Molli Brown EDTECH 503 (Fall 2011) Instructional Design Project Submitted to Dr.

Yu-hui Ching December 9, 2011

Project Title: Creating Artist Trading Cards in the Art Room

Table of Contents
Synthesis Reflection Paper Part 1: Topic3 Part 1a: Goal Statement...3 Part 1b: Audience Description3 Part 1c: Rationale3 Part 2: Analysis Report4 Part 2a: Description of the Need..4 Part 2a.1: Needs Assessment Survey...4 Part 2a2: Needs Assessment Data4 Part 2b: Description of the Learning Context..5 Part 2b1: Learning Context Description..5 Part 2b2: Transfer Context Description...5 Part 2c: Description of Learners..6 Part 2d: Task Analysis Flow Chart..7 Part 3: Planning7 Part 3a: List of Instructional Objectives..7 Part 3b: Objectives Matrix Table.8 Part 3c: ARCS Table..10 Part 4: Instructor Guide..12 Part 5: Learner Content..17 Part 5a: Learning Materials17 Types of Trading Cards Poster..17 List of ATC Procedures18 Materials and Themes Lists..18 ATC Sketch Paper20 Peer-Evaluation Guide..21 Peer-Evaluation Question Sheet...22 Part 5b: Assessment Materials...23 Part 6: Formative Evaluation Plan.23 Part 6a: Expert Review Plan..23 Part 6b: One-to-one Review Plan..24 Part 6c: Small Group Evaluation Plan...24 Part 6d: Field Trial Plan.25 Part 7: Formative Evaluation Report.25 Part 7a: Evaluation Survey.25 Part 7b: Report of Expert Review..26 Part 7c: Designers Response to Review...27

Part 8: Standards Grid28 Appendices.30 Appendix A- Needs Assessment Survey Questions...30 Appendix B- Example ATCs..31 Appendix C- Completed Expert Evaluation Questions..32 Appendix D- Works Cited..34 Synthesis Reflection Paper

Part 1: Topic
Part 1a: Goal Statement Given a list, students will individually choose three themes that they like and make informed decisions on which media to use to create three artist trading cards (ATCs) that when complete will be self-evaluated then traded with other students for peer-evaluation and a conversation about artistic choices/concept. Part 1b: Audience Description There are eight groups of roughly 25 sixth grade students, generally ages 11-12, in total around 200 students. The learners go to a public school called an intermediate school, which has only fifth and sixth grade students in it. It is located in North Huntington, PA, which is a mostly white middle-class area that is a suburb of Pittsburgh, PA. Part 1c: Rationale I chose to focus on Artist Trading Cards for my instructional design project because there is a need to increase communication among students about their artwork, and a need to increase student choice and independence for creating their art. This will be done by trading cards between students and conducting evaluations of each others work. While ATCs are becoming more and more popular every year, there are not a lot of elementary to middle school aged students making them in art class in school. Including them into the students art curriculum could help meet needs in regards to students taking greater ownership and making more personal choices regarding their art projects for things like theme, subject matter and media choices. This in turn will hopefully help to increase motivation students have to create well-designed art projects, as they will be on display and up for grabs for their peers. This project could also help to extend art making outside of the classroom. The overall strategy for my project is a blend between supplantive and generative strategies. The breakdown would be something close to 70% supplantive and 30% generative. When working with students in this age group, 11-12 years, it is important to have a decent amount of structure in a project especially with tight constraints on time. The task for the ATC project is very well defined throughout the entire project. Each segment of the project will be explicitly explained with specific directions for completion. However, regarding the art making portion of the project, students will apply prior knowledge of working with different media. Therefore, the task for completing each card will be loosely structured around a theme of their choice.

The instructional strategy under which the goal for this project falls under would be problem-solving. Students are drawing upon previously learned knowledge of generating an idea in a sketch, choosing materials and creating an artwork. There are two sub-strategies that different parts of the project also fall into, one would be concept learning. The concept of a unique artwork in the form of an ATC will be applied for each of the three cards created. Last, psychomotor skill learning is also utilized while creating sketches for the cards and the cards themselves. Specifically, continuous psychomotor skills are being targeted as students draw, paint, and/or color their cards.

Part 2: Analysis Report

Part 2a: Description of the Need Part 2a.1: Needs Assessment Survey To conduct the needs assessment, a survey was created using SurveyMonkey.com. Ten questions were included in the survey that are listed in Appendix A. The survey was a mix of multiple choice and short answer questions. Out of 200 sixth grade students taking part in the project, 100 students participated in the survey. The survey was taken using a mobile lab during a scheduled art class and took about ten minutes to complete. While creating the survey, I made it a requirement to answer each question, allowing none to be skipped. But even still, complications with the Internet connection and with SurveyMonkey.com allowed a few students to skip certain questions. Part 2a2: Needs Assessment Data The needs assessment survey indicated a number of useful pieces of information for continuing the instructional design of ATCs. First, only ten students out of 95 have ever heard of ATCs. Although students were unaware of the context in which they would be trading their artwork, 42 students selected the answer, I would not like to trade my art with other students. Twenty-six answered that they dont really care either way, 19 would be ok with it, and 13 would feel great about it. Overall they were divided on feeling positively or negatively about exchanging their artwork. When asked to write a short response as to why they felt positively or negatively about exchanging their artwork with someone else a variety of responses were given. Of the students who felt positive about exchanging work thought so because: they could learn from others work, see others responses to their work, see what other students are making in art, it would help other students get more ideas for their own work, and gain feedback about their artwork whether it be positive or not. Students who felt an exchange would be negative responded that it would be negative because: exchanging artwork would be like throwing it away, the artwork could get damaged after

