Assessment'Task'2:'Designing'Assessment'For'Learning' 1'

ASSESSMENT TASK 2:
Designing Assessment For Learning

Year 9 Creative Drawing & Design

By Brooke Pichler

EEE401 Assessment: Ways of Knowing Learners 2016

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TABLE!OF!CONTENTS!

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I. INTRODUCTION:!Learning!and!Teaching!Context!
Table'1:'Placement'of'assessment'during'the'design'process'
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II. Assessment!Design!and!Development'
Table'2:'Summary'of'Assessment'Task'and'Criteria'

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III. Implementation!of!Assessment!Strategy!
Table'3:'Results'for'modified'Criteria'for'Assessing''
Progression'of'Learning'

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IV. Reflecting!Critically!and!Stance!on!Assessment!
Practice!
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V. REFERENCES!
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VI. APPENDIX!
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a) Collision'Art'TimeNline'2016'
b) Year'9'Creative'Drawing'Lesson'Sequence'
c) Lesson'Sequence'Powerpoint'Presentation'
d) Assessment'Support'Material'
e) Student'Samples'Two'Stars'and'a'Wish''

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INTRODUCTION:!Learning!and!Teaching!Context!

I.
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This' assessment' design' strategy' was' implemented' with' a' year' 9' arts' class'
comprising' of' three' lessons' (out' of' five' attended)' over' two' weeks.' These'
students'were'familiar'with'a'summative'assessment'approach'completing'selfN
assessment'rubrics'with'their'final'mark'being'in'consultation'with'their'teacher'
who' moderates' students' individually' against' their' expected' learning' level' and'
quality' of' work,' which' is' not' comparative.' Students' with' Individual' Learning'
Plans' complete' the' same' tasks' with' teacher' support' however' expectations' are'
modified' when' marking.' As' assessment' had' been' purely' summative,' my'
assessment' strategy' aimed' to' develop' assessment' for' learning' providing'
formative'peer'feedback'to'support'each'step'of'student'learning'throughout'the'
design'process.'
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Being'year'9'students'they'were'familiar'with'the'design'process'however'still'
developing' competencies' requiring' teacher' support' to' scaffold' their' learning.'
The'first'lesson'was'observation'only'to'ascertain'where'students'were'up'to,'as'
they' were' completing' task' 4' and' moving' on' to' task' 5.' Therefore' the'
assessment' design' strategy' could' not' follow' one' task' from' beginning' to'
completion' and' thus' was' developed' holistically' with' this' in' mind' (see' table' 1,'
p4)'with'the'intention'of'utilizing'sections'of'the'strategy'according'to'the'stage'
students'were'up'to'in'either'task.'After'the'first'observed'lesson,'my'teaching'
lesson' sequence' was' then' developed' incorporating' the' assessment' design'
strategy' as' set' out' in' Appendix' (a),' (b)' and' (c),' however' this' was' interrupted'
unexpectedly' as' lesson' 4' was' replaced' by' the' semester' exam.' The' assessment'
design' was' not' fully' realized' however' it' still' focused' on' the' main' learning'
intentions:'to'increase'knowledge'and'understanding'of'visual'analysis,'building'
upon' creative' skills,' ideas' and' techniques' in' the' arts' discipline;' to' gain'
ownership'of'their'learning,'focusing'on'criteria'and'purpose'of'assessment;'and'
to'develop'social'skills'and'engagement'with'their'own'and'others'work.'
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Table'1:'Placement'of'assessment'during'the'design'process'
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The' above' assessment' design' strategy' was' initially' influenced' by' Ron' Bergers'
Story' of' Austens' Butterfly' (2013)' where' he' engaged' early' learners' in' a' group'
discussion'providing'peer'feedback'in'response'to'a'students'artwork'unknown'
to'them.'This'process'of'providing'peer'feedback'across'the'multiple'draft'stages'
of'the'butterfly'drawing'influenced'my'assessment'design'to'include'guided'peer'
feedback' throughout' the' design' process.' Expanding' on' this' concept,' further'
insight' included' providing' a' safe' and' supportive' environment' with' accessible'
feedback'to'help'students'refocus'and'persist'in'the'task'(Earl.L.M.'2013)'and'for'
this' to' be' ungraded' without' judgement' as' students' are' still' practicing' and'
refining'competencies'(Tomlinson,'L.'A.'&'Moon,'T.'R.'2013)'supporting'student'
autonomy.'
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II.
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Assessment!Design!and!Development!

