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Summative Fine Arts Assessment Program PowerPoint PPT Presentation


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Summative Fine Arts Assessment Program. PLAN. IDEA. PROJECT. RROJECT. ROOJECT. ROUJECT. ROUTECT. ROUTICT. ROUTINT. ROUTINE. Utilization of Arts Assessment Processes In Daily Instruction. Presenters: Gary A. Beauchamp, Ronald W. Linkswiler

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Summative Fine Arts Assessment Program

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Summative

Fine Arts

Assessment

Program


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PLAN

IDEA


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PROJECT


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RROJECT


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ROOJECT


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ROUJECT


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ROUTECT


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ROUTICT


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ROUTINT


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ROUTINE


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Utilization of

Arts Assessment

Processes

In Daily Instruction

Presenters: Gary A. Beauchamp, Ronald W. Linkswiler

Consultants: Janice Davis, Dawn Littleton


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Presentation Goals

  • To share:

  • the process of our summative fine arts

  • assessment program

  • the importance of continuous instructional

  • improvement through staff development

  • evidence of the positive impact of fine arts

  • assessment on student performance

  • the message –

  • “fine arts education is essential”

Presentation Goals

  • To share:

  • the process of our summative fine arts

  • assessment program

Assess Performance

Compile Scores

Instruct Students

  • the importance of continuous instructional

  • improvement through staff development

From Assessment To Instruction:

An Ongoing Process

Disaggregate Data

Plan Strategies

  • evidence of the positive impact of fine arts

  • assessment on student performance

Analyze Reports

Train Teachers

  • the message –

  • “Fine arts education is essential!”

Set Goals


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Train Teachers

Skillful

Language Learner

Musician

listens

  • perceives musical qualities

  • of sound

Train Teachers

- performs fluent vocalizations

speaks

decodes

- performs from notation

- composes using notation

writes

  • critiques by making

  • aesthetic judgments

comprehends


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Train Teachers

Skillful

Mathematician

Artisan

  • perceives natural and

  • man-made images

observes

  • interprets relationships

  • between subjects and contexts

processes

  • experiments with elements of

  • art and principles of design

applies

produces

- creates works of art

  • critiques by making

  • aesthetic judgments

comprehends


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Plan Strategies

Cognitive Development

Early Stages

  • Language: The infant

    • listens to talking.

Plan Strategies

  • responds to talking by babbling and later

  • by speaking fluently.

  • Music: The infant

    • listens to singing.

  • responds to singing by echoing.


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Plan Strategies

Cognitive Development

Early Stages

  • Mathematics: The infant

    • observes configurations and quantities.

  • processes numerical and spatial relationships.

  • Art: The infant

    • observes random shapes and patterns.

  • processes visual and spatial relationships.


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Plan Strategies

Cognitive Development

Later Stages

  • Language: The child

    • decodes letters and words.

  • draws letters; writes words and sentences.

  • Music: The child

    • decodes notation.

  • draws music symbols; writes rhythmic patterns

  • and melodic phrases.


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    Plan Strategies

    Cognitive Development

    Later Stages

    • Mathematics: The child

      • applies the processes of mathematics to

  • accomplish tasks of daily life.

    • creates numerical, problem-solving statements.

    • Art: The child

      • applies the principles of design to organize

  • the elements of art.

    • creates original works of art.


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    Plan Strategies

    Cognitive Development

    Throughout the Stages

    Language – The child comprehends language;

    formulates conclusions.

    Point of Departure:

    assessment of skill and knowledge

    Mathematics – The child comprehends numerical

    values; calculates solutions.

    • exploration of sounds

    • - examination of images

    • - assimilation of modeled exemplars

    • - acquisition of skill

    • - creation of original material

    Itinerary:

    Music/Art – The child comprehends concepts;

    makes aesthetic judgments.

    * * *

    Destination:

    SYNTHESIS

    Parallel Journeys


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    Instruct Students

    Content Standards

    1.0 Perceiving and Responding

    will

    Music students

    1. perceive aurally.

    Instruct Students

    2. perform vocally and instrumentally.

    3. perform through movement.

    4. respond to notation.

    will

    Art students

    1. perceive visually.

    2. compare artworks.

    3. use elements of art and principles

    of design.


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    Instruct Students

    Content Standards

    2.0 Historical, Cultural, and Social Contexts

    Music students

    will experience the performing arts in a

    1. cultural context.

    2. historical context.

    3. social context.

    4. stylistic context.

    will experience the visual arts in a

    Art students

    1. cultural context.

    2. historical context.

    3. social context.

    4. stylistic context.


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    Instruct Students

    Content Standards

    3.0 Creative Expression and Production

    will

    Music students

    1. improvise.

    2. compose.

    will

    Art students

    1. create artworks.

    2. investigate elements of art.


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    Instruct Students

    Content Standards

    4.0 Aesthetics and Criticism

    Music students

    will critique musical performances

    1. from the listener’s point of view.

    2. from the performer’s point of view.

