APPENDIX: Student Growth Scoring Guide

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1 TN Fine Arts Growth Measures System APPENDIX: Student Growth Scoring Guide FRAMEWORK The Fine Arts Student Growth Framework has four state standards categories: Perform, Create, Respond, and Connect. These categories were designed to reflect the Tennessee Fine Arts standards. The table below outlines how the subject area standards are organized. Indicators are designed to reflect the performance indicators from the state standards. Please report any concern regarding the language of the scoring guide indicators to your arts administrator or lead teacher for the 3.0 revision process. Note that the NCCAS is in the process of revising national standards for arts education. This may have implications for later versions of the scoring guide. Dance Music Theater Visual Arts Perform Standards 1, 2 Standards 1, 2, 5 Standards 2, 4 Standards 1, 2 Create Standard 2, 3 Standard 3, 4 Standards 1, 3 Standard 3 Respond Standard 4, 5 Standards 6, 7 Standards 7, 8 Standards 4, 5 Connect Standards 5, 6, 7 Standards 8, 9 Standards 5, 6 Standard 6 DANCE Standard 1.0 Elements and Skills. Standard 2.0 Choreography Standard 3.0 Creativity and Communication Standard 4.0 Criticism and Analysis Standard 5.0 Cultural/Historical Contexts Standard 6.0 Health Standard 7.0 Interdisciplinary Connections THEATRE Standard 1.0 Script Writing Standard 2.0 Character Acting Standard 3.0 Scene Design Standard 4.0 Directing Standard 5.0 Research Standard 6.0 Theatrical Presentation Standard 7.0 Scene Comprehension Standard 8.0 Context MUSIC Standard 1.0 Singing Standard 2.0 Playing Instruments Standard 3.0 Improvising Standard 4.0 Composing Standard 5.0 Reading and Notating Standard 6.0 Listening and Analyzing Standard 7.0 Evaluation Standard 8.0 Interdisciplinary Connections Standard 9.0 Historical and Cultural Relationships VISUAL ART Standard 1.0 Media, Techniques and Processes Standard 2.0 Structures and Functions Standard 3.0 Evaluation Students will choose and evaluate a range of subject matter, symbols, and ideas. Standard 4.0 Historical and Cultural Relationships Standard 5.0 Reflecting and Assessing Standard 6.0 Interdisciplinary Connections

2 USING THE SCORING GUIDE WHEN COLLECTING EVIDENCE: PRINCIPALS OF SCORING The inclusion of a student growth component in teacher evaluation, whether it be a value- added measure like TVAAS or a portfolio- based measure like the one presented here, relies upon the premise that teacher effectiveness can be inferred from student growth. Specifically, effectiveness is understood as the amount of growth made by a teacher s students in one year compared to the growth they would be expected to make. If a group of students makes more than expected growth, we think of their teacher as more effective than average. If a group of students makes less than expected growth, we think of teacher as less effective than average. Measuring student growth is also a complex process. We measure student growth by examining evidence from two points in time (beginning to end of a year, semester, unit, etc). We rate each one of those pieces of evidence on the basis of achievement and then compare the two scores to determine growth. In this way, we are able to move from measuring student achievement, which is fairly well accepted and understood, to measuring student growth and eventually teacher effectiveness, which are not. HOW TO SCORE AN EVIDENCE COLLECTION: While the section above outlines the philosophical framework guiding the scoring process, this section breaks down the process into concrete and clear steps. It is, however, important to use these steps along with the framework in order to score thoughtfully and holistically. Step 1: Identifying Student Achievement The scoring guide below contains indicators designed to reflect the performance indicators from Tennessee state standards. These are meant to serve as a as a guide to rating artifacts. Because the focus areas (Perform, Create, Respond, Connect) contain Checks for Understanding and Student Performance Indicators from a combination of state standards, this guide should not be understood as a checklist of indicators. Rather, a score should be determined by looking for the performance level that fits the preponderance of the evidence and represents the best fit. Step 2: Calculating Student Growth Once artifacts have been rated for achievement using the scoring guidelines below, student growth may be determined. This is essentially a calculation of the growth in achievement from the first to the second (or last) artifact. For example, if an early artifact from a student is judged to be a 3, while a later one is judged to be a 5, this would represent two levels of students growth. Note that evidence collections may include artifacts from multiple students or a group of students in this case you would determine the typical student growth across the entire collection. Step 3: Determining Teacher Effectiveness The determination of teacher effectiveness results from a comparison of the achieved student growth to the expected student growth. We define expected student growth as one level (roughly approximately to one year) of growth. Based on the effectiveness levels defined by the state of Tennessee and Memphis City Schools, each evidence collection should receive a score of 1 through 5, according to the following guidelines: Level 1 Significantly Below Expectations No/Limited student growth Level 2 Below Expectations On average, less than one level of student growth Level 3 At Expectations On average, one level of student growth Level 4 Above Expectations On average, approximately two levels of student growth Level 5 - Significantly Above Expectations - Two levels of student growth, AND demonstration of some of the following: meta- cognitive processes; knowledge and skills; risk taking, imagination and voice; and a range of abilities with technique, problem solving and ideation. *Please note that these guidelines should be appropriately differentiated for diverse circumstances. For examples, students whose early artifacts are deemed a 4 or a 5 cannot grow two levels. It is imperative, in such instances, that evaluators not limit their consideration of student growth to these numerical limits, and use their expertise to consider whether students have demonstrated more or less than expected growth. *Additionally, it is important that evaluators consider teaching conditions when scoring. Educators should have access to a satisfactory teaching environment that meets the desirable minimum standards as outlined in the Opportunity- to- Learn Standards. Where this is not the case, evaluators should consider the impact that challenging teaching assignments have on expected student growth and differentiate accordingly. 1