you worked so hard on it, theyre proud of their work even if the one they received in exchange it better than theirs, their parents wouldnt get a chance to see their artwork, another student might try and pretend the exchanged work was their own, and the students are worried about negative feedback and judgment. When it came to the size of artwork students prefer to make: 61 said medium, 36 said large, and 8 said small out of 99 who answered. Eighty students out of 99 said they have combined media to create an artwork in their past. It wasnt surprising therefore to see that 95 out of 99 said they would feel comfortable choosing which materials to work with on their own. When asked to list up to four different media for what students like to work with when making art they listed the following types of items: pastels, watercolors, paint, collage, fibers, crayons, markers, printmaking, colored pencils, clay, pencils, and photography/video editing. Students also listed some of the following responses for the type of themes they would like to work with: cartoons, animals, trees, faces, designs, sports, music, towns, monsters, people, holidays, landscapes, aircrafts, World War II, oceans, seasons, abstract art, geometric and organic shapes, insects, flowers, nature, zombie invasion, silhouettes, feelings, food, perspective drawing, space, star wars, aliens, cars, dance, and dragons. Part 2b: Description of the Learning Context Part 2b1: Learning Context Description The learning context physically consists of a large art room where students are situated at five tables with six stools each. Typically about one stool is left empty per table. The room has ample counter space and shelving for storage of materials and artwork. In the back of the room, there are two large sinks for hand washing. The room contains two student PCs that are Internet connected along with one teacher computer. The room is equipped with a mounted short throw projector that projects onto a whiteboard at the front of the room. There are three sections to the white board. The room also has some wall space for display of example artwork, guidelines for projects, and any other visual aids. Last, the art room contains a supply closet that holds various supplies that can be utilized for the creation of ATCs. The instructor (myself) that will implement the project is in her third year of teaching art to both fifth and sixth grade students. She views her role as both a presenter and also a facilitator depending on the different steps in a project being completed. She is comfortable presenting new materials to her students and with using technology to help facilitate instruction. There is an existing curriculum into which this project must fit. The school district has a general curriculum map that places the PA State Arts and Humanities Standards into a general timeline to be covered through the course of the school year. The State Arts and Humanities Standards must be incorporated into every lesson and if standards in other subject areas are covered, they must also be included in a written lesson plan. Generally speaking, students should be learning and reviewing the elements and principles of art along with using a variety of media to create various types of artworks. A written lesson plan must be available for every lesson completed with students. Part 2b2: Transfer Context Description

Students will generally be using the skills learned in this project in class. But, if they choose to do so, they will be able to apply their new knowledge and skills in the creation and trading of ATCs outside of the classroom as well. There are trades anyone can sign up for via the Internet, and students could also continue to create and trade with each other outside of school. Cards can be traded through the mail to anyone in the world, or just casually with a friend at school or elsewhere. Students will now be able to take part in these types of situations if they choose to do so. Part 2c: Description of the Learners The learners are located in North Huntington, PA, which is a mostly white middle-class area that is a suburb of Pittsburgh, PA. The general beliefs are moderately conservative in the area; most students, but not all are Christian. All students are required to take art and have two art classes consisting of forty-three minutes each in a six-day cycle. Generally, the learners have positive feelings toward art class whether it is their favorite subject or not and whether they are artistically inclined or not. A variety of types of lessons are presented to students so they can learn and use a variety of different skills. They are held to high standards and are aware of this, but the environment in the classroom is one where there is mutual respect between students and between teacher and students. It is a place where discussion, practice, and trial and error are all encouraged and where hard work and excellent behavior is rewarded. The completion of this project will be required and graded. To complete the project students will draw upon their prior knowledge using the various media that will be made available to them. They will also be incorporating their prior knowledge in regards to the importance and steps involved in planning for an artwork. Only about 10% of the students surveyed knew what ATCs were, so they will be described in depth in regards to what they are, how they are made and how to trade the cards with each other. I hope to touch upon as many of their negative concerns as possible to present the trading portion in a positive light. Students will be encouraged to take a photograph of their work so that they have a record of it even after its been exchanged. The sixth grade students targeted for learning are extremely impressionable in regards to the way a lesson is presented to them. If a lesson is presented and relates to their personalities and interests and the instructor seems excited about it, it will influence their attitude about the lesson. Showing students a variety of examples of ATCs that are done well, and can be used as a guide for what theirs should look like will help increase the quality of their work. Looking at the responses from the needs assessment survey a list of themes that students will be presented with that will suit their interests hopefully increasing their motivation on this project. I will add a few themes to the list they compiled to broaden their ideas as well. I will also be using their responses to help compile materials to be provided for creating the cards. I will also add to these materials to allow for some new exposure and experimentation of materials. Attitude of the instructor in very important along with giving choices so students can create their work to suit their interests. In this case the ability to choose from a list of themes and choose media to work with. While being impressionable in the sixth grade, students are also figuring out who they are as individuals, which is why giving them choices to suit them as individuals is important. These three things, attitude, choice in theme, and media will all help to make the lesson more successful.

Part 2d: Task Analysis Flow Chart http://www.gliffy.com/pubdoc/3012513/L.png

Part 3: Planning
Part 3a: List of Instructional Objectives 1.0 Given an example ATC to look at, students will produce a sample ATC to keep as a reference clearly showing the ATC rules. 2.0 Students will follow the rules they used creating their reference card for creating their three completed ATCs.

3.0 After being presented with a few options for types of responses, students will be able to choose the most polite, descriptive and well-written responses to model their evaluation responses from. 4.0 Students will honestly answer the following questions for all evaluations, for themselves and their peers using the following criteria: Does the ATC look finished? Why or why not? Could something be done to improve the ATC? If so, what specifically? Does the ATC fit into the theme the artist intended it to? Why or why not? Which theme is it? Was the ATC done neatly, look completed, and show a lot of effort? Was the media chosen a good choice for the subject matter? 5.0 Students will choose three themes from a list that appeal to them to create three completed artist trading cards. 6.0 Students will create a rough draft of their ideas on sketch paper for each ATC before beginning the final copy. 7.0 With the media choices determined by the teacher, students will make informed decisions choosing medium or media to create their ATCs. 8.0 Students will redo and revise ATCs as necessary based on self-evaluation using questions while working on the cards. 9.0 On a given date, students will all gather with their completed cards and participate in a trade giving away their three cards and choosing three cards in exchange. 10.0 With completed evaluation sheets in hand, students (creators and evaluators) will have a polite discussion sharing their evaluations of each others ATCs. Part 3b: Objectives Matrix Table Learning Objectives (a) 1.0 Blooms Taxonomy Classification (b) Application (reproduce) Format of Assessment (c) Performance Description of test form (d) Sample Items (e)

Production of a sample ATC to match the example.

