Shuntia Wallace

University of West Georgia

MEDT 7476
Dr. Haynes
1. Client Information
Client Name: Lauren Merritt
Client Organization: Fulton County Schools, H. E. Holmes Elementary
Client Email: Merrittl2@fultonschools.org

Prior Knowledge
To start the unit on Picasso, Cubism & Monochromatic color schemes, the students will be
shown images of Picasso and his Cubist works. The students and teacher will discuss what make
an artwork Cubist and define Cubism.
Next, the students will discuss color schemes, specifically Monochromatic color schemes. By the
end of this discussion, the students will be able to define the terms Monochromatic (a color
scheme consisting of variations of one color) and Value (the lightness or darkness of a single
color).
Then the student will view demonstration and create their own version of a Monochromatic -
Cubists painting.

2. The Actual Assessment

After completing the painting, the students were given a hand out entitled, Infographic Student
Instructions, (see below) and a copy of this handout was projected on the board, as well. The
students reviewed the handout with teacher during a whole group discussion. Next the students
received a copy of the rubric (also, see below). After receiving the rubric, the students and
teacher reviewed the rubric and the teacher clarified questions the students asked. Next, the
students went to assigned computer, laptop or iPad and visited Piktochart.com. Once the
students where all on the website, the teacher showed an example of their project and showed
them how it was created (while introducing them to the tool box and Pikochart.com functions).
After this demonstration, the students were allowed to work on their assessment, while the
teacher circulated the room to assist when needed.
 Infographic Student Instructions
Picasso, Cubism & Monochromatic Color Schemes

To successfully complete this assignment, you must complete the following:

Identify and define an Infographic. (a digital poster that explains and offer content in a
visual/digital manner)
View an example of an infographic (Picasso/Cubism)
Review (and discuss) the rubric, to ensure that you know what the requirements are (SEE
RUBRIC)
Go to assigned computer or laptop.
Open a web browser and go to Piktochart.com
Select (click)your free project template or create your own template
Explore the tool bar (which is located on the left side of the screen).
Watch your teacher demonstrate how to use Piktochart to create an infographic, while
reviewing the rubric
Create your infographic, using Piktochart.com

3. The Measurement Tool

Before starting the assignment, the students were given the rubric (see below) for creating an
infographic; the student reviewed the rubric with the teacher to clarify the instructions. Then the
students were allowed to work independently on their infographics. As the students worked on
creating their infographic, they were encouraged to refer to the rubric to ensure they are on the
right track.
 Infographic Rubric on Picasso and Cubism

Teacher Name: Lauren Merritt

Student Name: ________________________________________

National and State Standards

VA4CU.2a Identifies elements, principles, themes, and/ or time period in a work of art.

VA4PR.2 f, discusses properties of color (hue, intensity, value) and mixes and uses color schemes
(monochromatic).

ISTE National Standards: Students demonstrate creative thinking, construct knowledge, and develop innovative
products and processes using technology. Creates original works as a means of personal or group expression.

4 3 2 1
Picasso, cubism and All requirements are All requirements are One requirement More than one
value requirements met and exceeded. met. Requirements was not completely requirement was not
Requirements include: Example of met. Requirements completely met.
include: Example of Picasso\'s Cubist include: Example of
Picasso\'s Cubist works (1) Definition Picasso\'s Cubist
works (2) Definition and example of works (1) or but
and example of value in art (1) not both Definition
value in art (2) and example of
value in art (1)
Organization Content is well Uses headings to Content is logically There was no clear
organized using organize, but the organized for the or logical
headings to group overall organization most part. organizational
related material. of topics appears structure, just lots of
flawed. facts.
Monochromatic Covers Includes essential Includes essential Content about
color schemes Monochromatic knowledge information about Monochromatic
content Color Schemes in- Monochromatic Monochromatic Color Schemes is
depth with details Color schemes. Color Schemes but minimal OR there
and examples. Subject knowledge there are 1-2 factual are several factual
Subject knowledge appears to be good. errors errors.
is excellent.
Attractiveness Makes excellent use Makes good use of Makes use of font, Use of font, color,
of font, color, font, color, color, graphics, graphics, effects etc.
graphics, effects, graphics, effects, effects, etc. but but these often
etc. to enhance the etc. to enhance to occasionally these distract from the
presentation. presentation. detract from the presentation
presentation content.
content.