3 TABLE OF CONTENTS 2 Visual Art Elementary Secondary P. 3 P. 15 Music Elementary P. 25 Vocal P. 30 Instrumental P. 40 General Music *See below Music Theory *See below Music History *See below Theatre Dance P P Media Arts/Other *See below and Page 78 *If your content area is not listed above or the scoring guides do not contain indicators aligned your specific course or grade level, you may contact for assistance. There will be several grade levels and content areas without scoring guides in this format. The TDOE State Standards for those content areas/grade levels will serve as scoring guides for rating student growth evidence. The Grade Level Expectations and Student Performance Indicators are used as indicators along the student achievement continuum, and the growth between pre- post evidence will guide the scoring process. The framework used for scoring these areas uses the same process as the tables in the Student Growth Scoring Guide Appendix.

4 3 Visual Art Scoring Guide-Reference Sheet (Complete Guide Below) Perform Media, Techniques, and Processes Structure and Function 1.A Will show students understanding to apply media, techniques, and processes. Evidence Collections 1.B Student will use knowledge of structures and functions. Evidence Collection(s): Teacher can present worksheets, video recording, audio recordings, and photographs of students finished products. Student portfolios demonstrating growth, Pre and post assessment (projects, tests), Formative student work samples (shading practice, color wheels, value scales, etc.), Summative student work samples (still-life, landscape, portrait, etc.) Projects from displays/exhibitions ( Rubric/Check-list of standards-based assessment showing significant student growth, Personal assessment (written critique), Peer assessment (video of class critique) Create 2. Will show students ability to choose, create, and describe matter and symbols in created and viewed art. Evidence Collection(s): Critique Sheets, motif worksheets (teacher has a worksheet with motifs used by a specific artist), video/audio file of students critiquing work. Student portfolios demonstrating growth, Projects from displays/exhibitions, Contest entries (local, regional, and national), Personal assessment (written critique), Peer assessment (video of class critique) Respond Relation to History and Cultures Reflecting and Assessing 3.A Will show student ability to relate the visual arts to history and cultures. Evidence Collection(s): Video/audio recording of students comparing and analyzing artifacts from various cultures, written assessment, creating a classroom timeline. Pre and post assessment (projects, tests), Student work samples emulating a historical/cultural theme,, Class-discussion of historical/cultural contexts (video) 3.B Will show students ability to reflect and assess the characteristics and merits of their work and the work of others. Evidence Collection(s): Personal assessment (written critique), Peer assessment (video/audio recording of class critique). Pre and post assessment (projects, tests). Connect Interdisciplinary Connections 4. Will show students ability to make connections between the visual arts and other disciplines. Evidence Collection(s): Audio/Video recording of dance/theater performances, interdisciplinary projects, and writing samples. Class-discussion of interdisciplinary contexts (video), Student work samples emulating interdisciplinary themes, Projects from displays/exhibitions, Contest entries (local, regional, and national)

5 4 PERFORM 5 SIGNIFICANTLY ABOVE EXPECTATIONS Independent with high quality evidence above the expected developmentally appropriate level A. MEDIA, TECHNIQUES, & PROCESSES Execute the intended use of teacher selected tools and media as modeled by the teacher (e.g. pencils, markers, crayons, paint, and paper) Execute a variety of teachersequenced techniques and use appropriate vocabulary to explain techniques (e.g., paint, glue, cut, sculpt, draw, collage, and print). Execute a variety of teacher-selected processes (e.g., painting, printing, mixed media). Apply levels of craftsmanship as modeled by the teacher. VISUAL ART ELEMENTARY - GRADES K-2 4 ABOVE EXPECTATIONS Independent with developmentally appropriate evidence; self-correction and some teacher guidance A. MEDIA, TECHNIQUES, & PROCESSES Demonstrate precision and explore the use of teacher selected tools and media in a safe manner (e.g. pencils, markers, crayons, paint, and paper). Demonstrate precision in a variety of teacher sequenced and use appropriate vocabulary to explain a technique (e.g., paint, glue, cut, sculpt, draw, collage, and print). Demonstrate a precision in a variety of teacher-selected processes (e.g., painting, printing, mixed media). Identify and apply levels of craftsmanship as modeled by the teacher. 3 AT EXPECTATIONS Independent with developmentally appropriate evidence; some teacher guidance and correction A. MEDIA, TECHNIQUES, & PROCESSES 2 BELOW EXPECTATIONS Some developmentally appropriate evidence with teacher guidance and correction A. MEDIA, TECHNIQUES, & PROCESSES Demonstrate precision using teacher A. Demonstrate the use of teacherselected tools and media in a safe selected tools and media in a safe manner (e.g. pencils, markers, manner (e.g. pencils, markers, crayons, paint, and paper). crayons, paint, and paper). Demonstrate a variety of teachersequenced techniques (e.g., paint, a glue, cut, sculpt, draw, collage, and print). Demonstrate a variety of teacherselected processes (e.g., painting, printing, mixed media). Recognize levels of craftsmanship as modeled by the teacher. Recognize and explain a variety of teacher-sequenced techniques (e.g., paint, glue, cut, sculpt, draw, collage, and print). B. Recognize and explain a variety of teacher-selected processes (e.g., painting, printing, mixed media). Identify levels of craftsmanship as modeled by the teacher. 1 SIGNIFICANTLY BELOW EXPECTATIONS Little or no developmentally appropriate evidence with teacher guidance A. MEDIA, TECHNIQUES, & PROCESSES Identify teacher selected tools and use media in a safe manner (e.g. pencils, markers, crayons, paint, and paper). Recognize a variety of teachersequenced techniques (e.g., paint, glue, cut, sculpt, draw, collage, and print). Recognize a variety of teacherselected processes (e.g., painting, printing, mixed media). Discuss levels of craftsmanship as modeled by the teacher.

