the results of the ongoing action research on my blog.
* Example of collaboration (Evidence of inline or personal collaboration) *
Mr. Mensah
Art Appreciation Studio Work
RE: Plans for Action Research
Sunday, April 18, 2010 11:18 PM
From:
"Jihan Abdur-Rashid"
To:
msmensah@yahoo.com
Hi!
Let's do this together - using your format. I'll do the high school and you middle school. I would like to add some games relating to pertinent info in the book (ie: vocabulary words, etc.)
Jihan
________________________________________
Date: Thu, 15 Apr 2010 19:51:51 -0700
From: msmensah@yahoo.com
Subject: Re: Plans for Action Research
To: jabdurrashid@hotmail.com
CC: msmensah@yahoo.com
Hi Ms. Abdur-Rashid,
Good evening, this is Martin Mensah checking bases with you, since our last class I have not been able to get in touch as to how the action research assignment is going with you and your students. Bellow is my plan of action and hope to get through it by the May class.
1. Research topic: How can we engage students in reading the art test book.
2. Pre - planning: Permission letter to parents of selected students for the research.
3. Creation of a survey questions about students perception about how the art class and why most of them don't like the reading aspect of the visual art class.
4.Selected student chose a topic on art or a chapter in the text book to research on in relation to Daniel Pink theory
a. Students try to relate or identify with the research.-Story
b. Create or design an art piece based on the research -- Design
c. Students collaborate with their peers on their insight on their research --symphony/Empathy
d. Talk about what they have learn from the research-- Meaning.
e. Tell or observe how fun it was working on the project with their peers
I was on your blog the other night and I read your power point on Daniel Pinks book on design, I have my power point sent to slide share but don't know how to get it to my blog.
Hope to talk with you at class .
Bye for now .
Martin Mensah.
________________________________________
The New Busy is not the old busy. Search, chat and e-mail from your inbox. Get started.
________________________________________
Fri, May 7, 2010 10:24:23 PM
slideshow
From: carlos cliett
Add to Contacts
To: Martin Mensah
________________________________________
http://www.ehow.com/how_2180282_add-slideshow-blogger.html
1. Log on to your Photobucket album.
2. Step 2
Create a "subalbum" (if you haven't already) by uploading photos that you'd like for your Slideshow. Note-- do not choose the "create a Slideshow" option in Photobucket.
3. Step 3
Keep your Photobucket page open for later use.
4. Step 4
Log on to Blogger in another window.
5. Step 5
Go to "Dashboard."
6. Step 6
Click "Layout."
7. Step 7
Click "Add gadget."
8. Step 8
Click "Slideshow."
9. Step 9
Title your Slideshow and then choose "other." Keep this window open.
10. Step 10
Go back to Photobucket and at the bottom of your "subalbum" in the left hand corner it will say "public feed" and "album feed." You want to right click on "album feed" to open it in a new window. If you click on "public feed" it will create a Slideshow of all of your Photobucket images.
11. Step 11
Copy that URL.
12. Step 12
Go back to blogger and paste that "subalbum" feed address into the box that says "feed."
13. Step 13
************************************************************************
From: Veon, Raymond
Sent: Wed 11/4/2009 7:16 AM
To: Dodys, Ann; Yates, Vera; Adams, Nostacia; Alexander-Cox, Phillip; Alexander-Cox, Phillip; Baird-Campbell, Cynthia; Baker, Bonnie; Bell, Clarice; Carroll, Demetrius; Carroll, Demetrius; Cohen, Cecile; Collins, Daria; Daniel, Arthur F.; Dodys, Ann; Farrell, Joanne; Glauser, Jeffrey; Glorvigen, Joel; Glorvigen, Joel; Hill, Rose; Hill, Rose; Howarth, Nadine; Howarth, Nadine; Jackson, Patricia; Kennedy, Russell; Kennedy, Russell; Kerr, Robert; Montgomery, Mia; Montgomery, Mia; O'Kelley, Mary; Price, Sarah; Rome, Tokie; Rome, Tokie; Roundtree, Katherine; Roundtree, Katherine; Sanusi, Semiyat; Samler, Stacey; Smith, Carmen R.; Smith, Doug; Smith, Nigil; Sudalter, Debra; Summers, Howard; Summers, Howard; Susany, Bart; Tisdale, Rodney; Veon, Raymond; Ward, Coletta; Watford, Jan; Weekes, Ayana; Whaley, Norman; Winder, Yvette; Yancey-Willis, Kira; Yancey-Willis, Kira; Abdur-Rashid, Jihan; Abdur-Rashid, Jihan; Banks, Larry; Brandhorst, Natalie; Brandhorst, Natalie; Bryant, Courtney; Dillard, Cc: Lisa.Hooten@woodruffcenter.org; mathersiteart@bellsouth.net; atikaart@aol.com
Subject: The Arts Improve Retention Rates...Staying in School, Arts Education and New York City HighSchool Graduation Rates
Good morning all,
Professor Milbrandt from GSU shared the following report with me; you may find it useful in your arts advocacy.
http://www.cae-nyc.org/Staying-in-School/Arts-and-Graduation-report
Raymond
*Knowledge of and experience with families *
INVITATION
TO
ART SHOW EXTRAVAGANZA
You are invited to the M. Agnes Jones Invitational art fair
(An APS invitational art show for K-12)
AT
M. Agnes Jones Elementary School
(1040 Fair Street .SW. Atlanta, GA 30314)
ON
Friday April 23, 2010
From
5.00pm –7.00pm
C .W. Long Middle School have 24 master pieces on show
Among 100’s of art works from all APS schools.
Remember Long middle School is the defending
Champions of APS Best of Art Show
For 2009-20010 middle school division
Come and support our students
This is our school, this is our house
Tiger Pride
‘
Dear Parent(s):
Attached is the syllabus for the Strategies for Success in the visual art class that your child will be taken. Please read this syllabus and discus it with your child. After you have read the syllabus, please sign the appropriate are indicating that you have read it. Have your child sign also to indicate that he/she understands the expectations of the class.
I am looking forward to teaching your child and developing skills in that child that will make them an asset to the world of work.
Sincerely yours,
………………………………
Mr. M.Mensah
………………………………………………………………
Student’s name___________________________________
Date_________________________
_______I have read the syllabus and I am aware of what is expected of my child to successfully complete this course.
_______I have read the syllabus and I would like to discuss it further with you.
Parent’s Signature___________________________________
I have read the syllabus and I am aware of what is expected of me to successfully complete this class.
Student’s Signature__________________________________
C.W.LONG MIDDLE SCHOOL
ACCELERATING
FROM GOOD
TO GREAT
VISUAL ARTS PROGRAM
CREATIVITY
AND
ORIGINALITY
A Brochure for Parents
VISUAL ARTS IN APS
The Atlanta Public Schools Visual Arts program is designed to provide standards – driven, sequential, and instruction that will offer experiences necessary to develop an appreciation for and skills in visual art
VISION STATEMENT
The Visual Arts program is an innovative vehicle that integrates knowledge, foster creativity, and promotes self-esteem. Our program is a proven resource that supports academic excellence while paralleling a positive means of expression for our children.
A complete visual arts program should include experiences in creating, understanding, analyzing, and evaluating art, as well as exploration of the connections among the content of visual arts, other disciplines, and everyday life. It should:
Foster the development of children who are actively engaged in learning.
Contribute to a creative, committed, and exciting school culture, and building bridges to a broader community culture.
Help generate a dynamic, coordinated, and cohesive curriculum.
Humanize the learning experience.
Allow students to evaluate and appreciate the contributions of other students, other cultures, and of history.
Visual arts performance standards are reinforced throughout all grade levels as students begin to use more advanced tools and media as well as more complex terminology, and begin to study Art concepts in depth.
PROGRAM OVERVIEW
Long middle School Visual Art program is for All Students;
a. It Promotes students success
b. It Promotes a Comprehensive Art Program
c. Provides Inclusion Strategies for All Learning styles and Ability Levels.
d. Links to Performing Arts and Other Curriculum Areas:
• Cross-Curriculum Connections Students learn how concepts in one subject area, in this case art, can enhance and increase their interest in and knowledge of other subject areas such as math, social studies, and language arts.
Here in Long Middle School our Visual Arts Program offers learning opportunities that incorporate a variety of media, artistic styles, historical periods, and cultural backgrounds. There are four basic components that provide the overall structure for student learning objectives in our program, they are:
* PERCEPTION,
*CREATIVE EXPRESSION,
*HISTORICAL AND CULTURAL HERITAGE AND
*EVALUATION.
C.W.Long Middle School
Dr. Elizabeth Harris, Principal
3200 Latona drive
Atlanta, Georgia 30354
Phone: 404-802-4800
Fax: 404-802-4899
E-mail:mmensah@atlanta.k12.ga.us
* Assessment of learning goals and objectives *
CRAWFORD W. LONG MIDDLE SCHOOL
VISUAL ART DEPARTMENT
PRE-TEST
TEACHER: MR.M.MENSAH
STUDENT NAME..................................................HM.RM:................DATE.....................
Directions match each description with the correct word or term below. Write the letter of the correct word or term in the blank at the left of each description.
A. perceive B. artist C. elements of art D. medium E. principles of art
_____ 1. Creative individuals who use imagination and skill to communicate in visual
form.
_____ 2. Basic visual symbols in the language of art.
____ 3. Materials use to make art.
_____ 4. Rules that govern how artist organize the elements of art.
_____ 5. To be come deeply aware through the senses of the special nature of a visual
objects.