For' the' purposes' of' this' report' I' will' focus' on' the' Two' Stars' and' a' Wish'
component' of' the' assessment' design' strategy' (summarized' at' Table' 2)' which'
first' involves' positive' peer' feedback' and' secondly' student' goal' setting' to'
support' the' lesson' sequence,' focusing' on' expanding' students' practical' art'
making'skills'and'creativity'in'working'with'new'materials.''
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Table'2:'Summary'of'Assessment'Task'and'Criteria'
AssessN
ment'
Task'

Type'of'
When'will'it'
assessment' take'place?'

Links'to'
AssessN
curriculum' ment'
criteria'

Feedback'
AssessN
to'students' ment'
support'
material'
Two'
Formative' 1.'After'
1.'Students' Task'is'not' 1.'Verbal'
1.PowerN
Stars'and' peer'
students'
expand'on' formerly'
whole'class' point'guide'
a'Wish'
assessment' have'trialed' visual'
assessed'
feedback'at' with'
&'
and'goal'
ink'on'
analysis'
until'
each'stage,' sentence'
Target'
setting'to'
wallpaper''
skills.'
completion' ungraded'
openers'
Time'
support'the' (lesson'3)'
2.'Students' of'full'
to'be'nonN
2.handout'
next'step'
2.'After'
take'an'
design'
threatening' with'peer'
'
completing' objective'
strategy''
'
feedback'
Verbal'then' final'layer'of' view'of'
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2.'
and'target'
written'by' wallpaper'
their'own' Marking'
ProgressN
time'
students'
trial'with'
work'to'
schema'to' ion'of'
3.Criteria'
goal'
expand'on' assess'
learning'
for'
achievement' skills'and' progressN
mark'sheet' Assessing'
review'
ideas'
ion'of'
at'
Progression'
(lesson'4)'
learning'
conclusion' of'Learning'
sheet'

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The' first' component' (set' out' in' (appendix' (c)' slide' 10)' utilizes' peer' feedback,'
benefiting' both' students.' The' giver' of' feedback' develops' their' use' and'
understanding' of' arts' terminology' and' analysis' skills,' whilst' the' receiver' is'
given'two'positive'descriptions'of'their'achievement'with'one'area'that'can'be'
improved' upon.' Students' can' have' a' narrow' view,' limited' by' their' own'
experiences' and' understanding' thus' peer' feedback' helps' students' to' take' an'
objective'view'before'selfNassessment'(Black,'P.'2012).'It'is'important'students'
receive' feedback' that' helps' them' to:' feel' as' though' they' have' experienced' a'
degree' of' continuous' success;' reaffirm' existing' skills;' provide' additional'
strategies;' help' students' to' refocus' in' meeting' the' criteria;' and' increase'
engagement' and' persistence' with' the' task' (Earl.L.M.' 2013).' For' this' to' be'
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beneficial,' students' need' to' feel' safe' to' take' chances' which' is' why' the' task' is'
ungraded'(Earl.L.M.'2013),'(Tomlinson,'L.'A.'&'Moon,'T.'R.'2013).'
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The'second'component'(set'out'in'appendix'(d))'involves'students'setting'goals'
as' labeled' target' time' devised' in' response' to' the' peer' feedback.' This' enables'
students' to' refocus,' which' promotes' selfNregulated' learners' who' modify' their'
learning'actions'toward'learning'goals'to'be'self'aware'of'their'own'growth'and'
develop'the'skills'necessary'to'enhance'their'own'success'with'the'content,'and'
to' help' their' peers' do' so' as' well' (Tomlinson,' L.' A.' &' Moon,' T.' R.' 2013),'
(Earl.L.M.' 2013).' The' intention' is' to' repeat' this' process' so' students' can' assess'
their' success' in' meeting' their' goals,' however' this' was' not' possible' due' to' the'
limited'time'available'to'implement'the'design'strategy.'
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Additionally,' the' ideal' implementation' of' the' assessment' design' strategy'

involved'assessing'students'progression'of'learning'at'conclusion'of'the'lesson'
sequence' (set' out' in' appendix' (d))' labelled' Criteria'for'Assessing'Progression'of'
Learning.'However'as'the'strategy'was'not'completed'as'originally'planned,'this'
assessment'cannot'be'completed'in'full.'
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III.
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Implementation!of!Assessment!Strategy!

