Genre Painting

1
Genre Painting
Visual Arts Performance Task 9 through 12 1
Student Number 4
2
Standards VA1 Media , Techniques and
Processes The student demonstrates
understanding and can apply media, techniques and
processes. VA1a The student demonstrates
increasing proficiency in the production of two-
and three-dimensional art forms by using a
variety of materials and advanced
technology. Please Note In order for a student
to meet standard VA1a, he or she must
successfully complete this Performance Task as
well as Task Grades 9 thru 12 2. VA1c The
student uses and explains how media,
technological tools, techniques and processes are
used to solve visual art problems. VA2
Structures and Functions The student
demonstrates knowledge of structures and
functions. VA2c The student selects and uses
the elements of art and principles of design to
communicate ideas, solve visual problems, and
develop personal expression. VA3 Subject
Matter, Symbols, and Ideas The student chooses
and evaluates a range of subject matter, symbols
and ideas. VA3a The student creates a work of
art to communicate intended meaning using
information and ideas from a variety of
sources. VA5 Characteristics and Merit of Work
The student reflects upon and assesses the
characteristics and merits of their work and the
work of others. VA5c The student will compare
and contrast the quality, craftsmanship, and
effectiveness of personal work and that of
others by using a formal system.
3

• Performance Task
• Throughout history, genre paintings have
  been created to depict aspects of daily life.
  Examples using this subject include Roman
  frescoes, as well as the works of Pieter Bruegel,
  Winslow Homer, Mary Cassatt, Ben Shahn, and Eric
  Fischl.
• Following an introduction to genre works, you
  will gather ideas in order to create a
  contemporary two-dimensional artwork which will
  include yourself and your peers in action in a
  specific time and place (setting). Compositional
  elements will include, but not be limited to,
  multiple figures in action, use of multiple
  perspective techniques, and color and value to
  induce mood.
• Following practice in drawing gestures with
  tools, materials, and the use of design software,
  you will develop written ideas or drawn sketches
  for the final work. Ideas can be gathered from
  Internet sites, visual publications, digital
  photos and observational drawing from life. The
  written ideas or sketches will be reviewed by
  your teacher during a student/teacher conference.
• A group critique will be organized at mid-point
  during the process in order to facilitate review
  and revision, and provide feedback. You will
  reflect on the process you used and the group
  critique. This can be in the format of a video,
  written document, or other format your teacher
  deems feasible.
• You will submit to your teacher your artwork and
  your reflection upon completion.
• Circumstances of Performance

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• Criteria for Success
• 1. Identifies specific problem(s) and reason(s)
  for choice of materials and techniques.
• 2. Solves representational problems by doing
  research, using references, models, advanced
  technology, or practicing different strategies.
• Creates a product demonstrating craftsmanship and
  organization.
• Uses multiple tools, techniques, and processes in
  producing artwork.
• Selects and applies elements of art and
  principles of design.
• Reflects and assesses the characteristics and
  merits of personal and other artwork using a
  formal system of evaluation.

Evidence
Evidence
Evidence
Evidence
Evidence
Evidence
5

• The student applied the elements of art and
  principles of design.
• Standard VA2c
• Criteria 5

• The student used oil pastels, ebony pencil, water
  color, colored pencil, and marker.
• Standard VA1a and VA1c
• Criteria 4

• The student communicated meaning and ideas
  through subject matter, symbols, and personal
  expression.
• Standard VA3a
• Criteria 2

Back to Criteria
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• Elements of Art
• The student
• - used primary and secondary colors.
• - used lines to move the eye.
• - combined dark and light. (value)
• - created a feeling of depth. (space)
• - used ovals, rectangles, triangles. (shape)
• - created a variety of textures with materials
  used.
• Principles of Design
• The student
• - distributed visual weight. (balance)
• - repeated visual movement. (rhythm)
• - used contrast. (differences in the elements)
• - created dominance and focus. (emphasis)
• - used planned or random repetition, (pattern)

The Elements of Art and Principles of Design are
evident in this product. VA2c
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The students reflection suggests a formal system
of evaluation. Standard VA5c Criteria 6
The students sketch solves representational
problems and demonstrates organization and
meaning from a variety of ideas. Standard
VA3a Criteria 3
Back to Criteria
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Implications for Teaching and Learning

• How can this student work and the commentaries be
  used as a tool to improve teaching?
• To extend this activity, other techniques could
  be added into the planning of this unit. This
  would allow for more experimentation and a
  greater variety of media.
• A variety of media could be included within one
  work of art as opposed to a single media,
  therefore, introducing more rigor into this
  project.

• What is the value of using this performance task
  to assess student learning?
• Through this assessment increased proficiency and
  communication is developed using media,
  techniques and processes.
• The use of the principles of design and the
  elements of art is reinforced.
• An understanding of self is developed through
  reflection.