Directions match each description with the correct word or term below. Write the letter of the correct word or term in the blank at the left of each description
A. art criticism B. visual art C. visual culture D. composition E. nonobjective art
_____ 6. Something that stands for or represents something else.
_____ 7. A way to express ideas, thoughts, and feelings, using a variety of materials.
_____ 8. Name brand shoes, clothes, decorated T-shirts, posters, cereal boxes, logos,
signs and symbols are only part of your.................. .
_____ 9. The process that helps you thinks carefully about the artworks.
_____ 10. The way the principles of art are used to organize the elements of art.
Directions Place a T next to each statement that is true and an F next to each statement that is false.
_____ 11. People created art to record ideas long before they had the written word.
_____ 12. No matter how a work is made, it will contain all of the elements of art.
_____ 13. Literature is a source of ideas for some artists.
_____ 14. Folk artists are often self-thought.
_____ 15. Dot, line, shape, form and color are elements of art.
_____ 16. Texture, space, value, boxes and stones are all elements of art.
_____ 17. A line is not a continuous mark made by a moving point.
_____ 18. A shape is an enclosed area of space.
_____ 19. A form is an object with three dimensions – height, width, and depth.
_____ 20. A space is the area around, above, between, inside, or below objects.
Directions Read each of the following questions. Then circle the letter of the correct answer.
21. What is referred to as the lightness or darkness of a color?
A. shape B. value C. line D. color E. form
22. Precise shapes that can be described using mathematical formulas are known as...?
A. organic shape, B. funny shapes, C. geometric shapes D. Free-form shapes
23. The area around, above, between, inside, or below objects is known as...?
A. line B. form C. space D. value E. Texture
23. The appearance of an object created by the characteristic of light it reflect and absorbs is known as....?
A. Color B. Texture C. Shape D. Value E. Space
24. What is created when light passes through a wedge-shaped glass, called a prism, and the beam of white light is bent and separated into bands of color?
A. line B. shape C. color spectrum D. color harmony E. form
25. What is the name of spectral color, such as red, yellow or blue?
A. value B. hue C. tint D. shade E. pretty
26. What is created when color spectrum is bent into a circle?
A. tint B. value C. color D. color wheel E. master piece
27. What is the brightness or dullness of a hue called?
A. reflected light B. intensity C. color D. static E. flamboyant
28. What are the colors called that are opposite each other on the color wheel?
A. shades B. complementary colors C. tints D. mono colors E. pigment
29. What is the part of a picture plane that appears nearest to a viewer?
A. negative space B. foreground C. power point D. angle view E. picture plane
30. What is the term for the place where lines appear to meet on the horizon in a picture?
A. atmosphere B. vanishing point C. background D. center E. focus
Directions Place an F next to each statement that is a FACT. Place an O next to each statement that is an OPINION.
____ 31. Human beings have been using visual art as a method of communication for
more than thirty thousand years.
____ 32. The use of images for communication is older than the use of words.
____ 33. Part of learning about visual art is learning to use it as a tool for
communication.
____ 34. You can improve your ability to interpret the visual world by observing and
creating a wide variety of artworks.
____ 35. A painting in the museum, the design on a cereal box, and a traffic sign are all
part of your visual culture.
____ 36. Works of art would have little meaning without the communication between
artist and viewer.
____ 37. It is the art viewer that gives the art experience purpose and life.
____ 38. Art criticism is the process of looking at works of art in a guided and logical
Way.
____ 39. There are four levels of art criticism.
____ 40. Dot, line, shape, form, color, value, texture and space are all elements of art.
Directions Place a T next to each statement that is true and an F next to each statement that is false.
____ 41. Red, yellow and blue are the primary colors of art.
____ 42. Green, orange and purple are the secondary colors of art
____ 43. Primary colors cannot be mixed from other colors.
____ 44. Primary colors are colors from which all other colors are mixed.
____ 45. Mixing two primary colors makes a secondary color.
____ 46. Reds, yellows and oranges are cool colors.
____ 47. Blues, greens and violets are warm colors.
____ 48. Geometric forms are irregular, like the naturals forms of leaves, pinecones and
birds.
____ 49. Organic forms include objects such as spheres, cylinders, cubes, cones and
pyramids.
____ 50. Vertical, horizontal, diagonal, zigzag and curve are all forms of lines in art.
.
CRAWFORD W. LONG MIDDLE SCHOOL
VISUAL ART DEPARTMENT
POST-TEST
TEACHER: MR.M.MENSAH
STUDENT NAME..................................................HM.RM:................DATE.....................
Directions match each description with the correct word or term below. Write the letter of the correct word or term in the blank at the left of each description.
A. perceive B. artist C. elements of art D. medium E. principles of art
_____ 1. Creative individuals who use imagination and skill to communicate in visual
form.
_____ 2. Basic visual symbols in the language of art.
____ 3. Materials use to make art.
_____ 4. Rules that govern how artist organize the elements of art.
_____ 5. To be come deeply aware through the senses of the special nature of a visual
objects.
Directions match each description with the correct word or term below. Write the letter of the correct word or term in the blank at the left of each description
A. art criticism B. visual art C. visual culture D. composition E. nonobjective art
_____ 6. Something that stands for or represents something else.
_____ 7. A way to express ideas, thoughts, and feelings, using a variety of materials.
_____ 8. Name brand shoes, clothes, decorated T-shirts, posters, cereal boxes, logos,
signs and symbols are only part of your.................. .
_____ 9. The process that helps you thinks carefully about the artworks.
_____ 10. The way the principles of art are used to organize the elements of art.
Directions Place a T next to each statement that is true and an F next to each statement that is false.
_____ 11. People created art to record ideas long before they had the written word.
_____ 12. No matter how a work is made, it will contain all of the elements of art.
_____ 13. Literature is a source of ideas for some artists.
_____ 14. Folk artists are often self-thought.
_____ 15. Dot, line, shape, form and color are elements of art.
_____ 16. Texture, space, value, boxes and stones are all elements of art.
_____ 17. A line is not a continuous mark made by a moving point.
_____ 18. A shape is an enclosed area of space.
_____ 19. A form is an object with three dimensions – height, width, and depth.
_____ 20. A space is the area around, above, between, inside, or below objects.
Directions Read each of the following questions. Then circle the letter of the correct answer.
25. What is referred to as the lightness or darkness of a color?
A. shape B. value C. line D. color E. form
26. Precise shapes that can be described using mathematical formulas are known as...?
A. organic shape, B. funny shapes, C. geometric shapes D. Free-form shapes
23. The area around, above, between, inside, or below objects is known as...?
A. line B. form C. space D. value E. Texture
27. The appearance of an object created by the characteristic of light it reflect and absorbs is known as....?
A. Color B. Texture C. Shape D. Value E. Space
28. What is created when light passes through a wedge-shaped glass, called a prism, and the beam of white light is bent and separated into bands of color?
A. line B. shape C. color spectrum D. color harmony E. form
25. What is the name of spectral color, such as red, yellow or blue?
A. value B. hue C. tint D. shade E. pretty
26. What is created when color spectrum is bent into a circle?
A. tint B. value C. color D. color wheel E. master piece
27. What is the brightness or dullness of a hue called?
A. reflected light B. intensity C. color D. static E. flamboyant
28. What are the colors called that are opposite each other on the color wheel?
A. shades B. complementary colors C. tints D. mono colors E. pigment
29. What is the part of a picture plane that appears nearest to a viewer?
A. negative space B. foreground C. power point D. angle view E. picture plane
30. What is the term for the place where lines appear to meet on the horizon in a picture?
A. atmosphere B. vanishing point C. background D. center E. focus
Directions Place an F next to each statement that is a FACT. Place an O next to each statement that is an OPINION.
____ 31. Human beings have been using visual art as a method of communication for
more than thirty thousand years.
____ 32. The use of images for communication is older than the use of words.
____ 33. Part of learning about visual art is learning to use it as a tool for
communication.
____ 34. You can improve your ability to interpret the visual world by observing and
creating a wide variety of artworks.
____ 35. A painting in the museum, the design on a cereal box, and a traffic sign are all
part of your visual culture.
____ 36. Works of art would have little meaning without the communication between
artist and viewer.
____ 37. It is the art viewer that gives the art experience purpose and life.
____ 38. Art criticism is the process of looking at works of art in a guided and logical
Way.
____ 39. There are four levels of art criticism.
____ 40. Dot, line, shape, form, color, value, texture and space are all elements of art.
Directions Place a T next to each statement that is true and an F next to each statement that is false.
____ 41. Red, yellow and blue are the primary colors of art.
____ 42. Green, orange and purple are the secondary colors of art
____ 43. Primary colors cannot be mixed from other colors.
____ 44. Primary colors are colors from which all other colors are mixed.
____ 45. Mixing two primary colors makes a secondary color.
____ 46. Reds, yellows and oranges are cool colors.
____ 47. Blues, greens and violets are warm colors.
____ 48. Geometric forms are irregular, like the naturals forms of leaves, pinecones and
birds.
____ 49. Organic forms include objects such as spheres, cylinders, cubes, cones and
pyramids.
____ 50. Vertical, horizontal, diagonal, zigzag and curve are all forms of lines in art.
C.W.Long Middle School
Visual Art Department
Name_______________________________Hm.Rm._______Date___/____/_________
EVALUATING YOUR WORK
DESCRIBE: List the tools and materials you used to create your art work. Did your initial sketches or practice session help you in planning your final design/project? How did you prepare for the display?