    Art students

    will evaluate artworks

    1. by developing criteria for analysis.

    2. by applying criteria for analysis.


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    Assess Performance

    Assessment Instruments

    Comprehension through:

    “Perceiving in Contexts”

    “Historical and Cultural”

    ( listening, observing, and processing )

    - battery of selected response items

    Assess Performance

    “Performing”

    ( speaking and decoding )

    - demonstration of a musical performance

    “Creative Production”

    ( writing, applying, and producing )

    - task involving creating and preserving original

    music or artwork

    “Aesthetic Criticism”

    ( demonstration of synthesis )

    - BCR analysis of a musical performance or original artwork


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    Assess Performance

    Assessment Schedule

    (administered in final weeks of course offering)

    Music

    Art

    2nd grade

    2nd grade

    5th grade

    5th grade

    all 7th grade courses

    all 8th grade courses

    all high school courses

    all high school courses


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    Assess Performance

    Rubrics

    • Performing

    • Steady beat maintained through Notation performed accurately

    • during

    • entire performance.3 seven or eight beats.

    • one half or more of performance.2 four to six beats.

    • less than half of performance.1 two or three beats.

    • 0 no portion of performance.0 zero or one beat.

    sub skill: beat maintained

    sub skill: notation performed

    averaged together

    component skill: Performing


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    Performing


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    Gordon Rhythm Language

    du ———

    du

    du de

    du ta de ta


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    C

    B

    Performing Rubric

    Steady beat maintained through

    Notation applied accurately during

    3

    entire performance

    3

    seven or eight beats of the pattern

    A

    2

    one half of the performance

    2

    five or six beats of the pattern

    1

    less than half of the performance

    1

    three or four beats of the pattern

    0

    no portion of the performance

    0

    zero to two beats of the pattern

    E

    exempt from task

    E

    exempt from task


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    Sample Scores

    Compile Scores

    Compile Scores

    3 = strong skill (well established, consistent skill)

    2 = adequate skill (good enough for what is required)

    1 = weak skill (deficient in skill)

    0 = undeveloped skill (potential for skill development exists, but not readily evident)


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    Sample Scores

    Compile Scores

    3 = strong skill (well established, consistent skill)

    2 = adequate skill (good enough for what is required)

    1 = weak skill (deficient in skill)

    0 = undeveloped skill (potential for skill development exists, but not readily evident)


