Molli Brown EDTECH 503 (Fall 2011) Instructional Design Pro ect !

u"#itte$ to Dr% &u'(ui C(ing Dece#"er )* 2011

Pro ect Title+ Creating ,rtist Tra$ing Car$s in t(e ,rt -oo#

Table of Contents
!.nt(esis -e/lection Pa0er Part 1+ To0ic1111111111111111111111111111111113 Part 1a+ 2oal !tate#ent111111111111111111111111%1%%3 Part 1"+ ,u$ience Descri0tion111111111111111111111113 Part 1c+ -ationale11111111111111111111111111113 Part 2+ ,nal.sis -e0ort111111111111111111111111111113 Part 2a+ Descri0tion o/ t(e 4ee$1111111111111111111111%%3 Part 2a%1+ 4ee$s ,ssess#ent !ur5e.11111111111111111%%%3 Part 2a2+ 4ee$s ,ssess#ent Data11111111111111111113 Part 2"+ Descri0tion o/ t(e 6earning Conte7t11111111111111111%%5 Part 2"1+ 6earning Conte7t Descri0tion1111111111111111%%5 Part 2"2+ Trans/er Conte7t Descri0tion1111111111111111%%%5 Part 2c+ Descri0tion o/ 6earners1111111111111111111111%%8 Part 2$+ Tas9 ,nal.sis Flow C(art111111111111111111111%%: Part 3+ Planning11111111111111111111111111111111: Part 3a+ 6ist o/ Instructional ;" ecti5es1111111111111111111%%: Part 3"+ ;" ecti5es Matri7 Ta"le1111111111111111111111%< Part 3c+ ,-C! Ta"le11111111111111111111111111%%10 Part 3+ Instructor 2ui$e1111111111111111111111111111%%12 Part 5+ 6earner Content1111111111111111111111111111%%1: Part 5a+ 6earning Materials1111111111111111111111111: T.0es o/ Tra$ing Car$s Poster111111111111111111111%%1: 6ist o/ ,TC Proce$ures1111111111111111111111111< Materials an$ T(e#es 6ists1111111111111111111111%%1< ,TC !9etc( Pa0er1111111111111111111111111120 Peer'E5aluation 2ui$e111111111111111111111111%%21 Peer'E5aluation =uestion !(eet11111111111111111111%%%22 Part 5"+ ,ssess#ent Materials%1111111111111111111111%%23 Part 8+ For#ati5e E5aluation Plan111111111111111111111111%23 Part 8a+ E70ert -e5iew Plan11111111111111111111111%%23 Part 8"+ ;ne'to'one -e5iew Plan111111111111111111111%%23 Part 8c+ !#all 2rou0 E5aluation Plan1111111111111111111%%%23 Part 8$+ Fiel$ Trial Plan1111111111111111111111111%25 Part :+ For#ati5e E5aluation -e0ort11111111111111111111111%25 Part :a+ E5aluation !ur5e.111111111111111111111111%25

Part :"+ -e0ort o/ E70ert -e5iew111111111111111111111%%28 Part :c+ Designer>s -es0onse to -e5iew111111111111111111%%%2: Part <+ !tan$ar$s 2ri$111111111111111111111111111112< ,00en$ices111111111111111111111111111111111%30 ,00en$i7 ,' 4ee$s ,ssess#ent !ur5e. =uestions111111111111111%%%30 ,00en$i7 B' E7a#0le ,TCs111111111111111111111111%%31 ,00en$i7 C' Co#0lete$ E70ert E5aluation =uestions11111111111111%%32 ,00en$i7 D' ?or9s Cite$1111111111111111111111111%%33 Synthesis Reflection Paper

Part 1: Topic
Part 1a: Goal Statement 2i5en a list* stu$ents will in$i5i$uall. c(oose t(ree t(e#es t(at t(e. li9e an$ #a9e in/or#e$ $ecisions on w(ic( #e$ia to use to create t(ree artist tra$ing car$s (,TCs) t(at w(en co#0lete will "e sel/'e5aluate$ t(en tra$e$ wit( ot(er stu$ents /or 0eer'e5aluation an$ a con5ersation a"out artistic c(oices@conce0t% Part 1b: Audience Description T(ere are eig(t grou0s o/ roug(l. 25 si7t( gra$e stu$ents* generall. ages 11'12* in total aroun$ 200 stu$ents% T(e learners go to a 0u"lic sc(ool calle$ an inter#e$iate sc(ool* w(ic( (as onl. /i/t( an$ si7t( gra$e stu$ents in it% It is locate$ in 4ort( Huntington* P,* w(ic( is a #ostl. w(ite #i$$le'class area t(at is a su"ur" o/ Pitts"urg(* P,% Part 1c: Rationale I c(ose to /ocus on ,rtist Tra$ing Car$s /or #. instructional $esign 0ro ect "ecause t(ere is a nee$ to increase co##unication a#ong stu$ents a"out t(eir artwor9* an$ a nee$ to increase stu$ent c(oice an$ in$e0en$ence /or creating t(eir art% T(is will "e $one ". tra$ing car$s "etween stu$ents an$ con$ucting e5aluations o/ eac( ot(er>s wor9% ?(ile ,TCs are "eco#ing #ore an$ #ore 0o0ular e5er. .ear* t(ere are not a lot o/ ele#entar. to #i$$le sc(ool age$ stu$ents #a9ing t(e# in art class in sc(ool% Inclu$ing t(e# into t(e stu$ents> art curriculu# coul$ (el0 #eet nee$s in regar$s to stu$ents ta9ing greater owners(i0 an$ #a9ing #ore 0ersonal c(oices regar$ing t(eir art 0ro ects /or t(ings li9e t(e#e* su" ect #atter an$ #e$ia c(oices% T(is in turn will (o0e/ull. (el0 to increase #oti5ation stu$ents (a5e to create well'$esigne$ art 0ro ects* as t(e. will "e on $is0la. an$ u0 /or gra"s /or t(eir 0eers% T(is 0ro ect coul$ also (el0 to e7ten$ art #a9ing outsi$e o/ t(e classroo#% T(e o5erall strateg. /or #. 0ro ect is a "len$ "etween su00lanti5e an$ generati5e strategies% T(e "rea9$own woul$ "e so#et(ing close to :0A su00lanti5e an$ 30A generati5e% ?(en wor9ing wit( stu$ents in t(is age grou0* 11'12 .ears* it is i#0ortant to (a5e a $ecent a#ount o/ structure in a 0ro ect es0eciall. wit( tig(t constraints on ti#e% T(e tas9 /or t(e ,TC 0ro ect is 5er. well $e/ine$ t(roug(out t(e entire 0ro ect% Eac( seg#ent o/ t(e 0ro ect will "e e70licitl. e70laine$ wit( s0eci/ic $irections /or co#0letion% Howe5er* regar$ing t(e art #a9ing 0ortion o/ t(e 0ro ect* stu$ents will a00l. 0rior 9nowle$ge o/ wor9ing wit( $i//erent #e$ia%

T(ere/ore* t(e tas9 /or co#0leting eac( car$ will "e loosel. structure$ aroun$ a t(e#e o/ t(eir c(oice% T(e instructional strateg. un$er w(ic( t(e goal /or t(is 0ro ect /alls un$er woul$ "e 0ro"le#'sol5ing% !tu$ents are $rawing u0on 0re5iousl. learne$ 9nowle$ge o/ generating an i$ea in a s9etc(* c(oosing #aterials an$ creating an artwor9% T(ere are two su"'strategies t(at $i//erent 0arts o/ t(e 0ro ect also /all into* one woul$ "e conce0t learning% T(e conce0t o/ a uniBue artwor9 in t(e /or# o/ an ,TC will "e a00lie$ /or eac( o/ t(e t(ree car$s create$% 6ast* 0s.c(o#otor s9ill learning is also utiliCe$ w(ile creating s9etc(es /or t(e car$s an$ t(e car$s t(e#sel5es% !0eci/icall.* continuous 0s.c(o#otor s9ills are "eing targete$ as stu$ents $raw* 0aint* an$@or color t(eir car$s%

Part 2: Analysis Report

Part 2a: Description of the Need Part 2a 1: Needs Assessment Sur!ey To con$uct t(e nee$s assess#ent* a sur5e. was create$ using !ur5e.Mon9e.%co#% Ten Buestions were inclu$e$ in t(e sur5e. t(at are liste$ in ,00en$i7 ,% T(e sur5e. was a #i7 o/ #ulti0le c(oice an$ s(ort answer Buestions% ;ut o/ 200 si7t( gra$e stu$ents ta9ing 0art in t(e 0ro ect* 100 stu$ents 0artici0ate$ in t(e sur5e.% T(e sur5e. was ta9en using a #o"ile la" $uring a sc(e$ule$ art class an$ too9 a"out ten #inutes to co#0lete% ?(ile creating t(e sur5e.* I #a$e it a reBuire#ent to answer eac( Buestion* allowing none to "e s9i00e$% But e5en still* co#0lications wit( t(e Internet connection an$ wit( !ur5e.Mon9e.%co# allowe$ a /ew stu$ents to s9i0 certain Buestions% Part 2a2: Needs Assessment Data T(e nee$s assess#ent sur5e. in$icate$ a nu#"er o/ use/ul 0ieces o/ in/or#ation /or continuing t(e instructional $esign o/ ,TCs% First* onl. ten stu$ents out o/ )5 (a5e e5er (ear$ o/ ,TCs% ,lt(oug( stu$ents were unaware o/ t(e conte7t in w(ic( t(e. woul$ "e tra$ing t(eir artwor9* 32 stu$ents selecte$ t(e answer* DI woul$ not li9e to tra$e #. art wit( ot(er stu$ents%> Twent.'si7 answere$ t(at t(e. $on>t reall. care eit(er wa.* 1) woul$ "e o9 wit( it* an$ 13 woul$ /eel great a"out it% ;5erall t(e. were $i5i$e$ on /eeling 0ositi5el. or negati5el. a"out e7c(anging t(eir artwor9% ?(en as9e$ to write a s(ort res0onse as to w(. t(e. /elt 0ositi5el. or negati5el. a"out e7c(anging t(eir artwor9 wit( so#eone else a 5ariet. o/ res0onses were gi5en% ;/ t(e stu$ents w(o /elt 0ositi5e a"out e7c(anging wor9 t(oug(t so "ecause+ t(e. coul$ learn /ro# ot(ers> wor9* see ot(ers> res0onses to t(eir wor9* see w(at ot(er stu$ents are #a9ing in art* it woul$ (el0 ot(er stu$ents get #ore i$eas /or t(eir own wor9* an$ gain /ee$"ac9 a"out t(eir artwor9 w(et(er it "e 0ositi5e