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
ANALYZE: What Element of Art (Dot, Line, Color, Value, Shape, Form, Texture or Space) or Principles of Design (Unity, Balance, Variety, Contrast, Repetition, Proportion, Emphasis, Rhythm or Movement) did you used in creating your artwork? Describe the different Elements or Principles you used. Is the work interesting from every point of view? (If it’s a three-dimensional piece)
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
________________________________________________________________________
INTERPRET: What kind of mood or idea do your finished work express? Give your work a title that expresses the mood.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
JUDGE: Have you created a two-dimensional (2-D) or, three-dimensional (3-D) artwork? Is your work successful? Is there anything you would change to make it more successful?
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Mr. Mensah
Art Appreciation Studio Work
* Instructional adjustments based on assessment data *
Atlanta Public Schools
Reading Endorsement Course III
Self-reflection with student’s final writing
And
Course Reflection
Martin Mensah
I. General Description:
Amari is an eighth grade student in a regular Ed class reading at sixth grade level in the SFA program. She is very respectful and willing to learn new things. Her parents are very much involved with his education. Hardy like writing according to the writing interview. Her favorite writing activities are letter writing and stories because it helps him to express himself and feelings.
II. Rationale:
Base on the survey and personal interview with the writer Cause and Effect Relationship and Sequence or Chronological Order was chosen for the craft lessons. These strategies are also GPS requirements of what an eighth grader should know in the language arts program under ELA8W1. Also she would need these strategies to accomplish the writing components of all other content area subjects in the classroom.
III. Reflection
What did you learn about your student?
Based on results from various questionnaires (surveys) that were given to the writer for as assessments to gather information about the student’s self –esteem and level in writing, which revealed the data needed. This data had to be done prior to involving the student in the study. It was learned that the student wanted to be a writer, plus wanted to participate in the reading and writing to improve his skills. The student did improve his writing skills.
What improvement did you observe? Explain using examples from the student’s work.
The student participated in all assignments and made a tremendous gain in his writing skills. The examples of the student’s work are included in the Craft Lessons in this portfolio.
What did you learn about yourself as a teacher of writing?
Having such a multitude/magnitude of training from the Reading Endorsement Course, this allowed for a great deal of skills learned that gave me the opportunity to use these skills in applying them to help the student who participated in the studies, as well as the entire class of reading and writing. This experience taught me how to design lessons better for my writing and reading classes. Also, it was noticed that the student and students were able to accomplish more across disciplines: Social Studies, Science, Math, and Language Arts, which constituted many different activities for them to learn in many categories.
How can you use this experience in your own classroom?
All of the training collectively received from the entire Reading Endorsement Course has made it possible for me to use many strategies to help students to move forward in their learning process. These learned strategies made it possible for me to be able to do various assessments on all students in order to find out whether the students fall into any of the listed areas: independent, instructional, and difficult levels. This process allows the teacher to design lessons to support the students on his/her levels. This also will help students reach some success in their learning.
Specifically, the book – Craft Lessons – Teaching Writing K-8 by Ralph Fletcher JoAnn Portalupi, (1998), was utilized, because of it format. This format I can use the experience in my classroom. The format of the book: Discussion, How to Teach It, and Resource Material.
1. Discussion – A brief look at the reasons for teaching the particular element of craft.
2. How to Teach It – Concrete language showing exactly how a teacher might bring this craft element to students in individual writing conferences or a small-group setting.
3. Resource – A listing of the book or text referred to in the craft lesson plus additional texts you can use and references to a passage, a poem, or a piece of the writing in the Appendixes.
Summary
I am aware that the specific student whom I worked with along with other students in the classroom gained a great deal of skills during the reading and writing for one hour per day. This I credit the Reading Endorsement Course for my skills’ accomplishment. The methods taught by the instructors certainly have been beneficial for serving my student and the students in the classroom.
ATLANTA PUBLIC SCHOOLS
TEACHER EVALUATION
HIGH EXPECTATIONS ACHIEVEMENT PLAN
Teacher: Martin Mensah School: C.W.Long Middle
Principal: Dr. Elizabeth Harris Date: September 24, 2009
I. TEACHER GOAL STATEMENT:
To help students increase performance in reading and writing to their
grade level through creative art activities in reading and writing. To promote
school spirit and self-confidence that will help students make positive
decisions that will make them productive citizens.
II. LINK TO SCHOOL ACHIEVEMENT PLAN/TARGET:
To help meet the school goals, 1 and 3. That is to decrease the percent of 6th and
8th grade students scoring in the DOES NOT MEET STANDARDS category in
Reading /Language arts on the CRCT by 5 percentage points.
III. CURRENT STUDENT/ CLASSROOM PERFORMANCE LEVEL:
Student’s current performance levels are based on their I.E.P.Students
are also assessed on the standard grading system of the school while they are in the regular classroom setting.
IV. CLASSROOM BENCHMARKS FOR IMPROVEMENT:
Daily class observation during critique, reading and weekly writing activity
and end of session scores.
V. PERFORMANCE INDICATORS:
Classroom participation and performance, class attendance, and increases in writing scores.
VI. CLASSROOM STRATEGIES FOR IMPLEMENTATION:
Help and encourage students to participate in the critique, reading and writing activities. Reinforcement of skills in the writing process in class.
Copies Personnel ( ) Executive director ( ) School ( ) Employee ( )
*************************************************************************************
ATLANTA PUBLIC SCHOOLS
HIGH EXPECTATIONS TEACHER WORKSHEET
* In what area(s) do you think student achievement needs to improve?
Writing, reading and interest in critique in class. Attention span and self-esteem.
• Why ?.
Students who are not reading or writing at their grade level, turn to show no
interest in those activities. Most of them therefore disrupts class when their
friends are ready to listen to the teacher.
• To what school goal / target is this concern linked?
School goal and academic performance 1 and 3. No Child Left Behind .
• How will you help students to reach this goal?
Encouragement, reward for participation and achievement and praise letters
home.
• What additional resources/ training will you need to accomplish this goal ?
Reading Enrichment Course, art related games that involve reading and critical thinking.
• How will you know when the goal has been accomplished? What
measurement(s) will be used?
When students pass end of session test, increase interest and participation in
reading and writing activities. Overall school GCRCT scores.
• What data will you provide to support achievement of the goal(s) ?
Students work, end of session test.
• Please identify your benchmarks?
Mastery dates listed on the IEP and the school benchmarks.
• Please prepare a time line consistent with your benchmarks and the school’s
reporting needs.
October24, 2009; December12, 2009, February 27, 2010 May17, 2010
Copies Personnel ( ) Executive Director ( ) School ( ) Employee ( )
............................................................................................................................................................................
Visual Art, GPS Report Card for monitoring, adjusting, and remediating student learning
CRAWFORD W. LONG MIDDLE SCHOOL Name________________________________________________________________ Teacher__Mr. M. Mensah__ Grade 7_ 2009-2010 Exceeds Meets Does Not Meet
First Quarter Georgia Performance Standards
Unit I.
Artistic Skills and Knowledge: Creating,performing,Producing Designs and produces artworks such as graphics,jewery,pottery,weaving,and public art for a specific function
for a specific function.
Uses various art materials and techniques.
Demonstrates proper care and safe use of art materials and tools.
Plans and creates additive and subtractive sculpture in a variety of media.
Plans and creates artworks using elements of art and principles of design for compositions expressing an intended meaning.
compositions expressing an intended meaning.
Unit II:
Connections Applies concept and ideas from another discipline and its topics as sources of ideas for own artworks.
for own artworks.
Unit III
Critical Analisis and Aesthetic Understanding Compares and contrats how artist uses selected subject matter, including symbols and ideas, to communicate a message.
ideas, to communicate a message.
Analyzes the interelationships between the elements of art and
principles of design in artworks and in the rnvironment.
Unit IV
Historical and Cultural Context Compares and contrast styles of selected artworks from North, South,
and Central America, and Europe.
Overal Grade for Quarter 1
Teacher's Comments
CRAWFORD W. LONG MIDDLE SCHOOL Name________________________________________________________________ Teacher__Mr. M. Mensah__ Grade 8_ 2009-2010
Designs and produces artworks such as graphics,jewery,pottery,weaving,and public art for a specific function
for a specific function.
Uses various art materials and techniques.
Demonstrates proper care and safe use of art materials and tools.
Plans and creates additive and subtractive sculpture in a variety of media.
Plans and creates artworks using elements of art and principles of design for compositions expressing an intended meaning.
compositions expressing an intended meaning.
Applies concept and ideas from another discipline and its topics as sources of ideas for own artworks.
for own artworks.
Compares and contrats how artist uses selected subject matter, including symbols and ideas, to communicate a message.
ideas, to communicate a message.
Analyzes the interelationships between the elements of art and
principles of design in artworks and in the rnvironment.
Compares and contrast styles of selected artworks from North, South,
and Central America, and Europe.
Overal Grade for Quarter 1
C.W.Long Middle School
Visual Art Department
Name_______________________________Hm.Rm._______Date___/____/_________
EVALUATING YOUR WORK
DESCRIBE: List the tools and materials you used to create your art work. Did your initial sketches or practice session help you in planning your final design/project? How did you prepare for the display?