6 B. STRUCTURES & FUNCTIONS B. STRUCTURES & FUNCTIONS B. STRUCTURES & FUNCTIONS B. STRUCTURES & FUNCTIONS B. STRUCTURES & FUNCTIONS 5 Demonstrate chosen elements of art. Use chosen elements of art. Classify examples of the elements of art. Name and describe examples of the elements of art. Name examples of the elements of art. Classify and use examples of the principles of design with appropriate use of vocabulary. Identify examples of the principles of design with appropriate use of vocabulary. Recognize and describe examples of the principles of design with appropriate use of vocabulary. Recognize examples of the principles of design with appropriate use of vocabulary. Experience examples of the principles of design with appropriate use of vocabulary. Explain and implement selected purposes in student s art. Classify and explain purposes of artwork selected by the teacher. Identify and classify purposes of artwork selected by the teacher. Classify and describe purposes of artwork selected by the teacher. Explore purposes of artwork selected by the teacher. Identify selected context and implement selected context in student s art. Identify and compare context of artwork selected by the teacher. Identify context of artwork selected by the teacher. Explore and describe context of artwork selected by the teacher. Explore context of artwork selected by the teacher. VISUAL ART ELEMENTARY - GRADES K-2 CREATE 5 SIGNIFICANTLY ABOVE EXPECTATIONS 4 ABOVE EXPECTATIONS 3 AT EXPECTATIONS 2 BELOW EXPECTATIONS 1 SIGNIFICANTLY BELOW EXPECTATIONS Independent with high quality evidence above the expected developmentally appropriate level Independent with developmentally appropriate evidence; self-correction and some teacher guidance Independent with developmentally appropriate evidence; some teacher guidance and correction Some developmentally appropriate evidence with teacher guidance and correction Little or no developmentally appropriate evidence with teacher guidance Generate and develop an idea; apply and refine a subject and/or symbols. Generate and develop an idea; apply and refine a subject and/or symbols. Generate and develop an idea; apply and refine a subject and/or symbols. Generate and develop an idea; apply and refine a subject and/or symbols. Generate and develop an idea; apply and refine a subject and/or symbols. Research and investigate ideas, subject matter, and symbols in teacher-selected art. Research and investigate ideas, subject matter, and symbols in teacher-selected art. Research and investigate ideas, subject matter, and symbols in teacher-selected art. Research and investigate ideas, subject matter, and symbols in teacher-selected art. Research and investigate ideas, subject matter, and symbols in teacher-selected art.

7 VISUAL ART ELEMENTARY - GRADES K-2 6 RESPOND 5 SIGNIFICANTLY ABOVE EXPECTATIONS 4 ABOVE EXPECTATIONS 3 AT EXPECTATIONS 2 BELOW EXPECTATIONS 1 SIGNIFICANTLY BELOW EXPECTATIONS Independent with high quality evidence above the expected developmentally appropriate level Independent with developmentally appropriate evidence; self-correction and some teacher guidance Independent with developmentally appropriate evidence; some teacher guidance and correction Some developmentally appropriate evidence with teacher guidance and correction Little or no developmentally appropriate evidence with teacher guidance A. RELATION TO HISTORY & CULTURES A. RELATION TO HISTORY & CULTURES A. RELATION TO HISTORY & CULTURES A. RELATION TO HISTORY & CULTURES A. RELATION TO HISTORY & CULTURES Analyze teacher-selected art and artifacts from different cultures, times, and places. Compare, and analyze teacherselected art and artifacts from different cultures, times, and places. Identify and compare teacherselected art and artifacts from different cultures, times, and places. Identify teacher-selected art and artifacts from different cultures, times, and places. Explore teacher-selected art and artifacts from different cultures, times, and places. Analyze the relationship between culture, history, and art in teacher selected examples. Analyze the relationship between culture, history, and art in teacher selected examples. Identify the relationship between culture, history, and art in teacher selected examples. Identify the relationship between culture, history, and art in teacher selected examples. Explore the relationship between culture, history, and art in teacher selected examples. B. REFLECTING & ASSESSING B. REFLECTING & ASSESSING B. REFLECTING & ASSESSING B. REFLECTING & ASSESSING B. REFLECTING & ASSESSING Explain and analyze the characteristics and merits of student s own artwork. Compare and explain the characteristics and merits of student s own artwork. Recognize and compare the characteristics and merits of student s own artwork. Recognize the characteristics and merits of student s own artwork. Explore the characteristics and merits of student s own artwork. Explain and analyze the characteristics and merits of others artwork. Compare and explain the characteristics and merits of others artwork. Recognize and compare the characteristics and merits of others artwork. Recognize the characteristics and merits of others artwork. Explore the characteristics and merits of others artwork.

