Visual Arts

Performance Assessments

Visual Arts performance assessments are searchable by grade or grade-span. They are also searchable by MAEIA performance standards, VPAA Guidelines, and NCAS Anchor Standards or Educator Evaluation Method.

Browse MAEIA Performance Assessments

Scroll down to see the entire catalogue or use the form below to search. You can hover over the standards' codes for each assessment to read the standards.  All items have an overview. Some have exemplars attached to the rubrics.

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  • VA.EL.R.1
  • ART.VA.V.EL.1
  • ART.VA.V.5.1
  • VA:Pr6
  • VA:Cn11
  • VA.MS.C1
  • ART.VA.II.MS.5
  • ART.VA.II.6.5
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  • VA:Cr3
  • VA.EL.R.1
  • ART.VA.V.EL.4
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  • VA.MS.R.1
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  • ART.VA.III.HS.1
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  • VA:Re8
  • VA.HS.P.1
  • P.4
  • ART.VA.I.HS.4
  • Va:Pr5
  • VA.HS.R.1
  • R.4
  • ART.VA.I.HS.4
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  • VA:Pr6
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  • R.1
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  • VA:Re8
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  • III.R.3
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  • C.4
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  • VA:Pr5
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  • VA:Pr6
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  • VA:Re9
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  • C.2
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  • VA:Re7
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  • VA.MS.C.1
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  • VA.EL.C.1
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  • VA.EL.R.1
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  • VA.EL.P1
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  • VA.EL.P1
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  • VA:Pr5
  • VA.EL.C.1
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  • VA.EL.C.1
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  • VA.EL.C.1
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  • VA:Cn10
  • VA.EL.R1
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  • VA:Cr1
  • VA.MS.R.1
  • ART.VA.V.MS.1
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  • VA:Re8
  • VA.EL.R1
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  • VA:Cn10
  • VA.EL.P.1
  • ART.VA.I.EL1
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  • VA.EL.P.1
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  • VA.EL.C1
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  • VA:Cn10
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  • VA.EL.R.1
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  • VA:Pr5
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  • VA.EL.C.1
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  • ART.VA.II.2.6
  • MU:Cr2
  • VA.EL.C1
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  • VA:Cn10
  • VA.EL.C.1
  • ART.VA.II.EL.5
  • ART.VA.II.K.5
  • VA:Cn10

Showing all results for "Visual Arts"


Assessment Title Grades High School Level Educator Effectiveness Method MAEIA Performance Standard Content Standard VPAA Guideline NCAS Anchor Standard Requires Recording Time

V.E209 VE209

“The Who, the When, and the Where” in Artworks

“The Who, the When, and the Where” in Artworks

Students will view and, as a group, compare and contrast the images of two different bowls— Yongzheng period Bowl with Eight Daoist Immortals (1723-1725), and Nazca Bowl Decorated with Men Spinning. Then students will view Pieter Bruegel’s Children’s Games (1559) and Elena Kostenko’s Children at Play (1992) and provide individual written reflections on these portraits.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
3rdN/A 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. VA.EL.R1VA.EL.R1 – Students can analyze, describe, and connect how art is made and the purpose it serves across disciplines and life.ART.VA.IV.EL.2ART.VA.IV.EL.2 – Identify works of art as belonging to particular cultures, times, and places.ART.VA.IV.5.2ART.VA.IV.5.2 – Compare and contrast works of art as belonging to particular cultures, times, and places.N/AVA:Cn11VA:Cn11 – Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. Approx. 50 min