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
ANALYZE: What Element of Art (Dot, Line, Color, Value, Shape, Form, Texture or Space) or Principles of Design (Unity, Balance, Variety, Contrast, Repetition, Proportion, Emphasis, Rhythm or Movement) did you used in creating your artwork? Describe the different Elements or Principles you used. Is the work interesting from every point of view? (If it’s a three-dimensional piece)
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
________________________________________________________________________
INTERPRET: What kind of mood or idea do your finished work express? Give your work a title that expresses the mood.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
JUDGE: Have you created a two-dimensional (2-D) or, three-dimensional (3-D) artwork? Is your work successful? Is there anything you would change to make it more successful?
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Subject Mastery Score
Beginning of Year Diagnostic Mid-year Assessment Mid-year Growth End of Year Assessment End of Year Growth
Progress to Goal
Category
Date Taught
Points
Class Last, First Student Average
DAILY LESSON PLAN
TEACHER: Martin Mensah UNIT/BIG IDEA: Movement ,Rhythm and Pattern
GRADE/ SUBJECT: 6-8/ Visual Art DATE: 12/07-18/09 TIME FRAME: 55minutes
STEP 1 – Desired Results
Standard ( GPS & Technology)
Plans and create artworks using elements of art and Principles of design for compositions, expressing an intended meaning.
*Demonstrates proper care and safe use of art materials and tools.
1b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
2a.Designs or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
Enduring Understanding(s): * Movement in art is the principle of art that leads the viewer to sense action in a work, or it can be the path the viewer’s eye follows through the work.
* Rhythm is the principle of art that indicates movement through the repletion of elements and objects.
* Pattern is a two-dimensional, decorative visual repetition. The unit of repetition in visual pattern is called a motif. Essential Question(s): * What are the two companion principles of art?
• What is pattern in art?
• What is Movement in art?
• What is Rhythm in art?
• How do artist create movement in art?
Students Will Be Able To: * Define movement, rhythm, and pattern in art.
* Explain how artist use these principles in their work.
* Discover, understand, and appreciate visual art
STEP 2 – Learning Plan
Warm Up/Journal ( 5 mins.): *Visual thinking Strategies ( VTS)
*Find the hidden objects puzzle of art
Anticipatory Set (Hook) ( 5 mins.): Students will read page 80and 86 of Scott Forman Art book. Teacher will ask a volunteer to clap a rhythm and have the rest of the class repeat it. Repeat this activity several times. Teacher will then tell students that rhythm, a principle of design, plays an important role in art just as in music.
Direct Instruction ( 10 mins.): : T- will ask students to preview Two of a kind on page 86 and state how artist shows rhythm or movement in the painting. Point out how rhythm is created by squiggly colorful lines that leads the eye around the composition.
T- will explain to students that there are three kinds of rhythm that gives artworks energy: regular, alternating, and progressive. Ask students to predict the meaning of each type of rhythm based on its name and the shapes that represents it on page 86.
Guided Practice ( 5 mins.): Teacher will guide students to read page 87 of the text book and respond to the check your understanding questions
Independent Practice (20 mins.): Students will create and color or paint regular and alternating rhythms.
STEP 3 - Differentiated Instruction
Remediation Activities:
Regular Ed. Students will form cooperative groups with the exceptional needs students and discuss the reading assignment for the day. Teacher will go round to assist by explaining further to those who need more help.
Enrichment Activities: Students who complete their work on time will share their work with the class and talk intelligently about their art work. (Art Appreciation) Describe, Analyze, Interpret and Judge
STEP 4 – Student Achievement
Assessment ( 5 mins): Teacher will informally observe students in their group and class participation to assess their understanding of the objectives of the lesson.
Closure ( 5 mins.): Students will be asked to summarize what they learned about Rhythm. Movement and Pattern. Ask them to identify things in the classroom that demonstrates rhythm, movement or pattern. Such as furniture arrangement, works displayed on the board or wall etc. This may be verbally or on Exit Ticket
Homework:
*Students will look up for artworks in a magazine that demonstrate rhythm, movement and pattern and bring to the next class.
DAILY LESSON PLAN
TEACHER: Martin Mensah UNIT/BIG IDEA: Principles of Art and Design
GRADE/ SUBJECT: 6 ,7,& 8, Visual Art DATE: 03/22—04/02/ 2010 TIME FRAME: Two sessions of 55mins.
STEP 1 – Desired Results
Standard (GPS & Technology): QCC8:1Analyzes the interrelationships between the elements of art and the principles of design in artworks and the environment.
QCC7:1 Plans and creates artworks using elements of art ad principles of design for compositions expressing an intended meaning.
Tech. Standard: #1, 1b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
2a. Designs or adapts relevant learning experiences that incorporate digital tools and resources
To promote student learning and creativity.
Lesson Objective: Students will be able to demonstrate understanding of “The Principles of Art and Design” as the guideline that artist use to organize the Elements of Art into a composition .They will also discover how to use these principles to express thoughts and feeling in their own artworks.
Enduring Understanding(s): Principles of Art or Design is the rules artist use to plan their work.
Principles of Design helps individual to understand and appreciate works of art and organize his or her environment artistically.
Essential Question(s): What is Principles of Art or Design?
List the principles of design.
Students Will Be Able To: Define the term “Principles of Art” and tell how artist use the principles to organize the elements of art.
STEP 2 – Learning Plan
Warm Up/Journal ( 10 mins.): Word search on the vocabulary of principles of design and or Find the hidden objects art search
Anticipatory Set (Hook) ( 5 mins.): Teacher will inform students that to solve a jigsaw puzzle, you need to fit the pieces together just so. Only when you follow the puzzle maker’s plan can you fit the pieces together properly and see as the whole picture.
The same is true of looking at works of art. Every art work is based on an overall plan, or design. The puzzle “pieces” are the elements of art. Only by understanding how the artist has organized these pieces can you fully appreciate works of art to the fullest. In this unit we are going to learn about the rules artist use to plan their works. We will also learn how to use these rules yourself to see the” whole picture.”
Direct Instruction ( 10 mins.): Teacher will ask students if they have tried to learn another language like Spanish or French. To do so, you need to know more than vocabulary. You also need to know the rules of grammar. These rules govern how words go together.
The language of art has its own set of rules. These rules are called Principles of Art. They are the guidelines that govern the way artist organize the elements of art. In all there are seven to ten such principles. They are: balance, variety, harmony, emphasis, proportion, movement, rhythm, repetition or pattern and unity
Guided Practice ( 10 mins.): Teacher will place a poster of each of the principles of design on the board and lead students in reading and discussion of each principle. Ask students to identify or explain why they think it is the said principle or how it applies to the elements of art.
Independent Practice (10 mins.): *Student will complete a chart to demonstrate their understanding of the Principles of Art or Design
* Create an abstract design to demonstrate understanding of application of the principles of art and design to the elements of art.
STEP 3 - Differentiated Instruction
Remediation Activities: Teacher will help students who do not get it to identify the application of the principles of design in nature and around the classroom
Enrichment Activities: Students will identify the application of the principles of art and design in the classroom and around the school and write them down in their journal.
STEP 4 – Student Achievement
Assessment ( 5 mins): Students will respond to check your understanding activity in the text book by answering the following questions: *Define term Principles of Art and Design. * List the principles of Art and Design.
Closure ( 5 mins.): Teacher will go round the classroom and make each student name or identify an example of a principle of art and design in nature or in the classroom.
Homework: Students will look for examples of principles of art and design around the natural environment. Draw and label at least two examples of each principle and what attracted their attention to it.
CRAWFORD W. LONG MIDDLE SCHOOL
VISUAL ART DEPARTMENT
PRE-TEST
TEACHER: MR.M.MENSAH
STUDENT NAME..................................................HM.RM:................DATE.....................
Directions match each description with the correct word or term below. Write the letter of the correct word or term in the blank at the left of each description.
A. perceive B. artist C. elements of art D. medium E. principles of art
_____ 1. Creative individuals who use imagination and skill to communicate in visual
form.
_____ 2. Basic visual symbols in the language of art.
____ 3. Materials use to make art.
_____ 4. Rules that govern how artist organize the elements of art.
_____ 5. To be come deeply aware through the senses of the special nature of a visual
objects.
Directions match each description with the correct word or term below. Write the letter of the correct word or term in the blank at the left of each description
A. art criticism B. visual art C. visual culture D. composition E. nonobjective art
_____ 6. Something that stands for or represents something else.
_____ 7. A way to express ideas, thoughts, and feelings, using a variety of materials.
_____ 8. Name brand shoes, clothes, decorated T-shirts, posters, cereal boxes, logos,
signs and symbols are only part of your.................. .
_____ 9. The process that helps you thinks carefully about the artworks.
_____ 10. The way the principles of art are used to organize the elements of art.
Directions Place a T next to each statement that is true and an F next to each statement that is false.
_____ 11. People created art to record ideas long before they had the written word.
_____ 12. No matter how a work is made, it will contain all of the elements of art.
_____ 13. Literature is a source of ideas for some artists.
_____ 14. Folk artists are often self-thought.
_____ 15. Dot, line, shape, form and color are elements of art.
_____ 16. Texture, space, value, boxes and stones are all elements of art.
_____ 17. A line is not a continuous mark made by a moving point.
_____ 18. A shape is an enclosed area of space.
_____ 19. A form is an object with three dimensions – height, width, and depth.
_____ 20. A space is the area around, above, between, inside, or below objects.
Directions Read each of the following questions. Then circle the letter of the correct answer.