or not% !tu$ents w(o /elt an e7c(ange woul$ "e negati5e res0on$e$ t(at it woul$ "e negati5e "ecause+ e7c(anging artwor9 woul$ "e li9e t(rowing it awa.* t(e artwor9 coul$ get $a#age$ a/ter .ou wor9e$ so (ar$ on it* t(e.>re 0rou$ o/ t(eir wor9 e5en i/ t(e one t(e. recei5e$ in e7c(ange it "etter t(an t(eirs* t(eir 0arents woul$n>t get a c(ance to see t(eir artwor9* anot(er stu$ent #ig(t tr. an$ 0reten$ t(e e7c(ange$ wor9 was t(eir own* an$ t(e stu$ents are worrie$ a"out negati5e /ee$"ac9 an$ u$g#ent% ?(en it ca#e to t(e siCe o/ artwor9 stu$ents 0re/er to #a9e+ 81 sai$ #e$iu#* 38 sai$ large* an$ < sai$ s#all out o/ )) w(o answere$% Eig(t. stu$ents out o/ )) sai$ t(e. (a5e co#"ine$ #e$ia to create an artwor9 in t(eir 0ast% It wasn>t sur0rising t(ere/ore to see t(at )5 out o/ )) sai$ t(e. woul$ /eel co#/orta"le c(oosing w(ic( #aterials to wor9 wit( on t(eir own% ?(en as9e$ to list u0 to /our $i//erent #e$ia /or w(at stu$ents li9e to wor9 wit( w(en #a9ing art t(e. liste$ t(e /ollowing t.0es o/ ite#s+ 0astels* watercolors* 0aint* collage* /i"ers* cra.ons* #ar9ers* 0rint#a9ing* colore$ 0encils* cla.* 0encils* an$ 0(otogra0(.@5i$eo e$iting% !tu$ents also liste$ so#e o/ t(e /ollowing res0onses /or t(e t.0e o/ t(e#es t(e. woul$ li9e to wor9 wit(+ cartoons* ani#als* trees* /aces* $esigns* s0orts* #usic* towns* #onsters* 0eo0le* (oli$a.s* lan$sca0es* aircra/ts* ?orl$ ?ar II* oceans* seasons* a"stract art* geo#etric an$ organic s(a0es* insects* /lowers* nature* Co#"ie in5asion* sil(ouettes* /eelings* /oo$* 0ers0ecti5e $rawing* s0ace* star wars* aliens* cars* $ance* an$ $ragons% Part 2b: Description of the "earnin# Conte$t Part 2b1: "earnin# Conte$t Description T(e learning conte7t 0(.sicall. consists o/ a large art roo# w(ere stu$ents are situate$ at /i5e ta"les wit( si7 stools eac(% T.0icall. a"out one stool is le/t e#0t. 0er ta"le% T(e roo# (as a#0le counter s0ace an$ s(el5ing /or storage o/ #aterials an$ artwor9% In t(e "ac9 o/ t(e roo#* t(ere are two large sin9s /or (an$ was(ing% T(e roo# contains two stu$ent PCs t(at are Internet connecte$ along wit( one teac(er co#0uter% T(e roo# is eBui00e$ wit( a #ounte$ s(ort t(row 0ro ector t(at 0ro ects onto a w(ite"oar$ at t(e /ront o/ t(e roo#% T(ere are t(ree sections to t(e w(ite "oar$% T(e roo# also (as so#e wall s0ace /or $is0la. o/ e7a#0le artwor9* gui$elines /or 0ro ects* an$ an. ot(er 5isual ai$s% 6ast* t(e art roo# contains a su00l. closet t(at (ol$s 5arious su00lies t(at can "e utiliCe$ /or t(e creation o/ ,TCs% T(e instructor (#.sel/) t(at will i#0le#ent t(e 0ro ect is in (er t(ir$ .ear o/ teac(ing art to "ot( /i/t( an$ si7t( gra$e stu$ents% !(e 5iews (er role as "ot( a 0resenter an$ also a /acilitator $e0en$ing on t(e $i//erent ste0s in a 0ro ect "eing co#0lete$% !(e is co#/orta"le 0resenting new #aterials to (er stu$ents an$ wit( using tec(nolog. to (el0 /acilitate instruction% T(ere is an e7isting curriculu# into w(ic( t(is 0ro ect #ust /it% T(e sc(ool $istrict (as a general curriculu# #a0 t(at 0laces t(e P, !tate ,rts an$ Hu#anities !tan$ar$s into a general ti#eline to "e co5ere$ t(roug( t(e course o/ t(e sc(ool .ear% T(e !tate ,rts an$ Hu#anities !tan$ar$s #ust "e incor0orate$ into e5er. lesson an$ i/ stan$ar$s in ot(er su" ect areas are co5ere$* t(e. #ust also "e inclu$e$ in a written lesson 0lan% 2enerall. s0ea9ing* stu$ents s(oul$ "e learning an$ re5iewing t(e ele#ents an$ 0rinci0les o/ art along wit( using a 5ariet. o/ #e$ia to create 5arious t.0es o/ artwor9s% , written lesson 0lan #ust "e a5aila"le /or e5er. lesson co#0lete$ wit( stu$ents%

Part 2b2: Transfer Conte$t Description !tu$ents will generall. "e using t(e s9ills learne$ in t(is 0ro ect in class% But* i/ t(e. c(oose to $o so* t(e. will "e a"le to a00l. t(eir new 9nowle$ge an$ s9ills in t(e creation an$ tra$ing o/ ,TCs outsi$e o/ t(e classroo# as well% T(ere are tra$es an.one can sign u0 /or 5ia t(e Internet* an$ stu$ents coul$ also continue to create an$ tra$e wit( eac( ot(er outsi$e o/ sc(ool% Car$s can "e tra$e$ t(roug( t(e #ail to an.one in t(e worl$* or ust casuall. wit( a /rien$ at sc(ool or elsew(ere% !tu$ents will now "e a"le to ta9e 0art in t(ese t.0es o/ situations i/ t(e. c(oose to $o so% Part 2c: Description of the "earners T(e learners are locate$ in 4ort( Huntington* P,* w(ic( is a #ostl. w(ite #i$$le'class area t(at is a su"ur" o/ Pitts"urg(* P,% T(e general "elie/s are #o$eratel. conser5ati5e in t(e areaE #ost stu$ents* "ut not all are C(ristian% ,ll stu$ents are reBuire$ to ta9e art an$ (a5e two art classes consisting o/ /ort.'t(ree #inutes eac( in a si7'$a. c.cle% 2enerall.* t(e learners (a5e 0ositi5e /eelings towar$ art class w(et(er it is t(eir /a5orite su" ect or not an$ w(et(er t(e. are artisticall. incline$ or not% , 5ariet. o/ t.0es o/ lessons are 0resente$ to stu$ents so t(e. can learn an$ use a 5ariet. o/ $i//erent s9ills% T(e. are (el$ to (ig( stan$ar$s an$ are aware o/ t(is* "ut t(e en5iron#ent in t(e classroo# is one w(ere t(ere is #utual res0ect "etween stu$ents an$ "etween teac(er an$ stu$ents% It is a 0lace w(ere $iscussion* 0ractice* an$ trial an$ error are all encourage$ an$ w(ere (ar$ wor9 an$ e7cellent "e(a5ior is rewar$e$% T(e co#0letion o/ t(is 0ro ect will "e reBuire$ an$ gra$e$% To co#0lete t(e 0ro ect stu$ents will $raw u0on t(eir 0rior 9nowle$ge using t(e 5arious #e$ia t(at will "e #a$e a5aila"le to t(e#% T(e. will also "e incor0orating t(eir 0rior 9nowle$ge in regar$s to t(e i#0ortance an$ ste0s in5ol5e$ in 0lanning /or an artwor9% ;nl. a"out 10A o/ t(e stu$ents sur5e.e$ 9new w(at ,TCs were* so t(e. will "e $escri"e$ in $e0t( in regar$s to w(at t(e. are* (ow t(e. are #a$e an$ (ow to tra$e t(e car$s wit( eac( ot(er% I (o0e to touc( u0on as #an. o/ t(eir negati5e concerns as 0ossi"le to 0resent t(e tra$ing 0ortion in a 0ositi5e lig(t% !tu$ents will "e encourage$ to ta9e a 0(otogra0( o/ t(eir wor9 so t(at t(e. (a5e a recor$ o/ it e5en a/ter it>s "een e7c(ange$% T(e si7t( gra$e stu$ents targete$ /or learning are e7tre#el. i#0ressiona"le in regar$s to t(e wa. a lesson is 0resente$ to t(e#% I/ a lesson is 0resente$ an$ relates to t(eir 0ersonalities an$ interests an$ t(e instructor see#s e7cite$ a"out it* it will in/luence t(eir attitu$e a"out t(e lesson% !(owing stu$ents a 5ariet. o/ e7a#0les o/ ,TCs t(at are $one well* an$ can "e use$ as a gui$e /or w(at t(eirs s(oul$ loo9 li9e will (el0 increase t(e Bualit. o/ t(eir wor9% 6oo9ing at t(e res0onses /ro# t(e nee$s assess#ent sur5e. a list o/ t(e#es t(at stu$ents will "e 0resente$ wit( t(at will suit t(eir interests (o0e/ull. increasing t(eir #oti5ation on t(is 0ro ect% I will a$$ a /ew t(e#es to t(e list t(e. co#0ile$ to "roa$en t(eir i$eas as well% I will also "e using t(eir res0onses to (el0 co#0ile #aterials to "e 0ro5i$e$ /or creating t(e car$s% I will also a$$ to t(ese #aterials to allow /or so#e new e70osure an$ e70eri#entation o/ #aterials% ,ttitu$e o/ t(e instructor in 5er. i#0ortant along wit( gi5ing c(oices so stu$ents can create t(eir wor9 to suit t(eir interests% In t(is case t(e a"ilit. to c(oose /ro# a list o/ t(e#es an$ c(oose #e$ia to wor9 wit(% ?(ile "eing i#0ressiona"le in t(e si7t( gra$e* stu$ents are also /iguring out w(o t(e. are as in$i5i$uals* w(ic( is w(. gi5ing t(e# c(oices to suit t(e#

as in$i5i$uals is i#0ortant% T(ese t(ree t(ings* attitu$e* c(oice in t(e#e* an$ #e$ia will all (el0 to #a9e t(e lesson #ore success/ul%

Part 2d: Tas% Analysis &lo' Chart (tt0+@@www%gli//.%co#@0u"$oc@3012513@6%0ng

QuickTime and a decompressor are needed to see this picture.