8 7 VISUAL ART ELEMENTARY - GRADES K-2 CONNECT 5 SIGNIFICANTLY ABOVE EXPECTATIONS 4 ABOVE EXPECTATIONS 3 AT EXPECTATIONS 2 BELOW EXPECTATIONS 1 SIGNIFICANTLY BELOW EXPECTATIONS Independent with high quality evidence above the expected developmentally appropriate level Independent with developmentally appropriate evidence; self-correction and some teacher guidance Independent with developmentally appropriate evidence; some teacher guidance and correction Some developmentally appropriate evidence with teacher guidance and correction Little or no developmentally appropriate evidence with teacher guidance A. INTERDISCIPLINARY CONNECTIONS A. INTERDISCIPLINARY CONNECTIONS A. INTERDISCIPLINARY CONNECTIONS A. INTERDISCIPLINARY CONNECTIONS A. INTERDISCIPLINARY CONNECTIONS Compare and explain how learning visual art content deepens understanding of music, theater, dance, or media arts. Explain how learning visual art content deepens understanding of music, theater, dance, or media arts.. Explain how learning visual art content deepens understanding of music, theater, dance, or media arts. Identify how learning visual art content deepens understanding of music, theater, dance, or media arts.. Explore how learning visual art content deepens understanding of music, theater, dance, or media arts.. Compare and explain how learning visual art content deepens understanding of other standards based disciplines Explain how learning visual art content deepens understanding of other standards based disciplines Explain how learning visual art C. Identify how learning visual art content deepens understanding of content deepens understanding of other standards based disciplines other standards based disciplines (e.g., language arts, physical education, mathematics, social studies, science, technology, career guidance, health education, and world languages). Explore how learning visual art content deepens understanding of other standards based disciplines

9 8 VISUAL ART ELEMENTARY - GRADES 3-5 PERFORM 5 SIGNIFICANTLY ABOVE EXPECTATIONS 4 ABOVE EXPECTATIONS 3 AT EXPECTATIONS 2 BELOW EXPECTATIONS 1 SIGNIFICANTLY BELOW EXPECTATIONS Independent with high quality evidence above the expected developmentally appropriate level Independent with developmentally appropriate evidence; self-correction and some teacher guidance Independent with developmentally appropriate evidence; some teacher guidance and correction Some developmentally appropriate evidence with teacher guidance and correction Little or no developmentally appropriate evidence with teacher guidance A. MEDIA, TECHNIQUES, AND PROCESSES A. MEDIA, TECHNIQUES, AND PROCESSES A. MEDIA, TECHNIQUES, AND PROCESSES A. MEDIA, TECHNIQUES, AND PROCESSES A. MEDIA, TECHNIQUES, AND PROCESSES Execute the intended use of tools, proper care of workspace, and integrate a variety of media (e.g. drawing implements, painting implements, sculpting implements, printmaking implements, and technology). Execute the intended use of tools, proper care of workspace, and a variety of media as facilitated by the teacher (e.g. drawing implements, painting implements, sculpting implements, printmaking implements, and technology). Execute the intended use of tools and a variety of media as coached by the teacher (e.g. drawing implements, painting implements, sculpting implements, printmaking implements, and technology). D. Execute the intended use of tools and a variety of media as modeled by the teacher (e.g. drawing implements, painting implements, sculpting implements, printmaking implements, and technology). Demonstrate a precision in the use of tools and media in the intended manner as modeled by the teacher (e.g. drawing implements, painting implements, sculpting implements, printmaking implements, and technology). Experiment with, organize, and execute a variety of processes (e.g., painting, printing, mixed media). Organize and execute a variety of teacher-coached processes (e.g., painting, printing, mixed media). Organize and execute a variety of teacher-modeled processes (e.g., painting, printing, mixed media). E. Execute a variety of teachermodeled processes (e.g., painting, printing, mixed media). Demonstrate a precision in the use of a variety of teachermodeled processes (e.g., painting, printing, mixed media). Execute high-quality craftsmanship, Execute levels of craftsmanship as modeled by the teacher. Execute levels of craftsmanship as modeled by the teacher. Demonstrate levels of craftsmanship as modeled by the teacher. Recognize and demonstrate levels of craftsmanship as modeled by the teacher.