Directions: Make a sample ATC that includes the rules for layout of a completed card to use as a reference like the one below.

Front
A R T W O R K on this side. 2.5x3.5 card.

Back
Name: Date: City,State: Title: # in series:

2.0

Application

Performance

Application of the rules from reference card onto 3 completed cards. Distinguish which of the three multiplechoice options is the most polite, descriptive and well written.

3.0

Analysis

Paper-andPencil

4.0

Evaluation

Performance (Essays)

5.0

Synthesis

Performance

6.0

Synthesis (plan)

Performance

An evaluation sheet with questions answered in complete sentences that explain why, if the answer is a yes or no response and provides the creator of the card with as much information and feedback as possible per question. Creation of three artist trading cards that follow along with the students three chosen themes. A rough-draft sketch of the basic concept for the completed artwork.

When creating all ATCs follow specifications and include all information from your reference card. Read the three possible responses to each question. Choose the one answer that you think gives the most feedback to the artist, is the most polite, and also the most well written. Answer the questions on the evaluation sheet in complete sentences. If your answer is yes or no, include why. Give as much information to the artist as possible for each question asked. Answer politely and use the correct responses from the multiple-choice questions as a model. Choose three themes from the provided list that appeal to you and create three artist trading cards. Complete a sketch of the basic idea for your ATC before beginning your final copy.

7.0

Evaluate

Performance

8.0

Evaluation (Assess and Revise)

Paper-andPencil

Informed judgment in selection of media to use for creating ATC that works well with the subject matter and theme. Completion of evaluation questions to determine if a revision or redo of the card is necessary. Display of completed cards and selection of cards to trade with and evaluate. A polite sharing of evaluations where evaluators talk to artists about their findings on the evaluation worksheet.

9.0

Application

Performance

10.0

Evaluate (Critique)

Performance

Choose the medium or combination of media that you determine would work best for the subject matter and theme of your ATC. Complete the evaluation questions on the worksheet for each card you create honestly and redo and/or revise your ATC according to your answers. Display your completed cards and choose three others that you would like to trade yours for and also evaluate. Find two artists that you traded and evaluated their ATC and politely discuss with them your evaluation of their work.

Part 3c: ARCS Table

ATTENTION
A.1 Perceptual Arousal > Instructor will place one to three ATCs on each of the five art room tables and ask students to examine them. The purpose of this activity is to get them excited about what it is that they will be making and be able to see some possible end results and good examples. A2. Inquiry Arousal > The instructor will ask the students if they know what these small artworks are. Guesses will be taken and the answer revealed that they are ATCs. The instructor will ask students with what types of media have the cards been created. The instructor will list them on the board as they are noted. A3. Variability > Attention will be maintained throughout the project as students will be given choices for themes and media to work with. They will also be given a choice as to which cards they trade theirs for. There is also variety in they are each making three small artworks which should help to keep students interest.

RELEVANCE
R1. Goal orientation 10

> The targeted learners are sixth grade students, ages 11-12, that have a variety of skill levels for creating art but have been exposed to the same general art materials up to this point. Learners will be meeting their own needs in terms of choice for theme, concept, and selection of media to use. Students know what they feel most comfortable working with and should be encouraged to experiment as well. R2. Motive matching > The instructor should provide completed examples to help students in completing quality work. >The instructor should check and discuss with students their sketches, pushing them to improve their work where necessary, before, during and after they make their final cards. R3. Familiarity > The instructor should choose media to make available to students that they have worked with previously along with a few things they may not be as familiar with. >A list of possible themes is provided in the materials but should be based around what students are familiar with. The instructor can add themes to the list based around what students have learned about in art previously, any themes from other subjects like geography or science, or anything that meets the specific interests of the students.

CONFIDENCE
C1. Learning requirements > Inform students that they will be shown the procedures for completing the ATC project by reviewing the list of steps in detail. This list of the steps along with images showing each step will be posted in the room for reference. Quality examples of cards will be displayed and discussed and appropriate evaluation responses will be discussed. C2. Success opportunities > Allow time for students to experiment and practice working with themes, concepts and media of their choice. >Make it clear that starting over is encouraged if the final result is not a positive one. View this as a learning process to improve upon the next attempt. C3. Personal control > Part of the personal control for success comes from the students ability to choose what they are making specifically on their card and how they are making it. >Students will evaluate their own work and receive feedback during a peer evaluation to base the success of their efforts and abilities off of.

SATISFACTION
S1. Natural consequences > A trade of ATCs between peers will be the meaningful opportunity provided for students to use their new knowledge about ATCs and appropriate evaluations of them. S2. Positive consequences > Receiving constructive feedback from peers after the trade is complete will provide reinforcement of learners success. > Learners will also obtain a sense of success from participating in the trade and gaining a new ATC that is not their own. S3. Equity

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> The instructor should remind peers that this was their first time making ATCs and trading them. With more practice of these procedures they will continue to improve in all aspects. >The instructor will provide feedback on the students cards by completing a rubric. >Students can choose which of their three cards they want to be evaluated by the instructor along with their peer-evaluations. > Encourage students to continue making and trading ATCs outside of class.