As'earlier'indicated,'the'implementation'of'the'assessment'design'was'not'fully'
realized'as'the'Two'Stars'and'a'Wish'strategy'only'occurred'once,'during'lesson'
3.' The' task' was' introduced' as' an' exit' strategy' at' the' conclusion' of' lesson' 2' to'
prepare' students' by' providing' a' sense' of' familiarity' prior' to' its' actual'
implementation.' The' task' was' then' presented' in' full' during' lesson' 3' using' the'
Powerpoint' slide' 10' (set' out' in' appendix' (c))' to' guide' students,' as' effective'
feedback' is' guided' by' the' teacher,' training' students' to' provide' sensitive' and'
meaningful'feedback'that'is'goal'orientated'(TES.'2013).'To'achieve'this,'slide'10'
includes'sentence'openers'as'a'model'for'students'to'use'and'examples'of'poor'
feedback' was' discussed.' As' my' mentor' felt' small' groups' would' be' misused' by'
students' to' pick' on' each' other' the' task' was' completed' in' pairs' for' safe'
discussion.'
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The' whole' class' (with' six' absent)' completed' the' Dedicated' Improvement' and'
Reflection' handout,' which' has' been' assessed' as' set' out' in' Table' 3.' ' It' must' be'
taken'into'consideration'that'the'first'criteria'of'providing'a'peer'with'effective'
feedback' is' reliant' on' documentation' by' the' receiver' and' this' may' not' be'
entirely'accurate.''
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Table'3:'Results'for'modified'Criteria'for'Assessing'Progression'of'Learning'
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The'extent'to'which'the'student'demonstrates:'
Student' Working'
towards'
providing'
effective'
feedback'using'
art'terminology'
that'is'goal'
orientated'

A'

'Limited'

4/4'Very'High'

Insight'in'
Mark'
designing'
goals'relevant'
to'the'feedback'
provided'to'
make'
improvements'
to'their'design'
skills'
'High'
8/12'

B'

'High'

2/4'Satisfactory'

'Limited'

6/12'

C'

'Limited'

2/4'Satisfatory'

2/4'

5/12'

D'

2/4'Satisfactory'

'Limited'

'Limited'

4/12'

E'

2/4'Satisfactory'

2/4'Satisfactory'

2/4'
Satisfactory'

6/12'

F'

'Limited'

Not'Shown''

Not'Shown'

1/12'

G'

'Limited'

'High'

'Limited'

5/12'

H'

2/4'Satisfactory'

'Limited'

'Limited'

4/12'

I'

2/4'Satisfactory'

'High'

'Limited'

6/12'

J'

2/4'Satisfactory'

'High'

'Limited'

6/12'

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A'willingness'to'
listen'to'
constructive'peer'
feedback'to'gain'an'
objective'view'

Comments'

Well'
documented'and'
thought'out.'
Needs'to'
develop'analysis'
Goals'need'to'be'
more'focused'
Needs'to'
develop'analysis'
Targets'need'
expanding'on'
Poor'
documentation'
Not'focused'
Needs'to'
develop'analysis'
Goals'need'to'be'
more'focused'
Needs'to'
develop'analysis'
Not'focused'
Needs'to'
develop'analysis'
Writing'not'
focused'on'
criteria'
Feedback''and'
targets'are'not'
focused'on'
criteria'
Good'2'stars,'
wish'not'focused'
Targets'need'
expanding'on'
Feedback'good'

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K'

Not'documented' 'High'
On'peers'
handout'

'Limited'

4/12'

L'

'High'

Not'evident'

'Limited'

4/12'

M'

No'opportunity'
Teacher'
(mentor)'
provided'actual'
feedback'
No'opportunity'
Teacher'(me)'
provided'actual'
feedback'

'High'

2/4'
Satisfactory'

5/8'

'High'

'Limited'

4/8'

N'

start'
Targets'not'
focused'
Feedback'let'
down'by'student'
L'not'
documented'
Targets'need'
expanding'on'
Targets'not'
focused'
(ILP)'Mentor'
provided'
feedback'
Good'
documentation'
feedback'
Targets'need'
expanding'on'