10 B. STRUCTURES AND FUNCTIONS B. STRUCTURES AND FUNCTIONS B. STRUCTURES AND FUNCTIONS B. STRUCTURES AND FUNCTIONS B. STRUCTURES AND FUNCTIONS Critique the elements of art found in selected artworks of others and in one s own artwork. Interpret the elements of art found in selected artworks of others and in one s own artwork. Compare and make inferences about the elements of art found in selected artworks of others and in one s own artwork. Classify and compare the elements of art found in selected artwork and in one s own artwork. 9 Compare and explain the elements of art found in selected artwork and in one s own artwork. Experiment with chosen elements in one s own artwork. Integrate chosen elements in one s own artwork. Execute chosen elements in one s own artwork. Demonstrate chosen elements in one s own artwork. Use chosen elements in one s own artwork. Interpret and critique the principles of design found in one s own and selected artworks of others. Compare and interpret the principles of design found in one s own and selected artworks of others. Compare the principles of design found in one s own and selected artworks of others. Identify the principles of design found in one s own and selected artworks of others. Explain and classify the principles of design found in one s own and selected artworks of others. Execute, integrate, and experiment with chosen principles of design one s own artwork. Execute, integrate, and experiment with chosen principles of design in one s own artwork. Execute, integrate, and experiment with principles of design in one s own artwork. Execute and integrate chosen principles of design in one s own artwork. Use chosen principles of design in one s own artwork. Explain, compare, and critique the purpose of selected artworks. Explain, compare, and critique the purpose of selected artworks. Explain, compare, and critique the purpose of selected artworks. Explain and compare the purpose of selected artworks. Recognize and/or explain the purpose of selected artworks. Execute, integrate, and experiment with chosen purposes in one s own work. Execute and integrate chosen purposes in one s own work. Execute chosen purposes in one s own work. Demonstrate chosen purposes in one s own work. Select chosen purposes in one s own work. Explain, compare, and critique the context of selected artworks. Explain, compare, and critique the context of selected artworks. Explain and compare the context of selected artworks. Explain the context of selected artworks. Recognize the context of selected artworks. Execute, integrate, and experiment with a chosen context one s own artwork. Execute, integrate, and experiment with a chosen context one s own artwork. Execute, integrate and experiment with a chosen context one s own artwork. Execute and integrate a chosen context of one s own artwork. Select and demonstrate a chosen context of one s own artwork.

11 10 VISUAL ART ELEMENTARY - GRADES 3-5 CREATE 5 SIGNIFICANTLY ABOVE EXPECTATIONS 4 ABOVE EXPECTATIONS 3 AT EXPECTATIONS 2 BELOW EXPECTATIONS 1 SIGNIFICANTLY BELOW EXPECTATIONS Independent with high quality evidence above the expected developmentally appropriate level Independent with developmentally appropriate evidence; self-correction and some teacher guidance Independent with developmentally appropriate evidence; some teacher guidance and correction Some developmentally appropriate evidence with teacher guidance and correction Little or no developmentally appropriate evidence with teacher guidance Generate and develop an idea; implement and refine a subject and/or symbols. Generate and develop an idea; implement and refine a subject and/or symbols. Generate and develop an idea; implement and refine a subject and/or symbols. Generate and develop an idea; implement and refine a subject and/or symbols. Generate and develop an idea; implement and refine a subject and/or symbols. Research, interpret, and critique subject matter and symbols in art Research, interpret, and critique subject matter and symbols in art. Research, interpret, and critique subject matter and symbols in art. Research, interpret, and critique subject matter and symbols in art Research, interpret, and critique subject matter and symbols in art.

12 RESPOND 5 SIGNIFICANTLY ABOVE EXPECTATIONS Independent with high quality evidence above the expected developmentally appropriate level A. RELATION TO HISTORY AND CULTURES Analyze and illustrate characteristics of teacher-selected art and artifacts from different cultures, times, and places. Analyze and illustrate debate how past and present culture, history, and art influence each other. VISUAL ART ELEMENTARY - GRADES ABOVE EXPECTATIONS Independent with developmentally appropriate evidence; self-correction and some teacher guidance A. RELATION TO HISTORY AND CULTURES Analyze and illustrate characteristics of teacher-selected art and artifacts from different cultures, times, and places. Analyze how past and present cultures, history, and art influence each other. 3 AT EXPECTATIONS Independent with developmentally appropriate evidence; some teacher guidance and correction A. RELATION TO HISTORY AND CULTURES Analyze characteristics of teacherselected art and artifacts from different cultures, times, and places. Interpret and debate how past and present cultures, history, and art influence each other. 2 BELOW EXPECTATIONS Some developmentally appropriate evidence with teacher guidance and correction A. RELATION TO HISTORY AND CULTURES Interpret and debate characteristics of teacher-selected art and artifacts from different cultures, times, and places. Interpret how past and present cultures, history, and art influence each other. 1 SIGNIFICANTLY BELOW EXPECTATIONS Little or no developmentally appropriate evidence with teacher guidance 11 A. RELATION TO HISTORY AND CULTURES Compare characteristics of teacherselected art and artifacts from different cultures, times, and places. Compare how past and present cultures, history, and art influence each other. B. REFLECTING AND ASSESSING B. REFLECTING AND ASSESSING B. REFLECTING AND ASSESSING B. REFLECTING AND ASSESSING B. REFLECTING AND ASSESSING Critique (verbal, illustrated, and/or written) the characteristics and merits of student s own artwork. Critique (verbal, illustrated, and/or written) the characteristics and merits of student s own artwork. Evaluate (verbal, illustrated, and/or written) the characteristics and merits of student s own artwork. Analyze (verbal, illustrated, and/or written) the characteristics and merits of student s own artwork. Compare (verbal, illustrated, and/or written) the characteristics and merits of student s own artwork. Critique (verbal, illustrated, and/or written) the characteristics and merits of the artwork of others. Critique (verbal, illustrated, and/or written) the characteristics and merits of the artwork of others. Evaluate (verbal, illustrated, and/or written) the characteristics and merits of the artwork of others. Analyze (verbal, illustrated, and/or written) the characteristics and merits of the artwork of others. Compare (verbal, illustrated, and/or written) the characteristics and merits of the artwork of others. Critique various responses to art from different viewers.. Critique various responses to art from different viewers. Evaluate various responses to art from different viewers. Compare and contrast various responses to art from different viewers. Compare various responses to art from different viewers.

