Unit Assessment Plan

Subject: Art Topic: Drawing

Grade: 11 Length: 2 lessons- 21 classes
Stage 1 – Desired Results
Established Goals (GLEs):
Drawing
- Drawing is a visual search for meaning. Using a variety of materials and techniques, drawing
is an individual expressive response to some specific experience. Such experiences may come
from the individual or the group or may result from a problem to be solved or from direct
inquiry.

Compositions
- Composition is a search for a unified visual statement. It articulates meaning through control
of elements and their relationships. The student organizes visual material to generate thought
and to make thought visible.

Encounters
- Artmaking articulates thought and imagination. Through images, we communicate with one
another within our communities and across time and cultures. Encounters with the sources,
transformations and impact of images are essential for understanding art.

Constructs: Essential Questions:

 Use your experiences to communicate a
message through your artwork How can we integrate our personal experience
 Exploring art history and culture through into artwork?
exploration of artists throughout time
 Developing a personal style How can you use different techniques and
 What different visual relationships mediums to communicate a message through your
express meaning artwork?
 Different visual elements create
dimension
Specific Learning Goals (SLEs):
Students will be able to…
Record: draw for confidence and consolidation of head-to-hand skills.
Investigate: develop and refine drawing skills and styles.
Communicate: explore a personal selection of expressions.
Articulate and Evaluate: use the vocabulary and techniques of art criticism to interpret and evaluate
both their own works and the works of others.

Components: use non-traditional approaches to create compositions in both two and three
dimensions.
Organizations: demonstrate control over various components of compositions.

Sources of Images recognize that while the sources of images are universal, the formation of an
image is influenced by the artist’s choice of medium, the time and the culture.
Transformations Through Time investigate the impact of technology on the intentions and
Based on Understanding by Design, Wiggins and McTighe (2006) Adapted by Keith Griffioen (2021)

productions of the artist.

Prior understandings… Where does this lead? (Future outcomes in the same
 Creating dimension within artworks course, following grade-level classes, etc.)
 Art vocabulary  Creating compositions to direct gaze and
 An idea of what still life is attention
*Students do not need to know too much as  Having additional vocabulary to discuss
an in-depth description of all assignments compositions
will be given.  Creating personalized artwork that conveys
Any knowledge is good knowledge meaning (can be as simple as they like and dislike
the object or image shown)
 Reflecting on own experiences to create
meaningful work
 Foster growth within their own art practice
Stage 2 – Assessment Evidence
Pre-Assessment
Gauging students’ level of art knowledge, and their drive to better their art practice (this doesn’t
matter, but good to know for some students who may want to pursue art further than most).
Formative Assessments
- Group/ Individual discussions
- Check-ins
- Sketchbook Pre-planning
- Appreciation/ Art Critique (peer evaluation)

Summative Assessment(s)
Submitted Compositions:
- Still Life (for students in both 3 and 5 credit classes)
- Ballpoint pen Drawing (for students in the 5-credit class)
Other Evidence (observations, work samples, dialogues)
- Observations
- Sketchbook reviews
- Student composition reflection
 Based on Understanding by Design, Wiggins and McTighe (2006) Adapted by Keith Griffioen (2021)

Stage 2: Assessments
Learning Group/ Individual Sketchbook Pre- Ballpoint pen
Title Check-ins Reflection Still Life
Discussions planning Drawing
Outcomes
Type
(Specific (Formative/Summ F F F F S S
ative)
Outcomes) 100%/
Weighting 0% 0% 0% 0% 50%
50%
Draw for confidence and
consolidation of head-to- * *
hand skills.
Develop and refine drawing
* * * *
skills and styles.
Explore a personal selection
* * *
of expressions.
Use the vocabulary and
techniques of art criticism to
interpret and evaluate both * * *
their own works and the
works of others.

Use non-traditional
approaches to create
* *
compositions in both two
and three dimensions.
Demonstrate control over
various components of * *
compositions.
Recognize that while the
sources of images are
universal, the formation of
an image is influenced by *
the artist’s choice of
medium, the time and the
culture.
 Based on Understanding by Design, Wiggins and McTighe (2006) Adapted by Keith Griffioen (2021)

Investigate the impact of

technology on the intentions *
and productions of the artist.
Based on Understanding by Design, Wiggins and McTighe (2006) Adapted by Keith Griffioen (2021)

Formative or Triangulation? Cognitive

(Conversation/ Engagement
Assessment Tool Brief Description Summative
Observation/ (Taxonomy)
Assessment?
Product)

Group and individual discussions are an

Group/
essential part of gauge student
Individual Knowledge/
understanding, their thought process, if F C
Discussions Comprehension
they are aware of art history aspect, and
techniques.
Check-ins are facilitated when students
are working on their final artworks. This
Check-ins will help me quickly gauge student F C/O Comprehension
progress, if they are trying to problem
solve, and if they are on the right track.
Students will sketch their ideas for their
composition in their sketchbook and we
Sketchbook Pre- will review this as they are planning (I
F O/P Application
planning can gauge student thought process
through discussions with them, and help
them if needed)
Once student works are completed, they
will self-reflect on their work and their
Knowledge/
Reflection process. Specific question prompts will F O/C
Evaluation
be provided to encourage thoughtful
reflection.
Students will submit their final works for
Submitted evaluation. Students will be graded on
S P Synthesis
Compositions overall effort, meaning, stylistic choices
and the SLO’s