Key:'.'Student'sample'provided'
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It'was'evident'that'students'were'willing'to'work'in'pairs'and'discussions'were'
relevant' to' the' task,' however' many' students' have' a' low' understanding' of' art'
terminology' in' respect' to' art' conventions' and' how' these' are' used' in' visual'
analysis,' influencing' their' ability' to' provide' effective' feedback.' Regular'
implementation'of'this'assessment'strategy'could'support'this'deficit'in'student'
learning'through'ongoing'practical'experiences'with'visual'analysis.''
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Table' 3' also' demonstrates' that' students' are' beginning' to' set' targets' for'
improvement,' however' these' needed' to' be' more' focused' as' many' students'
responses' were' vague.' Responses' like' use' more' colour' could' be' developed'
further'to'say'to'explore'colour'combinations'that'complement'each'other.'It'is'
evident'that'many'students'desired'to'explore'additional'techniques'and'use'of'
colour'and'it'would'therefore'be'beneficial'to'guide'students'with'these'targets'
as'a'group'discussion'the'next'time'it'is'implemented.''
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For' the' purposes' of' analyzing' student' knowledge' and' implementation' of' the'
design'strategy'further,'three'student'handout'samples'have'been'selected'as'set'
out'in'appendix'(e).'This'also'includes'student'ink'trials'on'wallpaper'to'provide'
context.'
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Student'A'has'an'understanding'of'art'conventions'however'analytical'skill'is'
not' evidenced' in' student' Bs' handout.' The' peer' feedback' (student' B)' is' an'
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Assessment'Task'2:'Designing'Assessment'For'Learning' 9'

exemplar' example,' who' is' working' towards' competency' in' visual' analysis' and'
correct' use' of' art' terminology' directly' benefiting' student' As' learning' in' this'
area.''He'has'made'an'effort'to'set'two'targets'however'this'needed'to'include'
more'detail.'
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Student'M'is'a'male'student'with'identified'learning'needs.'He'requires'teacher'
support'with'literacy'and'documenting'ideas,'however'is'an'excellent'artist.'The'
teacher'provided'peer'feedback'on'students'artworks.'Modeling'visual'analysis'
in'this'way'would'support'his'learning.'It'is'evident'he'is'engaged'with'the'task'
providing'focused'targets.'
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Student' K' was' provided' with' excellent' feedback' however' this' was' not'
considered' in' depth' to' expand' ideas' when' writing' targets.' Feedback' was' not'
provided'to'student'L'which'indicates'poor'motivation'and'focus'on'the'task.'
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In'hindsight'I'would'modify'my'approach'by'initially'presenting'all'artworks'on'
a' table' and' scaffolding' open' discussion' using'the'Two'Stars'and'a'Wish'format.'
The' second' time' I' would' implement' the' strategy' by' explicitly' teaching' and'
completing' each' section' one' at' a' time' to' build' up' student' skills.' I' would' also'
provided' general' feedback' to' the' whole' class' in' the' specific' areas' that' they'
performed'well'in'and'also'areas'needing'more'focus.''
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IV.

Reflecting!Critically!and!Stance!on!Assessment!Practice!

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Formative' peer' assessment' is' a' valuable' tool' to' support' student' learning' in'
multiple'areas'as'researched'by'Paul'Black'and'others.'The'following'points'have'
been'adapted'to'include'specific'benefits'in'the'arts'and'my'assessment'design'
strategy'aimed'to'support'students'broadly'in'this'way:''
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Increases'focus'on'the'learning'aims'and'criteria'and'makes'the'purpose'of'
assessment'clearer;''
Students'gain'ownership'of'their'own'learning;'
A' peers' objective' view' supports' selfNassessment,' can' inform' decision'
making,'creative'ideas'and'support'improvement'>'an'objective'view'may'
also'boost'their'self'esteem;''
Students' perform' in' different' roles' supporting' and' learning' from' each'
other'rather'than'just'the'teacher,'developing'social'skills;''

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Assessment'Task'2:'Designing'Assessment'For'Learning' 10'

Emotional'teacherNstudent'relationship'is'untouched;''
Effective'metacognitive'approach'to'learning;''
Increases' skills' in' using' art' terminology' and' visual' analysis' in' students'
own'language'rather'than'teacher'speak;'
Increases'engagement,'persistence'and'motivation.'
(Black,'P.'2012)'(TES.'2013)'
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For'the'purposes'of'evaluating'my'assessment'design'strategys'validity'I'have'
compared'it'against'W'Harlens'Principles'of'assessment'practice'in'terms'of'
formative'assessment'for'learning:'
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Principles'of'assessment'practice'
Assessment'Design'Strategy'
1.'Assessment'of'any'kind'should'ultimately'
improve'learning.'