V.T409 VT409

3-D Wire Sculpture

3-D Wire Sculpture

Students will create a three-dimensional (3-D) wire sculpture that can either hang suspended like a mobile or sit on a base like a stabile. Students must apply their knowledge and skill of line, form, space, movement, and balance in order to symbolize the essence of a human or animal body in motion.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
9th, 10th, 11th, 12th 1 Students who fulfill their one credit visual, performing, or applied arts (VPAA) high school graduation requirement only, or who are in their first year of a multi-year VPAA program 2 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer. C.2C.2 – Apply skills and knowledge to create in the arts.ART.VA.II.HS.4ART.VA.II.HS.4 – Apply knowledge and skill to symbolize the essence of an idea.ART.VA.II.HS.2ART.VA.II.HS.2 – Create artwork using materials and techniques with skill so that personal intentions are carried out.ART.VA.III.HS.1ART.VA.III.HS.1 – Analyze and describe the formal characteristics of a work of art or design.ART.VA.I.HS.3ART.VA.I.HS.3 – Demonstrate understanding of organizational principles and methods to solve specific visual arts problems.C.3C.3 – Understand, recognize, and use the elements, organizational principles, patterns, relationships, techniques, skills, and applications of the visual, performing, or applied arts discipline.VA:Pr5VA:Pr5 – Develop and refine artistic technique and work for presentation.VA:Re7VA:Re7 – Perceive and analyze artistic work.Approx. five 50 min class periods

V.T101 VT101

All about Me—Self-Portrait

All about Me—Self-Portrait

Students will use various symbols, techniques, and materials to create a self-portrait that expresses their individuality. Students will begin with a discussion of who they are and what defines each of them as a person. Students will be asked to create a self-portrait with pencil, which will later be colored with crayon. Students will also be asked to include the things and/or people that are important to them within the picture. Finally, students will verbally reflect on their completed pictures, describing to the teacher what their pictures are about. This reflection will be audio recorded by the teacher for scoring purposes.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
KindergartenN/A 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. VA.EL.C.1VA.EL.C.1 – Students can identify and apply various techniques, symbols, and materials to achieve desired effects when communicating ideas visually.ART.VA.II.EL.5ART.VA.II.EL.5 – Know different purposes of visual art to creatively and aesthetically convey ideas.ART.VA.II.K.5ART.VA.II.K.5 – Express thoughts and ideas through the creation of artwork.N/AVA:Cn10VA:Cn10 – Synthesize and relate knowledge and personal experiences to make art. Approx. 45-90 min

V.E332 VE332

Analyze and Describe

Analyze and Describe

Students will view a work of art and critically interpret it in order to discern the work’s meaning and the artist’s intent. Using the technique of aesthetic scanning, students will consider three properties of a work of art: sensory, formal, and technical. A graphic organizer will help them develop their thinking, and then they will each write a short description summarizing their observations and conclusions. This assessment will be especially useful if the teacher already uses this approach or one like it to analyze and interpret artwork. However, even if the teacher has not previously used aesthetic scanning in the classroom, this assessment aligns to the standards, and students should still be able to follow the prompts and complete the assessment.

The artwork being observed is Guernica by Pablo Picasso. An alternate prompt, Rage, Flower Thrower by Banksy, may also be used if this assessment is used as a pre/post assessment.

This item has not been field-tested by Michigan teachers.
6thN/A 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. VA.MS.R.1VA.MS.R.1 – Students can identify and connect common themes throughout visual history to make better sense of the world they live in and to better understand other concepts across curriculums. Students can apply a successful visual vocabulary when expressing their understanding of a variety of concepts.ART.VA.III.MS.1ART.VA.III.MS.1 – Critically observe, describe, and analyze visual characteristics within works of art.ART.VA.III.6.1ART.VA.III.6.1 – Observe, describe, and analyze visual characteristics at a developing level.N/AVA:Re8VA:Re8 – Interpret intent and meaning in artistic work.30 minutes

V.T413 VT413

Analyze and Describe Artwork

Analyze and Describe Artwork

Students will use the four-step process of Observation/Description, Analysis, Interpretation, and Judgment to focus individually on the formal characteristics of a work of art. Teachers may decide to change works of art, but it is important for all students to use the same images.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
9th, 10th, 11th, 12th 1, 2, 3 Students who are at any year in a single arts discipline. 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. VA.HS.R.1VA.HS.R.1 – Students can analyze, describe, and make connections between visual arts and design and other disciplines throughout history, cultures, and everyday life.ART.VA.III.HS.3.1ART.VA.III.HS.3.1 – Analyze and describe the formal characteristics of a work of art or design.SIII.R.1SIII.R.1 – Experience, analyze, and reflect on the variety of meanings that can be derived from the results of the artistic/creative process.VA:Re8VA:Re8 – Interpret intent and meaning in artistic work.Approx. 50 min