Part 4: Instructor Guide

Introduction Typically this lesson should be delivered in an art room, but any space where students will have room to work on their cards, like a project room would also work. Supplies should be kept on hand and set up in a manner that students can access them independently or at least semiindependently. If supplies include things like paint, having a sink in the room or close by would be helpful. This lesson is expository in nature given the age of the students (11-12 years). Active Attention or Gain Attention The instructor will place two to three example ATCs in the center of each of the tables in the art room. Allow the students about 3 minutes to take a look at each of the cards at their table. The instructor should briefly explain to them that these are what their next project focuses on. Ask them if any of them would like to keep one of the cards. If/when they say yes, tell them they can but only if they make one to give in return because they are Artist Trading Cards. Ask students to take a look at what types of media they cards are created with. List the media on the board so students can see the variety they will be working with.

Establish Purpose or Inform Learners of Purpose The learning goal of the project should be shared with students and reworded to be in the second person. For example: You will be given a list of possible themes and will choose three to create an ATC to fit each of those themes. You will have complete control over how your card will be created in regards to materials and how it fits into your themes. While working you will self-evaluate your cards and make improvements based upon your evaluations. After they are completed you will trade at least two of them with other students and take part in peer evaluations discussing artistic choice and concept. Arouse Interest and Motivation or Stimulate Learners Attention/Motivation

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Depending on the typical types of art lessons and ways in which these lessons are typically carried out this section may need to be modified. Usually at this age level art lessons are very specific in terms of objectives and how students are to complete them. They are not given as much leeway and freedom in a project as say, a high school student. Inform students of this fact. Let them know that this project is one where they will have a lot more freedom than they are used to in choosing what they will be making and how it is made. Making and trading ATCs can also be something that is easily carried over into their lives outside of the art room. Students will also be given a chance to talk to their peers about each others artwork providing constructive feedback that they will use to help improve their artwork. With complete control over your projects choice of theme, subject matter, and media the idea is to increase individual student motivation for completing this project.

Preview the Learning Activity or Provide Overview Displayed in the classroom somewhere should be the poster that lists the basic steps in the procedure for this project. Drawing students attention to it, briefly describe the path of the project and let them know that they do not need to memorize these procedures. The poster will be on the wall throughout the completion of the project as a reference.

Body Recall relevant prior knowledge or Stimulate recall of prior knowledge 1. Begin with the following probing questions: Do any of you know what trading cards are, or have heard of them? What kind of trading cards have you see or traded?

Typical responses are based around sports: baseball, basketball, football, boxing, golf, racing, hockey, tennis, etc. There are also non-sports trading cards that range in subject matter such as comics, movies, music and television. At this point the instructor should display the trading card poster included in the materials which shows a variety of examples of different types of trading cards. 2. Continue questioning to reveal students prior knowledge: How do people conduct a trade of their cards? Why would someone partake in the trading of these cards? Whats the appeal, whats the point? What might people say to each other that are trading cards? Do they have a conversation? If so, whats it about? What size are trading cards?

If no students respond to these questions, ask them to imagine what a trade might be like. Responses will vary but be based around the idea that people trade cards to collect their

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favorite players or favorite characters on the same team or from different teams. Its a way to learn more about whatever it is the cards are about. Also, people often have a discussion about the topics the cards are based on with the people they are trading with. Trading cards are small, easily fitting in a pocket. 3. As information about trading cards is being gathered, the instructor should be jotting down basic information about them on the board. This will be used to show similarities between regular trading cards and artist trading cards. Process information and examples or Present information and examples Using the information already on the board gathered about regular trading cards, the instructor should now use this to make connections between the two. Hold up an example of one of the ATCs. Tell students what it is called, an artist trading card, and that it is a type of trading card one that anyone can make. (Some example ATCs are shown in Appendix B.) Explain the concept of a series or making multiples of the same card. Ask students to look at the back of the cards and the information that is included. Explain what a trade is like with ATCs. A discussion about what the cards are about, how they were made and maybe whether or not they have one like it or not. They are also the same size as regular trading cards, 2 by 3 .

Focus Attention or Gain & Direct Attention Inform students that by sixth grade most of them have had the opportunity to work with a variety of art materials. They are probably aware of which materials they prefer to work with and which they do not. The same goes for which subject matter students prefer. At this point in their lives, students most likely have more specific interests in their world and what they like to make their art about. Because of these things this is an excellent age to introduce artist trading cards in art class. Inform students that they will have greater choice in terms of subject matter and in media for creating three very different ATCs. Employ Learning Strategies or Guide or Prompt Use of Learning Strategies The instructor will go over the entire process of creating an ATC following the procedures listed on the poster located in the classroom. Present them with the list of possible themes and where to find the list. Show them where all the materials are kept in the room for ATCs. Encourage experimentation and combining media for the cards. Show them the rubric for which the one card that they choose will be evaluated. Allow for students to ask basic questions while reviewing the steps.

Practice or Provide for and Guide Practice This is where the instructor will take students through the steps outlined in the task analysis flow chart. The instructor should guide students through the following steps for their first ATC.

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1. Assist students in creating sample ATC for students to keep as a guide. This sample shows required information for card. 2. Have students pick a theme for their card from the list of possible themes. 3. Create a sketch for the ATC and experiment with media (self-evaluate when complete, make necessary changes and repeat as needed). 4. Create ATC (self-evaluate when complete, make necessary changes and repeat as needed). 5. Double check that cards meets specifications and has required information on the back of it. Students should complete steps 2-5 two more times to end up with a total of three completed ATCs. This should be done more independently for students second and third card. After the cards are created pick back up with the following steps: 6. Students should complete the peer evaluation multiple-choice paper. 7. Review questions and discuss the correct answers and why they are the most appropriate responses. 8. Ask students to verbally give another type of appropriate response based off of the correct answers will get them thinking of what they might respond for peer evaluations. 9. Before beginning the trade, ask students to display their cards on the table in front of them. Allow 3-5 minutes for students to walk around the room and just look at each others cards. 10. Next, ask students to have an idea in mind of which cards they would like, but remember they might not get the ones they want. They should ask politely if whomever has their card that they want would want to trade that card for one of theirs. If the answer is no, say thank you anyways and go to the next person. 11. Now students can trade the two cards of their choice with two cards of their peers.