13 12 VISUAL ART ELEMENTARY - GRADES 3-5 CONNECT 5 SIGNIFICANTLY ABOVE EXPECTATIONS 4 ABOVE EXPECTATIONS 3 AT EXPECTATIONS 2 BELOW EXPECTATIONS 1 SIGNIFICANTLY BELOW EXPECTATIONS Independent with high quality evidence above the expected developmentally appropriate level Independent with developmentally appropriate evidence; self-correction and some teacher guidance Independent with developmentally appropriate evidence; some teacher guidance and correction Some developmentally appropriate evidence with teacher guidance and correction Little or no developmentally appropriate evidence with teacher guidance A. Interdisciplinary Connections A. Interdisciplinary Connections A. Interdisciplinary Connections A. Interdisciplinary Connections A. Interdisciplinary Connections Analyze and illustrate connections between visual arts disciplines and other arts disciplines in order to distinguish commonalities. Analyze connections between visual arts disciplines and other arts disciplines in order to distinguish commonalities. Explain connections between visual arts disciplines and other arts disciplines in order to distinguish commonalities. Explain connections between visual arts disciplines and other arts disciplines in order to distinguish commonalities. Compare connections between visual arts disciplines and other arts disciplines in order to distinguish commonalities. Analyze and illustrate how learning visual art content deepens understanding of other standards based disciplines. Analyze how learning visual art content deepens understanding of other standards based disciplines. Explain how learning visual art content deepens understanding of other standards based disciplines (e.g., language arts, physical education, mathematics, social studies, science, technology, career guidance, health education, and world languages). Explain how learning visual art content deepens understanding of other standards based disciplines. Compare how learning visual art content deepens understanding of other standards based disciplines.

14 13 VISUAL ART MIDDLE SCHOOL - GRADES 6-8 PERFORM 5 SIGNIFICANTLY ABOVE EXPECTATIONS 4 ABOVE EXPECTATIONS 3 AT EXPECTATIONS 2 BELOW EXPECTATIONS 1 SIGNIFICANTLY BELOW EXPECTATIONS Independent with high quality evidence above the expected developmentally appropriate level Independent with developmentally appropriate evidence; self-correction and some teacher guidance Independent with developmentally appropriate evidence; some teacher guidance and correction Some developmentally appropriate evidence with teacher guidance and correction Little or no developmentally appropriate evidence with teacher guidance A. MEDIA, TECHNIQUES & PROCESSES A. MEDIA, TECHNIQUES & PROCESSES A. MEDIA, TECHNIQUES & PROCESSES A. MEDIA, TECHNIQUES & PROCESSES A. MEDIA, TECHNIQUES & PROCESSES Select an expanded variety of appropriate media, techniques, and processes to create intended meaning and desired effect in a work of art in an accomplished manner Select an expanded variety of appropriate media, techniques, and processes to create intended meaning and desired effect in a work of art in an accomplished manner Select a variety of appropriate media, techniques, and processes to create intended meaning and desired effect in a work of art. Select appropriate media, techniques, and processes that create intended meaning and desired effect in a work of art Limited selection of appropriate media, techniques, and processes that create intended meaning and desired effect in a work of art. Use media and tools in a safe, responsible, effective and accomplished manner. Use media and tools in a safe, responsible, effective and accomplished manner. Use media and tools in a safe, responsible and effective manner Use media and tools in a safe and responsible manner. Use media in a safe and responsible manner. Consider and communicate a specific idea through the appropriate use of media, techniques, and processes. Consider and communicate a specific idea through the appropriate use of media, techniques, and processes. Explore how ideas are communicated through the use of media, techniques, and processes. Recognize how ideas are communicated through the use of media, techniques, and processes. Recognize how ideas are communicated through the use of media, techniques, and processes.

15 14 B. STRUCTURES AND FUNCTIONS B. STRUCTURES AND FUNCTIONS B. STRUCTURES AND FUNCTIONS B. STRUCTURES AND FUNCTIONS B. STRUCTURES AND FUNCTIONS Apply, analyze, and identify the elements of art and principles of design in creating unique works of arts. Apply (analyze and identify) the elements of art and principles of design in creating unique works of arts. Apply (the elements of art and principles of design in creating works of arts. Apply the elements of art and principles of design in creating works of arts. Apply the elements of art and principles of design in creating works of arts. Identify visual arts problems and uses critical thinking skills to successfully execute a unique solution in works of art. Identify visual arts problems and uses critical thinking skills to successfully execute a unique solution in works of art. Choose and execute, successfully, a solution to a specific visual art assignment. Formulate a strategy to address a specific visual art assignment. Apply strategies to address a specific visual art assignment. Create unique works of art with various sensory and expressive qualities. Create unique works of art with various sensory and expressive qualities. Apply various sensory and expressive qualities in a work of art. Recognize various sensory and expressive qualities in a work of art. Recognize sensory and expressive qualities in a work of art. Compose a work of art utilizing organizational structures (combine one or more elements of art with one or more principles of design). Compose a work of art utilizing organizational structures (combines one or more elements of art with one or more principles of design). Compare similarities among and the differences between organizational structures in works of art. Recognize and analyze organizational structures in works of art. Recognize organizational structures in works of art. Create unique artwork that applies structures and functions to communicate ideas effectively. Create unique artwork that applies structures and functions to communicate ideas effectively. Apply structures and functions to communicate ideas in works of art effectively. Attempt to apply structures and functions to communicate ideas in works of art. Apply structures and functions to communicate ideas in works of art.