Part (: Plannin#
Part (a: "ist of )nstructional *b+ecti!es 1%0 2i5en an e7a#0le ,TC to loo9 at* stu$ents will 0ro$uce a sa#0le ,TC to 9ee0 as a re/erence clearl. s(owing t(e ,TC rules% 2%0 !tu$ents will /ollow t(e rules t(e. use$ creating t(eir re/erence car$ /or creating t(eir t(ree co#0lete$ ,TCs%

3%0 ,/ter "eing 0resente$ wit( a /ew o0tions /or t.0es o/ res0onses* stu$ents will "e a"le to c(oose t(e #ost 0olite* $escri0ti5e an$ well'written res0onses to #o$el t(eir e5aluation res0onses /ro#% 3%0 !tu$ents will (onestl. answer t(e /ollowing Buestions /or all e5aluations* /or t(e#sel5es an$ t(eir 0eers using t(e /ollowing criteria+ Does t(e ,TC loo9 /inis(e$F ?(. or w(. notF Coul$ so#et(ing "e $one to i#0ro5e t(e ,TCF I/ so* w(at s0eci/icall.F Does t(e ,TC /it into t(e t(e#e t(e artist inten$e$ it toF ?(. or w(. notF ?(ic( t(e#e is itF ?as t(e ,TC $one neatl.* loo9 co#0lete$* an$ s(ow a lot o/ e//ortF ?as t(e #e$ia c(osen a goo$ c(oice /or t(e su" ect #atterF 5%0 !tu$ents will c(oose t(ree t(e#es /ro# a list t(at a00eal to t(e# to create t(ree co#0lete$ artist tra$ing car$s% 8%0 !tu$ents will create a roug( $ra/t o/ t(eir i$eas on s9etc( 0a0er /or eac( ,TC "e/ore "eginning t(e /inal co0.% :%0 ?it( t(e #e$ia c(oices $eter#ine$ ". t(e teac(er* stu$ents will #a9e in/or#e$ $ecisions c(oosing #e$iu# or #e$ia to create t(eir ,TCs% <%0 !tu$ents will re$o an$ re5ise ,TCs as necessar. "ase$ on sel/'e5aluation using Buestions w(ile wor9ing on t(e car$s% )%0 ;n a gi5en $ate* stu$ents will all gat(er wit( t(eir co#0lete$ car$s an$ 0artici0ate in a tra$e gi5ing awa. t(eir t(ree car$s an$ c(oosing t(ree car$s in e7c(ange% 10%0 ?it( co#0lete$ e5aluation s(eets in (an$* stu$ents (creators an$ e5aluators) will (a5e a 0olite $iscussion s(aring t(eir e5aluations o/ eac( ot(er>s ,TCs% Part (b: *b+ecti!es ,atri$ Table 6earning ;" ecti5es (a) 1%0 Bloo#>s Ta7ono#. Classi/ication (") ,00lication (re0ro$uce) For#at o/ ,ssess#ent (c) Per/or#ance Descri0tion o/ test /or# ($) Pro$uction o/ a sa#0le ,TC to #atc( t(e e7a#0le% !a#0le Ite#s (e)

Directions+ Ma9e a sa#0le ,TC t(at inclu$es t(e rules /or la.out o/ a co#0lete$ car$ to use as a re/erence li9e t(e one "elow%

<

Front
, T ? ; G on t(is si$e% 2%573%5H car$%

Bac9
4a#e+ Date+ Cit.*!tate+ Title+ I in series+

2%0

,00lication

Per/or#ance

,00lication o/ t(e rules /ro# re/erence car$ onto 3 co#0lete$ car$s%

3%0

,nal.sis

Pa0er'an$' Pencil

3%0

E5aluation

Per/or#ance (Essa.s)

5%0

!.nt(esis

Per/or#ance

8%0

!.nt(esis (0lan)

Per/or#ance

?(en creating all ,TCs /ollow s0eci/ications an$ inclu$e all in/or#ation /ro# .our re/erence car$% Distinguis( w(ic( o/ -ea$ t(e t(ree 0ossi"le t(e t(ree #ulti0le' res0onses to eac( c(oice o0tions is t(e Buestion% C(oose t(e one #ost 0olite* answer t(at .ou t(in9 $escri0ti5e an$ well gi5es t(e #ost /ee$"ac9 written% to t(e artist* is t(e #ost 0olite* an$ also t(e #ost well written% ,n e5aluation s(eet ,nswer t(e Buestions on wit( Buestions t(e e5aluation s(eet in answere$ in co#0lete sentences% I/ co#0lete sentences .our answer is .es or no* t(at e70lain w(.* i/ inclu$e w(.% 2i5e as t(e answer is a .es #uc( in/or#ation to t(e or no res0onse an$ artist as 0ossi"le /or eac( 0ro5i$es t(e creator Buestion as9e$% ,nswer o/ t(e car$ wit( as 0olitel. an$ use t(e #uc( in/or#ation correct res0onses /ro# an$ /ee$"ac9 as t(e #ulti0le'c(oice 0ossi"le 0er Buestions as a #o$el% Buestion% Creation o/ t(ree C(oose t(ree t(e#es artist tra$ing car$s /ro# t(e 0ro5i$e$ list t(at /ollow along t(at a00eal to .ou an$ wit( t(e stu$ent>s create t(ree artist tra$ing t(ree c(osen t(e#es% car$s% , roug('$ra/t s9etc( Co#0lete a s9etc( o/ t(e o/ t(e "asic conce0t "asic i$ea /or .our ,TC /or t(e co#0lete$ "e/ore "eginning .our artwor9% /inal co0.%

:%0

E5aluate

Per/or#ance

<%0

E5aluation (,ssess an$ -e5ise)

Pa0er'an$' Pencil

In/or#e$ u$g#ent in selection o/ #e$ia to use /or creating ,TC t(at wor9s well wit( t(e su" ect #atter an$ t(e#e% Co#0letion o/ e5aluation Buestions to $eter#ine i/ a re5ision or re$o o/ t(e car$ is necessar.% Dis0la. o/ co#0lete$ car$s an$ selection o/ car$s to tra$e wit( an$ e5aluate% , 0olite s(aring o/ e5aluations w(ere e5aluators tal9 to artists a"out t(eir /in$ings on t(e e5aluation wor9s(eet%

)%0

,00lication

Per/or#ance

10%0

E5aluate (CritiBue)

Per/or#ance

C(oose t(e #e$iu# or co#"ination o/ #e$ia t(at .ou $eter#ine woul$ wor9 "est /or t(e su" ect #atter an$ t(e#e o/ .our ,TC% Co#0lete t(e e5aluation Buestions on t(e wor9s(eet /or eac( car$ .ou create (onestl. an$ re$o an$@or re5ise .our ,TC accor$ing to .our answers% Dis0la. .our co#0lete$ car$s an$ c(oose t(ree ot(ers t(at .ou woul$ li9e to tra$e .ours /or an$ also e5aluate% Fin$ two artists t(at .ou tra$e$ an$ e5aluate$ t(eir ,TC an$ 0olitel. $iscuss wit( t(e# .our e5aluation o/ t(eir wor9%

Part (c: ARCS Table

ATT-NT)*N
A 1 Perceptual Arousal J Instructor will 0lace one to t(ree ,TCs on eac( o/ t(e /i5e art roo# ta"les an$ as9 stu$ents to e7a#ine t(e#% T(e 0ur0ose o/ t(is acti5it. is to get t(e# e7cite$ a"out w(at it is t(at t(e. will "e #a9ing an$ "e a"le to see so#e 0ossi"le en$ results an$ goo$ e7a#0les% A2 )n.uiry Arousal J T(e instructor will as9 t(e stu$ents i/ t(e. 9now w(at t(ese s#all artwor9s are% 2uesses will "e ta9en an$ t(e answer re5eale$ t(at t(e. are ,TCs% T(e instructor will as9 stu$ents wit( w(at t.0es o/ #e$ia (a5e t(e car$s "een create$% T(e instructor will list t(e# on t(e "oar$ as t(e. are note$% A( /ariability J ,ttention will "e #aintaine$ t(roug(out t(e 0ro ect as stu$ents will "e gi5en c(oices /or t(e#es an$ #e$ia to wor9 wit(% T(e. will also "e gi5en a c(oice as to w(ic( car$s t(e. tra$e t(eirs /or% T(ere is also 5ariet. in t(e. are eac( #a9ing t(ree s#all artwor9s w(ic( s(oul$ (el0 to 9ee0 stu$ents> interest%

