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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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slide1

Summative

Fine Arts

Assessment

Program

slide2

PLAN

IDEA

slide12

Utilization of

Arts Assessment

Processes

In Daily Instruction

Presenters: Gary A. Beauchamp, Ronald W. Linkswiler

Consultants: Janice Davis, Dawn Littleton

slide13

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

slide14

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

slide15

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

slide16

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.
slide17

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.
slide18

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.
slide19

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.
slide20

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

slide21

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.

slide22

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.

slide23

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.

slide24

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.

slide25

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

slide26

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

slide27

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

slide29

Gordon Rhythm Language

du ———

du

du de

du ta de ta

slide30

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

slide31

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)

slide32

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)

slide33

Disaggregate Data

  • specific schools

Disaggregate Data

  • groups of students

Track Progress

Disaggregate Data

Make Comparisons

slide34

Disaggregate Data

  • standard
  • district

Track Progress

  • schools
  • sub groups

Disaggregate Data

Make Comparisons

slide35

Disaggregate Data

  • county average
  • sister schools

Track Progress

  • reading
  • mathematics

Disaggregate Data

Make Comparisons

slide36

Analyze Reports

Classroom Level Data

Reading Proficiency

Math Proficiency

Composing

Performing

Perceiving

Critiquing

Average

Analyze Reports

Rogers, K Y Y 2 2.5 2 3 2.37

Peters, K. N N 2 3 3 1.5 2.37

Jones, C. N Y 1 2.5 3 1.5 2.00

Waters, S. Y Y 2 2.5 1.5 3 2.25

Perry, K. Y N 0 3 1.5 3 1.87

Long, A. Y Y 1 2 2 3 2.00

Hill, M. N N 2 1.5 1.5 1 1.50

Steel, R. N N 1 1.5 1 2 1.37

Crum, T. Y Y 1 3 2.5 2 2.12

Birdway, G. Y N 1 3 3 3 2.50

slide37

Analyze Reports

2003 Grade 5 Music

Composing

Performing

Perceiving

Critiquing

Average

Delmar 2.33 2.44 2.73 2.47 2.47

Delmar Y.R. 2.29 1.98 2.47 2.39 2.28

East Salisbury 1.77 2.25 2.18 2.37 2.07

Fruitland 2.18 2.35 2.88 2.16 2.38

Glen Avenue 2.19 2.57 2.81 2.65 2.52

North Salisbury 2.00 2.23 2.52 1.87 2.13

Northwestern 1.88 2.39 2.54 2.48 2.27

Pemberton 2.19 2.62 2.44 2.62 2.42

Pinehurst 2.18 2.47 2.38 2.49 2.36

Pittsville 2.19 2.25 2.74 2.41 2.36

Prince Street 2.10 1.65 2.56 2.32 2.15

Westside 2.04 2.57 2.83 2.68 2.44

County (column average) 2.11 2.31 2.59 2.41 2.32

slide38

Analyze Reports

2004 Grade 5 Music

Performing

Composing

Perceiving

Critiquing

Average

Delmar 1.92 2.72 2.48 2.81 2.42

Delmar Y.R. 1.94 2.81 2.19 2.89 2.40

East Salisbury 2.02 2.37 2.91 2.21 2.23

Fruitland 2.04 2.08 2.52 2.54 2.26

Glen Avenue 2.43 2.28 2.68 2.58 2.49

North Salisbury 2.57 2.74 2.51 2.70 2.64

Northwestern 2.27 2.25 2.57 2.78 2.45

Pemberton 2.24 2.78 2.81 2.47 2.54

Pinehurst 2.29 2.73 2.78 2.84 2.62

Pittsville 2.11 2.35 2.32 2.25 2.24

Prince Street 2.32 2.41 2.62 2.67 2.48

Westside 2.38 2.37 2.81 2.78 2.56

County (column average) 2.21 2.49 2.60 2.62 2.44

slide39

Analyze Reports

2005 Grade 5 Music

Composing

Performing

Perceiving

Critiquing

Average

Delmar 2.02 2.17 2.57 2.56 2.30

Delmar Y.R. NA NA NA NA NA

East Salisbury 1.91 2.18 2.60 1.75 2.06

Fruitland 2.35 2.43 2.64 2.81 2.53

Glen Avenue 2.25 2.43 2.88 2.67 2.51

North Salisbury 2.67 2.89 2.85 2.81 2.79

Northwestern 2.42 2.60 2.65 2.85 2.60

Pemberton 2.48 2.76 2.80 2.77 2.68

Pinehurst 2.23 2.57 2.82 2.59 2.49

Pittsville 2.51 2.47 2.61 2.86 2.60

Prince Street 2.27 2.73 2.73 2.59 2.54

Westside 2.49 2.42 2.61 2.78 2.56

County (column average) 2.33 2.51 2.71 2.64 2.51

slide40

Analyze Reports

Grade 5 Music: Performing

slide41

Analyze Reports

Grade 5 Art: Visual Composition

slide42

Analyze Reports

Grade 5 Music

2005

Prince Street School

Sub Group

Average

County

Average

Performing

Perceiving

Critiquing

Composing

Asian 2.57 2.93 2.93 2.20 2.692.75

Hispanic 2.33 2.00 2.50 3.00 2.462.42

African Am. 2.16 2.73 2.65 2.56 2.502.42

White 2.41 2.73 2.88 2.77 2.672.56

Male 2.26 2.73 2.68 2.62 2.522.49

Female 2.29 2.74 2.83 2.50 2.592.53

FARM 2.19 2.72 2.71 2.54 2.512.40

Non FARM 2.49 2.75 2.78 2.73 2.632.62

ELL 2.60 2.90 3.00 2.00 2.672.36

Sp Ed 1.86 2.61 2.61 2.36 2.302.30

All Students 2.27 2.73 2.73 2.59 2.54 2.51

slide43

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

slide44

Set Goals

  • individual
  • county wide

Prepare Questions

Develop Plans

Raise Expectations

slide45

Set Goals

  • fine arts supervisor
  • teachers

Prepare Questions

  • students

Develop Plans

Raise Expectations

slide46

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

slide47

Consolidation

Restatement of Goals

  • Continuous Cycle of Instruction

Consolidation

  • Improvement of Instruction
  • Positive Impact on Performance
  • Essentiality of Fine Arts Education
slide48

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

slide49

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

slide50

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

slide51

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

slide52

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

slide53

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