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EXPECTED
(Objectives partially met)
BETHANY
MADDIE
ASHLEY
JOJO
KAYLA
COLTON
ANNA
JACOB
SONIA
JULIAN
SARA
AARON
TYLER
LOW
(Objectives not met)
ANAIS
ALYSSA
HANNAH
SAVANNAH
JORDAN
4% OF CLASS
15% OF CLASS
3% OF CLASS
C. Choose a few samples to review from each level (low, expected, high)
and discuss and identify the prerequisite knowledge that students
demonstrated that they knew.
HIGH
(Objectives met)
TJ said: 1. Its a way to
analyze a creative piece for
all of its aspects to help the
artist improve
2, its a process with varying
degrees of analytical
inspection of a piece. 1. You
shouldnt disregard your
thoughts of the piece. 2. You
shouldnt ignore what the
artists says.
ABBY said: 1. It can help you
understand your own and
someone else artwork. 2. It
can help you improve on
your own artwork and think
about new ideas to improve
it. 1. You shouldnt five
reasons as to why/dont
rush. 2. Dont say negative
responses help the person
learn.
EXPECTED
(Objectives partially met)
BETHANY said: 1. Help
improve skills. 2. You get to
express how you feel about
the other persons work. 1.
Be rude. 2. Dont say that
you like something when
you dont (dont give false
hopes)
JOJO said: 1. Evaluating art
pieces. 2. Details on the
artwork. 2. Argue with the
original artist about what is
right. 2. Give a fair opinion.
COLTON said: 1. Looking at
art in various ways. 2.
Helping other think about
their own art. 1. Lie. 2. Be
judgemental.
SONIA said: 1. Its to give
feedback. 2. To evaluate. 1.
No mean feedback. 2. Give
vague answers.
TYLER said: 1. Be
descriptive, what do you
see? 2. Be helpful. 1. Not
help or critique
(improvements) 2. Dont
give insight.
SAVANNAH said: 1. You look
at others artwork and share
your thoughts. 2. During
critiques the critic and artist
may have differing
perspectives. 1. Say to
someone their art is bad. 2.
Be rude.
LOW
(Objectives not met)
ANAIS said: 1. Asking
question you want known. 2.
Try to guess what the person
does. 1. Help in other out
with it. 2. So you should try
hard.
ALYSSA said: 1. Make sure
you look at it for a while. 2.
Answer some questions. 1.
Dont rush it. 2. Lie
HANNAH said: 1. Stuff. 2.
Just stuff. 1. Stuff. 2. More
stuff
D. Using the reviewed samples from each level, discuss and identify the
misconceptions, wrong information, and what students did not
EXPECTED
(Objectives partially met)
Misconceptions: They might
have done minimal work just
to get by with the activity.
Wrong Information: I should
have clearly stated what I
wanted them to get out of
the lesson and it they were
there yet.
Didnt demonstrate
expectations: Some
answers were still vague
and not fully developed to
show clear understanding of
learning.
LOW
(Objectives not met)
Misconceptions: This might
have intimidated them and
they were not comfortable
opening up in critiques.
Wrong Information: Maybe
they did not understand the
questions being asked and
needed more information.
Didnt demonstrate
expectations: Either they did
not show growth or were
able to explain their
thinking.
benefit from?
HIGH
(Objectives met)
Demonstrate highest quality
of work, challenge them to
think outside their box and
to improve or even prove
you wrong is some cases.
Dont just give them busy
work, but what can they do
to grow more and
understand what there is to
learn.
EXPECTED
(Objectives partially met)
Do not bombard them with
information, divided into
what is expected (most
important) to what can be
done in days time. Do not
hover over them or make
them feel like you are not to
be approached. I think at
any level the student should
feel comfortable with
speaking to you.
LOW
(Objectives not met)
More one on one time with
students, ask them to come
in before or after class to
work with you if they are
nervous around peers.
Looking at special needs or
modifications,
accommodations are
needed to help them
succeed in the classroom.