V.T312

Cross-Curricular Connections

Students will create one artwork using the two-dimensional media of their choice over the course of five days. Each day, they will track and record how the artwork connects with another subject and the skills or processes they used while creating their artwork from a chart of Bloom’s Taxonomy. Principles of other disciplines taught in school are identified based on a chart of skills/processes from Bloom’s Taxonomy. Disciplines used include mathematics, history, geography, English language arts, and science.

This is a very open project, and it will challenge students to be creative and to make connections with other classes, both past and current, that they have taken in school.

Media choices include paper collage, photo/magazine collage, drawing in any media, painting, mixed media, and printmaking processes. There is a digital option; all or part of the work could be done using computer software such as photo and illustration software. This assessment task is particularly suited for choice-based or Teaching for Artistic Behavior (TAB) art programs.

This item has not been field-tested by Michigan teachers.

Teacher Booklet

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Student Booklet

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These are analytic rubrics. The column on the left shows the dimension that is being measured in the student’s performance. The levels across the top row indicate the performance level in the dimensions. Occasionally all dimensions and performance levels are exemplified by multiple students in a single recording.

TEACHER SCORING RUBRIC

  • Dimension

  • Reflection

  • Interrelation of Disciplines with Visual Arts

  • Reflection

  • 1
  • 2
  • 3

  • Student demonstrates clear use of one specific principle from Bloom’s Taxonomy.

    N/A at this time.

  • Student demonstrates clear use of two specific principles from Bloom’s Taxonomy.

    N/A at this time.

  • Student demonstrates clear use of three or more specific principles from Bloom’s Taxonomy.

    N/A at this time.

  • Artwork demonstrates no relationship with any discipline.

    N/A at this time.

  • Artwork demonstrates some relationship with four disciplines.

    N/A at this time.

  • Artwork demonstrates strong, clear, high-level relationship with one or more disciplines.

    N/A at this time.

  • Each day is not fully recorded, and/or most claimed content is not seen in the artwork.

    N/A at this time.

  • Each day is recorded; much of claimed content is not seen in the artwork.

    N/A at this time.

  • Each day is recorded, and the artwork clearly reflects the accuracy of the claimed content.

    N/A at this time.

TEACHER SCORING RUBRIC

  • Dimension

  • Connections— Subject One

  • Connections—Subject Two

  • 1
  • 2
  • 3
  • 4

  • The connection is not made or is not plausible.

    N/A at this time.

  • Clear and logical, fairly obvious connection is made.

    N/A at this time.

  • Strong connection is made—clear, direct and logical, goes beyond obvious.

    N/A at this time.

  • Very strong connection is made—unusually insightful, logical, and/or multiple connections.

    N/A at this time.

  • The connection is not made or is not plausible.

    N/A at this time.

  • Clear and logical, fairly obvious connection is made.

    N/A at this time.

  • Strong connection is made—clear, direct and logical, goes beyond obvious.

    N/A at this time.

  • Very strong connection is made—unusually insightful, logical, and/or multiple connections.

    N/A at this time.
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