Performance Task 78

1
Visual Arts

• Performance Task 7-8

2

• Visual Arts Performance Task
  7-8 1
• Standards
• VA2 Structures and Functions The student
  demonstrates knowledge of structures and
  functions.
• VA2c The student selects and applies the
  elements of art and the principles of design to
  improve the communication of ideas.
• VA4 History and Culture The student
  demonstrates understanding of the visual arts in
  relation to history and cultures.
• VA4b The student compares the function and
  meaning of art objects within cultural and
  historical contexts.
• VA4c The student explains the relationship of
  works of art in terms of history, aesthetics, and
  cultural context.
• VA6 Connections to Other Disciplines The
  student makes connections between the visual arts
  and the other disciplines.
• VA6b The student compares characteristics of
  works in the visual arts that share similar
  subjects, themes, purposes, historical periods,
  or technologies.
• Performance Task
• Imagine this
• You are a cultural anthropologist trying to find
  out how and why certain people found value in
  masks. You know that certain political, social,
  and historical events caused people to use masks
  in different ways, such as to add drama to a
  ceremonial dance, to represent hierarchy of
  traditional authority, or to portray a deity
  during a fertility ritual. Why are masks tied to
  social customs? To historical events? To
  political events?
• You will

3

• Circumstances of Performance
• The student work is produced under the following
  conditions
• __X__ Alone In a group with
  individual tasks
• __X___ In class As homework
• __X___ With teacher feedback With
  peer feedback
• ______ Timed Extended project
• ______ No opportunity for revision X
  Opportunity for revision
• Criteria for Success
• The student produces a 3 dimensional work of art
  that is the culmination of a cultural and
  technical investigation into at least 3 different
  cultures.
• The application of at least 3 elements of art and
  3 of the principles of design is evident in the
  work of art.
• The student is able to compare the function and
  meaning of works of art according to history and
  culture.
• The student explains how history, culture, and
  aesthetics influence works of art.
• The student compares characteristics of subjects,
  themes, purposes, and/or historical periods of
  visual artwork.
• Related Standards

4

• Teacher Commentary
• The student meets VA2c by selecting and applying
  elements of art and principles of design. As
  demonstrated in the original mask, the elements
  selected and applied are Color, Texture, Shape,
  and Form. The Principles evident are Movement,
  Rhythm, Emphasis, and Balance.
• The student meets VA4b by comparing the function
  and meaning of masks within three cultural and
  historical contexts. As outlined on the Webquest
  posterboard, the functions and historical
  references of masks from Modern Times, Italy and
  China are presented within the text on a
  storyboard.
• The student meets VA4c by explaining the
  relationship of masks within the context of
  history, aesthetics, and culture. As outlined on
  the storyboard and during a video presentation,
  (Video presentation not available for viewing on
  this site.) the student discusses the history of
  masks, points out elements of aesthetics, and
  culture.
• The student meets VA6b by comparing
  characteristics of artworks that are similar.
  Themes, subjects, and purposes for masks from
  Modern Times, Italy, and China are addressed on
  the storyboard and during the video presentation.

5
Elements Color A limited palette of natural
colors was used. Texture Raffia was used as the
lions mane. Shape A variety of shapes are
evident. Form The mask is 3-dimensional.
6
The Principles Movement Shapes move the eye
through mask. Rhythm Raffia and dots slow the
eye as it moves over mask. Emphasis Details
provide emphasis on face. Balance The mask is
symmetrical.
7
(No Transcript)
8
Student Narrative
Masks, in modern days, are used usually for
drama, holidays, or just for decorations. These
masks are made in this time period or the
twenty-first century. Most people these days use
masks for Halloween. This popular holiday is
celebrated on October 31st.
9
Some masks are used for personal uses too.
Astronauts use their masks to help them get
oxygen to breathe in space.
10
This mask was made in Italy. Many were made in
the 14th -16th centuries. They were used for
decorations, dances, and some were used for
drama. Some represented gods. Most known masks
only covered half the face.
11
Chinese masks are used in celebrations to scare
away dead spirits. Fireworks are also used.
Masks were worn by many warriors. Some masks were
put on animals and many were worn in war. A lot
of masks were made in the 10th to 9th BC.
12
Student Work 1Guided Research Questions

• Why are masks important in African Art? Masks
  are important in African Arts because they were
  used in many things and are part of the culture
  in Africa.
• Why are masks used? Masks were used for
  celebrations, initiations, war preparation and
  trouble times.
• What COLORS are predominant in African masks?
  SHAPES? PATTERNS and/or DESIGNS? Colors are
  mostly natural colors. The shapes used are
  squares, circles, triangles, and rectangles.
• What African IMAGE will your Mask of Africa
  represent? PURPOSE? My African mask will
  represent the wild life of Africa. The purpose is
  to have a good hunt
• What is the MEANING behind your creation? I used
  color to show fun and adventure and the shape of
  the lions mane for camouflage.
• What country on the continent of Africa is your
  mask from? Tanzania and the North East of
  Africa.
• What website addresses have you found to support
  your findings? You MUST have resources for
  AFRICAN MASKS, MUSIC and DANCE!! These should
  all be saved in your gaggle accounts and be
  ready for review. In gaggle accounts.
  http//www.arts.ohio-state.edu/arteducation/kplayg
  round/masks.htm

13
Implications for Teaching and Learning

• How can this student work and your commentaries
  be used as a tool to improve teaching?
• The students artwork, planning stages, written
  research, and story all come together to allow
  the teacher to assess clarity and mastery of
  previously taught concepts and skills learned in
  class.
• What is the value of using this performance task
  to assess student learning?
• The Performance Task provides a window that
  allows the teacher and student to measure the
  students ability to communicate ideas through
  multiple forms of visual and written
  communication.
• The Performance Task provides an authentic
  evaluation that gives the student the opportunity
  to demonstrate knowledge of media, techniques and
  processes as well as experiences drawn from other
  curricular areas and life.
• The teacher has the opportunity to assess skills
  and techniques of the class and individual
  students that need to be reinforced.
• Guiding questions focus instruction and learning.

14
(No Transcript)