Download Assessing in the Arts

NHCS
Creative Arts
Assessment Tool
(The Five C’s)
NHCS Arts Assessment Tool: Composition
Composition
The term composition means 'putting together,' and can apply to any
work of art, from music to writing to photography, that is arranged or put
together using conscious thought. In the visual arts, composition is often
used interchangeably with various terms such as design, form, visual
ordering, or formal structure, depending on the context. In graphic design
for press and desktop publishing composition is commonly referred to as
page layout.
http://en.m.wikipedia.org/wiki/Composition_(visual_arts)
Examples of Composition expectations in the Arts:
Visual Art
Elements and principles of design that were expected to be incorporated
are evident
Use of space (arrangement is pleasing and complete)
Examples of Composition in Visual Art:
Contrast, Size, Harmony, Color,
Music:
Musical composition can refer to an original piece of music, the structure
of a musical piece, or the process of creating a new piece of music.
People who practice composition are called composers.
"Composition consists in two things only. The first is the ordering and
disposing of several sounds...in such a manner that their succession
pleases the ear. This is what the Ancients called melody. The second is the
rendering audible of two or more simultaneous sounds in such a manner
that their combination is pleasant. This is what we call harmony, and it
alone merits the name of composition."
http://en.m.wikipedia.org/wiki/Musical_composition
Examples of Composition expectations in Music:
Use of content specific expectations in regard to beat, harmony, tempo,
theme
In dance, choreography is the act of designing dance. Choreography
may also refer to the design itself, which is sometimes expressed by means
of dance notation. A choreographer is one who designs dances. Dance
choreography is sometimes called dance composition.
Movement/ Dance:
Aspects of dance choreography include the compositional use of
organic unity, rhythmic or non-rhythmic articulation, theme and variation,
and repetition. The choreograhic process may employ improvisation for
the purpose of developing innovative movement ideas. In general,
choreography is used to design dances that are intended to be
performed as concert dance.
http://en.m.wikipedia.org/wiki/Choreography_(dance)
Examples of Composition expectations in the Movement/ Dance:
Movement accurately reflects mood, feeling
Expectation of pose, move, dance is accurately portrayed - mirrortableau-specific choreography
NHCS Arts Assessment Tool: Content
Content
Is ones understanding of the subject matter being taught, the style and
technique, genre, history, artist, poet, scientist, writer, and culture within a
field of study. This includes the interdisciplinary academic ties and
standards covered during the lesson (science, math, social studies, English
etc.) In addition to how the elements of art and principles of design are
implemented and refers to a work's essence or what is being depicted.
Arts Integration
Is a term applied to an approach to teaching and learning that uses the
fine and performing arts as primary pathways to learning. Arts integration
differs from traditional arts education by its inclusion of both an arts
discipline and a traditional subject as part of learning (e.g. using
improvisational drama skills to learn about conflict in writing.) The goal of
arts integration is to increase knowledge of a general subject area while
concurrently fostering a greater understanding and appreciation of the
fine and performing arts.
The John F. Kennedy Center defines arts integration as "an approach to
teaching in which students construct and demonstrate understanding
through an art form. Students engage in a creative process which
connects an art form and another subject and meets evolving objectives
in both."
Visual Art:
In visual art content would encompass the interdisciplinary connections,
standards, genre/history, artists, visual art methods and techniques,
elements and principles of design.
Examples of Content Integration in Visual Art:
Social Studies- African Masai Culture, Kenya, & landscape
Visual Art- landscape drawings with mixed media collage
Silohuettes of Masai figures
Elements & Principles of Art- Middle ground, foreground, background,
contrast
Music Content:
In music content would include interdisciplinary connections, standards,
genre/history, musician or composer, instruments and techniques
Example
Social Studies- Harriet Tubman, the Underground Railroad, Civil War
Music-Always Stand on the Union Side, Union Dixie songs students create
their own song using their acquired knowledge of the Civil War and Harriet
Tubman’s influence on the Underground Railroad
Elements- Rhythm & tempo
Movement/Dance:
In movement/dance content would cover interdisciplinary connections,
standards, genre/history, kinesthetic techniques
Examples of Content Integration in Dance:
Literature/English-Caps for sale by Esphyr Slobodkina
Movement/ Dance- Retell the story by inventing their own movements
and gestures to explore some of the actions and events in the story.
Elements- Gestures, Movement, develop balance, invented movements
NHCS Arts Assessment Tool: Craftsmanship
Craftsmanship
Visual Arts
In the visual arts, craftsmanship refers how something is created, the care
and skill used to create a piece of work. This includes safe and proper use
of tools, respect for the project and materials, attention to detail, and
careful and accurate completion of the task at hand. In many cases, the
foundation of craftsmanship is built with effort and focus.