V.T304 VT304

Applying Principles of Design to Paper Cutouts

Applying Principles of Design to Paper Cutouts

Students will use paper to create a work of art in the cutout style of Matisse that shows an understanding of the varying qualities of materials, techniques, media technology, and processes at a developing level. Students should have a working knowledge of the principles of design. Specific principles include balance, space/proportion, unity and emphasis.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
8thN/A 2 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer. VA.MS.P.1VA.MS.P.1 – Students can design and solve problems through the use of selected materials and processes while participating in art-making experiences.ART.VA.I.MS.1ART.VA.I.MS.1 – Understand the varying qualities of materials, techniques, media technology, and processes.ART.VA.I.8.3ART.VA.I.8.3 – Select and apply visual characteristics and organizational principles to communicate effectively when designing and solving creative problems.N/AVA:Cr2VA:Cr2 – Organize and develop artistic ideas and work.Approx. 125 min

V.T307 VT307

Art Material or Tool Informational Poster

Art Material or Tool Informational Poster

Students will research and create an informational poster that explains and demonstrates the safe and responsible use of an art material or tool.

This item has not yet been field-tested.
6thN/A 2 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer. VA.MS.P.1VA.MS.P.1 – Students can design and solve problems through the use of selected materials and processes while participating in art-making experiences.ART.VA.I.MS.2ART.VA.I.MS.2 – Use art materials and tools safely and responsibly.ART.VA.I.6.2ART.VA.I.6.2 – Develop the concept of proper use of art materials and using tools safely and responsibly.N/AVA:Cr2VA:Cr2 – Organize and develop artistic ideas and work.Approx. 190 min

V.T408 VT408

Artist Pop Can Label and Collaborative Ad Campaign

Artist Pop Can Label and Collaborative Ad Campaign

First-year (Level 1) students will be designing a pop/soda can label and creating a group advertising campaign for one of the students’ products. This task will take 10 class periods. Students will use organizational principles to research an artist assigned by their teacher. Students will then devise an innovative label for a pop/soda can, based on their artist. For example, Jackson Pollock might have a pop/soda named SPLAT. Working collaboratively, each group will create a storyboard for either a commercial/video or a print/ad campaign. Students will have to come up with a demographic on which to focus, a catchphrase to use in the ad, and a creative way to get people to want to buy their product. Student teams will have one to three minutes to pitch their final ideas.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
9th, 10th, 11th, 12th 1 Students who fulfill their one credit visual, performing, or applied arts (VPAA) high school graduation requirement only, or who are in their first year of a multi-year VPAA program 3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students. C1C1 – Students can apply the creative process, materials and organizational principles to devise innovative works of art and design individually and collaboratively.ART.VA.II.HS.3ART.VA.II.HS.3 – Apply organizational principles and methods to create innovative works of art and design products.Strand.I.C.3Strand.I.C.3 – Understand, recognize, and use the elements, organizational principles, patterns, relationships, techniques, skills, and applications of the visual, performing, or applied arts discipline.VA:Cr1VA:Cr1 – Generate and conceptualize artistic ideas and work.VA:Pr6VA:Pr6 – Convey meaning through the presentation of artistic work.Approx. ten 50 min class periods

V.T418 VT418

Artist Research and Artwork

Artist Research and Artwork

Students will research an artist of their choice and create a series of works that are informed by the style, genre, or media used by the artist who was researched. This assessment is designed so students will be inspired by famous artists. It is not meant to have students simply replicate a master work.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
9th, 10th, 11th, 12th 3 Students who have already completed their first and second year courses in a single arts discipline and are now in their third year or fourth year of instruction in the same arts discipline. 3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students. R1R1 – Recognize, analyze, and describe connections among the arts; between the arts and other disciplines; between the arts and everyday life.ART.VA.IV.HS.4ART.VA.IV.HS.4 – Use knowledge of art and design history to inform personal artwork.R.3R.3 – Describe, analyze, and understand the visual, performing, or applied arts in historical, contemporary, social, cultural, environmental, and/or economic contexts.VA:Cn11VA:Cn11 – Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. Approx. six 50 min class periods

