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Kecia McGouirk

FRIT 7430 Instructional Design

Understanding by Design Stage

Georgia Sout!ern Uni"ersity Dr# K# Kennedy

FRIT 7430$ UbD Stage

%ssign&ent Su&&er 0'

K# McGouirk

UbD Stage 2 Template Stage 2 Determine Acceptable Evidence


Title of Unit T!e (anguage o) %rt$ *le&ents o) %rt and +rinci,les o) Design Grade Level -t! Grade

Stage 1 Identify Desired es!lts


List t"e !nderstandings of yo!r !nit# St!dents $ill !nderstand t"at# T!e language o) art is t!e inter,retation o) t!e ele&ents o) art and ,rinci,les o) design o) any "isual art )or&# 0isual i&ages1 t!e&es and ideas are co&&unicated in 2orks o) art t!roug! t!e use o) ele&ents o) art and ,rinci,les o) design# T!e ele&ents o) art and ,rinci,les o) design are de&onstrated t!roug! di))erent tec!ni3ues and use o) &edia# T!e ele&ents o) art and ,rinci,les o) design can be discussed t!roug! criticis& and aest!etic 4udg&ent# 5rainstor&ing1 conducting researc!1 and &aking ,reli&inary sketc!es are essential 2!en using t!e ele&ents o) art and ,rinci,les o) design# *6,eri&enting 2it! t!e ele&ents o) art and ,rinci,les o) design is !el,)ul )or sol"ing a "isual ,roble&# 0isual art is integrated 2it! ot!er content areas# 0isual art is connected to careers1 t!e co&&unity and e"eryday li"es# elated %isconceptions# %rt is a "isual conce,t only# %rt de,ends on t!e talent and i&agination o) t!e artist# %rt rules are strict and need to be )ollo2ed# 7ot e"erybody can understand art# T!e &ore e6,ensi"e art2ork is1 t!e better its 3uality# %rt sub4ect &atter is li&ited# De"elo,ing an indi"idual artist8s style is di))icult to acco&,lis!# T!e ,ur,ose o) art is &ainly decorati"e# 2 .co,y and ,aste )ro& Stage '/

FRIT 7430$ UbD Stage

%ssign&ent

K# McGouirk

Essential &!estions
.co,y and ,aste )ro& Stage '/ 'verarc"ing &!estions# 9!at is t!e ,ur,ose o) art and 2!y s!ould 2e study it: 9!at are so&e &isconce,tions or &yt!s about art: ;o2 is "isual art analy<ed and understood: ;o2 can "isual art and its conce,ts be rele"ant in li)e: 9!y is criticis& and aest!etic 4udg&ent used in art and in e"eryday li)e: ;o2 can I a,,ly "isual art and t!e creati"e ,rocess in ot!er content areas: ;o2 does art i&,act t!e 2orld and t!e 2orld i&,act art: 9!at careers can be connected to art: Topical &!estions# 9!at is t!e language o) art: 9!at are t!e ele&ents o) art: ;o2 are ele&ents o) art used in "isual art: 9!at are t!e ,rinci,les o) design: ;o2 are ,rinci,les o) design used in "isual art: 9!at are so&e si&ilarities bet2een t!e ele&ents o) art and ,rinci,les o) design: 9!at are so&e di))erences bet2een t!e ele&ents o) art and ,rinci,les o) design: ;o2 can I e))ecti"ely use t!e ele&ents o) art and ,rinci,les o) design in &y o2n art2ork: 9!y and !o2 do artists use t!e language o) art in co&&unication: 9!at are t!e roles o) t!ese conce,ts in co&&unicating ideas in 2orks o) art: 9!y is t!e e6,loration and a,,lication o) &aterials1 tools1 tec!ni3ues1 ,rocesses and tec!nology in a sa)e and res,onsible &anner i&,ortant in "isual art:

FRIT 7430$ UbD Stage

%ssign&ent

K# McGouirk

Stage 2 ( Evidence )erformance Tas*+s,


-e s!re to indicate# Goal# ole# A!dience# Sit!ation# =our goal is to establis! a language o) art book )or &iddle sc!ool "isual art students e6,laining t!e ele&ents o) art and ,rinci,les o) design# =ou are a book designer 2orking )or an educational book co&,any# =ou need to con"ince teac!ers t!at t!e book is congruent 2it! t!e language o) art understanding and acce,table )or student learning# =ou !a"e been asked to create a language o) art book )or &iddle sc!ool "isual art students# T!e ,ur,ose o) t!e book is to describe and s!o2 concrete "isuals o) eac! ele&ent o) art and ,rinci,le o) design# ;o2e"er1 t!ere are &any books on t!e &arket )or teac!ers to e6,lore# T!ere)ore1 it is your 4ob to learn t!e kno2ledge o) t!e language o) art in "isual art and to create t!e best re,resentational te6t )or teac!ers to use#

