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Analysis of Student Work Embrace the Coyote Slide 2 Analysis of Student Work Support Joseph Beuys Revised Blooms Taxonomy Verbs and Examples How to begin to create Timelapse Artifacts Wrap-Up Slide 3 Joseph Beuys Slide 4 Help! What do I do with this wild coyote! Joseph Beuys, 1974 I Like America, and America likes me. 3 Days for 8 hours a day, 1 room on 409 West Broadway, one felt blanket, straw, shepherds staff, two leather gloves and a symbolic triangle. Slide 5 Beuys earns trust of the coyote. They hug on the final day. He leaves without any injuries and makes his mark on the Art World, earning a solo show at the Guggenheim five years later. Slide 6 Set the stage for your ASW: straw, a shepherds staff, whatever it takes to make the magic happen in your art room. Find your Felt blanket (PLT Group!) and embrace the coyote. We will all come out of this experience as stronger and more informed educators.ASW Slide 7 The First Verb Slide 8 1.Remember 2.Understand 3.Apply 4.Analyze 5.Evaluate 6.Create Revised Blooms Taxonomy Slide 9 1.Remember 2.Understand 3.Apply 4.Analyze 5.Evaluate 6.Create Name a character from television, movies, books, or video games who would embody these verbs. Slide 10 1.Remember 2.Understand 3.Apply 4.Analyze 5.Evaluate 6.Create Name a character from television, movies, books, or video games who would embody the verbs. Slide 11 1.Remember 2.Understand 3.Apply 4.Analyze 5.Evaluate 6.Create Revised Blooms Taxonomy Slide 12 Apply Lets practice making paper cranes. Revised Blooms Taxonomy 1.Remember 2.Understand 3.Apply 4.Analyze 5.Evaluate 6.Create Slide 13 Evaluate Which paper crane is better? Revised Blooms Taxonomy 1.Remember 2.Understand 3.Apply 4.Analyze 5.Evaluate 6.Create Slide 14 Remember What is this stuff called? Where does it come from? Revised Blooms Taxonomy 1.Remember 2.Understand 3.Apply 4.Analyze 5.Evaluate 6.Create Slide 15 Understand What do these cranes represent? What do they mean to you? Revised Blooms Taxonomy 1.Remember 2.Understand 3.Apply 4.Analyze 5.Evaluate 6.Create Slide 16 Analyze How does the illustrator Ed Young, convey the poignancy of the title characters story in Sadako by Eleanor Coerr? Revised Blooms Taxonomy 1.Remember 2.Understand 3.Apply 4.Analyze 5.Evaluate 6.Create Slide 17 Create How can we put these individual paper cranes together to create a kind of unified sculpture about peace that no one has seen before? Revised Blooms Taxonomy 1.Remember 2.Understand 3.Apply 4.Analyze 5.Evaluate 6.Create Slide 18 Remember- Retrieve relevant knowledge from long- term memory. Recognize Identify Retrieve Recall the dates of important events. Revised Blooms Taxonomy Slide 19 The Marilyn Diptych was created in: A.1832 B.1922 C.1962 D.2012 Revised Blooms Taxonomy Slide 20 Understand- Construct meaning from instructional messages, including oral, written, and graphic communication. Interpret Exemplify Summarize Infer Compare Explain Classify this random group of prints based on the printing processes intaglio, woodblock, and screenprint. Revised Blooms Taxonomy Slide 21 What is the painting about? What does it remind you of? What do you wonder about? What is the story? What does it mean? Revised Blooms Taxonomy Slide 22 Classify this random group of prints based on the printing processes intaglio, woodblock, and screenprint. Slide 23 Revised Blooms Taxonomy How are these two images similar? How are they different? Slide 24 Apply- Carry out or use a procedure in a given situation. Revised Blooms Taxonomy Execute Implement Use cross-hatching in a value study. Slide 25 Use your pencil, pen or marker to create a value study in 7 boxes starting with white on the left and proceeding gradually and evenly to black on the the right. You may use any kind of marking technique including, shading, cross-hatching, random marks, or stippling. Revised Blooms Taxonomy Slide 26 Analyze- Break material into its constituent parts and determine how the parts relate to one another and to an overall structure or purpose. Differentiate Categorize Revised Blooms Taxonomy Slide 27 How did Picasso use black and white in this painting to create a mood of sadness and to document a tragic event? Slide 28 Evaluate- Make judgments based on criteria and standards. Judge Critique Revised Blooms Taxonomy Slide 29 Which of these works of art uses color best to create a sense of happiness? Slide 30 Revised Blooms Taxonomy Which of these works of art best draws the viewers attention to the princess? Slide 31 Create- Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure. Generate Hypothesize Plan Design Produce Construct Revised Blooms Taxonomy Slide 32 Growth Slide 33 7th Grade Clarifying Objective: Strand: Slide 34 7th Grade Clarifying Objective: Strand: Slide 35 7th Grade Clarifying Objective: 7.V.2.3 Create original art emphasizing selected elements and principles to express ideas or feelings. Strand: Visual Literacy Slide 36 Lets Divide and Conquer Use RBT Definitions Worksheet, Growth Worksheet and Essential Standards Guides to align instruction and plan for growth. 1.Select one art sample, and find appropriate clarifying objective for first strand. 2.Create a first point in time evidence for the lesson. 3.Create a second point in time evidence for the lesson. 4.Select two more samples until all strands are complete. 5.If finished use Analysis of Student Work Planning Sheet to begin planning your own Evidence Collection. Slide 37 SUIT yourself! Your style of assessment should suit your teaching style and your curriculum. Your assessments dont have to be the same as another teachers. SUIT yourself! Your pre-assessments might limit the number of art projects you do this year. A great comprehensive lesson that incorporates pre- assessments or self evaluations is better than lots of mediocre ones, just like a Chanel Suit is better than a bunch of knockoffs. Right Karl? Slide 38 Communicate and stay connected! Use your PLTs, send an email to elementary arts ed, email your coordinators! Were here for you! Slide 39 And remember. Slide 40 Embrace the Coyote