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Visual Arts Performance Tasks

Task Title: Designed Insects #205

24J Student Goal
Curriculum Framework/Guidelines Items Addressed
Performance Task Guide
Products & Performances To Be Assessed

Benchmark Level: Check Box Pre-Level Check Box 1 Check Box 2 Checked Box 3 Check Box 4

Salem-Keizer Student Goal(s) that will be assessed:

Checked Box Read and communicate effectively
__ Read/Literature __ Write
__ Speak_X Visual		 Check Box Think critically and solve problems
__ Science __ Math
Check Box Develop positive self-concept, respect
for others, and healthy behavior patterns		 Check Box Work effectively in groups as well as individually
__ Individual __ Group
Check Box Develop creativity and show appreciation
for the arts
__ Criticism _X Create		 Check Box Demonstrate civic, global, and environmental
responsibility
__ Civics __ Economics
__ Geography __ History
Check Box Recognize and value diversity among people Check Box Exhibit technological literacy

Academic Content in the extended definition(s):

Checked Box English
(including Literature & Reading)		 Check Box History Check Box PE
Check Box Second Language
|		 Check Box Civics Checked Box Art
Check Box Science
|		 Check Box Economics Check Box Music
Checked Box Math
|		 Check Box Geography Check Box Health
Check Box Technology
|		 Check Box Culture Check Box Other ____________
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District Curriculum Framework/Guidelines items addressed:

Develop Creativity and Show Appreciation for the Arts
Strand 2: Create, Present, and Perform Art:
Use ideas, skills, and techniques in the arts.

  • Presents visual artworks for a particular audience or purpose
  • Creates artwork by selecting, combining, and manipulating elements and principles of design to achieve a desired effect.

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Performance Task Guide

Task Description:
(include whole class, group and individual work as appropriate)

Create a Designed Insect with the following criteria:

  • The insect is an enlargement (18"x24") from a given collection
  • The product is embellished with botanical designs collected from individual research
  • The student's work exhibits selected art elements and principles of design
  • The work displays expressive value shading and quality craftsmanship

Criteria:
Whole class work:
Critiques of each student’s composition.

Group work:
Cooperative work (support, praise, thoughtful criticism) at work tables

Individual work:
Library research, completed designed insect and student reflective piece

Amount of Time to Complete:
17 class periods

Prerequisite Knowledge and Skills:

  • Knowledge of art elements - line, shape, value, and texture
  • Understanding of principles of design - contrast, variety, repetition, unity, balance, and emphasis
  • Expression and understanding of shading techniques
  • Ability to research, collect, and select appropriate botanical designs
  • Skills of critiquing, providing thoughtful criticism and positive support

Materials and Resources:
Insect collection from textbooks - Entomology
Library and classroom resource books - Botany
Completed example of task
17"x12" drawing paper
#2 pencils, layout pencils, erasers, and fixative
Elements of Art/Principles of Design

Adaptations:
(Changes in the task to meet individual student needs without altering the standards or rigor of the task.)
Students with advanced abilities will represent their level of achievement by preparing an art piece that demonstrates superior workmanship. Reflective piece may be dictated if a student has difficulty with written expression.

Comments/Recommendations:

  • This task was designed for eighth-grade students. The author feels strongly that the maturity and skill level of eighth-grade is necessary for this task.
  • Teacher may want to work with a science teacher to make this an integrated task.
  • If available, use local flora and insects (living and preserved, respectively).

Task Developer: Marilyn Fidler, Judson Middle School, Salem-Keizer Public Schools.

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Products & Performances to Be Assessed
Student Work
to Be Scored		 Scoring Guides Describe a Successful Performance
(Check the Curriculum Framework/Guidelines)
Designed Insect Read & Communicate effectively through the use of visuals (optional) The student develops a visual that clearly conveys the intended message or explains information about a topic. The student uses original, creative, and distinctive selection and arrangement of design elements (e.g., color, line, shape, texture). The visual has a clean, finished quality.
Designed Insect Develop Creativity and show appreciation for the arts: Creating, Making and Presenting In a successful performance, the student will create a designed insect (embellished with flora) showing use of the art elements: line, shape, value, and texture resulting in a pleasing and memorable creation. The designed insect will reflect the design principles of contrast, variety, repetition, unity, balance, and emphasis. The final composition will reflect an understanding of value shading and show high-quality craftsmanship.

Student Self-Reflection:

I am proud that I . . .

My favorite part of this project was . . .

If I were to do this project again, I would change . . .


Adapted by permission from Salem-Keizer School District

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