Total Points: ______

Teacher Feedback:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
 4. Completed Student Rubric& Infographic with Teacher Feedback

Infographic Rubric on Picasso and Cubism

Teacher Name: Lauren Merritt

Student Name: _______Jonathan W_________________________________

VA4CU.2a Identifies elements, principles, themes, and/ or time period in a work of art.

VA4PR.2 f, discusses properties of color (hue, intensity, value) and mixes and uses color schemes
(monochromatic).

ISTE National Standards: Students demonstrate creative thinking, construct knowledge, and develop innovative
products and processes using technology. Creates original works as a means of personal or group expression.

4 3 2 1
Picasso, cubism and All requirements are All requirements are One requirement More than one
value requirements met and exceeded. met. Requirements was not completely requirement was not
Requirements include: Example of met. Requirements completely met.
include: Example of Picasso\'s Cubist include: Example of
Picasso\'s Cubist works (1) Definition Picasso\'s Cubist
works (2) Definition and example of works (1) or but
and example of value in art (1) not both Definition
value in art (2) and example of
value in art (1)
Organization Content is well Uses headings to Content is logically There was no clear
organized using organize, but the organized for the or logical
headings to group overall organization most part. organizational
related material. of topics appears structure, just lots of
flawed. facts.
Monochromatic Covers Includes essential Includes essential Content about
color schemes Monochromatic knowledge information about Monochromatic
content Color Schemes in- Monochromatic Monochromatic Color Schemes is
depth with details Color schemes. Color Schemes but minimal OR there
and examples. Subject knowledge there are 1-2 factual are several factual
Subject knowledge appears to be good. errors errors.
is excellent.
Attractiveness Makes excellent use Makes good use of Makes use of font, Use of font, color,
of font, color, font, color, color, graphics, graphics, effects etc.
graphics, effects, graphics, effects, effects, etc. but but these often
etc. to enhance the etc. to enhance to occasionally these distract from the
presentation. presentation. detract from the presentation
presentation content.
content.

Total Points: 16pts (100%)

Teacher Feedback: Jonathan, you exceed the requirements for this assignment. You Included
examples of Cubist paintings created by Picasso, defined value and monochromatic- And
included examples of monochromatic paintings. You selected vibrant colors for that background
which compliments the images and font you selected. Overall, your infographic is attractive and
organized.
 5. Report of Findings
To successfully complete this assessment,
the students had to create an infographic to
demonstrate their understanding of Picasso,
cubism, value and monochromatic color
schemes. During conception, this
assessment seemed simple-but during the
implementation process, there were a few
challenges. What worked well? Once the
students understood how to use the
infographic tool box and software, the
assignment went very smoothly. The
students were excited about selecting or
creating a background, choosing font colors
and inserting pictures. Most of the students
really enjoyed the design process. What
went wrong? As you may have guessed,
the students enjoyed the design process so
much, that the teacher had to redirect them
to the rubric (several times) to make sure
their infographics met the requirements to
earn the highest grade. It must be taken
into consideration, that the students have
never used technology in this manner
before, and initial bumps in the road,
should be expected. Frustration with using
the software, finding and uploading
pictures, and general distractions were a
few incidents that occurred as the students
worked. However, after the students
understood how to use the infographics
software, and got into the flow of creating,
it was hard to end the assessment. The
students really enjoyed this project and
requested to do it again with another lesson.
For the most part, the students were able to
4a. Student work created by Jonathan W. complete the assessment as directed, with
just a few reminders and clarifications
Such as, remember to include examples of
cubism and refer to your rubric. (The teacher did have to assist one student with the tool box, a
little longer than the other students). Overall, we did get the results we expected from most of
the students- although (as with most assessments) there were a few students who could have
benefited from more time. Improvements? Next time this assessment is implemented, we will
focus of fewer standards and lower the cognitive load. To complete this assessment, the students
had to create an infographic that included two of Picassos cubists paintings, definition of value
with two examples, and the definition of monochromatic color scheme and two examples. This
is too much information- even for an infographic! The information overload caused some
students to become overwhelmed, while others just referred back to the rubric. (I consider the
fact that, most of the students referred to the rubric for clarification, a plus).

