Performance Task 81

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Visual Arts

• Performance Task 8-1

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• Visual Arts Performance Task 8 1
• Standards
• VA1 Media Techniques and Processes The student
  demonstrates understanding and can apply media
• techniques, and processes.
• VA1cThe student uses multiple techniques,
  tools, and processes to solve specific visual
  arts problems.
• VA2 Structures and Functions The student
  demonstrates knowledge of structure and
  functions.
• VA2c The student selects and applies the
  elements of art and principles of design to
  improve the
• communication of ideas.
• Performance Task
• As an illustrator, you will create three works
  of art using three different techniques. Each
  work will represent a significant chapter of your
  autobiography. The images should communicate new
  interpretations, different ideas, thoughts, and
  personal meaning at three points in your life.
  You may select any visual art materials that
  express your thoughts in two-dimensional form.
  Examples are drawing, painting, print making,
  collage, electronic art, or mixed media.
• You will
• Complete a graphic organizer (timeline, matrix,
  web, or diagram) of your life.
• Use the graphic organizer to select three
  important stages in your life.

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Criteria for Success 1. Identifies specific
problem(s). 2. Uses multiple tools, techniques,
and processes in producing artwork. 3. Selects
and applies elements of art and principles of
design. 4. Communicates personal thoughts,
feelings, and ideas in his/her artwork. Circumst
ances 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 ___X__ With peer
feedback ___X__ Timed ______ Extended
project ______ No opportunity for revision ___X__
Opportunity for revisions Related Standards
VA1 Media, Techniques, and Processes The
student demonstrates understanding and can
apply media, techniques, and processes. VA1b
Creates two-dimensional works of art that reflect
a higher level of competency
and craftsmanship. VA5 Characteristics
and Merits of Work The student reflects upon and
assesses the characteristics and merits of
their work and the work of others. VA5a The
student describes the visual characteristics of
art using art terminology.
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The use of the following Elements of Art
Principles of Design improve visual
communication. Shape, Balance, Color, Variety,
Rhythm, Texture, Movement (VA2c)
Shape and balance are evident in the position of
the hands.
Life Event 1 First Love
Paint is used to add texture to the background.
The use of brush strokes and extension of hands
moves the eye around the composition.
Personal thoughts, feelings and ideas are
enhanced by the realistic treatment of the hands
against a background with no objects. (VA1c)
Movement is shown through the use of the diagonal
line
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The relationship of sizes demonstrates use of
proportion.
The use of pencil creates texture along the
tooth of the paper.
The silhouettes in the heart and the two roses
show symmetrical balance .
The use of the following Elements of Art and
Principles pf Design are demonstrated Line,
Balance, Variety, Texture and Proportion. (VA2c)
Life Event 2 First Kiss
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Life Event 3 Crowned Queen In this
collage a combination of fabric, papers, magazine
cut-outs, and technology is demonstrated.
Multiple tools including the use of a
photocopier, scanner, and camera is evident.
(VA1c) (continued on next slide)
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(continued) Elements of Art Texture Felt and
patterned wallpaper provide a textured
background. Shape Squares and rectangles
dominate but circles and angles were also
used. Principles of Design Variety Texture and
color are varied. Balance The artwork is
asymmetrical. Movement Movement is created by
the positioning of the components of the
collage. Rhythm Direction (including slant) and
placement of components invite the eye to move
throughout the composition. (VA2c)
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• Implications for Teaching and Learning
• How could this student work and the commentaries
  be used as a tool to improve teaching?
• The texture for all three student works could
  have been enhanced and expanded through the use
  of a variety of man-made and natural textures.
  Perhaps in the pre-teaching stage or during
  ongoing revisions, other textures and
  texture-making techniques could have been
  discussed with the student.
• The variety of textures could have been enhanced
  by the use of texture board rubbings, and
  man-made textures. As shown, the texture appears
  to be a shaded value. The Unity score card used
  to self-assess did not have value listed as an
  element of art.
• 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 and
  feelings about three important events in her
  life.
• The Performance Task provides an authentic
  evaluation that gives students 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.