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Arts Careers

Arts Careers

Students will each receive an arts- or design-related career title at random. They will have 20 minutes to do initial research about that career using the Internet, books, and/or periodicals. Then, in one-minute-long reports, they will describe the career to fellow students.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
9th, 10th, 11th, 12th 1, 2, 3 Students who are at any year in a single arts discipline. 3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students. R.5R.5 – Analyze and Make Connections: Recognize, analyze, and describe connections among the arts; between the arts and other disciplines; between the arts and everyday life.ART.VA.V.HS.2ART.VA.V.HS.2 – Explore and understand the variety of art and design careers.ART.VA.V.HS.3ART.VA.V.HS.3 – Explore and understand the application of the creative process throughout career pathways.ART.VA.V.HS.6ART.VA.V.HS.6 – Understand artistic knowledge as an important tool for successful living in the 21st century.III.R.3III.R.3 – Describe, analyze, and understand the visual, performing, or applied arts in historical, contemporary, social, cultural, environmental, and/or economic contexts.VA:Cn10VA:Cn10 – Synthesize and relate knowledge and personal experiences to make art.Approx. two 50 min class periods

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Body Tape Casting

Body Tape Casting

Students will collaborate in teams of four to create two body-cast sculpted figures out of packing tape that show human emotional interaction. After its completion, students will install the work in a meaningful location in order to attract viewer responses. Students will maintain a narrative process journal of notes, sketches, observations, and photos taken during and after the process. The primary goal of this task is to assess the students’ recognition, identification, and articulation of the artistic/creative process as it develops personally and within a group.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
9th, 10th, 11th, 12th 3 Students who have already completed their first and second year courses in a single arts discipline and are now in their third year or fourth year of instruction in the same arts discipline. 3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students. VA.HS.C.1VA.HS.C.1 – Students can apply the creative process, materials, and organizational principles to devise innovative works of art and design individually and collaboratively.ART.VA.II.HS.5ART.VA.II.HS.5 – Reflect on, articulate and edit the development of artwork throughout the creative process.C.5C.5 – Reflect on and articulate the steps and various relationships of the artistic process.VA:Cn10VA:Cn10 – Synthesize and relate knowledge and personal experiences to make art. Approx. five 50 min class periods

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Celebrate! Creating Art to Honor People and Events

Celebrate! Creating Art to Honor People and Events

Students will analyze images and descriptions of holiday celebrations and identify ways that people use the arts to express their beliefs and celebrate important people and events in their lives. Students will then create a new holiday honoring a person, group of people, or an event of their choice.

This item has not been field-tested by Michigan teachers.
6th, 7thN/A 3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students. VA.MS.R1VA.MS.R1 – Students can identify and connect common themes throughout visual history to make better sense of the world they live in and to better understand other concepts across curricula. Students can apply a successful visual vocabulary when expressing their understanding of a variety of concepts.ART.VA.IV.MS.1ART.VA.IV.MS.1 – Recognize, describe, analyze, and evaluate how art contributes to and reflects all societies and cultures. ART.VA.IV.6.1ART.VA.IV.6.1 – Recognize and describe how art contributes to and reflects all societies and cultures.ART.VA.IV.7.1ART.VA.IV.7.1 – Recognize, describe, analyze, and evaluate how art contributes to and reflects all societies and cultures at an emerging level.ART.VA.III.MS.2ART.VA.III.MS.2 – Interpret artwork searching for embedded meaning, function, and personal connections. ART.VA.III.6.2ART.VA.III.6.2 – Develop the skill of interpreting artwork, searching for embedded meaning, function, and personal connections at a developing level.ART.VA.III.7.2ART.VA.III.7.2 – Interpret artwork searching for embedded meaning, function, and personal connections at an emerging level.N/AVA:VA: Re7 – Perceive and analyze artistic workVA:VA: Cn11 – Relate artistic ideas and works with societal, cultural, and historical contexts to deepen understandingApproximately 100 minutes.