16 15 VISUAL ART MIDDLE SCHOOL - GRADES 6-8 CREATE 5 SIGNIFICANTLY ABOVE EXPECTATIONS 4 ABOVE EXPECTATIONS 3 AT EXPECTATIONS 2 BELOW EXPECTATIONS 1 SIGNIFICANTLY BELOW EXPECTATIONS Independent with high quality evidence above the expected developmentally appropriate level Independent with developmentally appropriate evidence; self-correction and some teacher guidance Independent with developmentally appropriate evidence; some teacher guidance and correction Some developmentally appropriate evidence with teacher guidance and correction Little or no developmentally appropriate evidence with teacher guidance Create unique works of art that demonstrate an application and analysis of subject matter, themes and symbols in an effective manner. Create unique works of art that demonstrate an application and analysis of subject matter, themes and symbols in an effective manner. Apply, analyze, and appraise subject matter, themes, and symbols in works of art. Apply, analyze, and appraise subject matter, themes, and symbols in works of art. Apply, analyze, and appraise subject matter, themes, and symbols in works of art. Create unique works of art that demonstrate an application and analysis of contexts, values, and aesthetics used to communicate intended meanings in artworks. Create unique works of art that demonstrate an application and analysis of contexts, values, and aesthetics used to communicate intended meanings in artworks. Apply and analyze contexts, values, and aesthetics used to communicate intended meanings in artworks. Apply and analyze contexts, values, and aesthetics used to communicate intended meanings in artworks. Apply and analyze contexts, values, and aesthetics used to communicate intended meanings in artworks. Create unique works of art that demonstrate choice and execution of subject matter, symbols, and ideas in a work of art. Create unique works of art that demonstrate choice and execution of subject matter, symbols, and ideas in a work of art. Apply choice and purpose in execution of subject matter, symbols, and ideas in a work of art. Apply choice and purpose in execution of subject matter, symbols, and ideas in a work of art. Apply choice and purpose in execution of subject matter, symbols, and ideas in a work of art.

17 16 RESPOND 5 SIGNIFICANTLY ABOVE EXPECTATIONS Independent with high quality evidence above the expected developmentally appropriate level A. HISTORICAL AND CULTURAL RELATIONSHIPS Discuss, debate, and reflect on how the historical and cultural contexts influence the meaning of an expanded variety of artwork. Interpret, discuss, and reflect on the role of an expanded variety of artists throughout history and cultures. VISUAL ART MIDDLE SCHOOL - GRADES ABOVE EXPECTATIONS Independent with developmentally appropriate evidence; self-correction and some teacher guidance A. HISTORICAL AND CULTURAL RELATIONSHIPS Discuss, debate, and reflect on how the historical and cultural contexts influence the meaning of an expanded variety of artwork. Interpret, discuss, and reflect on the role of an expanded variety of artists throughout history and cultures. 3 AT EXPECTATIONS Independent with developmentally appropriate evidence; some teacher guidance and correction A. HISTORICAL AND CULTURAL RELATIONSHIPS Examine and report on how the historical and cultural contexts influence the meaning of given artwork. Examine and report on the role of a variety of artists throughout history and cultures. 2 BELOW EXPECTATIONS Some developmentally appropriate evidence with teacher guidance and correction A. HISTORICAL AND CULTURAL RELATIONSHIPS Identify the historical and cultural contexts of a specific artwork. Identify the role of artists throughout history and cultures. 1 SIGNIFICANTLY BELOW EXPECTATIONS Little or no developmentally appropriate evidence with teacher guidance A. HISTORICAL AND CULTURAL RELATIONSHIPS Identify the historical and cultural contexts of a specific artwork. Identify the role of artists throughout history and cultures. Appraise, judge, and reflect upon the characteristics of an expanded variety of artwork in various eras and cultures. Discuss, debate and reflect on how the cultural factors of time and place influence the meaning of an expanded variety of artwork. Appraise, judge, and reflect on how historical and cultural factors influence an expanded variety of contemporary artworks. Appraise, judge, and reflect upon the characteristics of an expanded variety of artwork in various eras and cultures. Discuss, debate and reflect on how the cultural factors of time and place influence the meaning of an expanded variety of artwork. Appraise, judge, and reflect on how historical and cultural factors influence an expanded variety of contemporary artworks. Evaluate and analyze the characteristics of artwork in various eras and cultures. Evaluate and analyze how the cultural factors of time and place influence the meaning of a variety of artworks. Examine and report on how historical and cultural factors influence a variety of contemporary artworks. Identify the characteristics of artwork in various eras and cultures. Recognize how the cultural factors of time and place influence the meaning artworks. Explain how historical and cultural factors influence contemporary artworks. Identify the characteristics of artwork in various eras and cultures. Recognize how the cultural factors of time and place influence the meaning artworks. Explain how historical and cultural factors influence contemporary artworks.