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    Disaggregate Data

    • specific schools

    Disaggregate Data

    • groups of students

    Track Progress

    Disaggregate Data

    Make Comparisons


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    Disaggregate Data

    • standard

    • district

    Track Progress

    • schools

    • sub groups

    Disaggregate Data

    Make Comparisons


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    Disaggregate Data

    • county average

    • sister schools

    Track Progress

    • reading

    • mathematics

    Disaggregate Data

    Make Comparisons


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    Analyze Reports

    Classroom Level Data

    Reading Proficiency

    Math Proficiency

    Composing

    Performing

    Perceiving

    Critiquing

    Average

    Analyze Reports

    Rogers, K Y Y22.5232.37

    Peters, K. N N 23 31.52.37

    Jones, C. NY12.531.52.00

    Waters, S. YY22.51.532.25

    Perry, K. YN031.531.87

    Long, A. YY12232.00

    Hill, M. NN21.51.511.50

    Steel, R. NN11.5121.37

    Crum, T. YY132.522.12

    Birdway, G. YN13332.50


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    Analyze Reports

    2003 Grade 5 Music

    Composing

    Performing

    Perceiving

    Critiquing

    Average

    Delmar 2.33 2.442.732.472.47

    Delmar Y.R. 2.29 1.98 2.47 2.39 2.28

    East Salisbury 1.772.252.182.372.07

    Fruitland 2.182.352.882.162.38

    Glen Avenue 2.192.572.812.652.52

    North Salisbury 2.002.232.521.872.13

    Northwestern 1.882.392.542.482.27

    Pemberton 2.192.622.442.622.42

    Pinehurst 2.182.472.382.492.36

    Pittsville 2.192.252.742.412.36

    Prince Street 2.101.652.562.322.15

    Westside 2.042.572.832.682.44

    County (column average)2.112.312.592.41 2.32


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    Analyze Reports

    2004 Grade 5 Music

    Performing

    Composing

    Perceiving

    Critiquing

    Average

    Delmar 1.922.722.482.812.42

    Delmar Y.R. 1.942.812.192.892.40

    East Salisbury 2.022.372.912.212.23

    Fruitland 2.042.082.522.542.26

    Glen Avenue 2.432.282.682.582.49

    North Salisbury 2.572.742.512.702.64

    Northwestern 2.272.252.572.782.45

    Pemberton 2.242.782.812.472.54

    Pinehurst 2.292.732.782.842.62

    Pittsville 2.112.352.322.252.24

    Prince Street 2.322.412.622.672.48

    Westside 2.382.372.812.782.56

    County (column average) 2.212.492.602.62 2.44


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    Analyze Reports

    2005 Grade 5 Music

    Composing

    Performing

    Perceiving

    Critiquing

    Average

    Delmar 2.022.172.572.562.30

    Delmar Y.R. NANANANANA

    East Salisbury 1.912.182.601.752.06

    Fruitland 2.352.432.642.812.53

    Glen Avenue 2.252.432.882.672.51

    North Salisbury 2.672.892.852.812.79

    Northwestern 2.422.602.652.852.60

    Pemberton 2.482.762.802.772.68

    Pinehurst 2.232.572.822.592.49

    Pittsville 2.512.472.612.862.60

    Prince Street 2.272.732.732.592.54

    Westside 2.492.422.612.782.56

    County (column average) 2.332.512.712.64 2.51


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    Analyze Reports

    Grade 5 Music: Performing


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    Analyze Reports

    Grade 5 Art: Visual Composition


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    Analyze Reports

    Grade 5 Music

    2005

    Prince Street School

    Sub Group

    Average

    County

    Average

    Performing

    Perceiving

    Critiquing

    Composing

    Asian 2.57 2.932.932.202.692.75

    Hispanic 2.33 2.00 2.50 3.00 2.462.42

    African Am.2.162.732.652.562.502.42

    White 2.412.732.882.772.672.56

    Male 2.262.732.682.622.522.49

    Female 2.292.742.832.502.592.53

    FARM 2.192.722.712.542.512.40

    Non FARM 2.492.752.782.732.632.62

    ELL 2.602.903.002.002.672.36

    Sp Ed 1.862.612.612.362.302.30

    All Students 2.272.732.732.592.542.51


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    Set Goals

    • What are the students’ strengths and

    • weaknesses based on data analysis?

    Set Goals

    Prepare Questions

    • What are some strategies that should be

    • continued which contributed to students’

    • successes?

    Develop Plans

    • What are your targeted goals this year for

    • addressing identified weaknesses?

    Raise Expectations


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    Set Goals

    • individual

    • county wide

    Prepare Questions

    Develop Plans

    Raise Expectations


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    Set Goals

    • fine arts supervisor

    • teachers

    Prepare Questions

    • students

    Develop Plans

    Raise Expectations


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    From Assessment To Instruction:

    An Ongoing Process

    Assess Performance

    Assess Performance

    Compile Scores

    Compile Scores

    Instruct Students

    Instruct Students

    Disaggregate Data

    Disaggregate Data

    Plan Strategies

    Plan Strategies

    Train Teachers

    Train Teachers

    Analyze Reports

    Analyze Reports

    Set Goals

    Set Goals


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    Consolidation

    Restatement of Goals

    • Continuous Cycle of Instruction

    Consolidation

    • Improvement of Instruction

    • Positive Impact on Performance

    • Essentiality of Fine Arts Education


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    Consolidation

    “The work we have done on the

    curriculum revision and assessment

    development has raised a day-to-day

    awareness of instructional focus.

    There is a progression of instruction.”

    “The work we have done on the

    curriculum revision and assessment

    development has raised a day-to-day

    awareness of instructional focus.

    There is a progression of instruction.”

    Continuous Cycle

    of Instruction


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    Consolidation

    “Assessment makes me aware of my students’

    needs and what I need to change. It gives my

    teaching focus and new ideas. The assessment

    process gives us a chance to converse with each

    other and talk our way through problems to provide better teaching.”

    “Assessment makes me aware of my students’

    needs and what I need to change. It gives my

    teaching focus and new ideas. The assessment

    process gives us a chance to converse with each

    other and talk our way through problems to provide better teaching.”

    Improvement of

    Instruction


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    Consolidation

    “Working on the assessment has

    caused me to push what I thought

    the students could achieve.”

    “Working on the assessment has

    caused me to push what I thought

    the students could achieve.”

    Positive Impact

    on Performance


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    Consolidation

    “The arts are cognitively challenging.

    We, in fine arts education, not only support and supplement the regular instructional program, we teach many

    of the same skills.”

    “The arts are cognitively challenging.

    We, in fine arts education, not only support and supplement the regular instructional program, we teach many

    of the same skills.”

    Essentiality of

    Fine Arts Education


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    From Assessment To Instruction:

    An Ongoing Process

    Assess Performance

    Compile Scores

    Instruct Students

    Continuous Cycle

    of Instruction

    Improvement of

    Instruction

    Essentiality of

    Fine Arts Education

    Positive Impact

    on Performance

    Disaggregate Data

    Plan Strategies

    Train Teachers

    Analyze Reports

    Set Goals


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    Acknowledgments

    Fine Arts Educators of

    Wicomico County Public Schools

    Mrs. Joyce Bucci

    Mr. Mark Coates

    Dr. Charlene Cooper-Boston

    Mr. Richard Deasy

    Dr. Nancy S. Grasmick

    Mrs. Charlotte Hayes

    Mrs. Barbara King

    Mrs. Daisy McTighe

    Mrs. Mary Ann Mears

    Dr. Cherie Stellaccio

    Mr. James Tucker


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