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Character Drawings

Character Drawings

Students will work creatively, looking at how line, shape, and color can be used to portray an idea.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
9th, 10th, 11th, 12th 2 Students who have already completed their first year in an arts discipline and are now in their second year of instruction in the same arts discipline. 2 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer. VA.HS.C.1VA.HS.C.1 – Students can apply the creative process, materials, and organizational principles to devise innovative works of art and design individually and collaboratively.ART.VA.II.HS.4ART.VA.II.HS.4 – Apply knowledge and skill to symbolize the essence of an idea.C.2C.2 – Develop an idea, question, or problem that is guided by the personal, historical, contemporary, cultural, environmental, and/or economic contexts of the visual, performing, or applied arts discipline.VA:Pr6VA:Pr6 – Convey meaning through the presentation of artistic work. Approx. one to two 50 min class periods

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Clay Expression Slabs

Clay Expression Slabs

Students will discuss how different emotions are shown with different facial features and expressions. Students will then use a variety of materials to create marks on their clay slab masks to express an emotion of their choosing. Student clay slab masks will be fired and painted to enhance the emotion shown.

The two parts that involve the creation of the mask and the painting of the slab mask will not happen consecutively, because it takes time for the clay to dry and to be fired in preparation for the finishing process. The time between completing the initial construction of the clay project and the glazing and/or painting of the clay may be five or more days apart, depending on when art classes meet. Clay may take four or more days to dry, depending on thickness.

There is no Student Booklet for this assessment.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. field-tested
KindergartenN/A 3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students. VA.EL.P.1VA.EL.P.1 – Students can select and apply materials and processes effectively and safely while participating in art making experiences.ART.VA.I.EL.1ART.VA.I.EL.1 – Use materials, techniques, media, technology, and processes to communicate ideas and experiences.ART.VA.I.K.1ART.VA.I.K.1 – Identify and explore a variety of materials to communicate personal experiences.N/AVA:Cr2VA:Cr2 – Organize and develop artistic ideas and work.Approx. 95-110 min

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Collaborative Compositions

Collaborative Compositions

Students will work collaboratively with other students to use lines and shapes to create an image that will then be refined individually through the use of color, value, line, and shape.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
9th, 10th, 11th, 12th 1 Students who fulfill their one credit visual, performing, or applied arts (VPAA) high school graduation requirement only, or who are in their first year of a multi-year VPAA program 3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students. VA.HS.C.1VA.HS.C.1 – Students can apply the creative process, materials, and organizational principles to devise innovative works of art and design individually and collaboratively.ART.VA.II.HS.7ART.VA.II.HS.7 – Creative collaboration to resolve visual problems.C.1C.1 – Engage in full iterative cycles of the artistic/creative process by problem seeking, exploring, and making analytical, application, aesthetic, and design choices, before completion.VA:Cr3VA:Cr3 – Refine and complete artistic work.Approx. four 50 min class periods

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Color Theory and Design

Color Theory and Design

Students will demonstrate their understanding of color theory by creating the same composition using eight color combinations with paint.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
9th, 10th, 11th, 12th 1 Students who fulfill their one credit visual, performing, or applied arts (VPAA) high school graduation requirement only, or who are in their first year of a multi-year VPAA program 2 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer. VA.HS.P.1VA.HS.P.1 – Students can intentionally select and apply materials and organizational principles to solve specific visual arts problems.ART.VA.I.HS.3ART.VA.I.HS.3 – Demonstrate understanding of organizational principles and methods to solve specific visual arts problems.P.1P.1 – Apply the techniques, elements, principles, intellectual methods, concepts, and functions of the visual, performing, or applied arts discipline to communicate ideas, emotions, experiences; address opportunities to improve daily life; and solve problems with insight, reason and competence.VA:Cr1VA:Cr1 – Generate and conceptualize artistic ideas and work.Approx. five 50 min class periods

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Communicating an Idea

Communicating an Idea

Students will create a collage based on a theme of their choice from this list:

o Family
o School
o Hope
o Crisis
o Monsters

Note: Assessment may be adapted for digital collage.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
9th, 10th, 11th, 12th 2 Students who have already completed their first year in an arts discipline and are now in their second year of instruction in the same arts discipline. 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. P.1P.1 – Students can intentionally select and apply materials and organizational principles to solve specific visual arts problems.ART.VA.I.HS.2ART.VA.I.HS.2 – Intentionally use art materials & tools when applying techniques & skills to communicate ideas.P.1P.1 – Apply the techniques, elements, principles, intellectual methods, concepts, and functions of the visual, performing, or applied arts discipline to communicate ideas, emotions, and experiences; address opportunities to improve daily life; and solve problems with insight, reason, and competence.VA:Cr2VA:Cr2 – Organize and develop artistic ideas and work.Approx. two 50 min class periods

