Grade 3 Visual Art Performance Task: Line Design     Purpose Creative problem solving is one essential component of being an artist. The purpose of this performance task is to see how creative students can be. Think analytically, critically, and creatively to pursue new ideas, acquire new knowledge, and make decisions. ACPS Lifelong Learner Standards Apply and adapt a variety of appropriate strategies to solve new and increasingly complex problems. Enduring Understanding ACPS Content Artists value the artistic process and Standards meet artistic challenges with creativity and imagination. 3.4 VA Standards of 3.7 Learning (2013)



Materials Needed We plan to create a standard set of materials to be shared across feeder pattern schools

Essential Standard Students demonstrate a variety of artistic skills when solving artistic challenges.

The student will use imaginative and expressive strategies to create works of art. The student will use the following in works of art: 1. Color—intermediate, warm, cool 2. Space—positive, negative 3. Balance—symmetry, asymmetry, radial 4. Contrast 5. Pattern—motifs

● Individual carousels/folder offices for each student (for privacy) ● Copies of line design (found on page 3) ● Materials available for students in individual baggies: ○ Pencil ○ Mini‐pencil sharpener ○ Eraser ○ Colored pencils or color sticks ○ Construction paper crayons

Nothing is needed to prepare students for this task since the purpose is to assess creativity. Inform students the week before that they will have the opportunity for a creative challenge in the next class. ~~~~~~~~~~~~~~~~~~~~~~~~~~ Preparation: Before students enter the art room, have file folders or study carousels setup for privacy. You may also choose to play quiet background music as students work. Task Procedure Step 1 (Suggested script) “Today we have an imagination challenge. Everyone will have the same materials and one piece of paper with a line on it. The paper can be turned in any direction, but only use the side with the line on it. Using the paper and any of the materials provided, use your imagination to create an artwork. “We will start with 2 minutes of silent looking and thinking time. ACPS Fine Arts Performance Task (2013 ‐2014)



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  “Now you have 20‐25 minutes to create. This is your time to shine and enjoy using your imagination. When you are done, wait quietly for the next step. Step 2: After 25 minutes, ask students to, “STOP. TURN YOUR PAPER OVER and write an answer to the question, “What story does your picture tell? Step 3: Ask students to give their artwork a title. (Have students place their title, name, date, and school on the back of their papers) Step 4: Collect the work. Arrange the works collected face up, tell the children, “We will now have a gallery walk and see how we all approached this challenge in different ways.” ACPS Scoring To be done summer 2014 with Lifelong Learner Rubrics Duration      

30‐45 minutes We are asking art teachers to administer this task in April 2014.

 

ACPS Fine Arts Performance Task (2013 ‐2014)



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Grade 3 Visual Performance Task: Line Design Task‐Specific Rubric (aligned to Lifelong Learner Competencies)   ACPS Lifelong Learner Standards

ACPS Essential Standards

4 ‐ Exemplary

3 ‐ Proficient

2 ‐ Progressing

Standard 3: Think analytically, critically, and creatively to pursue new ideas, acquire new knowledge, and make decisions.

Students demonstrate a variety of artistic skills when solving artistic challenges. Plan and create an imaginative piece of art based on the squiggle to convey an idea, emotion, or story.

The line is used to create a highly original, creative and unique piece. The completed squiggle transforms the line by incorporating and/or adding to it thematic elements to create a uniform imaginative piece.

The squiggle incorporates the line into something beyond the original line. The squiggle is partially incorporated into the art piece as a whole and the student is beginning to communicate an idea but ideas may be disconnected and not unified.

The squiggle is partially incorporated or is used to represent themes that are apparent from looking at the line as it stands. (Ex. wavy line that is turned into a wave or snake) Additional drawings are unrelated or incomplete.

Squiggle is not incorporated in to the art.

Standard 6: Apply and adapt a variety of appropriate strategies to solve new and increasingly complex problems.

Students demonstrate a variety of artistic skills when solving artistic challenges. Use appropriate and varied techniques with supplied materials to compose a unified piece.

The squiggle paper is transformed by adding elements of art such as use of space, use of color, etc. (Ex. Student has drawn an object or created a design, added color with varying intensity, added varied lines to add to the theme of the intended idea) Materials are used in a manner that displays craftsmanship. Multiple techniques are integrated. (Ex. varied use of line, color intensity, texture)

Use materials in an effective manner. Coloring is acceptable. (Ex. Student has drawn an object and added color, directional colored lines‐ shows control) Makes use of materials available by displaying good craftsmanship (color completely, incorporates one or two design elements)

Message is lost with use of materials. (Ex. Broad coloring strokes over drawing that can no longer be seen) Show lack of effort in applying techniques.

Little or no composition or drawing beyond the squiggle.

Standard 12: Apply habits of mind and metacognitive strategies to plan, monitor, and evaluate one's own work.

Students demonstrate a variety of artistic skills when solving artistic challenges. Compose a complete product making use of the space to create a unified piece using all the time allotted.

Student demonstrates diligence and maximizes use of the space to complete a unified picture.

Use the space to create a piece that has disjointed items but ideas still remain clear.

Elements are disconnected. The overall message is unclear or shows lack of effort.

No visual plan presented and/ or a lack of clarity.

Standard 8: Explore and express ideas and

DRAFT for 13‐14:

DRAFT for 13‐14:

ACPS Fine Arts Performance Task (2013 ‐2014)

 



1 ‐ Not observed

(“What Picture Does Your Picture Tell”)























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Grade 3 Visual Performance Task: Line Design Task‐Specific Rubric (aligned to Lifelong Learner Competencies)   opinions using multiple media, the art, and technology.

Perhaps find an Essential Standard from Language Arts

Student explains his/her planning process in writing or by talking with art teacher.

 

ACPS Fine Arts Performance Task (2013 ‐2014)

 























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