29. What is referred to as the lightness or darkness of a color?
A. shape B. value C. line D. color E. form
30. Precise shapes that can be described using mathematical formulas are known as...?
A. organic shape, B. funny shapes, C. geometric shapes D. Free-form shapes
23. The area around, above, between, inside, or below objects is known as...?
A. line B. form C. space D. value E. Texture
31. The appearance of an object created by the characteristic of light it reflect and absorbs is known as....?
A. Color B. Texture C. Shape D. Value E. Space
32. What is created when light passes through a wedge-shaped glass, called a prism, and the beam of white light is bent and separated into bands of color?
A. line B. shape C. color spectrum D. color harmony E. form
25. What is the name of spectral color, such as red, yellow or blue?
A. value B. hue C. tint D. shade E. pretty
26. What is created when color spectrum is bent into a circle?
A. tint B. value C. color D. color wheel E. master piece
27. What is the brightness or dullness of a hue called?
A. reflected light B. intensity C. color D. static E. flamboyant
28. What are the colors called that are opposite each other on the color wheel?
A. shades B. complementary colors C. tints D. mono colors E. pigment
29. What is the part of a picture plane that appears nearest to a viewer?
A. negative space B. foreground C. power point D. angle view E. picture plane
30. What is the term for the place where lines appear to meet on the horizon in a picture?
A. atmosphere B. vanishing point C. background D. center E. focus
Directions Place an F next to each statement that is a FACT. Place an O next to each statement that is an OPINION.
____ 31. Human beings have been using visual art as a method of communication for
more than thirty thousand years.
____ 32. The use of images for communication is older than the use of words.
____ 33. Part of learning about visual art is learning to use it as a tool for
communication.
____ 34. You can improve your ability to interpret the visual world by observing and
creating a wide variety of artworks.
____ 35. A painting in the museum, the design on a cereal box, and a traffic sign are all
part of your visual culture.
____ 36. Works of art would have little meaning without the communication between
artist and viewer.
____ 37. It is the art viewer that gives the art experience purpose and life.
____ 38. Art criticism is the process of looking at works of art in a guided and logical
Way.
____ 39. There are four levels of art criticism.
____ 40. Dot, line, shape, form, color, value, texture and space are all elements of art.
Directions Place a T next to each statement that is true and an F next to each statement that is false.
____ 41. Red, yellow and blue are the primary colors of art.
____ 42. Green, orange and purple are the secondary colors of art
____ 43. Primary colors cannot be mixed from other colors.
____ 44. Primary colors are colors from which all other colors are mixed.
____ 45. Mixing two primary colors makes a secondary color.
____ 46. Reds, yellows and oranges are cool colors.
____ 47. Blues, greens and violets are warm colors.
____ 48. Geometric forms are irregular, like the naturals forms of leaves, pinecones and
birds.
____ 49. Organic forms include objects such as spheres, cylinders, cubes, cones and
pyramids.
____ 50. Vertical, horizontal, diagonal, zigzag and curve are all forms of lines in art.
..........................................................................................................................................
CRAWFORD W. LONG MIDDLE SCHOOL
VISUAL ART DEPARTMENT
POST TEST
TEACHER: MR.M.MENSAH
STUDENT NAME..................................................HM.RM:................DATE.....................
Directions match each description with the correct word or term below. Write the letter of the correct word or term in the blank at the left of each description.
A. perceive B. artist C. elements of art D. medium E. principles of art
_____ 1. Creative individuals who use imagination and skill to communicate in visual
form.
_____ 2. Basic visual symbols in the language of art.
____ 3. Materials use to make art.
_____ 4. Rules that govern how artist organize the elements of art.
_____ 5. To be come deeply aware through the senses of the special nature of a visual
objects.
Directions match each description with the correct word or term below. Write the letter of the correct word or term in the blank at the left of each description
A. art criticism B. visual art C. visual culture D. composition E. nonobjective art
_____ 6. Something that stands for or represents something else.
_____ 7. A way to express ideas, thoughts, and feelings, using a variety of materials.
_____ 8. Name brand shoes, clothes, decorated T-shirts, posters, cereal boxes, logos,
signs and symbols are only part of your.................. .
_____ 9. The process that helps you thinks carefully about the artworks.
_____ 10. The way the principles of art are used to organize the elements of art.
Directions Place a T next to each statement that is true and an F next to each statement that is false.
_____ 11. People created art to record ideas long before they had the written word.
_____ 12. No matter how a work is made, it will contain all of the elements of art.
_____ 13. Literature is a source of ideas for some artists.
_____ 14. Folk artists are often self-thought.
_____ 15. Dot, line, shape, form and color are elements of art.
_____ 16. Texture, space, value, boxes and stones are all elements of art.
_____ 17. A line is not a continuous mark made by a moving point.
_____ 18. A shape is an enclosed area of space.
_____ 19. A form is an object with three dimensions – height, width, and depth.
_____ 20. A space is the area around, above, between, inside, or below objects.
Directions Read each of the following questions. Then circle the letter of the correct answer.
33. What is referred to as the lightness or darkness of a color?
A. shape B. value C. line D. color E. form
34. Precise shapes that can be described using mathematical formulas are known as...?
A. organic shape, B. funny shapes, C. geometric shapes D. Free-form shapes
23. The area around, above, between, inside, or below objects is known as...?
A. line B. form C. space D. value E. Texture
35. The appearance of an object created by the characteristic of light it reflect and absorbs is known as....?
A. Color B. Texture C. Shape D. Value E. Space
36. What is created when light passes through a wedge-shaped glass, called a prism, and the beam of white light is bent and separated into bands of color?
A. line B. shape C. color spectrum D. color harmony E. form
25. What is the name of spectral color, such as red, yellow or blue?
A. value B. hue C. tint D. shade E. pretty
26. What is created when color spectrum is bent into a circle?
A. tint B. value C. color D. color wheel E. master piece
27. What is the brightness or dullness of a hue called?
A. reflected light B. intensity C. color D. static E. flamboyant
28. What are the colors called that are opposite each other on the color wheel?
A. shades B. complementary colors C. tints D. mono colors E. pigment
29. What is the part of a picture plane that appears nearest to a viewer?
A. negative space B. foreground C. power point D. angle view E. picture plane
30. What is the term for the place where lines appear to meet on the horizon in a picture?
A. atmosphere B. vanishing point C. background D. center E. focus
Directions Place an F next to each statement that is a FACT. Place an O next to each statement that is an OPINION.
____ 31. Human beings have been using visual art as a method of communication for
more than thirty thousand years.
____ 32. The use of images for communication is older than the use of words.
____ 33. Part of learning about visual art is learning to use it as a tool for
communication.
____ 34. You can improve your ability to interpret the visual world by observing and
creating a wide variety of artworks.
____ 35. A painting in the museum, the design on a cereal box, and a traffic sign are all
part of your visual culture.
____ 36. Works of art would have little meaning without the communication between
artist and viewer.
____ 37. It is the art viewer that gives the art experience purpose and life.
____ 38. Art criticism is the process of looking at works of art in a guided and logical
Way.
____ 39. There are four levels of art criticism.
____ 40. Dot, line, shape, form, color, value, texture and space are all elements of art.
Directions Place a T next to each statement that is true and an F next to each statement that is false.
____ 41. Red, yellow and blue are the primary colors of art.
____ 42. Green, orange and purple are the secondary colors of art
____ 43. Primary colors cannot be mixed from other colors.
____ 44. Primary colors are colors from which all other colors are mixed.
____ 45. Mixing two primary colors makes a secondary color.
____ 46. Reds, yellows and oranges are cool colors.
____ 47. Blues, greens and violets are warm colors.
____ 48. Geometric forms are irregular, like the naturals forms of leaves, pinecones and
birds.
____ 49. Organic forms include objects such as spheres, cylinders, cubes, cones and
pyramids.
____ 50. Vertical, horizontal, diagonal, zigzag and curve are all forms of lines in art.
Criteria Exemplary
5 Very Good
4 Acceptable
3 Developing
1-2 Your Points
Argument/
Thesis about book Well-developed argument, writer always explains why assertions are made. Argument present, but sometimes hard to follow or not fully developed. Argument/thesis is confusing. A strong effort is made. Cannot understand the point being made in the reading response.
Originality &
Thoughtfulness Written with passion, emotion, interest, and insight. Deep thinking about purposes and application of reading to classroom Thoughtful & interesting. Connects reading to prior learning & experiences; some connection to classroom Tends to summarize ideas in the book more than critique or extend ideas. Tends to speak in broad generalities that do not connect text to self, education, prior experiences or the classroom.
Mechanics Virtually error free in grammar & syntax. Meets general page limit. Few spelling errors, grammar, or syntax mistakes. Writing is rough. Many errors in grammar and/or syntax.
Attention to text Cites text for evidence using specific page numbers and APA style. References are crucial to making your argument. Makes general reference to text in building an argument. Quotes may lack strong transitions and explanation. Although writing is logical, it is not specific in its connection to text. You could go much deeper. Factual errors about the book are present. It appears that you may not have read the text carefully or do not yet understand it.
Your final points (out of 20)
Writer = Teacher enrolled in ArtsAPS workshop who is writing the reading response
This rubric is designed for your ArtsAPS Instructor to provide private feedback to you.