18 B. REFLECTING AND ASSESSING B. REFLECTING AND ASSESSING B. REFLECTING AND ASSESSING B. REFLECTING AND ASSESSING B. REFLECTING AND ASSESSING 17 Evaluate, interpret, and reflect on multiple intentions in creating unique personal works of art and/or critiquing works of art by others. Evaluate, interpret, and reflect on multiple intentions in creating unique personal works of art and/or critiquing works of art by others. Analyze and interpret multiple intentions in creating personal works of art and/or critiquing works of art by others. Interpret and distinguish multiple intentions in personal works of art and/or works of art by others. Identify the multiple intentions in creating works of art by self and/or others. Propose, appraise, and assess with clarity various interpretations of an expanded variety of works of art created by self and others. Propose, appraise, and assess with clarity various interpretations of an expanded variety of works of art created by self and others. Consider and analyze various interpretations of a variety of works of art created by self and others. Recognize and identify various interpretations of works of art created by self and others. Recognize various interpretations of works of art created by self and others. Deliberate, evaluate, and discuss with clarity the similarities and differences among and between one s artwork and the work of others. Deliberate, evaluate, and discuss with clarity the similarities and differences among and between one s artwork and the work of others. Analyze and discuss the similarities and differences among and between one s artwork and the work of others. Compare and contrast one s artwork with the work of others. Compare and contrast one s artwork with the work of others. Evaluate, appraise, and discuss the qualities of an artwork with appropriate supporting evidence. Evaluate, appraise, and discuss the qualities of an artwork with appropriate supporting evidence. Identify, analyze, and discuss the qualities of an artwork with supporting evidence. Identify and analyze the strategies in a successful critique. Identify the strategies in a successful critique.

19 VISUAL ART MIDDLE SCHOOL - GRADES CONNECT 5 SIGNIFICANTLY ABOVE EXPECTATIONS 4 ABOVE EXPECTATIONS 3 AT EXPECTATIONS 2 Below Expectations 1 Significantly Below Expectations Independent with high quality evidence above the expected developmentally appropriate level Independent with developmentally appropriate evidence; self-correction and some teacher guidance Independent with high quality evidence above the expected developmentally appropriate level Independent with developmentally appropriate evidence; self-correction and some teacher guidance Independent with high quality evidence above the expected developmentally appropriate level A. INTERDISCIPLINARY CONNECTIONS A. INTERDISCIPLINARY CONNECTIONS A. INTERDISCIPLINARY CONNECTIONS A. INTERDISCIPLINARY CONNECTIONS A. INTERDISCIPLINARY CONNECTIONS Consider, connect, and apply ideas, issues, and themes present in visual art and other academic disciplines when creating works of art Consider, connect, and apply ideas, issues, and themes present in visual art and other academic disciplines when creating works of art Examine and consider ideas, issues, and themes present in visual art and other academic disciplines when creating works of art. Sometimes identify ideas, issues, and themes present in visual art and another academic discipline. Limited identification of ideas, issues, and themes present in visual art and another academic discipline. Examine, discuss and demonstrate how the unique characteristics of visual art improve comprehension in other academic disciplines. Examine, discuss and demonstrate how the unique characteristics of visual art improve comprehension in other academic disciplines. Examine, predict, and discuss how the unique characteristics of visual art improve comprehension in one other academic discipline. Sometimes identify how the unique characteristics of visual art improve comprehension in one other academic discipline. Limited or no evidence of the ability to connect the characteristics of visual arts with another discipline.

20 19 VISUAL ART HIGH SCHOOL - GRADE 9-12 PERFORM Significantly Above Expectations Above Expectations At Expectations Below Expectations Significantly Below Expectations Student works independently and with depth of understanding; produces high quality work; requires no teacher guidance Student works independently; selfcorrects; produces unique work with very little teacher guidance Student works independently and Student shows some evidence and has a basic understanding; requires lacks understanding; requires some teacher guidance and teacher guidance and correction correction Student shows little or no evidence or lacks understanding; requires teacher guidance A. Media, Techniques, and Processes A. Media, Techniques, and Processes A. Media, Techniques, and Processes A. Media, Techniques, and Processes A. Media, Techniques, and Processes Synthesize, with quality work, the use of expanded media, new techniques, and processes to create art forms in a specific medium, and use tools in safe and responsible manner. Synthesize the use of expanded, media, techniques, and processes to create art forms in a specific medium, and use tools in a safe and responsible manner. Refine skills in the use of media, techniques, and processes to create art forms in a specific medium, and use tools in a safe and responsible manner. Analyze and employ different types of media, techniques, and processes to create art forms, and use tools in a safe responsible manner. Employ different types of media, techniques, and processes used to create various art forms, and use tools in a safe and responsible manner. Create high quality works of art using appropriate media, techniques, and processes to communicate ideas and discuss the effects of each on the communication process. Create a unique work of art using appropriate media, techniques, and processes to communicate a specific idea and discuss the effects of each on the communication process. Determine appropriate media, techniques, and processes to create a work of art to communicate specific ideas. Identify various media, techniques, and processes needed to communicate a specific idea in a work of art. Recognize the relationship between various media, techniques, and processes, and their effects when used to communicate specific ideas in a work of art. Plan and produce effective application of media, techniques, and processes to solve visual art problems. With depth of understanding, use vocabulary appropriate to the media and/or process. Plan and produce effective application of media, techniques, and processes used to solve visual art problems and. With clarity, use vocabulary appropriate to the media and/or process. Evaluate the effectiveness of the application of media, techniques, and processes used to solve visual art problems using vocabulary appropriate to the media and/or process. Compare and contrast the application of media, techniques, and processes used to solve visual art problems using vocabulary appropriate to the media and/or process. Examine the application of media, techniques, and processes used to solve visual art problems, and use vocabulary appropriate to the media and/or process.

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