If some students are having trouble finding someone to trade with, ask those students to trade with each other. The instructor might also want to have an extra few cards on hand to trade with students as well. Evaluate Feedback or Provide Feedback The instructor should be providing feedback for students work and choice of materials as they are making the cards. Once the trading is complete, they should choose one of their peers cards to complete an evaluation sheet on. Remind students of the appropriate types of responses reviewed in the evaluation multiple-choice paper. They should use this paper as a reference. Once evaluations are completed, students should partner up, evaluators with artists, so they can share their thoughts and have a discussion based around the evaluation questions. Conclusion Summarize and review or Provide summary and review

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Allow students to reflect on what they have learned throughout the completion of this project. Ask students to briefly review the steps involved in creating an ATC from start to finish and trading and evaluating a peers card. Transfer learning or Enhance transfer Creation of ATCs outside of the art room is greatly encouraged for all students. Point out to students how easy it would be to create these cards at home and trade with peers in school or anytime really. Brainstorm with students the materials they already have on hand at home that they could use to continue to make ATCs outside of the art room. Examples might include: pens, pencils, markers, crayons, newspapers, old envelopes and stamps, magazine clippings, nail polish, scraps of fabric, string, beads, stamps, etc. A possibility would be to continue to have the materials available for students to work with when they have free time in art class. They could work on them and trade them in this free time. Another option for transfer learning is to create an ATC blog for the class where students could post pictures of their completed cards. Other students could comment on their cards providing feedback and possibly organizing a trade. Note: It would be wise for instructors to play an active role in the approving of photos and comments before they are posted. Certain blogging sites allow for the administrator of the site to do this. Remotivate and Close or Provide Remediation and Closure Ask students to write down three things that they have learned while completing this project. Give them a moment to discuss what they learned with their peers and then ask them to take turns sharing some responses with the class. Assess Learning or Conduct Assessment Evaluate Assessment will occur throughout the entire project. Students will be assessing themselves while creating their ATCs and once they are completed their peers will be assessing a card of theirs via an evaluation paper. The instructor should collect one ATC from each student along with their peer evaluation sheet to be evaluated using the grading rubric provided in the materials. Feedback and Seek Remediation or Provide Feedback and Remediation The learners will be receiving feedback from their peers during the peer-evaluation. The feedback students give to one another should be based around what is positive about the work and what could be improved upon. It is also to start a conversation about the artwork to get students talking about what theyve made with one another, what theyre interested in making art of, with, etc. The rubrics the instructor fills out will evaluate one ATC and the completed evaluation paper will be given to students to provide them with feedback of their work and a formal grade.

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Part 5: Learner Content

Part 5a: Learning Materials

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List of ATC Procedures

1. Create a sample ATC to keep as a guide.
A R T W O R K on this side. 2.5x3.5 card.

Name: Date: City,State: Title: # in series:

2. 3. 4. 5.

Front Back Pick one theme from the list of possible themes. Create a sketch for the ATC and experiment with media (self-evaluate when complete, make necessary changes and repeat as needed). Create ATC (self-evaluate when complete, make necessary changes and repeat as needed). Double check that cards meets specifications. Compare to sample ATC.

6. Repeat steps 2-5 to create three completed Artist Trading Cards. 7. After the cards are created continue with the following steps:
8. Complete the Peer Evaluation Guide multiple-choice paper. 9. Review questions with class correcting answers if necessary. 10. Display completed cards on table. Walk around room viewing other students cards. 11. Make a mental note of which cards you are interested in trading for. 12. Take part in an ATC trade. Trade two of your cards for two peers cards. Ask politely to trade if the answer is no, say thank you, and go to the next person.

Note: Not all materials or themes need to be used to successfully complete the ATC project. Having more options for students to work with in both categories will likely increase their interest in the project and also vary the results of completed cards. Adding themes to this list that are more specific to the learners is encouraged.

Materials List
Graphite pencils Colored pencils Markers Crayons Sharpies (thin and thick) Watercolors Pastels (chalk and oil) Tempera or acrylic paint Glitter Glitter glue Yarn Embroidery floss (needle)

List of Themes
Nature o Trees, plants o Animals o Ocean o Beaches o Insects o Flowers o Jungle o Fruit Cartoons Faces Abstract designs

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Felt Ribbon Buttons Beads (small) Feathers Stamps Stamp pads India Ink Decorative papers Origami paper Old maps Old books for illustrations or words to be cut out of Tissue paper and gift-wrap paper Scrapbooking paper Tape (masking, scotch, duct) Magazine clippings Photographs Digital artwork Glue sticks Scissors Puffy paint Puzzle pieces Stencils Small embellishments and ephemera (watch parts, shells, small keys, buttons, greeting cards) Playing cards Other types of trading cards Thin wire

Sports Music Dance Fantasy (monsters, fairies, mermaids, aliens, etc.) People Landscapes Cityscapes Architecture Holidays Elements of Art (line shape, color, form, value, texture, space) Aircrafts Cars Seasons Countries Ships Silhouettes Food Feelings Bridges Space ATC with text Time Textures Dance Robots Spaceships

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ATC Sketch Paper

1.

2.

3.

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Peer-Evaluation Guide
The purpose of this multiple choice worksheet is for you to choose the most polite, descriptive, and well written response for each question that you will then use as a guide to evaluate your peers artist trading cards.