R-"-/ANCR1 Goal orientation 10

J T(e targete$ learners are si7t( gra$e stu$ents* ages 11'12* t(at (a5e a 5ariet. o/ s9ill le5els /or creating art "ut (a5e "een e70ose$ to t(e sa#e general art #aterials u0 to t(is 0oint% 6earners will "e #eeting t(eir own nee$s in ter#s o/ c(oice /or t(e#e* conce0t* an$ selection o/ #e$ia to use% !tu$ents 9now w(at t(e. /eel #ost co#/orta"le wor9ing wit( an$ s(oul$ "e encourage$ to e70eri#ent as well% R2 ,oti!e matchin# J T(e instructor s(oul$ 0ro5i$e co#0lete$ e7a#0les to (el0 stu$ents in co#0leting Bualit. wor9% JT(e instructor s(oul$ c(ec9 an$ $iscuss wit( stu$ents t(eir s9etc(es* 0us(ing t(e# to i#0ro5e t(eir wor9 w(ere necessar.* "e/ore* $uring an$ a/ter t(e. #a9e t(eir /inal car$s% R( &amiliarity J T(e instructor s(oul$ c(oose #e$ia to #a9e a5aila"le to stu$ents t(at t(e. (a5e wor9e$ wit( 0re5iousl. along wit( a /ew t(ings t(e. #a. not "e as /a#iliar wit(% J, list o/ 0ossi"le t(e#es is 0ro5i$e$ in t(e #aterials "ut s(oul$ "e "ase$ aroun$ w(at stu$ents are /a#iliar wit(% T(e instructor can a$$ t(e#es to t(e list "ase$ aroun$ w(at stu$ents (a5e learne$ a"out in art 0re5iousl.* an. t(e#es /ro# ot(er su" ects li9e geogra0(. or science* or an.t(ing t(at #eets t(e s0eci/ic interests o/ t(e stu$ents%

C*N&)D-NCC1 "earnin# re.uirements J In/or# stu$ents t(at t(e. will "e s(own t(e 0roce$ures /or co#0leting t(e ,TC 0ro ect ". re5iewing t(e list o/ ste0s in $etail% T(is list o/ t(e ste0s along wit( i#ages s(owing eac( ste0 will "e 0oste$ in t(e roo# /or re/erence% =ualit. e7a#0les o/ car$s will "e $is0la.e$ an$ $iscusse$ an$ a00ro0riate e5aluation res0onses will "e $iscusse$% C2 Success opportunities J ,llow ti#e /or stu$ents to e70eri#ent an$ 0ractice wor9ing wit( t(e#es* conce0ts an$ #e$ia o/ t(eir c(oice% JMa9e it clear t(at starting o5er is encourage$ i/ t(e /inal result is not a 0ositi5e one% Kiew t(is as a learning 0rocess to i#0ro5e u0on t(e ne7t atte#0t% C( Personal control J Part o/ t(e 0ersonal control /or success co#es /ro# t(e stu$ent>s a"ilit. to c(oose w(at t(e. are #a9ing s0eci/icall. on t(eir car$ an$ (ow t(e. are #a9ing it% J!tu$ents will e5aluate t(eir own wor9 an$ recei5e /ee$"ac9 $uring a 0eer e5aluation to "ase t(e success o/ t(eir e//orts an$ a"ilities o// o/%

SAT)S&ACT)*N
S1 Natural conse.uences J , tra$e o/ ,TCs "etween 0eers will "e t(e #eaning/ul o00ortunit. 0ro5i$e$ /or stu$ents to use t(eir new 9nowle$ge a"out ,TCs an$ a00ro0riate e5aluations o/ t(e#% S2 Positi!e conse.uences J -ecei5ing constructi5e /ee$"ac9 /ro# 0eers a/ter t(e tra$e is co#0lete will 0ro5i$e rein/orce#ent o/ learners> success% J 6earner>s will also o"tain a sense o/ success /ro# 0artici0ating in t(e tra$e an$ gaining a new ,TC t(at is not t(eir own% S( -.uity J T(e instructor s(oul$ re#in$ 0eers t(at t(is was t(eir /irst ti#e #a9ing ,TCs an$ tra$ing

11

t(e#% ?it( #ore 0ractice o/ t(ese 0roce$ures t(e. will continue to i#0ro5e in all as0ects% JT(e instructor will 0ro5i$e /ee$"ac9 on t(e stu$ents> car$s ". co#0leting a ru"ric% J!tu$ents can c(oose w(ic( o/ t(eir t(ree car$s t(e. want to "e e5aluate$ ". t(e instructor along wit( t(eir 0eer'e5aluations% J Encourage stu$ents to continue #a9ing an$ tra$ing ,TCs outsi$e o/ class%

Part 0: )nstructor 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 semi-independently. If supplies include thin s like paint, havin a sink in the room or close by would be helpful. This lesson is e!pository in nature iven the a e of the students "##-#$ years%. &ctive &ttention or 'ain &ttention The instructor will place two to three e!ample &T(s in the center of each of the tables in the art room. &llow the students about ) minutes to take a look at each of the cards at their table. The instructor should briefly e!plain to them that these are what their ne!t project focuses on. &sk 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 ive in return because they are &rtist Tradin (ards. &sk students to take a look at what types of media they cards are created with. +ist the media on the board so students can see the variety they will be workin with.

,stablish -urpose or Inform +earners of -urpose The learnin oal of the project should be shared with students and reworded to be in the second person. .or e!ample/ 0ou will be iven a list of possible themes and will choose three to create an &T( to fit each of those themes. 0ou will have complete control over how your card will be created in re ards to materials and how it fits into your themes. 1hile workin you will self-evaluate your cards and make improvements based upon your evaluations. &fter they are completed you 12

will trade at least two of them with other students and take part in peer evaluations discussin artistic choice and concept. &rouse Interest and 2otivation or Stimulate +earners3 &ttention*2otivation De0en$ing on t(e t.0ical t.0es o/ art lessons an$ wa.s in w(ic( t(ese lessons are t.0icall. carrie$ out t(is section #a. nee$ to "e #o$i/ie$% Lsuall. at t(is age le5el art lessons are 5er. s0eci/ic in ter#s o/ o" ecti5es an$ (ow stu$ents are to co#0lete t(e#% T(e. are not gi5en as #uc( leewa. an$ /ree$o# in a 0ro ect as sa.* a (ig( sc(ool stu$ent% In/or# stu$ents o/ t(is /act% 6et t(e# 9now t(at t(is 0ro ect is one w(ere t(e. will (a5e a lot #ore /ree$o# t(an t(e. are use$ to in c(oosing w(at t(e. will "e #a9ing an$ (ow it is #a$e% Ma9ing an$ tra$ing ,TCs can also "e so#et(ing t(at is easil. carrie$ o5er into t(eir li5es outsi$e o/ t(e art roo#% !tu$ents will also "e gi5en a c(ance to tal9 to t(eir 0eers a"out eac( ot(er>s artwor9 0ro5i$ing constructi5e /ee$"ac9 t(at t(e. will use to (el0 i#0ro5e t(eir artwor9% ?it( co#0lete control o5er .our 0ro ect>s c(oice o/ t(e#e* su" ect #atter* an$ #e$ia t(e i$ea is to increase in$i5i$ual stu$ent #oti5ation /or co#0leting t(is 0ro ect%

-review the +earnin &ctivity or -rovide 4verview 5isplayed in the classroom somewhere should be the poster that lists the basic steps in the procedure for this project. 5rawin student3s attention to it, briefly describe the path of the project and let them know that they do not need to memori6e these procedures. The poster will be on the wall throu hout the completion of the project as a reference.

Body 7ecall relevant prior knowled e or Stimulate recall of prior knowled e #. 8e in with the followin probin 9uestions/ 5o any of you know what tradin cards are, or have heard of them: 1hat kind of tradin cards have you see or traded:

Typical responses are based around sports/ baseball, basketball, football, bo!in , olf, racin , hockey, tennis, etc. There are also non-sports tradin cards that ran e in subject matter such as comics, movies, music and television. &t this point the instructor should display the tradin card poster included in the materials which shows a variety of e!amples of different types of tradin cards. $. (ontinue 9uestionin to reveal students prior knowled e/ ;ow do people conduct a trade of their cards:

13

1hy would someone partake in the tradin of these cards: 1hat3s the appeal, what3s the point: 1hat mi ht people say to each other that are tradin cards: 5o they have a conversation: If so, what3s it about: 1hat si6e are tradin cards:

If no students respond to these 9uestions, ask them to ima ine what a trade mi ht be like. 7esponses will vary but be based around the idea that people trade cards to collect their favorite players or favorite characters on the same team or from different teams. It3s a way to learn more about whatever it is the cards are about. &lso, people often have a discussion about the topics the cards are based on with the people they are tradin with. Tradin cards are small, easily fittin in a pocket. ). &s information about tradin cards is bein athered, the instructor should be jottin down basic information about them on the board. This will be used to show similarities between re ular tradin cards and artist tradin cards. -rocess information and e!amples or -resent information and e!amples <sin the information already on the board athered about re ular tradin cards, the instructor should now use this to make connections between the two. ;old up an e!ample of one of the &T(s. Tell students what it is called, an artist tradin card, and that it is a type of tradin card one that anyone can make. "Some e!ample &T(s are shown in &ppendi! 8.% ,!plain the concept of a series or makin multiples of the same card. &sk students to look at the back of the cards and the information that is included. ,!plain what a trade is like with &T(s. & 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 si6e as re ular tradin cards, $ = by ) =>.

.ocus &ttention or 'ain ? 5irect &ttention Inform students that by si!th rade 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 oes for which subject matter students prefer. &t this point in their lives, students most likely have more specific interests in their world and what they like to make their art about. 8ecause of these thin s this is an e!cellent a e to

13

introduce artist tradin cards in art class. Inform students that they will have reater choice in terms of subject matter and in media for creatin three very different &T(s. ,mploy +earnin Strate ies or 'uide or -rompt <se of +earnin Strate ies The instructor will o over the entire process of creatin an &T( followin the procedures listed on the poster located in the classroom. -resent 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 &T(s. ,ncoura e e!perimentation and combinin media for the cards. Show them the rubric for which the one card that they choose will be evaluated. &llow for students to ask basic 9uestions while reviewin the steps.