2. Assessment methods should enable progress

in all important learning goals to be facilitated
and reported.

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3. Assessment procedures should include

explicit processes to ensure that information is
valid and is as reliable as necessary for its
purpose.

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4. Assessment should promote public

understanding of learning goals relevant to
students current and future lives.

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>Frequent' assessment' to' inform' students' of'

their' progress' and' to' become' automatic' in'
critical'thinking'and'targets'for'improvement.'
>NonNjudgmental' to' support' learning' and'
engagement'with'the'task.''
>Informs'summative'self'assessment'
>Supports' students' experience' in' actively'
engaging' in' assessment,' selfNawareness' of'
their' own' learning,' skills' and' knowledge' in'
the'arts,'problem'solving,'critical'and'creative'
thinking,''
>Learning'is'documented'as'a'progression'of'
learning.'
>Documentation' of' peer' feedback' is' not'
necessarily'valid'in'this'form,'as'it'may'not'be'
an' accurate' recording,' although' valuable' to'
the'student'receiving'the'feedback.'
>The' strategy' meets' validity' rather' than'
reliability,' as' there' are' no' right' or' wrong'
answers' as' art' is' subjective,' requiring' more'
teacher'judgment.'Although'the'correct'use'of'
art'terminology'would'be'considered'reliable.'
>Design' stages' follow' industry' standard' and'
the' assessment' strategy' supports' student'
engagement'with'the'design'process.''
>Links' with' improving' the' learning' of' the'
actual'task'but'also'has'a'broader'purpose'in'
developing' skills' and' knowledge' of' art'
conventions'and'visual'analysis.''
>Teaches'students'to'have'a'frame'of'mind'to'
self' evaluate' and' think' critically,' valuable' in'
any'situation.'
>' Likely' not' reportable' to' the' public' in' this'
form'

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Assessment'Task'2:'Designing'Assessment'For'Learning' 11'
5. Assessment of learning outcomes should be
treated as approximations, subject to
unavoidable errors.

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6. Assessment should be part of a process of
teaching that enables students to understand the
aims of their learning and how the quality of
their achievement will be judged.

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7. Assessment methods should promote the
active engagement of students in their learning
and its assessment.

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8. Assessment should enable and motivate
students to show what they can do.

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9. Assessment should combine information of
different kinds, including students selfassessments, to inform decisions about students
learning and achievements

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10. Assessment methods should meet standards
that reflect a broad consensus on quality at all
levels from classroom practice to national
policy.

>' Student' motivation' and' documentation'

effects'assessment'of'their'learning'
>Its'not'designed'as'a'test'therefore'student'
learning' assessment' is' based' on' teacher'
judgments'
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>Involves'active'participation'of'students'in'
their'learning'
>Motivates'students'to'persist'and'reassess'
goals'
>Teacher'is'open'about'why'they'are'doing'
assessment'strategy,'supports'analytical'skills'
and'goal'setting'
>Students'will'know'how'they'are'going'and'
what'they'are'meant'to'be'learning'
>Positive'feedback'helps'students'to'feel'they'
have'experienced'success'
>Students'know'the'criteria'as'rubric'
provided'and'explicitly'taught'and'purpose'of'
assessment'design'explained'
>Includes'variety:'peerNassessment,'selfN
assessment,'verbal'and'written'literacy'skills,'
actual'artwork'and'improvement'from'design'
strategy'
>Supports'meeting'the'Victorian'Curriculum'
in'The'Arts'domain'