1. Does the ATC look finished? Why or why not? a) It doesnt look finished because it looks terrible. b) It looks finished because almost the whole card is filled up. c) The ATC could be finished but it does look a little plain in the background, I think something could be added there to make it look even more complete. 2. Could something be done to improve the ATC? If so, what specifically? a) The ATC looks fine just like it is. b) Adding another one or two types of media to the card might be a good idea. Something like a painted background along with gluing beads on top, adding words, or gluing actual sand to the surface of the card because of the title. c) A lot could be done to improve the ATC because it looks really bad. Basically anything you could think to add to it would make it better than it is now. 3. Does the ATC fit into the theme the artist intended it to? Why or why not? Write the intended theme here_______landscapes________. a) Yes, landscapes, because it is called Desert Storm. b) No, it does not fit into the landscape theme. c) This card could fit into a few different themes. It looks like it could be landscapes, water, or texture. I think it does fit as in the landscape theme because the shapes at the top look like clouds and the lines towards the bottom look like they could be the texture of the ground or plants on the ground. It has a sort of landscape feel, whether its desert or not. 4. Was the ATC done neatly, look completed, and show a lot of effort? a) The ATC was done neatly, there is not any glue showing and the collaged pieces are glued down entirely. They also look like they were placed carefully on the card. The shapes also look like they were cut out very well. b) It looks like it was done thoughtfully and with a lot of effort. c) The card looks like very little effort or thought was put into it. The shapes look like they were cut out and glued down well, but there isnt much to the card. It looks still incomplete. 5. Was the media chosen a good choice for the subject matter? a) Collage is ok for this ATC but I think using fiber, paint, and maybe beads along with collage may have been a better choice. b) No. Collage does not work for this ATC at all almost anything else would have worked better for a landscape theme. c) Collage seems to have been a pretty good choice for this ATC. I still think that it along with another medium or two would have made the card more successful. For example adding paint and maybe even gluing sand down to the card as well.

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Artist Trading Card Peer-Evaluation Questions Artist_______________________________________________ Evaluator____________________________________________

1. Does the ATC look finished? Why or why not?

2. Could something be done to improve the ATC? If so, what specifically?

3. Does the ATC fit into the theme the artist intended it to? Why or why not? Which theme is it?

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Was the ATC done neatly, look completed, and show a lot of effort?

4. Was the media chosen a good choice for the subject matter?

Part 5b: Assessment Materials

Grading Rubric
ATCs sketches completed before creation of cards showing planning involved Three Completed ATCs with all required information on the back of all three Skill in regards to use of materials and experimentation visible Each ATC fits into a theme and uses a variety of materials Effort put into creating the cards is obvious ATCs look completed One completed peer evaluation with polite, descriptive, and well written responses Total Points: Possible Points 10 25 10 10 15 10 20 Points Earned

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Part 6: Formative Evaluation Plan

Part 6a: Expert Review Plan My SME will be the other art teacher at my school. She teaches the other half of the sixth graders in our building. I expect to submit my design document and materials to her as soon as they are completed which is anticipated to be Friday, December 2. Receiving feedback on the materials should hopefully only take until Tuesday, December 6.

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Once the SME has reviewed the materials I will ask her similar questions to what I would ask the instructor during the field trial. But, her answers will be predictions based on experience as she will not have taught the lesson yet. Part 6b: One-to-One Review Plan To complete a one-to-one evaluation I would gather the two to three learners in the sixth grade that I was able to work with and go through every step of the instruction. Hopefully I would be able to have some sort of a connection that knew the learners and three would be selected as one a slightly below average learner, an average learner, and an above average learner. First, I would talk to the learners about the point of this exercise. I would encourage them to feel free to let me know their opinions about each step in the project and to also express when they feel they are confused. Finally, I would model a read-think-aloud and inform students that I would be recording the evaluation so I could use their feedback to better the materials. Key questions I would be looking to answer during this stage would be: Do the students connect to the way the trading cards were introduced comparing sports trading cards to ATCs? Is the openness of creating ATCs too much for learners? Will students feel overwhelmed with so many options for creating their cards? Do the sample evaluations provide enough guidance for appropriate answers from students in their peer-evaluations? Is there a section of the project that seems unnecessary? Are there any steps that have been left out? Is the evaluation section too vague or confusing? Part 6c: Small Group Evaluation Plan My small group evaluation would be teacher-led with 8-12 sixth grade students. Before beginning the instruction I would ask students to complete a short learner characteristic questionnaire. Questions on the questionnaire would include things like the following: Do you like art, and making art? Do you have art class at school? What kinds of projects do you make in art if you have it offered at school? What types of art materials have you used before? Have you ever heard of trading cards before? If yes, what kind? After the learner characteristic questionnaire was completed, instruction would begin on the ATC project. I would not interfere with instruction, simply observing, but I would have asked students for permission beforehand to videotape the instruction taking place. After the instruction was completed an attitude test would be administered. Did you like making ATCs? How did you feel about how ATCs were presented to you? Was it clear what they were and how to make them? Did you like the themes that you were offered to use to make the ATCs? How did you like trading your ATCs with other students? If you answered no, what could be done to change this opinion? Will you make more ATCs outside of class after completing this project?

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Did you feel the self-evaluation was helpful? Did you feel the peer-evaluation was helpful? Did you learn anything from the peer evaluation? Once the attitude test was finished a debriefing based on students responses in the attitude test would take place to gather more in depth information. Part 6d: Field Trial Plan I would conduct as many field trials as I possibly could in varying types of schools and learning situations, with varied socioeconomic situations each with around 30 students. I would try to be present during the instruction but if this was not possible I would ask the teacher to videotape instruction if this was allowed in the learning situation. In cases where I was able to observe instruction I would not make time to answer question the instructor may have about the materials. Instead I would simply include the instructor guide and ask them to refer to that for their questions. After the project was complete I would then ask the instructor for feedback using the following questions: Did you feel the time frame for completing this project was accurate? Did you feel the instructor guide was thorough enough? Was anything missing? Were the instructional materials useful? Was anything missing? Were there any adaptations that you needed to make to the instruction? How did you feel about the instruction in general? Did the learners feel positive, negative, or neutral about the instruction?

