ED 3604 Evaluation of Student Learning

Unit Assessment Plan

Subject Area
Grade Level
Topic
Length of Unit (days)

Art
9
Drawing
6 days

Stage 1 Desired Results

Established Goals:

(Drawings) Investigate: Employ and arrange elements and principles to make

compositions
(Compositions) Relationships 1: Experiment with the principles of
dominance, emphasis and concentration in the creation of compositions
(Drawings) Record: Record objects alone and in compositions
(Compositions) Components 3: Investigate the effects of controlling color,
space, and form in response to selected visual problems

Understandings:
Students will understand that
U1 Depth creates interest and
space within a 2-D artwork
U2 Reflecting on our art through the
process of writing a rationale helps
students to assess the strengths and
weaknesses within their work which
shapes their artistic practice
U3- Celtic art contains a variety of
styles, is ornamental, and shows
influence from other cultures

Essential Questions:
Q1 What is the function of depth in a 2-D
drawing?
Q2 How does writing a rationale enhance
our art?
Q3 What can artworks tell us about the
Celtic culture?
Q4- What can we learn from studying the art
of others?
Q5- What do Celtic knots remind you of?

U4- We can learn from and build upon

peoples techniques to make our own
art
U5- Connections are made between
art and their life
Students will know
(Drawings, Investigate, B)
Repetition of shape in nature
can suggest patterns and motifs
(Drawings, Articulate and
Evaluate, B) Knowing the
terms of design, media and
techniques used in ones own
drawings helps in description
and analysis of ones own and

Students will be able to do

(Compositions, Relationships 1, B)
Differences in size or value of design
elements in composition suggest
dominance and emphasis of larger,
stronger elements
(Drawings, Record, C) The illusion of
depth is created partly by the kinds of
lines and marks used in creating an
image

EDUC 3604 Unit Assessment Plan Template

ED 3604 Evaluation of Student Learning

Unit Assessment Plan
others works

EDUC 3604 Unit Assessment Plan Template

Subject Area
Grade Level
Topic
Length of Unit (days)

Art
9
Drawing
6 days

(Compositions, Components 3, C)
Control of space: a sense of distance or
close proximity can be conveyed
through the amount of detail used in
compositions (micro-macro images)
(Compositions, Components 3, B)
Control of color and space: certain
colors advance and recede, according
to the colors around them

Subject Area
Grade Level
Topic
Length of Unit (days)

ED 3604 Evaluation of Student Learning

Unit Assessment Plan

Art
9
Drawing
6 days

Assessments
Learning
Outcomes

Title
Type

(Formative/Sum
mative)

Weighting

(Drawings, Record, C)
The illusion of depth is
created partly by the kinds
of lines and marks used in
creating an image
(Compositions,
Components 3, C) Control
of space: a sense of
distance or close proximity
can be conveyed through
the amount of detail used
in compositions (micromacro images)
(Compositions,
Components 3, B) Control
of color and space: certain
colors advance and recede,
according to the colors
around them
(Compositions,
Relationships 1, B)
Differences in size or value
of design elements in
composition suggest
dominance and emphasis
of larger, stronger elements

Pre
Assessme
nt

Mini Book

Exit
Slips

Quiz

Sketchbook

Celtic
Knot

Rational
e

Formative

Formative/Sum
mative

Formativ
e

Summati
ve

Summative/For
mative

Summat
ive

Summati
ve

10%

10%

30%

35%

15%

ED 3604 Evaluation of Student Learning

Unit Assessment Plan
(Drawings, Articulate
and Evaluate, B) Knowing
the terms of design, media
and techniques used in
ones own drawings helps
in description and analysis
of ones own and others
works

Subject Area
Grade Level
Topic
Length of Unit (days)

Art
9
Drawing
6 days

ED 3604 Evaluation of Student Learning

Unit Assessment Plan

Subject Area
Grade Level
Topic
Length of Unit (days)

Art
9
Drawing
6 days

Assessment Tool Overview

Assessment
Tool

Pre Assessment

Mini Book

Brief Description
Students will complete a think, pair,
share chart for their pre assessment.
It will be in response to the question,
what can we do to show that an
object is behind something else in 2 D
art? First, students will record their
answers to this question in the first
column after thinking about it on their
own. Second, they will discuss it with
a partner and record their combined
answers in the second column. Third,
we will discuss this as a class and
students will record any final answers
in the third column. This way,
students will gain a thorough
understanding of the concepts behind
this unit and can refer back to this
sheet as needed. This pre-assessment
will demonstrate whether or not
students are familiar with the notion
of depth and how to create it in 2-D
artwork. From the information gained
from this assignment, the unit can be
revised accordingly to suit the needs
of the students.
This assessment method is an
exploratory exercise where students
have the opportunity to be creative
and employ different techniques. In
the first lesson, they will create a mini
book out of a single sheet of paper
and record a variety of lines, mark
making, and varying levels of detail.
This strategy will serve as an artifact
that contains the ideas they
generated and students can use it as
a source of inspiration for subsequent
projects. It is also an artifact that will
demonstrate student participation and
involvement in the activity. Students

Assessme
nt FOR
Learning

Assessme
nt AS
Learning

Assessme
nt OF
Learning

ED 3604 Evaluation of Student Learning

Unit Assessment Plan

Exit Slips

Quiz

Sketchbook

Subject Area
Grade Level
Topic
Length of Unit (days)

will be able to reflect on their progress

made in this book and make decisions
as to which techniques they want to
pursue and employ in their final
project.
These formative assessments will be
employed at the end of lesson 1 and 2
in order for students to reflect on
what they have learned thus far and
how they will apply that to their final
project. These pieces of evidence will
help the teacher to determine
whether or not students understand
the concepts that are being taught.
Also, they can act as a glimpse into
which direction students will be taking
their final project in and whether or
not it needs adjustments before they
begin.
Students will write a quiz that tests on
the elements and principles of design,
after the second lesson, in order to
test their knowledge of terms learned
thus far. This will help them use
proper art vocabulary in their
rationale and any forms of
critique/discussion we have. It will
include a variety of questions that
include multiple choice, true/false,
short answer, and a create type
question, resulting in a balance of
cognition levels.
Students will experiment with lines,
marks, and color in their sketchbook
as practice for their final drawing.
First, they will complete a squiggle
drawing where they draw a thick 2-D
squiggle that contains overlapping
areas and employ techniques to give
the squiggle depth. Second, they will
experiment with different color
combinations in order to discover
which colors recede or advance next
to other colors. Sketchbook exercises
are useful for students to work out

Art
9
Drawing
6 days

ED 3604 Evaluation of Student Learning

Unit Assessment Plan

Celtic Knot

Rationale

Subject Area
Grade Level
Topic
Length of Unit (days)

ideas, experiment, and discover what

they like and find effective. The
teacher will observe sketchbook
progress during class and they will be
submitted frequently in order for the
teacher to see if students are on the
right track.
From the previous activities, students
will apply what they learned about
how lines, color, amount of detail and
mark making can create depth in their
Celtic knot drawing. They will use
three stencils to develop a
predetermined Celtic knot design.
This assignment will teach them about
a historic style of art that they can
develop to make their own. There will
be a rubric to assess the level of
completion of certain outcomes.
Students will write a rationale to go
along with their final project that
illustrates how the strategies they
applied to their Celtic knot drawing
created depth and emphasis. This
rationale is an effective strategy to
assess how well students understand
what is being taught by having to
verbalize what they learned. Further,
this provides an opportunity for
students to reflect on their artistic
process and describe areas they are
satisfied with and areas for
improvement.

Art
9
Drawing
6 days