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(Harlen.'2010)'
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From'this'comparison'the'assessment'design'strategy'meets'all'the'criteria'save'
for'total'reliability'due'to'the'nature'of'formative'assessment'and'the'high'need'
for'teacher'judgment.'However'the'implementation'revealed'some'limitations'to'
the'design.'
'
Students' needed' more' time' to' complete' the' strategy' than' I' had' planned'
therefore' taking' up' valuable' practical' time,' although' I' do' anticipate' that' with'
repeated' use' of' the' strategy' students' will' become' more' capable' of' completing'
these' tasks.' I' have' learned' I' had' much' higher' expectations' than' what' students'
could' achieve' due' to' their' limited' experience' of' prior' learning' and' particular'
areas' like' arts' terminology' and' analysis' needs' to' be' developed' further' with'
explicit'teaching.'Students'are'clearly'at'different'levels'and'many'students'(not'
limited'to'this'class'or'school)'lack'motivation'to'complete'work'particularly'in'
art'theory'and'journal'development.'This'impacted'upon'the'strategies'validity,'
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as' students' were' not' receiving' the' anticipated' benefits' to' their' learning.' I'
thought'it'would'be'more'engaging'for'students'to'analyse'their'own'and'each'
others' artworks' in' a' simple' format' and' in' future' with' better' implementation'
including' in' depth' teacher' scaffolding' this' may' be' quite' effective.' I' have'
confidence' that' my' strategy' would' be' an' effective' tool' when' used' repeatedly'
and' consistently' throughout' the' design' process.' I' aspire' to' implement' the'
strategy' in' my' future' teaching,' particularly' to' discover' if' this' would' improve'
students' art' analytical' skills' as' this' is' a' difficult' area' to' teach' and' motivate'
students'to'develop.'
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My!Teacher!Stance!on!Assessment!
!
From' assignment' 1' on' assessment,' I' was' more' concerned' with' the' process' of'
learning,' rather' than' formal' testing' on' what' was' learned.' I' recognized' the'
importance' of' assessment' but' asserted' that' I" form" the" view" that" assessment"
should" not" promote" competition" over" improvement" on" learning' and' that' formal'
assessment' should' not' stand' alone,' that' students' should' be' provided' with' a'
range'of'opportunities'to'demonstrate'their'learning,'therefore'this'assignment'
has'provided'me'with'one'tool'to'facilitate'formative'assessment.''
'
This'assignment'has'shown'me'that'formative'assessment'should'be'conducted'
in'a'safe'learning'environment.'I'aspire'to'be'a'sensitive'and'supportive'teacher,'
one'that'builds'a'positive'and'safe'environment'for'students'to'learn,'providing'a'
sense'of'freedom'to'be'themselves'and'opportunities'to'take'chances'creatively'
without'fear'of'failure.'Without'a'strong'sense'of'security'students'cant'be'free'
to' express' the' fullness' of' their' ability' and' to' grow' in' their' learning,' therefore'
student'wellbeing'must'come'first'and'curriculum'comes'off'second'best.''And'to'
quote' myself' Schooling" can" and" should" be" a" positive" learning" experience," not" a"
detrimental" one," and" it" is" with" improving" formative" assessment" practices" that" this"
may"be"made"possible.'

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V.

REFERENCES!

TES.'2013,'Mr'Mac'Peer'Assessment'Slides,'https://www.tes.com/teachingN'
resource/peerNassessmentNslidesNassessmentNforNlearningNaflN6158888,' Global'
Ltd.,'England'
'
'
Berger,' R.' 2013.' Critique' and' feedback:' The' story' of' Austens' butterfly,'
Expeditionary'
Learning'
Education,'
https://www.youtube.com/watch?v=hqh1MRWZjms,'cited:'13N04N2016'
'
'
Earl,'L'M.'2013,'2nd'edn.''Using'assessment'for'reflection'and'self'regulation'In:'
Assessment'as'learning:'using'classroom'assessment'to'maximize'student'learning,'
Corwin'Press,'Thousand'Oaks,'C'A,'pp109N118'
'
'
Harlen,'W.'2010,'Chapter'2:'What'is'quality'teacher'assessment?'In:'Developing'
teacher'assessment,'Gardner,'J.'2010,'Open'University'Press,'Maidenhead,'pp29N
42'
'
'
Tomlinson,'L.'A.'&'Moon,'T.'R.'2013,'Assessment'and'Differentiation:'A'framework'
for' Understanding,' In:' Assessment' and' student' success' in' differentiated'
classroom,'ASCD,'Alexandria,'Va'
'
'
Black,' P.' 2012,' Paul' Black' describes' peer' and' self' assessment,'
https://www.youtube.com/watch?v=NnqHERCFsWM,'cited:'13N04N2016'
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VI.

APPENDIX!

APPENDIX!I!! (a)!Collision!Art!TimeIline!2016!

Year 9 Creative Drawing

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!
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Week
Beg.

Date
Beg.