Part 7: Formative Evaluation Repoart

Part 7a: Evaluation Survey The purpose of the project was to have students create three artist trading cards choosing from a list of themes and media to create them with. Giving students an opportunity to have greater control over what they are making and how they are making it should have a positive influence on their motivation to complete the project. They are also asked to take part in a trade with other students. After this they are to complete an evaluation on their peers cards to get a discussion about the art that they have created. It should also encourage them to think about their own choices while making their cards. After completing this project in class, hopefully it will extend beyond the classroom and students will continue to create and trade cards once the project is finished increasing their art making and communication about art in general. Project Goal: Given a list of possible themes, students will individually create three artist trading cards (ATCs) of their chosen themes and media; evaluate their own cards during creation and peers cards upon completion to discuss artistic choices and concepts. Please evaluate the following materials using the questions below as a guide: Trading Card Poster

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1. Does this poster show enough different types and solid examples of other types of trading cards? Instructor Guide 1. Did you feel the time frame for completing this project was accurate? 2. Could you easily follow along with the steps listed in the instructor guide? 3. Did you feel the instructor guide was thorough enough? Was anything missing? List of Procedures 1. Are the pictures necessary for the procedures? 2. Do you think its necessary to have this displayed in the classroom or given to each student as a handout? Materials List 1. Are there any materials that you can think of that I should add or take away? List of Themes 1. Are there any themes that you can think of that I should add or take away? ATC Sketch Paper 1. Do you think this will be helpful for students? Peer Evaluation Guide 1. Do you think the multiple choice responses are adequate in good and bad examples for responses? Peer-Evaluation Questions 1. Are the evaluation questions adequate to draw pertinent information out of students about their own and each others cards? 2. Are there any questions you think I should add or take away from the evaluation? Grading Rubric 1. Are the point values for each item appropriate? 2. Are there any other items that I may have missed for grading or should get rid of?

General questions about project: 1. Were the instructional materials useful? Was anything missing? 2. Were there any adaptations that you needed to make to the instruction? 3. How did you feel about the instruction in general? 4. How do you feel learners will respond to this project? Part 7b: Report of Expert Review The expert review was generally a positive one. She didnt have any suggestions for improvement for the Trading Card Poster or the Instructor Guide. Her one comment about the project in general was in regards to the time frame. She feels that it may end up taking more like

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four hours to complete the entire project. This however may depend on how often students take advantage of opportunities to review their ATCs while working on them. The expert felt pictures were unnecessary for the List of Procedures. She also felt that she would list the steps on the board at the beginning of each period that she felt students would be able to complete in that class period along with a small handout on each art room table. This handout would highlight the steps necessary for students to complete cards 2 and 3. The expert mentioned that she felt it would be beneficial to take a few minutes with each class to brainstorm any extra themes or materials to add to each of the lists. She feels it would also be good to encourage students to bring in materials from home to make their ATCs. She felt both lists were adequate as a starting off point though. The ATC Sketch Paper she thought was an excellent way for students to begin their cards. And for modeling evaluation she felt the multiple-choice options were adequate. The one noted thing to possibly change in the evaluation and on the rubric would be to omit the word thoughtfulness. She feels it is too subjective and feelings of students could get hurt. The expert would simplify the grading rubric so that each card was 10 points each making the cards 30 points total. She would also change the effort grade to 10 points. In regards to adaptations she felt that should be dealt with on a case-by-case basis. And last she is very curious to see how students will respond to this project because of how much freedom they are being given. Some students might not even know what to do with this much freedom. Also, the reaction from students about giving away their artwork will be interesting to see, she feels this will be difficult for some. See Appendix C for the full answers to all the questions asked of the expert. Part 7c: Designers Response to Review I was very pleased with the review that I received. I agree that the project might end up taking a little longer that three hours. This will definitely depend on the students rate of working and also the first few times the project is taught I think it will take longer. After doing it once or twice with students I think an instructor could complete it in closer to three hours with students. I did not add images to my List of Procedures because after hearing it in my expert review and also thinking a bit about it, they do seem unnecessary. I think it would be easiest to display the procedures on the board and mark which steps students should focus on. Along with this the steps could be located on each art room table as well. I think it would be beneficial for any instructor to brainstorm materials and themes with their students to make it even more personal to them. I added a note about this in the instructor guide. I agreed with the expert about the word thoughtfulness so it was omitted from the evaluation and rubric. I disagree with the grading however so I kept it the same as before. It will be easy however for any instructor to change the rubric based on what they think is important to evaluate and how many points they wish to give to each item.

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As there are so many different types of issues that students with special needs might need in terms of adaptations, I decided to leave off anything in regards to that in the project. I think this is something that should be addressed by the instructor and dealt with on an individual basis. I agree with the expert, I think it will be very interesting to see students respond to so much freedom for an art project. The survey was split down the middle for how students felt about trading their artwork. I am also so curious to see their reactions to giving away their artwork in a trade.

Part 8: Standards Grid

Standards Standard 1: DESIGN 1.1 Instructional Systems Design (ISD) 1.1.1 Analyzing 1.1.2 Designing 1.1.3 Developing 1.1.4 Implementing 1.1.5 Evaluating 1.2 Message Design 1.3 Instructional Strategies 1.4 Learner Characteristics Standard 2: DEVELOPMENT 2.0 (includes 2.0.1 to 2.0.8) 2.1 Print Technologies 2.2 Audiovisual Technologies 2.3 Computer-Based Technologies 2.4 Integrated Technologies Standard 3: UTILIZATION 3.0 (includes 3.0.1 & 3.0.2) 3.1 Media Utilization 3.2 Diffusion of Innovations 3.3 Implementation and Institutionalization ID Project 3.4 Policies and Regulations

X X X X X X X X X X X X

Assignments meeting standard in whole or part ID Project ID Project ID Project ID Project ID Project Selected Discussion Forums; ID Project ID Project ID Project ID Project Reading Quiz; ID Projects (all assignments)