READING ArtsAPS Response Rubric
Name. Martin Mensah Date June4, 2010
Teacher: _Lisa Whittington
Best Practice and
ArtsAPS Learning Exceeding
9-10 Points Meeting
6-8 Points Approaching 3-5 Points Emerging
0-2 Points Rating by Self
All materials, supplies, and equipment were ready prior to the beginning of the lesson. Always (99-100% of time) Mostly (80-98%)
Sometimes (70-80%)
Rarely 10
The teacher modeled what students were to know and be able to do and applied what was taught to real-life situations. Always (99-100% of time) Mostly (80-98%)
Sometimes (70-80%)
Rarely 8
Questions went beyond simple recall, and required student to think, synthesize, evaluate, and conclude. Always (99-100% of time) Mostly (80-98%)
Sometimes (70-80%)
Rarely 10
Teachers reviewed students’ understanding of a previous lesson to make connections to current instruction. Always (99-100% of time) Mostly (80-98%)
Sometimes (70-80%)
Rarely 10
Classroom and group discussions occurred at appropriate times during the lesson. Always (99-100% of time) Mostly (80-98%)
Sometimes (70-80%)
Rarely 10
Students were required to explain their responses/answers. Always (99-100% of time) Mostly (80-98%)
Sometimes (70-80%)
Rarely 10
The skills, concepts, and content that were taught were appropriately aligned to new Georgia Performance Standards and local performance standards. Always (99-100% of time) Mostly (80-98%)
Sometimes (70-80%)
Rarely 10
Lesson clearly implemented a concept from ArtsAPS readings (Pink, Gardner) as part of the learning objective or as part of the instructional strategy Always (99-100% of time) Mostly (80-98%)
Sometimes (70-80%)
Rarely 10
Re-teaching activities were provided for students who need additional instruction. Always (99-100% of time) Mostly (80-98%)
Sometimes (70-80%)
Rarely NA
Teacher assessed (formally or informally) students level of understanding during the lesson. Always (99-100% of time) Mostly (80-98%)
Sometimes (70-80%)
Rarely 10
The variety of learning activities/teaching strategies reflected the teacher’s understanding of students’ needs, strengths, learning styles, and special interests. Always (99-100% of time) Mostly (80-98%)
Sometimes (70-80%)
Rarely NA
The instructional activities, materials, and resources were appropriately aligned to the grade level lesson objective and/or Essential Question. Always (99-100% of time) Mostly (80-98%)
Sometimes (70-80%)
Rarely 10
Homework and follow-up assignments were differentiated to meet the varying needs and strengths of the student. Always (99-100% of time) Mostly (80-98%)
Sometimes (70-80%)
Rarely 5
A well-managed learning environment fostered equity, diversity, and fairness that resulted in students trusting and cooperating with each other. Always (99-100% of time) Mostly (80-98%)
Sometimes (70-80%)
Rarely 8
Video Quality Volume and image quality clear and easy to hear and see; video showed all significant teaching and interactions with students More than 90% of the time 80 to 90% of the time. 50- 80% of the time. Less than 50% of the time. 8
Video Reflection Uses complete
sentences and models correct language usage
Always (99-100% of time) Mostly (80-98%)
Sometimes (70-80%)
Rarely 8
Teacher: Martin Mensah Date: June 4, 2010
VIDEO Self Assessing 26 Best Practices and ArtsAPS Learning
Self Assessment of Video
Critical Reflection teaching Video
Art lesson on Visual Thinking Strategies (VTS) was taught. and video taped for the purpose of this assignment.
I started the class with a review of the previous lesson taught on VTS by asking the students about what they know about VTS, the definition and the objectives of a VTS lesson. I re–stated the definition and objectives for a VTS lesson to the class again.
I followed the VTS facilitating process taught by Raymond Veon during the Arts APS class. I started by asking the students to look at the picture I have on the television screen for one minute. After a minute has pass, I then asked them to tell me what they think is going on in the picture. Each student in the class had their turn to respond to the question twice or more. After each response from the student, I do follow up by paraphrasing what they said and ask the question; what did you see that make you say so? The student will then have to give me evidence from the picture that supports what they think was going on in the picture. The next question to the class was what more can we find/see in the picture? This gives the next student the opportunity to respond to the picture followed by my paraphrasing and what did you see that make you say so?
The students responded very well and were very enthusiastic about the whole discussion. After the class has exhausted all possible information they could give for the time at hand, I then link the various defferences and similarities in their opinions about the picture and thank them for their contribution. There were no right or wrong answers, all you need to do are to support your statement with evidence from the picture.
In the video a group of students could be seen at the back of the class, these were students who don’t want to be video taped. They were a little bit noisy at a point. The video quality was good with little to no noisy. I followed almost all the 26 best practices and the lesson learnt in ArtsAPS. It was a good practice for me to be able to evaluate my self in. I have taken notice of some few things I have to work on
Name: Martin Mensah_______________ Date:___________________ Teacher: _______________________________________________________
VIDEO Written Critical Reflection on Teaching Video
Category of writing Exemplary
5 Very Good
4 Acceptable
3 Developing
1-2 Your Points
Descriptive
Writing
Weight
15% Writing is comprehensive, rich and accurate in detail; all relevant information for understanding the learning experience in the video is present Most relevant details for understanding the video is present and adequately described General summary of video with some relevant details with little confusion Few relevant details; vague and imprecise summary; confusing
Analytic
Writing
Weight
30% Writing makes thorough & clear connections between what actually happens in video and intended lesson objectives/GPS, teaching strategies, activities, and assessments; makes frequent & insightful connections to ArtsAPS content, personal experiences and other knowledge; cites evidence consistently; captures nuances of interpersonal and group dynamics Writing captures most connections between video and intended lesson objectives/GPS, teaching strategies, activities, and assessments; makes several major connections to ArtsAPS content, personal experiences and other knowledge; cites evidence consistently; captures most interpersonal and group dynamics Writing captures some major connections between video and lesson plan; sometimes connects personal experiences, prior knowledge & ArtsAPS content, but misses major points; cites but overlooks obvious evidence; understanding of group dynamics evident, but limited Writing tends to broad generalities that make vague or no connections between video and lesson plan; little or no understanding of ArtsAPS content; does not cite evidence for statements; poor understanding of group dynamics
Critical Reflection
Writing
Weight
30% Deep thinking about purposes & application of ArtsAPS learning with thorough discussion of possible changes to instruction with concrete plan(s); raises important questions & speculates about answers; compares prior understanding to new understanding; cites evidence consistently; no use of educational clichés or slogans Thinks about general purposes & application of ArtsAPS learning; discusses possible changes to instruction with some concrete details; raises some questions & speculates about answers; compares prior understanding to new understanding; cites evidence consistently Somewhat vague about ArtsAPS learning; some discussion of changes to instruction, but few details; raises questions but provides vague answers; limited comparison of prior learning to new understanding; cites evidence inconsistently Confused about ArtsAPS learning; little to no discussion of changes to instruction; questions raised have little relevance; no evident change in understanding; no evidence cited
Writing Mechanics
Weight
5% Virtually error free; good command of Standard English; has some flair and originality; meets or exceeds page requirement. Few spelling, grammar, or syntax errors; good command of Standard English; meets page requirement. English OK but needs improvement; some spelling, grammar or syntax errors; meets page requirement. Poor English; many spelling, grammar, & syntax errors; insufficient length.
Your final points (out of 20)
ArtsAPS Self-Assessment of Blog Entries
Please assess yourself on the quality of your blog entries (all entries, including reading responses, journal entries, classroom reflections, personal accounts, etc). Please turn in one self assessment during the February class and one during the May class. This tool is designed to help you reflect on how well you are synthesizing the many ArtsAPS ideas and activities you are being exposed to.
Rating ArtsAPS Content Personal Reflection Self-assessment
4-5 My response is thorough.
I make meaningful connections to important ideas from course readings & activities to my teaching. I draw on previous knowledge and connect my response to larger issues. I support my responses by citing evidence, relevant details and accurate facts. My reflections are thoughtful and complete.
I reveal personal feelings about the topic. I reflect on personal experiences related to the topic. I use humor, raise questions, speculate about answers, and use other techniques that probe for deeper meaning. I describe how my understanding has changed using specific, meaningful examples.
I make comparisons between what I understood before and what I understand now.
I raise important questions for further exploration, or describe new topics I'd like to learn.
3 My response is adequate but could be more thorough. I make some connections to ideas from the course.
I support my responses with some details and facts, but they are not completely accurate. My reflections are adequate, but could be more thoughtful.
I reveal some personal feelings about the topic.
I mention personal experiences but don't reflect on them.
I use some humor or questioning in my writing. I describe how my understanding has changed and give some examples. I make comparisons between what I understood before and what I understand now.
I briefly mention new questions or topics for exploration.
2 My response is incomplete. The connections I make to other ideas or information are weak.
I provide only weak or incomplete supporting evidence. My reflections are brief.
I reveal very little about my personal feelings or experiences. There is little reflection or questioning; it sounds as if I'm not really interested in the topic. I provide some information about how my understanding has changed. I don't include any examples. I provide only limited comparison between what I understood before and what I understand now.
1 My response is random or unrelated to the question. My writing is disorganized and unconnected to any important ideas. My reflection is limited or superficial. I don't reveal any personal feelings or ideas. I don't reveal anything about how my understanding of the issue has changed.