-ractice or -rovide for and 'uide -ractice This is where the instructor will take students throu h the steps outlined in the task analysis flow chart. The instructor should uide students throu h the followin steps for their first &T(. #. &ssist students in creatin sample &T( for students to keep as a uide. This sample shows re9uired information for card. $. ;ave students pick a theme for their card from the list of possible themes. ). (reate a sketch for the &T( and e!periment with media "self-evaluate when complete, make necessary chan es and repeat as needed%. @. (reate &T( "self-evaluate when complete, make necessary chan es and repeat as needed%. A. 5ouble check that cards meets specifications and has re9uired information on the back of it. Students should complete steps $-A two more times to end up with a total of three completed &T(s. This should be done more independently for students3 second and third card. &fter the cards are created pick back up with the followin steps/ B. Students should complete the peer evaluation multiple-choice paper. C. 7eview 9uestions and discuss the correct answers and why they are the most appropriate responses. D. &sk students to verbally ive another type of appropriate response based off of the correct answers will et them thinkin of what they mi ht respond for peer evaluations. E. 8efore be innin the trade, ask students to display their cards on the table in front of them. &llow )-A minutes for students to walk around the room and just look at each other3s cards. #F. Ge!t, ask students to have an idea in mind of which cards they 15

would like, but remember they mi ht not et 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 o to the ne!t person. ##. Gow students can trade the two cards of their choice with two cards of their peers. If some students are havin trouble findin someone to trade with, ask those students to trade with each other. The instructor mi ht also want to have an e!tra few cards on hand to trade with students as well. ,valuate .eedback or -rovide .eedback The instructor should be providin feedback for student3s work and choice of materials as they are makin the cards. 4nce the tradin is complete, they should choose one of their peers3 cards to complete an evaluation sheet on. 7emind students of the appropriate types of responses reviewed in the evaluation multiple-choice paper. They should use this paper as a reference. 4nce evaluations are completed, students should partner up, evaluators with artists, so they can share their thou hts and have a discussion based around the evaluation 9uestions. Conclusion Summari6e and review or -rovide summary and review &llow students to reflect on what they have learned throu hout the completion of this project. &sk students to briefly review the steps involved in creatin an &T( from start to finish and tradin and evaluatin a peer3s card. Transfer learnin or ,nhance transfer (reation of &T(s outside of the art room is reatly encoura ed for all students. -oint out to students how easy it would be to create these cards at home and trade with peers in school or anytime really. 8rainstorm with students the materials they already have on hand at home that they could use to continue to make &T(s outside of the art room. ,!amples mi ht include/ pens, pencils, markers, crayons, newspapers, old envelopes and stamps, ma a6ine clippin s, nail polish, scraps of fabric, strin , beads, stamps, etc. & 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.

18

&nother option for transfer learnin is to create an &T( blo for the class where students could post pictures of their completed cards. 4ther students could comment on their cards providin feedback and possibly or ani6in 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. 7emotivate and (lose or -rovide 7emediation and (losure &sk students to write down three thin s that they have learned while completin this project. 'ive them a moment to discuss what they learned with their peers and then ask them to take turns sharin some responses with the class. &ssess +earnin or (onduct &ssessment ,valuate &ssessment will occur throu hout the entire project. Students will be assessin themselves while creatin their &T(s and once they are completed their peers will be assessin a card of theirs via an evaluation paper. The instructor should collect one &T( from each student alon with their peer evaluation sheet to be evaluated usin the radin rubric provided in the materials. .eedback and Seek 7emediation or -rovide .eedback and 7emediation The learners will be receivin feedback from their peers durin the peerevaluation. The feedback students3 ive 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 et students talkin about what they3ve made with one another, what they3re interested in makin art of, with, etc. The rubrics the instructor fills out will evaluate one &T( and the completed evaluation paper will be iven to students to provide them with feedback of their work and a formal rade.

1:

Part 1: "earner Content

Part 1a: "earnin# ,aterials

1<

"ist of ATC Procedures

1% Create a sa#0le ,TC to 9ee0 as a gui$e%
, T ? ; G on t(is si$e% 2%573%5H car$%

4a#e+ Date+ Cit.*!tate+ Title+ I in series+

Front Bac9 2% Pic9 one t(e#e /ro# t(e list o/ 0ossi"le t(e#es% 3% Create a s9etc( /or t(e ,TC an$ e70eri#ent wit( #e$ia (sel/'e5aluate w(en co#0lete* #a9e necessar. c(anges an$ re0eat as nee$e$)% 3% Create ,TC (sel/'e5aluate w(en co#0lete* #a9e necessar. c(anges an$ re0eat as nee$e$)% 5% Dou"le c(ec9 t(at car$s #eets s0eci/ications% Co#0are to sa#0le ,TC%
8% -e0eat ste0s 2'5 to create t(ree co#0lete$ ,rtist Tra$ing Car$s% :% ,/ter t(e car$s are create$ continue wit( t(e /ollowing ste0s+ <% )% 10% 11% 12% Co#0lete t(e Peer -!aluation Guide #ulti0le'c(oice 0a0er% -e5iew Buestions wit( class correcting answers i/ necessar.% Dis0la. co#0lete$ car$s on ta"le% ?al9 aroun$ roo# 5iewing ot(er stu$ents> car$s% Ma9e a #ental note o/ w(ic( car$s .ou are intereste$ in tra$ing /or% Ta9e 0art in an ,TC tra$e% Tra$e two o/ .our car$s /or two 0eers> car$s% ,s9 0olitel. to tra$e i/ t(e answer is no* sa. t(an9 .ou* an$ go to t(e ne7t 0erson%

Note: 4ot all #aterials or t(e#es nee$ to "e use$ to success/ull. co#0lete t(e ,TC 0ro ect% Ha5ing #ore o0tions /or stu$ents to wor9 wit( in "ot( categories will li9el. increase t(eir interest in t(e 0ro ect an$ also 5ar. t(e results o/ co#0lete$ car$s% ,$$ing t(e#es to t(is list t(at are #ore s0eci/ic to t(e learners is encourage$%

,aterials "ist
2ra0(ite 0encils Colore$ 0encils Mar9ers Cra.ons !(ar0ies (t(in an$ t(ic9) ?atercolors Pastels (c(al9 an$ oil) Te#0era or acr.lic 0aint 2litter 2litter glue &arn

"ist of Themes
4ature o Trees* 0lants o ,ni#als o ;cean o Beac(es o Insects o Flowers o Mungle o Fruit Cartoons Faces ,"stract $esigns 1)

E#"roi$er. /loss (nee$le) Felt -i""on Buttons Bea$s (s#all) Feat(ers !ta#0s !ta#0 0a$s In$ia In9 Decorati5e 0a0ers ;riga#i 0a0er ;l$ #a0s ;l$ "oo9s /or illustrations or wor$s to "e cut out o/ Tissue 0a0er an$ gi/t'wra0 0a0er !cra0"oo9ing 0a0er Ta0e (#as9ing* scotc(* $uct) MagaCine cli00ings P(otogra0(s Digital artwor9 2lue stic9s !cissors Pu//. 0aint PuCCle 0ieces !tencils !#all e#"ellis(#ents an$ e0(e#era (watc( 0arts* s(ells* s#all 9e.s* "uttons* greeting car$s) Pla.ing car$s ;t(er t.0es o/ tra$ing car$s T(in wire

!0orts Music Dance Fantas. (#onsters* /airies* #er#ai$s* aliens* etc%) Peo0le 6an$sca0es Cit.sca0es ,rc(itecture Holi$a.s Ele#ents o/ ,rt (line s(a0e* color* /or#* 5alue* te7ture* s0ace) ,ircra/ts Cars !easons Countries !(i0s !il(ouettes Foo$ Feelings Bri$ges !0ace ,TC wit( te7t Ti#e Te7tures Dance -o"ots !0aces(i0s

20

ATC S%etch Paper

21

Peer2-!aluation Guide
The purpose of this multiple choice 'or%sheet is for you to choose the most polite3 descripti!e3 and 'ell 'ritten response for each .uestion that you 'ill then use as a #uide to e!aluate your peer4s artist tradin# cards

1% Does t(e ,TC loo9 /inis(e$F ?(. or w(. notF a5 It $oesn>t loo9 /inis(e$ "ecause it loo9s terri"le% b5 It loo9s /inis(e$ "ecause al#ost t(e w(ole car$ is /ille$ u0% c5 T(e ,TC coul$ "e /inis(e$ "ut it $oes loo9 a little 0lain in t(e "ac9groun$* I t(in9 so#et(ing coul$ "e a$$e$ t(ere to #a9e it loo9 e5en #ore co#0lete% 2% Coul$ so#et(ing "e $one to i#0ro5e t(e ,TCF I/ so* w(at s0eci/icall.F a5 T(e ,TC loo9s /ine ust li9e it is% b5 ,$$ing anot(er one or two t.0es o/ #e$ia to t(e car$ #ig(t "e a goo$ i$ea% !o#et(ing li9e a 0ainte$ "ac9groun$ along wit( gluing "ea$s on to0* a$$ing wor$s* or gluing actual san$ to t(e sur/ace o/ t(e car$ "ecause o/ t(e title% c5 , lot coul$ "e $one to i#0ro5e t(e ,TC "ecause it loo9s reall. "a$% Basicall. an.t(ing .ou coul$ t(in9 to a$$ to it woul$ #a9e it "etter t(an it is now% 3% Does t(e ,TC /it into t(e t(e#e t(e artist inten$e$ it toF ?(. or w(. notF ?rite t(e inten$e$ t(e#e (ereNNNNNNNlan$sca0esNNNNNNNN% a5 &es* lan$sca0es* "ecause it is calle$ Desert !tor#% b5 4o* it $oes not /it into t(e lan$sca0e t(e#e% c5 T(is car$ coul$ /it into a /ew $i//erent t(e#es% It loo9s li9e it coul$ "e lan$sca0es* water* or te7ture% I t(in9 it $oes /it as in t(e lan$sca0e t(e#e "ecause t(e s(a0es at t(e to0 loo9 li9e clou$s an$ t(e lines towar$s t(e "otto# loo9 li9e t(e. coul$ "e t(e te7ture o/ t(e groun$ or 0lants on t(e groun$% It (as a sort o/ lan$sca0e /eel* w(et(er it>s $esert or not% 3% ?as t(e ,TC $one neatl.* loo9 co#0lete$* an$ s(ow a lot o/ e//ortF a5 T(e ,TC was $one neatl.* t(ere is not an. glue s(owing an$ t(e collage$ 0ieces are glue$ $own entirel.% T(e. also loo9 li9e t(e. were 0lace$ care/ull. on t(e car$% T(e s(a0es also loo9 li9e t(e. were cut out 5er. well% b5 It loo9s li9e it was $one t(oug(t/ull. an$ wit( a lot o/ e//ort% c5 T(e car$ loo9s li9e 5er. little e//ort or t(oug(t was 0ut into it% T(e s(a0es loo9 li9e t(e. were cut out an$ glue$ $own well* "ut t(ere isn>t #uc( to t(e car$% It loo9s still inco#0lete% 5% ?as t(e #e$ia c(osen a goo$ c(oice /or t(e su" ect #atterF a5 Collage is o9 /or t(is ,TC "ut I t(in9 using /i"er* 0aint* an$ #a."e "ea$s along wit( collage #a. (a5e "een a "etter c(oice% b5 4o% Collage $oes not wor9 /or t(is ,TC at all al#ost an.t(ing else woul$ (a5e wor9e$ "etter /or a lan$sca0e t(e#e% c5 Collage see#s to (a5e "een a 0rett. goo$ c(oice /or t(is ,TC% I still t(in9 t(at it along wit( anot(er #e$iu# or two woul$ (a5e #a$e t(e car$ #ore success/ul% For e7a#0le a$$ing 0aint an$ #a."e e5en gluing san$ $own to t(e car$ as well%