15 May

22 May

29 May

5 June

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Collision Art Time-line 2016

Semester 1

Coursework & Assessment

Thursday class:
Complete Collision/Abstract watercolour artwork (A4), artistic statement
and journal documentation with annotations
Provide a peer with feedback to help them gain an objective view when
assessing their own work (using rubric)
Independent self-assessment using the rubric uploaded onto Moodle
Introduction to Wallpaper as a canvas artwork,
Friday class:
Mr Squiggle exercise/ creative drawing task
Completing two wallpaper and ink trials, experimenting with the medium
as a starting point to inform the direction of art design
Document trials in journal with annotations
Thursday class
Visual analysis of a peers ink trials using Two Stars and a Wish exercise
Set two goals to support the next step of your learning
Complete the top layer of the two ink trials using another medium of
choice closely considering the aspects of the ink and wallpaper patterns
and textures into your design - document in visual diary
Friday class
Complete documentation of process in visual diaries including a
reflection using art elements, principles and concepts with correct art
terminology (from the descriptors list)
Repeat Two Stars and a Wish exercise with a different partner
Commence final artwork on A4 size wallpaper
Thursday class
Continue working on final wallpaper artwork
Annotate in journal process
Friday class
Continue working on final wallpaper artwork, should be completed or
close to completion today
Write artistic statement and update journal annotations/reflection
Thursday class
Last day to complete final artwork, journal reflection and statement
Complete self-assessment and upload onto Moodle
Comparative self-assessment between Collision/Abstract artworks of
Watercolour and Wallpaper (using rubric)

Assessment
&/or
Homework
Homework: if not
completed in class
Ungraded peerassessment
Self-assessment
Complete peer and
self-assessments

Homework: visual
diary annotations if
incomplete

Artwork and visual

diary due
Self-assessment
and comparison

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APPENDIX!! (b)!Year!9!Creative!Drawing!Lesson!Sequence!
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APPENDIX!! (c)!Lesson!Sequence!Powerpoint!Presentation!
Slide'1:'

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Teaching!notes:!Students'get'to'choose'a'mentor'artist'using'impasto'or'salt'techniques'then'
develop'artwork.'
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Slide'2:'

Teaching!Notes:!SelfNassessment'with'rubric>upload'and'submit'on'moodle'
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Discuss'annotations'and'reasons'for'doing'them,'
Discuss' how' to' write' an' artistic' statement.' Objective' view,' discuss' symbolism' even'
unintended'
How'peer'assessment'will'function'and'discuss'what'constitutes'good'feedback'
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Slide'3:'

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Teaching!Notes:!Look'at'Mr'Forbes'design>'see'the'wallpaper'coming'through>'See'the'ink'
layer>'Then'final'design'over'the'top'
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Slide'4:'

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Teaching!Notes:!2'trials'and'one'A4'final'artwork.'We'are'starting'with'the'wallpaper.'Think'
of'it'as'a'bit'of'a'mystery'to'solve'Process,'take'chances,'not'having'a'final'idea'in'mind'at'the'
beginning,'were'experimenting'with'the'materials.'What'is'this'class'called?''

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Slide'5:'
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Teaching!Notes:!
Choose'colours'to'complement'the'wallpaper'
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Slide'6:'

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Teaching!Notes:!Soapy'bubbles,'Wax'to'remove'after'ink'stage'to'see'wallpaper,'Salt'effects,'
can'you'scratch'back'removing'ink'
Imagine'artists'process'with'layers,'seeing'foliage,'delicate'flowers'on'top,'composition'
Your'images'dont'have'to'be'realistic,'ABSTRACT'line'work'
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Slide'7:'

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Teaching!Notes:''Play'1min'video.'Ask'then'explain'segment'of'Mr'Squiggle'
IF'MR'SQUIGGLE'CAN'DO'IT,'YOU'CAN'DO'IT!'
https://www.youtube.com/watch?v=HwNrG9a22nc'(Mr'Squiggle'source)'
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Slide'8:'
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Slide'9:'

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Teaching!Notes:!Commence'lesson'2'(or'the'end'of'lesson'1)'with'5min'Mr'Squiggle'exercise!
Students'think'they'cant'do'this'but'they'can!'
!
Slide'10:'

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Teaching!Notes:!Explain'each'section,'working'with'a'partner'and!respectful'and'
constructive'feedback:'example'of'poor'feedback'it'looks'good'
(adapted'from'TES.'2013)!

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!
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APPENDIX!! (d)!Assessment!Support!Material!
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(adapted'from'TES.'2013)!
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APPENDIX!! (e)!Student!Samples!Two!Stars!and!a!Wish!!
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Student'ink'trials:'
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Student'A:'
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Student'M:'
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Student'K:'
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