Because children progress through different developmental stages as
they grow, both in terms of cognitive ability and fine motor skills, they also
progress through several stages of development in their art. The
craftsmanship expectations for a first grader in terms of cutting and gluing
would be different than those for a seventh grader. It is important to set
clear craftsmanship expectations and explicitly teach the skills needed to
meet those expectations.
http://www.artjunction.org/young_in_art.pdf
Examples of Craftsmanship expectations in the Visual Arts:
Proper use of tools and materials
Neat and complete coloring
Careful and exact cutting
Even and neat folding
Music
Musical craftsmanship refers to how a musical piece is played, sung, or
composed and speaks to the care and skill used in its performance. As
with the visual arts, musical craftsmanship needs a foundation in effort but
practice and repetition are also major players in attaining excellent
craftsmanship.
In societies where music is a part of everyday life, children develop and
grow within a musical mindset and are more easily able to master the
elements of craftsmanship. Many people, especially in the United States
where music is not a focal point of our culture, feel uncomfortable
performing music because they feel they lack craftsmanship (can’t carry
a tune, can’t keep a beat, can’t hear pitch). Although skills can be
acquired with practice, it is important to choose musical activities that
students are developmentally able to do, rather than choosing exercises
that adults enjoy and excel at.
http://www.montessoriworld.org/Music/Singing.html
Examples of craftsmanship expectations in Music:
Stands up straight with hands at sides while singing
Uses the correct amount of air/force for instrument in use
(singing= loud but not yelling; Drums= appropriate force; Recorder=
controlled air)
Matches pitch and tempo with the group
Movement/ Dance
In dance, craftsmanship is viewed in terms of technique, how well specific
elements are performed. As with music, craftsmanship in dance takes
equal parts effort and practice.
Children move naturally and are able to use dance to express ideas
without much training. The freeform movement children often participate
in can be easily shaped and organized into intentional and recognizable
dance. It is important meet the students were they are developmentally,
keeping in mind gross motor abilities and executive functioning skills.
http://www.ndeo.org/content.aspx?page_id=22&club_id=893257&modul
e_id=55419
http://www.ecaworldfitness.com/uncategorized/motor-skill-developmentdance/
Examples of Craftsmanship expectations in the Movement/ Dance:
Body always facing the audience
Pointed feet
Extended movements using the entire body/limb
Sharp and exact moves
NHCS Arts Assessment Tool: Creativity
Creativity
Relating to or involving the imagination or original ideas, especially in the
production of an artistic work. (Synonyms: clever, imaginative, ingenious,
innovative, inventive, original)
“When the creative spirit stirs, it animates a style of being: a lifetime filled
with the desire to innovate, to explore new ways of doing things, to bring
dreams of reality.”
What Is Creativity?
From Fostering Creativity
By Mary Ann Kohl
Creativity focuses on the process of forming original ideas through
exploration and discovery. In children, creativity develops from their
experiences with the process, rather than concern for the finished
product. Creativity is not to be confused with talent, skill, or intelligence.
Creativity is not about doing something better than others; it is about
thinking, exploring, discovering, and imagining. Creativity is found in the
obvious—art and music, but can also be found in science and play.
Because we think of art, music, dance, and drama as examples of
creative ideas, we may have forgotten that creative thought is found in
all aspects of a growing child's life and can be learned daily. Just look at
how creativity shows itself when a scientist discovers a cure for a disease,
how a business owner decides to increase sales, how the grocery clerk
bags the groceries, or how a parent finds a way to entice a reluctant
child to head off to bed.
Creativity in the Arts:
Examples of Creativity expectations in Music
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Exhibit cohesiveness and musical expression in composition/improv.
Reflect a knowledge of melodic, rhythmic, tempo, and dynamic
elements.
Exhibit originality and uniqueness
Takes risks
Uses dynamics effectively
Uses rhythmic patterns with enhance melody
Correct use of music notation
Examples of Creativity expectations in Movement/Dance
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Ability to listen to the music and turn that into a movement
representative of the musical example
Body awareness (where are my feet and how can they move)
Identify and demonstrate differences in movements (like a butterfly,
like an elephant, like a scarf in the wind, like a rock in the ocean)
Ability to use the elements of space, time and force.
Incorporate locomotor and non-locomotor skills
Willing to take risks
Examples of Creativity expectations in Visual Arts
 Takes risks
 Experiments with combinations of material
 Transfers of concept/techniques from one assignment to another
(from past experience to present assignment)
 make changes
 Innovative and uses own style
 Originality of idea
 Uses Divergent or inventive thinking
NHCS Arts Assessment Tool: Critique
Critique
A critical evaluation or analysis, especially one dealing with works of art or
literature
Critique Process
Describe:
Tell exactly what you see or hear
Analyze:
Use the composition criteria to reflect upon the art form
Interpret:
Consider the following
• What is the artist trying to communicate?
• What caused the artist to express it?
• What is the historical milieu that surrounds the work of art?
• Why was the work of art created in this particular style?
Evaluate:
How successful or important is the work of art?