Halloween Witches

Evaluating an Art class activityMarta Mata Public School (Girona)

How we celebrated Halloween at our school…

1. Art classes: a Halloween craft for each grade

How we celebrated Halloween at our school…

2. English classes: a Halloween song for each cycle including Preschool classes

3. Halloween Pageant: the English teachers put on a Halloween show. The production included the songs we had worked on in the classroom so the children could participate in the pageant.

Program for Art in English (Grade 4)

First term units:• Colour• Halloween• Christmas

Halloween:

• Competition: Halloween Witches• Technique: Paper Maché (principally)• Groupings: Groups of 3 or 4 students• Sessions: 4 sessions of 1 hour

What to think about in designing the rubric

• What are the main objectives of the activity?

1. To work as a group towards a common goal (the competition)

2. To perfect an art technique learnt in Grade 3 (paper maché)

3. To stimulate students to be creative.

ORIGINAL RUBRIC FOR ART CLASS – EVALUATION CRITERIA DERIVED FROM THIS 5 4 3 2 1

Use of Technique I used the technique appropriately with no reminders.

I used the technique appropriately with little reminding.

I needed some reminding on proper use of the technique.

I needed a lot of reminding on proper use of the technique.

I used the technique inappropriately.

Participation I always participate in class and use time well.

I participate in class and use time well.

I usually participate in class and use time well

I sometimes participate in class and use time well.

I do NOT participate in class and use time well.

Behaviour I always follow the classroom rules.

I usually follow the classroom rules.

I usually follow some classroom rules.

I rarely follow the classroom rules.

I usually do NOT follow the classroom rules.

Creativity/Originality I thought of many ideas, tried unusual combinations, made connections to previous knowledge, demonstrated outstanding problem solving skills.

I thought of a few ideas, or based my work on someone else’s idea, made decisions, solved the problem in a logical way.

I thought of one idea and carried it out adequately, but it lacked originality, I might have copied someone else’s work.

I finished the assignment, but gave no evidence of trying anything unusual.

I didn’t finish the assignment.

Group Cooperation/ Attitude

I was sensitive to the feelings of others.

I am usually sensitive to the feelings of others.

I sometimes am sensitive to others.

I rarely consider the feelings of others.

I never consider the feelings of others.

RUBRIC

ADAPTED RUBRIC: This is what the kids see Use of Technique I can do paper maché

without my teacher’s help.

I can do paper maché with a little bit of help from my teacher.

I needed some help to do paper maché.

I needed a lot of help to do paper maché.

I couldn’t do paper maché even with a lot of help.

Participation I always participate in class and use time well.

I participate in class and use time well.

I usually participate in class and use time well

I sometimes participate in class and use time well.

I do NOT participate in class and use time well.

Behaviour I always follow the classroom rules.

I usually follow the classroom rules.

I usually follow some classroom rules.

I rarely follow the classroom rules.

I usually do NOT follow the classroom rules.

Creativity/Originality I had many ideas, tried combinations, made connections to other art activities, demonstrated I can solve problems.

I had a few ideas, or started my work based on another person’s idea, made decisions, solved the problem in a logical way.

I had one idea and worked on it adequately, but it wasn’t original, I could have copied another person’s work.

I finished the project but gave no evidence of originality.

I didn’t finish the project.

Group Cooperation/ Attitude

I was sensitive to the feelings of others.

I am usually sensitive to the feelings of others.

I sometimes am sensitive to others.

I rarely consider the feelings of others.

I never consider the feelings of others.

MAKING THE WITCHES

Material Procedure Other considerations

Preparation Balloons White glue Water Newspaper

1. Blow up the balloons.2. Cut the newspaper into strips about 10 cm long and 3 cm wide. 3. Dip the strips into the mix of water and white glue and apply to the

balloon. Cover all but a small circle of about 4 cm in diameter at the base of the balloon.

The first layer of paper maché on a balloon is quite difficult to do because it slips and slides a lot. I didn’t have many sessions available so I decided to put this layer on BEFORE giving them the heads the first day.The other task to do before starting the activity is to divide each class of 25 into groups of 3 or 4 students.

Session 1 Drawing paper Colouring pencils or markers Paper maché heads White glue Water Newspaper Masking Tape

1. The teacher tells the students what the theme for this year’s Halloween competition is: Witches.

2. Students are assigned their groups for working on the Project. 3. Each group has to organize itself and talk about what they want their

witch to look like and make a drawing of it.4. Then each group is given a head to work on and has to form the

features the witch will have in newspaper and stick them on with masking tape.

5. Finally a layer of newspaper and white glue with water is applied.

This session involves a lot of running around and handing out strips of masking tape and helping kids to position chins and noses in the right spot. Generally speaking it is hard for them to imagine what their witch will look like even if they have drawn their idea for the witch beforehand. It can also be difficult for them to project the features they need in order to make their witch correspond to the initial design .

LESSON PLANS FOR THE UNIT ON WITCHES

MAKING THE WITCHES

Session 2 Paper maché heads Tempera paint Paintbrushes Long plastic straws Plastic-covered wire

1. In this session the students have to choose a colour for their witch’s head. They can mix colours if they like.

2. When the head is painted, they can work on the arms and hands. They have to insert the wire into the straw leaving an equal length at each end of the straw to bend into fingers to make the hands.

Making the hands is a bit difficult but most groups managed to do it. When painted heads dry, you have to watch them carefully so that they don’t cave in.

Session 3 Witch heads Cellulose balls (cut in half) Tissue paper Steel wool String Rope Wool Cardboard paper Permanent markers Witch hats (made from sheet

foam)

1. Students have to choose from a wide range of materials in order to assemble the elements they want to make the witch’s hair.

2. They have to draw what they like on the eyes (cellulose balls) and decorate the face in any way they think appropriate.

3. They can choose the colour of witch’s hat they would like too.

This session is a good opportunity for evaluating students’ creativity.The eyes and the hat have to be stuck on with hot glue and therefore this task is for the teacher!

Session 4 Witch heads Cardboard cones (made from

boxes and good strong tape) A large box full of fabric scraps Wool, ribbon, string Tissue paper Black netting Straw/ Drinking straws Thick tape Glue

1. The witch’s head is ready, the hat is stuck on and the only thing missing is the decoration of the hat. Students have got multiple materials on hand to embellish the hat as they please.

2. The next step is to work on the body. Each group is given a cardboard cone made from a cardboard box so it is quite hard and sturdy. They have to stick on the arms, make a dress for their witch and add on any other decorations they think look especially “witchy”.

3. They can make a tiny broom for their witch with a drinking straw and some real straw.

This session is another good opportunity for evaluating students’ creativity. The finished heads and bodies are stuck together with hot glue.

MAKING THE WITCHES

MAKING THE WITCHES

MAKING THE WITCHES

THE COMPETITION

• The witches were ready to be judged by the last week of October…in time for Halloween!

• The jury was composed of the 3 coordinators and our school Principal.

• The prize was given to the winning group after the Halloween Pageant on October31st!

WHAT ARE THE WITCHES DOING NOW?

• If you are wondering what the witches are doing now….they’re in the foyer of our school so you can see them any time you want!!!

CONCLUSIONS

• Evaluating can be quite difficult and requires a lot of time both in and out of the classroom.

• Using a rubric as a starting point is really useful and certainly an effective way to make students participate more in their own evaluation process.

• Although I didn’t do a self-evaluation activity with the students, I think it is a great idea and I plan to incorporate one into the next Halloween competition.

THE ENDThanks for your attention

Lizz Gauvreau O’Hagan