SchoolArts Magazine

AUG-SEP 2013

SchoolArts is a national art education magazine committed to promoting excellence, advocacy, and professional support for educators in the visual arts since 1901.

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Page 49 of 56

schoolarts schoolarts Inception Subscribe on the Web ASSESSMENT The ACES Model Thom Knab A second nature to students. This allows bout eight years ago, I students to see patterns in how they focused my professional work and to set goals for future work. development on gaining as much knowledge as Attributes possible about student assessment. I In my artroom, I post the generic attriwanted to create an assessment model butes that are included in each area to that would work for myself and my be assessed. Each attribute is defined elementary students. further into specific rubrics, using After much research and participaa four-point scale for each rubric. tion at state and national conferences, Below is a list of what I ultimately created a four-attribute I wanted to create an might be observed for model I call ACES. assessment model that each attribute. Each is expressed in the form of ACES stands for would work for myself a question that students Artisanship, Creand my students. could ask themselves. ative Process, Expression, and Artisanship: Is my work neat and Structure. This model was created complete? Did I show the skill the with the intention of clearly defining way the teacher showed me? Did I exactly what I expect from students, show attention to detail? Did I persist? and making sure that students know exactly what is expected of them. Creative process: Did I use my sketch The model is also intended to create paper? Did I plan my artwork? Did I consistency within my assessment develop a good sketch? Did I refine, structure and to make the process 16 August/September 2013 practice, create, present, solve, reflect, develop, gather, and sketch? Expression: Can I demonstrate how I created emotion, message, meaning, or idea in my artwork? Did I create the correct genre (landscape, portrait, abstract, still life, etc.)? Did I create using the correct style, subject matter, and/or media? Structure: Did I use all my space correctly? Did I use the elements of art and principles of design to create a unified and organized artwork? Grading Slips To go along with the ACES model, I created grading slips for students to attach to their completed work. With these, I simply circle the number on the rubric that reflects their achievement level. Sometimes I even have students grade themselves; they circle Continued on page XX. SchoolArts Continued from page 16. achievement level in pencil, then I circle mine in ink so they can compare the two. If the student's perception is very different than mine, we will discuss it during a short conference. Posting the rubrics allows them to become an instructional resource as well. I refer to them as I introduce each activity, and I direct students to the rubrics when elements of a project are missing. An evolving Model The ACES model is not carved in stone. I tweak it here and there by refining my questions or adding to attributes. I expect that ACES may evolve as the new national art standards emerge. Not only does the ACES model assist me as I plan new units and reflect on previous instruction, but my students have appreciated and benefitted from the process as well. Everyone is an artist! We believe in quality, tradition, value and the fun of creating. Draw out your students inner artist and encourage the discovery of thier style with a variety of General's® Classroom Art Packs! General Pencil and Cartoonist Matthew Luhn have partnered to create 5 great books, kits, and classpacks that teach How to Draw Cartoons, Cartoon Animation, Cartoon Perspective, Cartoon Stories, and New How to Draw Cartoon Pets! ™ First in art education since 1901 August/September 2012 $4.95 art educa First in tion since 1901 Octob $4.95 er 2012 ation Transfgur Thom Knab is an art teacher at Dodge Elementary School in East Amherst, New York. Pencil Makers in the USA Since 1889 GENERAL PENCIL COMPANY, INC. MADE IN THE USA Factory: Jersey City, NJ USA Info: PO Box 5311 Redwood City, CA 94063 47

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