6. Report of Impact on Student Learning

Infographics Participants

2%
8%

students who exceeded

requirements
students who met requirements

students who did not meet

requirements

90%

Infographic Participants

Boys

Girls

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Below Meet Exceed

 100%
Gifted Infographic Participants

50%

0%
Exceed Meet Did not meet
Gifted

Analysis of the Data

Overall, ninety percent (90%) of the students who completed the infographic exceeded the
requirements described in the rubric. They included the right amount of images, selected
appropriate text and backgrounds design/color. Also, ninety percent (90) of the students included
correct definitions. (Some students even included a photo of Pablo Picasso, which was not
required). Eight (8%) of the students met the requirements for creating the infographic. They
included some images, and correct definitions But for those 8% of students who met the
requirements (instead of exceeding) the assignment, initial difficulties with using the tool box
function, is what caused them to run out of time, before they could edit their infographic. These
students had to submit their infographic as is. (Even though, these students had to submit
infographics without editing, after the assignment was over, most of these students wanted to
redo the assignment because they were sure they do a better job, the next time- It just took the
students a long time to get started because they spent most of their time trying to understand the
software). Two percent of the students did not meet the requirements described in the rubric for
the following reason: The students (were pulled for services) had to leave the class early and did
not complete the assignment. Had the students been allowed to stay, they probably would have
met or exceeded the requirements described in the rubric.
In the second chart, it appears the boys performed slightly better than the girls. Ninety-two
percent (92%) of boys exceeded the requirements expressed on the rubric while ninety percent
(90%) of the girls exceeded the requirements described in the rubric for this assessment.
In the third chart, ninety percent (90%) of the gifted students exceeded the requirements
described in the Rubric. Ten percent of our gifted participants met the requirements of the
assessment. And none of our gifted students failed to meet the requirements of the assessment.
When we interviewed the students who met, but did not exceed, the requirements- the students
stated that they spent several minutes trying to learn how to use Pikochart.
One sub-group that is not represented in the charts above, is my special needs students. My
special needs students are not directly mentioned in the charts because they had to end the
assessment before they finished due to their participation in other assessments (related to their
disabilities). In the future, I plan to pair my students with disabilities in small groups (with other
students) and modify their assessment/ rubric to address their needs. Overall, both groups
performed better than we hoped. The students created an infographic, using a rubric, as an
assessment. This assessment transformed into a meaningful learning experience for the students.
By the way, the students really appreciated receiving the rubric before starting the assessment.

8. Future Implementation Plans

After reviewing the data and student work samples, Ms. Merritt and I both agreed to take out one
of the requirements, and simplify the assessment. Starting with too many requirements,
presented the students with a learning curve, that took some students a long time to overcome
Resulting in less time to work on the assessment. The next time we introduce this assessment,
we will be teaching a new group of fourth graders. We plan is to start with one standard (instead
of two) and limit the content requirements of the rubric. As a result of starting with one standard
and a limited amount of content, we hope the students will have more time to get to know the
toolbox and the infographic software.
Also, the next time we perform this assessment, we will allow the students more time to learn the
technology and learn how to use Pikochart.com. For this assessment, the students had to learn
the technology and complete the assessment simultaneously. Most of the students handled this
very well, but there were some students who struggled. Once the struggling students caught on
to Pikochart.com, they were left with little time to actually work on their content for the
assessment. Fortunately, the students who struggled initially, were excited about using
pikochart.com to create another infographic, now that they understood how to use the
technology. Overall, the infographic assessment was a hit with the students They all got really
excited when they discovered the infographic was an assessment and counted as a test grade.