22

Artist Tradin# Card Peer2-!aluation 6uestions Artist77777777777777777777777777777777777777777777777 -!aluator77777777777777777777777777777777777777777777

1% Does t(e ,TC loo9 /inis(e$F ?(. or w(. notF

2% Coul$ so#et(ing "e $one to i#0ro5e t(e ,TCF I/ so* w(at s0eci/icall.F

3% Does t(e ,TC /it into t(e t(e#e t(e artist inten$e$ it toF ?(. or w(. notF ?(ic( t(e#e is itF

23

?as t(e ,TC $one neatl.* loo9 co#0lete$* an$ s(ow a lot o/ e//ortF

3% ?as t(e #e$ia c(osen a goo$ c(oice /or t(e su" ect #atterF

Part 1b: Assessment ,aterials

Gradin# Rubric
,TCs s9etc(es co#0lete$ "e/ore creation o/ car$s s(owing 0lanning in5ol5e$ T(ree Co#0lete$ ,TCs wit( all reBuire$ in/or#ation on t(e "ac9 o/ all t(ree !9ill in regar$s to use o/ #aterials an$ e70eri#entation 5isi"le Eac( ,TC /its into a t(e#e an$ uses a 5ariet. o/ #aterials E//ort 0ut into creating t(e car$s is o"5ious ,TCs loo9 co#0lete$ ;ne co#0lete$ 0eer e5aluation wit( 0olite* $escri0ti5e* an$ well written res0onses Total Points+ Possi"le Points 10 25 10 10 15 10 20 100 Points Earne$

Part 8: &ormati!e -!aluation Plan

Part 8a: -$pert Re!ie' Plan 2y S2, will be the other art teacher at my school. She teaches the other half of the si!th raders in our buildin . I e!pect to submit my desi n document and materials to her as soon as they are completed which is anticipated to be .riday, 5ecember $. 7eceivin feedback on the materials should

23

hopefully only take until Tuesday, 5ecember B. 4nce the S2, has reviewed the materials I will ask her similar 9uestions to what I would ask the instructor durin the field trial. 8ut, her answers will be predictions based on e!perience as she will not have tau ht the lesson yet. Part 8b: *ne2to2*ne Re!ie' Plan To complete a one-to-one evaluation I would ather the two to three learners in the si!th rade that I was able to work with and o throu h every step of the instruction. ;opefully I would be able to have some sort of a connection that knew the learners and three would be selected as one a sli htly below avera e learner, an avera e learner, and an above avera e learner. .irst, I would talk to the learners about the point of this e!ercise. I would encoura e them to feel free to let me know their opinions about each step in the project and to also e!press when they feel they are confused. .inally, I would model a read-think-aloud and inform students that I would be recordin the evaluation so I could use their feedback to better the materials. Hey 9uestions I would be lookin to answer durin this sta e would be/ 5o the students connect to the way the tradin cards were introduced comparin sports tradin cards to &T(s: Is the openness of creatin &T(s too much for learners: 1ill students feel overwhelmed with so many options for creatin their cards: 5o the sample evaluations provide enou h uidance for appropriate answers from students in their peer-evaluations: Is there a section of the project that seems unnecessary: &re there any steps that have been left out: Is the evaluation section too va ue or confusin : Part 8c: Small Group -!aluation Plan M. s#all grou0 e5aluation woul$ "e teac(er'le$ wit( <'12 si7t( gra$e stu$ents% Be/ore "eginning t(e instruction I woul$ as9 stu$ents to co#0lete a s(ort learner c(aracteristic Buestionnaire% =uestions on t(e Buestionnaire woul$ inclu$e t(ings li9e t(e /ollowing+ Do .ou li9e art* an$ #a9ing artF Do .ou (a5e art class at sc(oolF ?(at 9in$s o/ 0ro ects $o .ou #a9e in art i/ .ou (a5e it o//ere$ at sc(oolF ?(at t.0es o/ art #aterials (a5e .ou use$ "e/oreF Ha5e .ou e5er (ear$ o/ tra$ing car$s "e/oreF I/ .es* w(at 9in$F ,/ter t(e learner c(aracteristic Buestionnaire was co#0lete$* instruction woul$ "egin on t(e ,TC 0ro ect% I woul$ not inter/ere wit( instruction* si#0l. o"ser5ing* "ut I woul$ (a5e as9e$ stu$ents /or 0er#ission "e/ore(an$ to 5i$eota0e t(e instruction ta9ing 0lace% ,/ter t(e instruction was co#0lete$ an attitu$e test woul$ "e a$#inistere$% Di$ .ou li9e #a9ing ,TCsF How $i$ .ou /eel a"out (ow ,TCs were 0resente$ to .ouF ?as it clear w(at t(e. were an$ (ow to #a9e t(e#F

25

Di$ .ou li9e t(e t(e#es t(at .ou were o//ere$ to use to #a9e t(e ,TCsF How $i$ .ou li9e tra$ing .our ,TCs wit( ot(er stu$entsF I/ .ou answere$ no* w(at coul$ "e $one to c(ange t(is o0inionF ?ill .ou #a9e #ore ,TCs outsi$e o/ class a/ter co#0leting t(is 0ro ectF Di$ .ou /eel t(e sel/'e5aluation was (el0/ulF Di$ .ou /eel t(e 0eer'e5aluation was (el0/ulF Di$ .ou learn an.t(ing /ro# t(e 0eer e5aluationF ;nce t(e attitu$e test was /inis(e$ a $e"rie/ing "ase$ on stu$ent>s res0onses in t(e attitu$e test woul$ ta9e 0lace to gat(er #ore in $e0t( in/or#ation% Part 8d: &ield Trial Plan I woul$ con$uct as #an. /iel$ trials as I 0ossi"l. coul$ in 5ar.ing t.0es o/ sc(ools an$ learning situations* wit( 5arie$ socioecono#ic situations eac( wit( aroun$ 30 stu$ents% I woul$ tr. to "e 0resent $uring t(e instruction "ut i/ t(is was not 0ossi"le I woul$ as9 t(e teac(er to 5i$eota0e instruction i/ t(is was allowe$ in t(e learning situation% In cases w(ere I was a"le to o"ser5e instruction I woul$ not #a9e ti#e to answer Buestion t(e instructor #a. (a5e a"out t(e #aterials% Instea$ I woul$ si#0l. inclu$e t(e instructor gui$e an$ as9 t(e# to re/er to t(at /or t(eir Buestions% ,/ter t(e 0ro ect was co#0lete I woul$ t(en as9 t(e instructor /or /ee$"ac9 using t(e /ollowing Buestions+ Di$ .ou /eel t(e ti#e /ra#e /or co#0leting t(is 0ro ect was accurateF Di$ .ou /eel t(e instructor gui$e was t(oroug( enoug(F ?as an.t(ing #issingF ?ere t(e instructional #aterials use/ulF ?as an.t(ing #issingF ?ere t(ere an. a$a0tations t(at .ou nee$e$ to #a9e to t(e instructionF How $i$ .ou /eel a"out t(e instruction in generalF Di$ t(e learners /eel 0ositi5e* negati5e* or neutral a"out t(e instructionF

Part 9: &ormati!e -!aluation Repoart

Part 9a: -!aluation Sur!ey T(e 0ur0ose o/ t(e 0ro ect was to (a5e stu$ents create t(ree artist tra$ing car$s c(oosing /ro# a list o/ t(e#es an$ #e$ia to create t(e# wit(% 2i5ing stu$ents an o00ortunit. to (a5e greater control o5er w(at t(e. are #a9ing an$ (ow t(e. are #a9ing it s(oul$ (a5e a 0ositi5e in/luence on t(eir #oti5ation to co#0lete t(e 0ro ect% T(e. are also as9e$ to ta9e 0art in a tra$e wit( ot(er stu$ents% ,/ter t(is t(e. are to co#0lete an e5aluation on t(eir 0eers car$s to get a $iscussion a"out t(e art t(at t(e. (a5e create$% It s(oul$ also encourage t(e# to t(in9 a"out t(eir own c(oices w(ile #a9ing t(eir car$s% ,/ter co#0leting t(is 0ro ect in class* (o0e/ull. it will e7ten$ "e.on$ t(e classroo# an$ stu$ents will continue to create an$ tra$e car$s once t(e 0ro ect is /inis(e$ increasing t(eir art #a9ing an$ co##unication a"out art in general% Pro ect 2oal+ 2i5en a list o/ 0ossi"le t(e#es* stu$ents will in$i5i$uall. create t(ree artist tra$ing car$s (,TCs) o/ t(eir c(osen t(e#es an$ #e$iaE e5aluate t(eir own car$s $uring creation an$ 0eers> car$s u0on co#0letion to $iscuss artistic c(oices an$ conce0ts%