)rod!ct )erformance and )!rpose# =ou 2ill need to ,re,are a .language o) art/ book )or &iddle sc!ool "isual art students# =ou s!ould include t!e language o) art 2it! a ,age re,resenting a descri,tor and "isual.s/ o) eac! ele&ent o) art and eac! ,rinci,le o) design# =ou s!ould also include t!e signi)icance o) eac! and ele&ent and ,rinci,le by e6,laining !o2 it is used as a co&&unication tool in art2orks re)erring to )a&ous 2ork.s/ o) art as an e6a&,le# =our goal is to insure an understanding o) !o2 to use criticis& and 4udg&ent as art is e6,lored t!roug! t!e 2orld around us# =ou 2ill researc! and kee, a 4ournal o) 2ritten notes and &aga<ine cli,,ings1 digital "isuals1 etc# o) kno2ledge obtained# Standards and .riteria for S!ccess# =our book s!ould include t!e )ollo2ing$ % title ,age .language o) art/ 2it! eac! ot!er ,age re,resenting key "ocabulary > ele&ents o) art$ line1 s!a,e1 )or&1 s,ace1 color1 "alue1 te6ture1 ,rinci,les o) design$ r!yt!&1 &o"e&ent1 balance1 ,ro,ortion1 "ariety1 e&,!asis1 !ar&ony1 and unity# % clear understanding o) !o2 artists use t!e ele&ents and ,rinci,les to create art2ork# % clear understand o) 2!y artists use t!e ele&ents and ,rinci,les as a )or& o) co&&unication# % clear understanding o) t!e i&,ortance o) art criticis& and aest!etic 4udg&ent# % correlation art conce,ts !a"e 2it! ot!er content areas and careers signi)ying t!e i&,act art !as in our e"eryday li)e#

FRIT 7430$ UbD Stage

%ssign&ent

K# McGouirk

)erformance Tas*+s, !bric+s, Lang!age of Art -oo*


Emerging 1 Content
The information provided is mostly inaccurate throughout the project. There is no reflection or understanding of the information. The boo is inade!uately designed showing little organi"ed information. #ac s any attempt towards creativity.

Proficient 2
Majority of the information is accurate in regards to the language of art for visual art. The reflection or understanding of the information is somewhat unclear. The boo is ade!uately designed with some organi"ed information. $reativity is general at best.

Mastery 3
All information is accurate in regards to the language of art for visual art. There is a clear reflection or understanding of the information. The boo is e%ceptionally attractive and presents well& organi"ed information. A great deal of creativity is evident. $areful and accurate records are ept to document the source of the facts and graphics in the boo . $ontains no grammatical or spelling errors.

Score

Organization & Creativity

Sources

'ources are not documented accurately or are not ept on many facts and graphics.

Most of the sources are documented in the facts and graphics in the boo .

Mechanics

$ontains many grammatical or spelling errors. (eeds !uite a bit of revising. *id not complete many of the re!uirements on& time as e%plained in the discussion of instructions.

$ontains a few grammatical and)or spelling errors. $ompleted most of the re!uirements on&time as e%plained in the discussion of instructions.

Timeliness

$ompleted all of the re!uirements on&time as e%plained in the discussion of instructions.

FRIT 7430$ UbD Stage

%ssign&ent Total Points Gra e

K# McGouirk

't"er Evidence
.e#g# tests1 3ui<<es1 2ork sa&,les1 obser"ations/

FRIT 7430$ UbD Stage

%ssign&ent

K# McGouirk

+ro&,t > 9!at is t!e ,ur,ose o) art and 2!y do 2e study it: ?lass Discussion > 9!at are so&e &isconce,tions o) art: +ro&,t > 9!at is t!e language o) art: ?lass Discussion > ;o2 is "isual art analy<ed and understood: +ro&,t > 9!at are t!e ele&ents o) art and ,rinci,les o) design: ?lass Discussion @ 9!y is criticis& and aest!etic 4udg&ent used in art and in e"eryday li)e: ?lass Discussion > 9!y is t!e e6,loration and a,,lication o) &aterials1 tools1 tec!ni3ues1 ,rocesses and tec!nology in a sa)e and res,onsible &anner i&,ortant in "isual art: Skill ?!eck > +)erspective, 9!at are t!e si&ilarities and di))erences bet2een t!e ele&ents o) art and ,rinci,les o) design: /A012A 30 Analy4es5 reflects5 and criti6!es t"e lang!age of art in art$or*s !sing constr!ctive criticism3 Skill ?!eck > +Interpretation, ;o2 do artists e))ecti"ely use t!e ele&ents o) art and ,rinci,les o) design: /A012%.37 Interprets "o$ artists comm!nicate meaning in t"eir $or* t"ro!g" spo*en5 $ritten5 or vis!al form $"ile !sing t"e lang!age of art# +elements of art and principles of design,3 Skill ?!eck > +Empat"y, 9!y and !o2 do artists use t!e language o) art in co&&unication: /A012%.37 Interprets "o$ artists comm!nicate meaning in t"eir $or* t"ro!g" spo*en5 $ritten5 or vis!al form $"ile !sing t"e lang!age of art# +elements of art and principles of design,3 Skill ?!eck > +E8planation, ;o2 can I a,,ly "isual art and t!e creati"e ,rocess in ot!er content areas: 9!at careers can be connected to art: ;o2 does art i&,act t!e 2orld and t!e 2orld i&,act art: /A012.32 Applies information from ot"er disciplines +Englis"5 %at"5 Science5 and 9istory, to en"ance t"e !nderstanding and prod!ction of art$or*s3 /A012.31: elates *no$ledge of art to$ards t"e real($orld t"ro!g" a profession and;or "obby3

