Developing a better system to assign art a grade

Main aspects of art that need to be met for K-12

Anchor Understanding of Art

1. Generate and conceptualize artistic ideas and work

2. Organize and develop artistic ideas and work

3. Refine and complete artistic work

4. Select, analyze and interpret artistic work for presentation

5. Develop and refine artistic techniques and work for presentation

6. Convey meaning through the presentation of artistic work

7. Perceive and analyze artistic work

8. Interpret intent and meaning in artistic work

9. Apply criteria to evaluate artistic work

10. Synthesize and relate knowledge and personal experiences to make art

11. Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding

8th Grade Requirements Example

1. document early stages of the creative process visually and / or verbally in traditional or new media.

2. Demonstrate
willingness to experiment, innovate, and take risks to pursue ideas, forms, and meanings that emerge in the process of artmaking or designing.

3. Apply relevant
criteria to examine, reflect on, and plan revisions for a work of art or design in progress.

4. Develop and apply
criteria for evaluating a
collection of artwork for presentation.

5. Collaboratively
prepare and present selected theme based artwork for display, and formulate exhibition narratives for the viewer.

6. Analyze why and
how an exhibition or collection may influence ideas, beliefs, and experiences.

7. Explain how a person’s aesthetic choices are influenced by culture and environment and impact the visual image that one conveys to others.

8.Interpret art by
analyzing how the interaction ofsubject matter, characteristics of form and structure, use of media, artmaking approaches, and relevant contextual information contributes to understanding messages or ideas and mood conveyed.

9. Create a convincing and logical argument to support an evaluation of art.

10. Make art
collaboratively to reflect on and reinforce positive aspects of group identity.

11. Distinguish different
ways art is used to represent, establish, reinforce, and reflect group identity.

developing new system

Be very clear on your purpose

what tools you will use in the grading system?

start defining what your purpose is and what the journey is?

help concept,

nature of things, grading methods

What is my purpose in teaching art? What am I trying to help my students do?

Modified Version of Anchors in Understanding of Art

Understand art concepts specific to class

Be able to teach fellow students about concepts specific to class materials

Study historical context at time of art being studied

Be able to recognize concepts in art

Development and progression of skills

Develop and refine skills through practice

Perpetual development throughout class

Recognize problems in artwork and find creative solutions

Implement art concepts, personal experiences, and social matters in work

take personal experiences and apply them to artwork: all artwork has meaning

Understand culture and social factors artwork addresses

Ability to recognize art concepts in artwork; analyze and understand artwork

Relate cultural and societal events to art

Evaluate use of and understand principles and elements in artwork

visually interpret a context, if artwork permits

Be able to express artistic method and properly present art project

Explain creative process used to create art

Describe principles and elements used in art, self-made or art studied

Verbalize intentions

Weekly #6

Exploration of Art education

Anchors are labeled by color according to applicability. Green= accept Yellow=modify red= not necessary

Explanation for Revisions

Reason for condensing 2, 3, 5

All three focus on the development of art skills. Each anchor focuses on a part of the development of art work. It makes more sense to bring them into one and specify in a sub-topic.

Reason for excluding number 4

I don't think it is a necessary point to include. It does not specify if it is referring to famous art works studied, or student work created. If it is both it can be included then it is already covered by a condensed topic.

Reason for condensing 10, 11

There doesn't always have to an overall message or theme to an artwork, sometimes art is created for the sake of art, or it has an influence. But not necessarily a story. On one hand though art is often made with a political message that is influenced by problems in society, or with the intent to represent a specific culture. Based on what is being studied in class students should be able to relate events of the time to artwork studied. Students should be able to interpret a context from the artwork if subject matter permits.

Reason for condensing 7, 8, 9

When performing student critics it is important to be apply concepts of art to what we visually see. We should be able to interpret subject matter, and recognize principles and elements (relevant to class) in other art work.