28

Please e5aluate t(e /ollowing #aterials using t(e Buestions "elow as a gui$e+ Tra$ing Car$ Poster 1% Does t(is 0oster s(ow enoug( $i//erent t.0es an$ soli$ e7a#0les o/ ot(er t.0es o/ tra$ing car$sF Instructor 2ui$e 1% Di$ .ou /eel t(e ti#e /ra#e /or co#0leting t(is 0ro ect was accurateF 2% Coul$ .ou easil. /ollow along wit( t(e ste0s liste$ in t(e instructor gui$eF 3% Di$ .ou /eel t(e instructor gui$e was t(oroug( enoug(F ?as an.t(ing #issingF 6ist o/ Proce$ures 1% ,re t(e 0ictures necessar. /or t(e 0roce$uresF 2% Do .ou t(in9 it>s necessar. to (a5e t(is $is0la.e$ in t(e classroo# or gi5en to eac( stu$ent as a (an$outF Materials 6ist 1% ,re t(ere an. #aterials t(at .ou can t(in9 o/ t(at I s(oul$ a$$ or ta9e awa.F 6ist o/ T(e#es 1% ,re t(ere an. t(e#es t(at .ou can t(in9 o/ t(at I s(oul$ a$$ or ta9e awa.F ,TC !9etc( Pa0er 1% Do .ou t(in9 t(is will "e (el0/ul /or stu$entsF Peer E5aluation 2ui$e 1% Do .ou t(in9 t(e #ulti0le c(oice res0onses are a$eBuate in goo$ an$ "a$ e7a#0les /or res0onsesF Peer'E5aluation =uestions 1% ,re t(e e5aluation Buestions a$eBuate to $raw 0ertinent in/or#ation out o/ stu$ents a"out t(eir own an$ eac( ot(er>s car$sF 2% ,re t(ere an. Buestions .ou t(in9 I s(oul$ a$$ or ta9e awa. /ro# t(e e5aluationF 2ra$ing -u"ric 1% ,re t(e 0oint 5alues /or eac( ite# a00ro0riateF 2% ,re t(ere an. ot(er ite#s t(at I #a. (a5e #isse$ /or gra$ing or s(oul$ get ri$ o/F

2eneral Buestions a"out 0ro ect+ 1% ?ere t(e instructional #aterials use/ulF ?as an.t(ing #issingF 2% ?ere t(ere an. a$a0tations t(at .ou nee$e$ to #a9e to t(e instructionF 3% How $i$ .ou /eel a"out t(e instruction in generalF 3% How $o .ou /eel learners will res0on$ to t(is 0ro ectF Part 9b: Report of -$pert Re!ie'

2:

T(e e70ert re5iew was generall. a 0ositi5e one% !(e $i$n>t (a5e an. suggestions /or i#0ro5e#ent /or t(e Tra$ing Car$ Poster or t(e Instructor 2ui$e% Her one co##ent a"out t(e 0ro ect in general was in regar$s to t(e ti#e /ra#e% !(e /eels t(at it #a. en$ u0 ta9ing #ore li9e /our (ours to co#0lete t(e entire 0ro ect% T(is (owe5er #a. $e0en$ on (ow o/ten stu$ents ta9e a$5antage o/ o00ortunities to re5iew t(eir ,TCs w(ile wor9ing on t(e#% T(e e70ert /elt 0ictures were unnecessar. /or t(e 6ist o/ Proce$ures% !(e also /elt t(at s(e woul$ list t(e ste0s on t(e "oar$ at t(e "eginning o/ eac( 0erio$ t(at s(e /elt stu$ents woul$ "e a"le to co#0lete in t(at class 0erio$ along wit( a s#all (an$out on eac( art roo# ta"le% T(is (an$out woul$ (ig(lig(t t(e ste0s necessar. /or stu$ents to co#0lete car$s 2 an$ 3% T(e e70ert #entione$ t(at s(e /elt it woul$ "e "ene/icial to ta9e a /ew #inutes wit( eac( class to "rainstor# an. e7tra t(e#es or #aterials to a$$ to eac( o/ t(e lists% !(e /eels it woul$ also "e goo$ to encourage stu$ents to "ring in #aterials /ro# (o#e to #a9e t(eir ,TCs% !(e /elt "ot( lists were a$eBuate as a starting o// 0oint t(oug(% T(e ,TC !9etc( Pa0er s(e t(oug(t was an e7cellent wa. /or stu$ents to "egin t(eir car$s% ,n$ /or #o$eling e5aluation s(e /elt t(e #ulti0le'c(oice o0tions were a$eBuate% T(e one note$ t(ing to 0ossi"l. c(ange in t(e e5aluation an$ on t(e ru"ric woul$ "e to o#it t(e wor$ t(oug(t/ulness% !(e /eels it is too su" ecti5e an$ /eelings o/ stu$ents coul$ get (urt% T(e e70ert woul$ si#0li/. t(e gra$ing ru"ric so t(at eac( car$ was 10 0oints eac( #a9ing t(e car$s 30 0oints total% !(e woul$ also c(ange t(e e//ort gra$e to 10 0oints% In regar$s to a$a0tations s(e /elt t(at s(oul$ "e $ealt wit( on a case'".'case "asis% ,n$ last s(e is 5er. curious to see (ow stu$ents will res0on$ to t(is 0ro ect "ecause o/ (ow #uc( /ree$o# t(e. are "eing gi5en% !o#e stu$ents #ig(t not e5en 9now w(at to $o wit( t(is #uc( /ree$o#% ,lso* t(e reaction /ro# stu$ents a"out gi5ing awa. t(eir artwor9 will "e interesting to see* s(e /eels t(is will "e $i//icult /or so#e% !ee ,00en$i7 C /or t(e /ull answers to all t(e Buestions as9e$ o/ t(e e70ert% Part 9c: Desi#ner4s Response to Re!ie' I was 5er. 0lease$ wit( t(e re5iew t(at I recei5e$% I agree t(at t(e 0ro ect #ig(t en$ u0 ta9ing a little longer t(at t(ree (ours% T(is will $e/initel. $e0en$ on t(e stu$ents rate o/ wor9ing an$ also t(e /irst /ew ti#es t(e 0ro ect is taug(t I t(in9 it will ta9e longer% ,/ter $oing it once or twice wit( stu$ents I t(in9 an instructor coul$ co#0lete it in closer to t(ree (ours wit( stu$ents% I $i$ not a$$ i#ages to #. 6ist o/ Proce$ures "ecause a/ter (earing it in #. e70ert re5iew an$ also t(in9ing a "it a"out it* t(e. $o see# unnecessar.% I t(in9 it woul$ "e easiest to $is0la. t(e 0roce$ures on t(e "oar$ an$ #ar9 w(ic( ste0s stu$ents s(oul$ /ocus on% ,long wit( t(is t(e ste0s coul$ "e locate$ on eac( art roo# ta"le as well% I t(in9 it woul$ "e "ene/icial /or an. instructor to "rainstor# #aterials an$ t(e#es wit( t(eir stu$ents to #a9e it e5en #ore 0ersonal to t(e#% I a$$e$ a note a"out t(is in t(e instructor gui$e% I agree$ wit( t(e e70ert a"out t(e wor$ t(oug(t/ulness so it was o#itte$ /ro# t(e e5aluation an$ ru"ric% I $isagree wit( t(e gra$ing (owe5er so I 9e0t it t(e sa#e as "e/ore% It will "e eas. (owe5er /or an. instructor to c(ange t(e ru"ric "ase$ on w(at t(e. t(in9 is i#0ortant to e5aluate

2<

an$ (ow #an. 0oints t(e. wis( to gi5e to eac( ite#% ,s t(ere are so #an. $i//erent t.0es o/ issues t(at stu$ents wit( s0ecial nee$s #ig(t nee$ in ter#s o/ a$a0tations* I $eci$e$ to lea5e o// an.t(ing in regar$s to t(at in t(e 0ro ect% I t(in9 t(is is so#et(ing t(at s(oul$ "e a$$resse$ ". t(e instructor an$ $ealt wit( on an in$i5i$ual "asis% I agree wit( t(e e70ert* I t(in9 it will "e 5er. interesting to see stu$ents res0on$ to so #uc( /ree$o# /or an art 0ro ect% T(e sur5e. was s0lit $own t(e #i$$le /or (ow stu$ents /elt a"out tra$ing t(eir artwor9% I a# also so curious to see t(eir reactions to gi5ing awa. t(eir artwor9 in a tra$e%

Part :: Standards Grid

Standards Standard #/ 5,SI'G #.# Instructional Systems 5esi n "IS5% #.#.# &naly6in #.#.$ 5esi nin #.#.) 5evelopin #.#.@ Implementin #.#.A ,valuatin #.$ 2essa e 5esi n #.) Instructional Strate ies #.@ +earner (haracteristics Standard $/ 5,K,+4-2,GT $.F "includes $.F.# to $.F.D% $.# -rint Technolo ies $.$ &udiovisual Technolo ies $.) (omputer-8ased Technolo ies $.@ Inte rated Technolo ies Standard )/ <TI+IL&TI4G ).F "includes ).F.# ? ).F.$% ).# 2edia <tili6ation

I I I I I I I

&ssi nments meetin standard in whole or part I5 -roject I5 -roject I5 -roject I5 -roject I5 -roject Selected 5iscussion .orumsJ I5 -roject I5 -roject I5 -roject I5 -roject 7eadin Qui6J I5 -rojects "all assi nments%

I I I I I

"all assi nments%

2)

).$ 5iffusion of Innovations ).) Implementation and Institutionali6ation I5 -roject ).@ -olicies and 7e ulations Standard @/ 2&G&',2,GT @.F "includes @.F.# ? @.F.)% @.# -roject 2ana ement @.$ 7esource 2ana ement @.) 5elivery System 2ana ement @.@ Information 2ana ement Standard A/ ,K&+<&TI4G A.# -roblem &nalysis A.$ (riterion-7eferenced 2easurement A.) .ormative and Summative ,valuation A.@ +on -7an e -lannin I I I I5 -roject I5 -roject