Your score/ notes: 4 4
4
(Adapted from The Shape of Change: A Curriculum for Building Strong Communities and a Sustainable Economy. © 2000 Susan Santone/Creative Change Educational Solutions. http://www.creativechange.net
ArtsAPS Blogging/Online Participation Rubric
ArtsAPS Evaluator’s Name: Dr. M
Teacher Name: Martin Mensah Teacher’s Blog Name:
OUTCOME
ASSESSED Beginning Developing Satisfactory Proficient Strong SCORE
1 2 3 4 5
Overall Use of Blogs
Weight:
40% Blog entries are few and generally simple retellings of personal events. No comments are made on blogs of others; does not add to online community. Half of the required blog entries are present and 1-5 comments have been posted to others but demonstrate little effort; minimal contribution. All of the required blog entries are present; 6-10 engaged comments posted to others; contributes to online community. All of the required blog entries are present and demonstrate; 11-15 engaged comments posted to others; enthusiasm for contributing to online community is evident. All required blog entries present and demonstrate mastery of workshop content;; 16-20 engaged comments are posted on the blogs of others.
Intellectual Engagement with and Personal Responses to Key Concepts
Weight:
40%
Blog entries make no reference to issues raised through readings and/or class activities, nor is there an attempt at a personal response to these issues or connections to teaching Blog entries make some reference to issues raised through readings and/or class activities; some attempt at personal response, few attempts to synthesize content; unclear or clichéd attempt to connect to teaching; reliance on educational slogans Blog entries make frequent reference to issues raised through readings and/or class activities; personal responses attempt to synthesize content in all entries; mostly clear connections made to teaching Blog entries demonstrate understanding and genuine, sustained attempts to synthesize the key issues raised through readings and/or class activities to think about teaching evident in personal reflections; Blog entries demonstrate mastery with the important issues raised through readings and/or class activities; highly adept synthesis with personal reflections offering keen insights, new ideas, and detailed & practical suggestions for improving instruction; no use of educational slogans/clichés
Engaged Writing
Weight:
20%
Blog entries use incorrect grammar and syntax consistently, making it difficult for others to follow. No links are included connecting your thoughts to those of others. Blog entries demonstrate some evidence of correct spelling, grammar, punctuation, etc. Audience will have little trouble reading your blog. An occasional link is included. Blog entries show a good command of Standard English. No problems for your audience. One third of blog entries include links. Blog entries show a good command of Standard English. No problems for your audience. Half of blog entries include links. Blog entries show a very good command of Standard English and have some flair and originality. Most blog entries contain links.
Comments: TOTAL SCORE:
Action Research
Motivating Visual Art students to utilize the text book as resource material
Martin Mensah and Jihan Abdur-Rashid
This research is a joint effort between Mrs. Jihan Abdur-Rashid and Martin Mensah. We realized after we’ve been put together as partners for a research action that project both of us have the same problem. Our students don’t like the reading of the text book, both in the middle and the high school levels in our individual schools. Below is the presentation of the action research performed in the middle school level only. One can read of Mrs. Rashid report on her blog.
Our text question was,” How can we encourage or motivate student to read or know the information in the text book?” Our plan of action in addition to my stated goals is as follows:
a. Letter to parents seeking their permission to publish their kids and their work on our blog.
b. Conduct a survey on the student perception about the visual art and students in reading.
c. Creating alternative to the text book to motivate and engage students in reading information from the text book while having fun. ( Utilizing “story ”and ”play “ from Daniel Pinks “ A Whole New Mind” to connect experience)
d. Select three students to choose a topic or an artist from the text book or any other source to research on. .Students will try to compare and contrast their life and interests with that of the chosen artist. They will use the guide line below to help develop a two page easy and create an artwork. Tell who your artist is and what he or she famous is for. (meaning) A brief biography of the artist. (Story) Write about how you connect with the artist (empathy) Create a piece of work that has similar style as your chosen artist .(Design) Collaborate with friends to have fun (play) and work together to achieve one goal (symphony)
Goal: To develop and apply ongoing strategies to help students be motivated to read the resource text books in addition to the studio activities in the middle and high school level.
This will be accomplished through:
• Ongoing differentiating instructions and strategies to engage students in theoretical knowledge of the visual art.
• Student’s projects and activities documented to analyze the results and achievement.
• Response to survey questions and analysis to the response to apply changes to teaching practices
• The development of lesson plans and scope of sequence, benchmarks and assessment based on the new GPS in Fine Arts.
First day in my visual art class, I stood by the door and welcome students as they enter class. Good morning sir/ madam! The student’s response; what are we doing today? Are we going to draw, color? Or Paint? My response is, we are going to talk about art.....
Day two in art class, turn to page 4 of the text books on the tables, we are going to reads, Students response; I thought this is an art class, why are we going to read? After I have managed to get some volunteers to read aloud to the class and discussed the topic or chapter, another popular statement pops up “your class is boring!” I thought this is the art room? Why are we reading and talking so much? Are we going to draw or paint today?
This and many similar statements from the students during the beginning of each section prompt this action research.
In fact I have been doing some kind of action research over the years but was not aware of the name neither did I document every information until I took the a.r.t.s.APS cohort 2 class and I became aware of the term Action Research and documentation of the process. Daniel Pinks theory of the six sense was also applied to my teaching strategies why conducting this research. A survey as said earlier was conducted and analyzed to see students’ perception of visual art and to evaluate my class content and my teaching strategies.
For this study I observed six different classes that I teach per quarter, from 6th grade to 8th grade. An average of twenty students per class. Through purposeful sampling (Marrian 1999) I selected three students to study in depth based on their availability, parental connection and willingness to participate. Aaron, Christian and Antonio became my “guinea pigs” I explored alternative ways of engaging students in reading in the classroom, with personal creative resource activities with the same information as the text books willingly and in a more relax , fun and creative ways to the students. These strategies include vocabulary word search on each topic or unit, word search with hidden meaning (usually the definition of a terminology in art), fill in the blank spaces, with reference to a chapter or page in the text book. Several self created student friendly puzzles and games were also created throughout the period of research. Bellow is some copies of the activities.
******************SCANS*******************************************
A research project for the three selected students was also done and the results were analyzed. The following were how Daniel Pink six senses connect to this research:
DESIGN: Provoking creative thoughts in designing artwork, like the famous selected
artist.
STORY: Communicating one’s life into an emotional narrative.
SYMPHONY: Drawing a connection between one’s life and the artist and working together to achieve one goal.
EMPATHY: Being able to connect and develop feelings for the selected artist life and that of the student artist.PLAY: Having fun working on the project, and utilizing students and teacher created games on chapter or unit to reviews to understand concept.
MEANING: Being able to develop a purpose for art in ones life through research and class activities.
Students Work
Antonio chose M.C. Escher from the text book. He was able to connect with Escher quickly because like Escher he also struggling in school and need help. He stated that Escher painted about 2000 works but he will like to paint over 2million. He also likes Escher dense patterns. Escher two famous quotations “Only those that attempt the absurd will achieve the impossible” and “The people that can see it they can achieve it”: are his motivations to surpass what Escher was able to achieve.
Christian worked on Leonardo Da Vinci. He said Leonardo has a complex imagination just like himself. The smile on Leonardo’s famous painting the Mona Lisa is what connects the two of them. The Mona Lisa smile reminds him of the daily smiles his mother shows him everyday. He concluded by saying “Leonardo is me because, I like to paint like him” Christians art work (design) was a portrait of his mother smiling influence by the Mona Lisa smile.
Aaron selected Michelangelo because he feels they’ve got the same style of painting. Aaron writes poetry just as Michelangelo does. Aaron Stated that “also when Michelangelo was a kid he was arrogant just like me” and “his (Michelangelo) rival was Leonardo Da Vinci like mine is Christian” He ended on a sad note “also he has emotions for male beauty like I have emotions for my late dad a male “which he know little about if not for the pictures his mom has given to him. His creative artwork was a body builder an imaginative father figure.
Antonio, Christian and Aaron at work
Having fun at work
Back to business
Antonio researching
Aaron researching
Christian at work
Antonio busy on his drawings
Antonio tessellation
Aaron body builders
Christian’s mom smiling portraits
Below is the link to the result of the survey that was conducted. Copy and paste in your internet browser to view on line. It world not be assessable after June 28, 2010 due to the fact that I can not continue to pay almost $20.00 every month for the online survey monkey services.
http://www.surveymonkey.com/sr.aspx?sm=A7g0OHUNYw6Qs7xwxOFZvV6RuQQlH5vsPhzbMtfdxJo
PERCEPTIONS ABOUT ART CLASS FROM A STUDENT'S Point Of View
Q1. WHAT SCHOOL DO YOU ATTEND?
Answer Options,"Response Count"
,54
answered question,54
skipped question,0
Q2. WHAT IS YOUR HOMEROOM?
Answer Options,"Response Count"
,17
answered question,17
skipped question,37
Q3. HOW OLD ARE YOU?
Answer Options,"Response Percent","Response Count"
11,"21.6%",11
12,"52.9%",27
13,"19.6%",10
14,"5.9%",3
15,"0.0%",0
16,"0.0%",0
17,"0.0%",0
18,"0.0%",0
,"answered question",51
,"skipped question",3
Q4. WHAT IS YOUR GENDER/SEX?
Answer Options,"Response Percent","Response Count"
FEMALE,"22.2%",12
MALE,"77.8%",42
,"answered question",54
,"skipped question",0
Q5. Please indicate your grade level
Answer Options,"Response Percent","Response Count"
6th,"83.3%",45
7th,"16.7%",9
8th,"0.0%",0
9th,"0.0%",0
10th,"0.0%",0
11th,"0.0%",0
12th,"0.0%",0
,"answered question",54
,"skipped question",0
Q6. Are you currently taking an art class?