(all assignments)

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Standard 4: MANAGEMENT 4.0 (includes 4.0.1 & 4.0.3) 4.1 Project Management 4.2 Resource Management 4.3 Delivery System Management 4.4 Information Management Standard 5: EVALUATION 5.1 Problem Analysis 5.2 Criterion-Referenced Measurement 5.3 Formative and Summative Evaluation 5.4 Long-Range Planning X X X ID Project ID Project

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Appendices
Appendix A- Needs Assessment Survey Questions 1. How would you feel about trading or exchanging your art with other students once your work is complete? (multiple choice, one answer only) I'd feel great about it! I'd be just ok with it. I don't really care either way. I would not like to trade my art with other students. 2. Do you think exchanging art with someone else would be a positive or negative thing to do? (multiple choice, one answer only) Positive Negative 3. Please write what you answered for the last question (positive or negative) and then explain why you chose that answer. (short answer) 4. What size of artworks do you prefer to make? (multiple choice, one answer only) large medium small 5. What media do you like to work with the best when making art? You may list up to four of the following: paint, watercolors, pastels, crayon, marker, collage, fiber arts, printmaking, or any other media you like to use. (short answer) 6. In your past art experiences have you combined media in an artwork before? (example: using paint and collage; using crayon, marker, and sharpie; using collage, sewing and marker) (multiple choice, one answer only) Yes No 7. Would you like to combine media if you answered no for the last question? (multiple choice, one answer only) Yes No 8. If given a choice to use a variety of materials, would you feel comfortable choosing which you would like to work with? (multiple choice, one answer only) Yes No

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9. If you could make an artwork focusing on any theme, what would you choose? (examples: faces, trees, feelings, monsters, etc...)You may write here ANY theme you can think of! (short answer) 10. Have you ever heard of artist trading cards, or know what they are? (multiple choice, one answer only) Yes No

Appendix B- Example ATCs

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Appendix C- Completed Expert Evaluation Questions Please evaluate the following materials using the questions below as a guide: 32

Trading Card Poster Does this poster show enough different types and solid examples of other types of trading cards? Yes, it is an excellent example to show the students. Some of them may not be aware of all of the different kinds of cards. Instructor Guide Did you feel the time frame for completing this project was accurate? Actually, I feel the time frame could run a little longer than anticipated. Some of the students may have a difficult time making decisions concerning the type of materials and how to use them. I also think having opportunity to revise is going to add some time. I am thinking it may take 4 hours. Could you easily follow along with the steps listed in the instructor guide? Yes, the instructor guide is very well written and easy to follow. Did you feel the instructor guide was thorough enough? Was anything missing? No, I didnt feel anything was missing but I would give the students more opportunity to help brainstorm possible themes and materials. List of Procedures Are the pictures necessary for the procedures? No, I dont think the pictures are necessary. Your procedures are very specific and easy to follow. Do you think its necessary to have this displayed in the classroom or given to each student as a handout? I would probably make a list on the board at the beginning of each class period. That way as the project progresses you could eliminate the steps already complete. It would also serve as a review. It would be good to have a small handout on each table to remind students of the steps to making a card so they could refer back to it when they are making cards 2 and 3. Materials List Are there any materials that you can think of that I should add or take away? There are so many materials that you could use for this project that I think you have covered a good list of possibilities. Again, brainstorming with your students is going to produce more options. I would also encourage them to bring in items from home. List of Themes Are there any themes that you can think of that I should add or take away? This is a very extensive list of themes. Im sure there are things your students will think of that you havent and they will ask if they can do them. Your list is a great beginning to get them thinking. ATC Sketch Paper Do you think this will be helpful for students? I would definitely give them the sketch paper for their cards. I like that you made it the exact size of the ATC. They need to think before they begin and this is an excellent way to do so. Peer Evaluation Guide

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Do you think the multiple-choice responses are adequate in good and bad examples for responses? You have given them good examples of positive and negative responses. Your role modeling of this should lead them to using good choices. Peer-Evaluation Questions Are the evaluation questions adequate to draw pertinent information out of students about their own and each others cards? My only comment would be to eliminate thoughtfulness from the one question, Was the ATC done neatly, look completed, and show effort? I feel that it becomes too subjective and students this age are very easily hurt by their peers opinion. Grading Rubric Are the point values for each item appropriate? Only to make it easier for you as you grade 200+ projects, I would make the grade for the three trading cards 30 points - 10 points each. I would then change effort to 10. Are there any other items that I may have missed for grading or should get rid of? Omit the word thoughtfulness from the rubric. General questions about project: Were the instructional materials useful? Was anything missing? This is a very cohesive plan there is nothing pertinent missing. Were there any adaptations that you needed to make to the instruction? Adaptations would have to be made on an individual basis. My concern would be with students that have visual deficiencies. You may also have to adapt the evaluation for some of the learning support students. How did you feel about the instruction in general? It is excellent. How do you feel learners will respond to this project? Honestly, Im quite excited to see how they respond. Im not sure they will know what to do with having such creative freedom. I think they will be excited to use all of the materials but Im not so sure they will like sharing their work. They take their view their artwork very personally and I think that may be hard for some of them to give it up.

Appendix D- Works Cited Bolton, P. 2007. Artist trading cards: Innovative and inspired mixed-media ATCs. Gloucester, MA: Quarry Books. Keller, J. M. (1987). The systematic process of motivational design. Performance & Instruction, 26 (9/10), 1-8. Medlej, J. (2003, March 3). Art in your pocket. Cedarseed.com. Retrieved November 11, 2011 from http://www.cedarseed.com/air/atc.html

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Trading card. (2011, August 24). In Wikipedia, The Free Encyclopedia. Retrieved November 7, 2011, from http://en.wikipedia.org/w/index.php?title=Trading_card&oldid=446458537

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