30

Appendices
Appendi$ A2 Needs Assessment Sur!ey 6uestions 1% How woul$ .ou /eel a"out tra$ing or e7c(anging .our art wit( ot(er stu$ents once .our wor9 is co#0leteF (multiple choice, one answer only) IO$ /eel great a"out itP IO$ "e ust o9 wit( it% I $onOt reall. care eit(er wa.% I woul$ not li9e to tra$e #. art wit( ot(er stu$ents% 2% Do .ou t(in9 e7c(anging art wit( so#eone else woul$ "e a 0ositi5e or negati5e t(ing to $oF (multiple choice, one answer only) Positi5e 4egati5e 3% Please write w(at .ou answere$ /or t(e last Buestion (0ositi5e or negati5e) an$ t(en e70lain w(. .ou c(ose t(at answer% (short answer) 3% ?(at siCe o/ artwor9s $o .ou 0re/er to #a9eF (multiple choice, one answer only) large #e$iu# s#all 5% ?(at #e$ia $o .ou li9e to wor9 wit( t(e "est w(en #a9ing artF &ou #a. list u0 to /our o/ t(e /ollowing+ 0aint* watercolors* 0astels* cra.on* #ar9er* collage* /i"er arts* 0rint#a9ing* or an. ot(er #e$ia .ou li9e to use% (short answer) 8% In .our 0ast art e70eriences (a5e .ou co#"ine$ #e$ia in an artwor9 "e/oreF (e7a#0le+ using 0aint an$ collageE using cra.on* #ar9er* an$ s(ar0ieE using collage* sewing an$ #ar9er) (multiple choice, one answer only) &es 4o :% ?oul$ .ou li9e to co#"ine #e$ia i/ .ou answere$ no /or t(e last BuestionF (multiple choice, one answer only) &es 4o <% I/ gi5en a c(oice to use a 5ariet. o/ #aterials* woul$ .ou /eel co#/orta"le c(oosing w(ic( .ou woul$ li9e to wor9 wit(F (multiple choice, one answer only) &es 4o

31

)% I/ .ou coul$ #a9e an artwor9 /ocusing on an. t(e#e* w(at woul$ .ou c(ooseF (e7a#0les+ /aces* trees* /eelings* #onsters* etc%%%)&ou #a. write (ere ,4& t(e#e .ou can t(in9 o/P (short answer) 10% Ha5e .ou e5er (ear$ o/ artist tra$ing car$s* or 9now w(at t(e. areF (multiple choice, one answer only) &es 4o Appendi$ ;2 -$ample ATCs

32

Appendi$ C2 Completed -$pert -!aluation 6uestions Please e!aluate the follo'in# materials usin# the .uestions belo' as a #uide: 33

Tradin# Card Poster Does t(is 0oster s(ow enoug( $i//erent t.0es an$ soli$ e7a#0les o/ ot(er t.0es o/ tra$ing car$sF &es* it is an e7cellent e7a#0le to s(ow t(e stu$ents% !o#e o/ t(e# #a. not "e aware o/ all o/ t(e $i//erent 9in$s o/ car$s% )nstructor Guide Di$ .ou /eel t(e ti#e /ra#e /or co#0leting t(is 0ro ect was accurateF ,ctuall.* I /eel t(e ti#e /ra#e coul$ run a little longer t(an antici0ate$% !o#e o/ t(e stu$ents #a. (a5e a $i//icult ti#e #a9ing $ecisions concerning t(e t.0e o/ #aterials an$ (ow to use t(e#% I also t(in9 (a5ing o00ortunit. to re5ise is going to a$$ so#e ti#e% I a# t(in9ing it #a. ta9e 3 (ours% Coul$ .ou easil. /ollow along wit( t(e ste0s liste$ in t(e instructor gui$eF &es* t(e instructor gui$e is 5er. well written an$ eas. to /ollow% Di$ .ou /eel t(e instructor gui$e was t(oroug( enoug(F ?as an.t(ing #issingF 4o* I $i$n>t /eel an.t(ing was #issing "ut I woul$ gi5e t(e stu$ents #ore o00ortunit. to (el0 "rainstor# 0ossi"le t(e#es an$ #aterials% "ist of Procedures ,re t(e 0ictures necessar. /or t(e 0roce$uresF 4o* I $on>t t(in9 t(e 0ictures are necessar.% &our 0roce$ures are 5er. s0eci/ic an$ eas. to /ollow% Do .ou t(in9 it>s necessar. to (a5e t(is $is0la.e$ in t(e classroo# or gi5en to eac( stu$ent as a (an$outF I woul$ 0ro"a"l. #a9e a list on t(e "oar$ at t(e "eginning o/ eac( class 0erio$% T(at wa. as t(e 0ro ect 0rogresses .ou coul$ eli#inate t(e ste0s alrea$. co#0lete% It woul$ also ser5e as a re5iew% It woul$ "e goo$ to (a5e a s#all (an$out on eac( ta"le to re#in$ stu$ents o/ t(e ste0s to #a9ing a car$ so t(e. coul$ re/er "ac9 to it w(en t(e. are #a9ing car$s 2 an$ 3% ,aterials "ist ,re t(ere an. #aterials t(at .ou can t(in9 o/ t(at I s(oul$ a$$ or ta9e awa.F T(ere are so #an. #aterials t(at .ou coul$ use /or t(is 0ro ect t(at I t(in9 .ou (a5e co5ere$ a goo$ list o/ 0ossi"ilities% ,gain* "rainstor#ing wit( .our stu$ents is going to 0ro$uce #ore o0tions% I woul$ also encourage t(e# to "ring in ite#s /ro# (o#e% "ist of Themes ,re t(ere an. t(e#es t(at .ou can t(in9 o/ t(at I s(oul$ a$$ or ta9e awa.F T(is is a 5er. e7tensi5e list o/ t(e#es% I># sure t(ere are t(ings .our stu$ents will t(in9 o/ t(at .ou (a5en>t an$ t(e. will as9 i/ t(e. can $o t(e#% &our list is a great "eginning to get t(e# t(in9ing% ATC S%etch Paper Do .ou t(in9 t(is will "e (el0/ul /or stu$entsF I woul$ $e/initel. gi5e t(e# t(e s9etc( 0a0er /or t(eir car$s% I li9e t(at .ou #a$e it t(e e7act siCe o/ t(e ,TC% T(e. nee$ to t(in9 "e/ore t(e. "egin an$ t(is is an e7cellent wa. to $o so% Peer -!aluation Guide

33

Do .ou t(in9 t(e #ulti0le'c(oice res0onses are a$eBuate in goo$ an$ "a$ e7a#0les /or res0onsesF &ou (a5e gi5en t(e# goo$ e7a#0les o/ 0ositi5e an$ negati5e res0onses% &our role #o$eling o/ t(is s(oul$ lea$ t(e# to using goo$ c(oices% Peer'E5aluation =uestions ,re t(e e5aluation Buestions a$eBuate to $raw 0ertinent in/or#ation out o/ stu$ents a"out t(eir own an$ eac( ot(er>s car$sF M. onl. co##ent woul$ "e to eli#inate t(oug(t/ulness /ro# t(e one Buestion* Q?as t(e ,TC $one neatl.* loo9 co#0lete$* an$ s(ow e//ortFH I /eel t(at it "eco#es too su" ecti5e an$ stu$ents t(is age are 5er. easil. (urt ". t(eir 0eers o0inion% Gradin# Rubric ,re t(e 0oint 5alues /or eac( ite# a00ro0riateF ;nl. to #a9e it easier /or .ou as .ou gra$e 200R 0ro ects* I woul$ #a9e t(e gra$e /or t(e t(ree tra$ing car$s 30 0oints ' 10 0oints eac(% I woul$ t(en c(ange e//ort to 10% ,re t(ere an. ot(er ite#s t(at I #a. (a5e #isse$ /or gra$ing or s(oul$ get ri$ o/F ;#it t(e wor$ t(oug(t/ulness /ro# t(e ru"ric% General .uestions about pro+ect: ?ere t(e instructional #aterials use/ulF ?as an.t(ing #issingF T(is is a 5er. co(esi5e 0lan t(ere is not(ing 0ertinent #issing% ?ere t(ere an. a$a0tations t(at .ou nee$e$ to #a9e to t(e instructionF ,$a0tations woul$ (a5e to "e #a$e on an in$i5i$ual "asis% M. concern woul$ "e wit( stu$ents t(at (a5e 5isual $e/iciencies% &ou #a. also (a5e to a$a0t t(e e5aluation /or so#e o/ t(e learning su00ort stu$ents% How $i$ .ou /eel a"out t(e instruction in generalF It is e7cellent% How $o .ou /eel learners will res0on$ to t(is 0ro ectF Honestl.* I># Buite e7cite$ to see (ow t(e. res0on$% I># not sure t(e. will Q9nowH w(at to $o wit( (a5ing suc( creati5e /ree$o#% I t(in9 t(e. will "e e7cite$ to use all o/ t(e #aterials "ut I># not so sure t(e. will li9e s(aring t(eir wor9% T(e. ta9e t(eir 5iew t(eir artwor9 5er. 0ersonall. an$ I t(in9 t(at #a. "e (ar$ /or so#e o/ t(e# to gi5e it u0% Appendi$ D2 <or%s Cited Bolton* P% 200:% Artist trading cards+ Inno5ati5e an$ ins0ire$ #i7e$'#e$ia ,TCs% 2loucester* M,+ =uarr. Boo9s% Geller* M% M% (1)<:)% T(e s.ste#atic 0rocess o/ #oti5ational $esign% Performance & Instruction, 26 ()@10)* 1'<% Me$le * M% (2003* Marc( 3)% ,rt in .our 0oc9et% Cedarseed.com% -etrie5e$ 4o5e#"er 11* 2011 /ro# (tt0+@@www%ce$arsee$%co#@air@atc%(t#l

35

Tra$ing car$% (2011* ,ugust 23)% In ?i9i0e$ia* T(e Free Enc.clo0e$ia% -etrie5e$ 4o5e#"er :* 2011* /ro# (tt0+@@en%wi9i0e$ia%org@w@in$e7%0(0F titleSTra$ingNcar$Tol$i$S33835<53:

38