In)or&al ?!ecks and obser"ations o) creating a AbookB# . +er)or&ance task/ ,

FRIT 7430$ UbD Stage

%ssign&ent

K# McGouirk

Test o"er t!e language o) art including t!e ele&ents o) art and ,rinci,les o) design including a 2ritten criti3ue or sel)@re)lection +Self(<no$ledge, about your o2n AbookB # .For&al assess&ent > unit test/ /A012) 3= Uses t"e elements of art and t"e principles of design to prod!ce 2(D and 7(D $or*s of art3 +Elements# line5 s"ape5 form5 space5 color5 val!e5 te8t!re, +)rinciples# r"yt"m5 movement5 balance5 proportion5 variety5 emp"asis5 "armony5 and !nity,3 Test o"er t!e language o) art including t!e ele&ents o) art and ,rinci,les o) design# .In)or&al assess&ents > s!ort 3ui<<es/ +er)or&ance tasks o"er t!e language o) art including t!e ele&ents o) art and ,rinci,les o) design 2!ere students 2ill ,lan and create t!eir o2n 2orks o) art using t!e ele&ents o) art and ,rinci,les o) design +Application,# .%rt ,ro4ects/ /A012) 31 Understands and applies media5 tec"ni6!es5 and processes# /A012) 32 .reates art$or* t"ro!g" a range of concepts5 ideas5 and s!b>ect matter3

St!dent Self(Assessment and eflection


Sel)@assess your AbookB ,ro4ect# Sel)@assess your in"ol"e&ent in classroo& discussion )or t!is unit# Re)lect on 2!at 2ere so&e conce,ts or areas you struggled 2it!: Gras,ed: Re)lect on t!e e))ecti"eness o) t!e AbookB ,ro4ect in learning about t!e language o) art in "isual art# Re)lect$ To 2!at e6tent !as your o,inion c!anged about !o2 2e ,ercei"e art: Re)lect on !o2 you 2ould i&,ro"e your AbookB ,ro4ect# Re)lect on !o2 t!e teac!er can i&,ro"e t!e AbookB ,ro4ect# 9!at 2ould you c!ange or add to t!e AbookB ,ro4ect: Re)lect !o2 you 2ould e"aluate t!e AbookB ,ro4ect# 9!at ite& 2ould you c!ange or add in t!e rubric: T!roug! teac!er obser"ation$ 9!at as,ects o) t!e ,ro4ect 2orked really 2ell: 7eeded i&,ro"e&ent: T!roug! teac!er obser"ation$ 9!at conce,ts or areas did students struggle 2it!: 9!ic! areas did t!ey gras, and not need any assistance:

UbD Stage 2 Scoring !bric


-

FRIT 7430$ UbD Stage

%ssign&ent

K# McGouirk

+: )oint, 13 %ssess&ents are not re,resentati"e o) di))erent )acets o) understanding#

+1(2 )oints, %ssess&ents a,,ear to utili<e so&e )acets to build assess&ents )or understanding#

+7 )oints, Utili<es t!e si6 )acets to build assess&ents )or understanding# Assessments clearly identify t"e correlating facet3 %ssess&ents de&onstrate congr!ency among goals Designs aut!entic ,er)or&ance task.s/ Task.s/ in alignment 2it! goals and standards Designs a scoring rubric t!at includes distinct traits o) understanding and success)ul ,er)or&ance Includes a "ariety .at least 7 types/ o) a,,ro,riate assess&ent )or&ats 2it!in t!e unit to ,ro"ide additional e"idence o) learning Sel)@assess&ents clearly used as )eedback and re)lection )or students and teac!ers1 as 2ell as )or e"aluation#

Your
Score

C3

+er)or&ance task.s/ are not aut!entic

Designs ,er)or&ance task1 2!ic! re3uires learners to e6!ibit understanding t!roug! aut!entic ,er)or&ance tasks# Designs a,,ro,riate criterion@based scoring rubric to e"aluate learner ,er)or&ance task.s/ Includes at least t$o di))erent )or&ats o) assess&ent# +ro"ides o,,ortunities )or learners to sel)@assess#

C3 C3 C3 C3 C'D

3#

Does not ,ro"ide scoring rubric )or t!e ,er)or&ance task.s/ Selection o) assess&ent )or&ats is li&ited# Fails to ,ro"ide o,,ortunities )or learners to sel)@ assess#

4#

D#

=our Total Score