Answer Options,"Response Percent","Response Count"
YES,"77.4%",41
NO,"22.6%",12
,"answered question",53
,"skipped question",1
Q7. Have you taken an art class before?
Answer Options,"Response Percent","Response Count"
YES,"86.5%",45
NO,"13.5%",7
,"answered question",52
,"skipped question",2
Q8. Do you have plans to take an art class in the future?
Answer Options,"Response Percent","Response Count"
YES,"37.0%",20
NO,"20.4%",11
MAYBE,"42.6%",23
,"answered question",54
,"skipped question",0
Q9. What is your interest level in art?
Answer Options,"Response Percent","Response Count"
EXCELLENT,"37.3%",19
VERY GOOD,"13.7%",7
GOOD,"37.3%",19
FAIR,"11.8%",6
POOR,"0.0%",0
,"answered question",51
,"skipped question",3
Q10. On a scale of 1 to 10, where 10" means you have a great amount of interest in a subject and "1" means you have none at all, how would you rate your interest in each of the following subjects:"
Answer Options,"10","9","8","7","6","5","4","3","2","1","Response Count"
SFA/READING,19,4,2,4,10,4,4,3,1,1,52
LANGUAGE ART,16,8,7,1,6,6,4,1,2,2,53
MATHEMATICS,20,4,4,6,4,7,3,2,2,1,52
SCIENCE,18,9,4,4,2,4,5,5,0,3,52
SOCIAL STUDIES,11,6,7,4,4,5,1,4,2,3,47
VISUAL ART,24,4,4,2,8,3,1,3,0,3,50
BAND,8,5,2,1,4,3,1,2,2,14,41
CHORUS,11,5,3,0,1,4,0,1,3,17,43
ORCHESTRA,5,0,0,3,3,2,3,4,7,18,45
TECHNOLOGY,20,3,4,0,3,4,1,1,2,5,42
HEALTH,19,5,3,4,3,0,1,2,2,4,42
PHYSICAL EDUCATION,30,4,1,2,2,2,1,1,1,2,46
,,,,,,,,,,"answered question",53
,,,,,,,,,,"skipped question",1
Q11. How many times do you go to art class in a week in your school?
Answer Options,"Response Percent","Response Count"
ONCE A WEEK,"6.1%",3
TWICE A WEEK,"32.7%",16
THREE TIMES A WEEK,"38.8%",19
OTHER,"22.4%",11
,"answered question",49
,"skipped question",5
Q12. How often would you like to go to an art class during a week?
Answer Options,"Response Percent","Response Count"
ONCE A WEEK,"7.8%",4
TWICE A WEEK,"27.5%",14
THREE TIMES A WEEK,"43.1%",22
OTHER,"21.6%",11
,"answered question",51
,"skipped question",3
Q13. What is your SFA reading level (middle school):
Answer Options,"Response Percent","Response Count"
BELOW GRADE LEVEL,"9.6%",5
ON GRADE LEVEL,"25.0%",13
ABOVE GRADE LEVEL,"46.2%",24
I DO NOT KNOW,"19.2%",10
,"answered question",52
,"skipped question",2
Q14. Apart from school assignments, how often do you read a book, magazine, etc. just for pleasure?
Answer Options,"Response Percent","Response Count"
MOST OF THE TIME,"32.7%",17
SOMETIMES,"63.5%",33
NEVER,"3.8%",2
,"answered question",52
,"skipped question",2
Q15. On a scale of 1 to 10, where 10" means you have a great amount of interest in a subject and "1" means you have none at all, how would you rate your interest in each of these Connections classes:"
Answer Options,"10","9","8","7","6","5","4","3","2","1","Response Count"
BAND,11,1,2,1,4,3,1,1,3,16,43
CHORUS,12,5,1,1,0,3,2,2,4,16,45
ORCHESTRA,4,1,1,1,2,4,2,4,8,16,43
SPANISH,12,7,3,4,0,6,0,3,5,8,48
FRENCH,7,3,0,1,1,4,3,3,1,16,38
VISUAL ART,26,4,2,1,4,5,2,2,1,3,50
PHYSICAL EDUCATION,29,4,4,3,1,1,2,0,2,0,46
HEALTH,21,4,8,3,3,0,0,1,0,7,47
COMPUTER TECHNOLOGY,31,3,3,1,1,1,2,0,2,2,46
,,,,,,,,,,"answered question",53
,,,,,,,,,,"skipped question",1
Q16. Rate the amount of work you did in the Visual Arts class:
Answer Options,"Response Percent","Response Count"
ALMOST NONE,"8.2%",4
ONLY WHAT WAS ASSIGNED,"65.3%",32
MORE THAN WHAT WAS ASSIGNED,"26.5%",13
,"answered question",49
,"skipped question",5
Q17. Rate the level of your involvement in the studio (practical activities) of your Visual Arts class:
Answer Options,"Response Percent","Response Count"
VERY UNINVOLVED,"8.0%",4
SOMEWHAT INVOLVED,"60.0%",30
ENTHUSIASTICALLY INVOLVED,"32.0%",16
,"answered question",50
,"skipped question",4
Q18. Rate the level of your involvement in the reading, writing, and discussion activities of your Visual Arts class:
Answer Options,"Response Percent","Response Count"
VERY UNINVOLVED,"13.7%",7
SOMEWHAT INVOLVED,"51.0%",26
ENTHUSIASTICALLY INVOLVED,"35.3%",18
,"answered question",51
,"skipped question",3
Q19. What is your expected grade in this course?
Answer Options,"Response Percent","Response Count"
A,"53.8%",28
B,"36.5%",19
C,"7.7%",4
D,"1.9%",1
F,"0.0%",0
,"answered question",52
,"skipped question",2
Q20. How much practical knowledge have you gained from this class?
Answer Options,"Response Percent","Response Count"
A GREAT DEAL,"55.8%",29
SOME PRACTICAL KNOWLEDGE,"38.5%",20
NONE,"5.8%",3
,"answered question",52
,"skipped question",2
Q21. Please share how you feel about the Visual Arts class.
Answer Options,"STRONGLY AGREE","AGREE","NEUTRAL/ UNDECIDED","DISAGREE","STRONGLY DISAGREE","Response Count"
THE CLASS OBJECTIVES WERE CLEAR,18,23,5,1,5,52
THE CLASS PROCEDURES AND ASSIGNMENTS SUPPORT CLASS OBJECTIVES,17,22,6,2,3,50
THE AMOUNT OF READING I WAS ASKED TO DO WAS APPROPRIATE,20,20,3,6,2,50
THE AMOUNT OF WRITING, OR OTHER CLASSWORK, I WAS ASKED TO DO WAS ENOUGH,17,19,6,1,7,50
OVERALL THIS CLASS HAS STIMULATED MY INTEREST IN THIS SUBJECT,19,20,6,2,3,50
,,,,,"answered question",52
,,,,,"skipped question",2
Q22. What overall rating will you give this class?
Answer Options,"Response Percent","Response Count"
EXCELLENT,"58.8%",30
GOOD,"37.3%",19
AVERAGE,"3.9%",2
POOR,"0.0%",0
VERY POOR,"0.0%",0
,"answered question",51
,"skipped question",3
Q23. What could be done to improve this class?
Answer Options,"Response Count"
,29
answered question,29
skipped question,25
Q24. Please rate your teacher on these areas.
Answer Options,"ALWAYS","MOST OF THE TIME","USUALLY","SOMETIMES","NEVER","Response Count"
Could you get clear answers to your questions from the teacher?,20,17,4,5,1,47
Was the teacher considerate to you?,20,18,4,2,3,47
Was the teacher effective in teaching in the class?,20,12,7,4,3,45
Was the teacher enthusiastic about the class?,22,13,7,1,1,44
Was the teacher prepared for class?,27,11,2,6,0,46
Did the teacher stimulate interest in the subject of Art?,26,10,5,4,1,46
Did the teacher treat students fairly and impartially?,26,10,2,3,4,45
,,,,,"answered question",49
,,,,,"skipped question",5
Q25. What overall rating would you give the teacher?
Answer Options,"Response Percent","Response Count"
EXCELLENT,"55.1%",27
GOOD,"32.7%",16
AVERAGE,"8.2%",4
POOR,"4.1%",2
VERY POOR,"0.0%",0
,"answered question",49
,"skipped question",5
Q26. What would you recommend to improve the teacher's performance:
Answer Options,"Response Count"
,23
answered question,23
skipped question,31
Survey Result Summary Chart
Reflection
From the survey results summary and the pie chart above one will agree that the overall rating of my art class activities and the performance of me as a teacher by the students indicates that all the differentiation strategies I have been applying for the purpose of my ongoing action research is working. This is because more than 90 % of my students rated the class activities and the teacher performance between good and excellent. However there is always room for improvement, so I am going to work on getting more students to do more art work and reading of the resource materials on their own since the mastery of art skills depends of practice. I would also increase the amount of reading and work done by students if there is time or to find strategies to encourage more students to do their home work.
I will also make this survey a semester affair if not every .quarter. This will enable me to compare each class session and also to see how I am doing from the point view of the students and to make any adjustments if the need be. Due to the cost of the on line survey monkey services I will talked to my principal if the school could bare the cost and let every discipline do it. Finally I would like to say that this action research has been an eye opener and will continue to modify my teaching strategies based on the survey response to better students performance in the visual art which will in turn improve their core subjects result and above all prepare them for the “high Concept” which is what they need if they are to survive in the near future according to Daniel pink and Howard Gardner.
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