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Create a Landscape Collage Using Elements of Art

Create a Landscape Collage Using Elements of Art

Students will demonstrate their understanding of the elements of art (line, shape, texture, color, value, and space) by creating a landscape that creatively communicates the idea of space or distance through the organizational principles of foreground, middle ground, and background. Students will draw preliminary sketches prior to creating a mixed-media collage. They will use printmaking techniques to embellish their collaged landscapes. A selection of printmaking techniques and supplies might include crayon rubbings, stamping, and texturing supplies.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
4thN/A 2 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer. VA.EL.C.1VA.EL.C.1 – Students can identify and apply various techniques, symbols, and materials to achieve desired effects when communicating ideas visually.ART.VA.II.EL.2ART.VA.II.EL.2 – Apply knowledge of how visual characteristics and organizational principles communicate ideas.ART.VA.II.4.2ART.VA.II.4.2 – Synthesize knowledge of elements of art and principles of design to creatively communicate ideas.N/AVA:Cr2VA:Cr2 – Organize and develop artistic ideas and work.Approx. 180 min

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Create a Personal Emoticon with a Simplified Self-Portrait

Create a Personal Emoticon with a Simplified Self-Portrait

In the constructed-response section of this assessment, students will use traditional media to create a simplified self-portrait that expresses an emotion. In the performance task portion of the assessment, they will use a free online drawing program to create a similar self-portrait that expresses the same emotion. In their reflections, students will write responses to four questions regarding the use of traditional and digital media to create similar works of art.

The purpose of this performance task is to assess the students’ ability to move between traditional and digital media as they express their creativity and demonstrate the expressive use of color and line.

This assessment consists of four parts:
o Part 1–Assessment Questions
o Part 2–Performance Task, Part 1—Students will draw and color a simplified self-portrait expressing an emotion.
o Part 3–Performance Task, Part 2—Students will use an online program to create a similar self-portrait expressing the same emotion.
o Part 4–Reflection—Students will respond to questions regarding their experiences drawing self-portraits with traditional and digital media.

This item has not yet been field-tested.
2ndN/A 3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students. VA.EL.C.1VA.EL.C.1 – Students can identify and apply various techniques, symbols, and materials to achieve desired effects.ART.VA.II.EL.6ART.VA.II.EL.6 – Explore and understand the impact of digital media and technology in the creation of artwork.ART.VA.II.2.6ART.VA.II.2.6 – Demonstrate how artwork can be created using computers and electronic media as a tool for creative expression.N/AMU:Cr2MU:Cr2 – Organize and develop artistic ideas and work.Approx. 90 min

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Create a Tree Collage

Create a Tree Collage

Students will reflect upon the many ways that trees are a part of their lives. They will use a variety of materials, including recycled paper, to create a collage that shows one way that they appreciate trees or the products made from trees. In the assessment questions, students will identify the art forms used to represent images of trees, (e.g., paintings, drawings, weavings, sculptures, collages). Students will also identify the art processes associated with the pictured art materials.

“I’m planting a tree to teach me to gather strength from my deepest roots”—Andrea Koehle Jones, The Wish Trees

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
1stN/A 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. VA.EL.P.1VA.EL.P.1 – Students can select and apply materials and processes effectively and safely while participating in art-making experiences.ART.VA.I.EL1ART.VA.I.EL1 – Use materials, techniques, media, technology, and processes to communicate ideas and experiences.ART.VA.I.1.1ART.VA.I.1.1 – Identify and experiment with materials to communicate ideas related to the student’s world.N/AVA:Cr2VA:Cr2 – Organize and develop artistic ideas and work.Approx. 60 min

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Create and Fly a Kite

Create and Fly a Kite

Students will create a small-scale, artful kite based on sound scientific principles. Not only should the kite be creative in design, it should also fly. The purpose of this project is to assess students’ ability to recognize the role of art across the academic curriculum. The project integrates art and science (physics).

It is suggested that you plan this project for springtime, when outside conditions are optimal for kite flying. If the weather does not cooperate on kite-flying day, it would be acceptable to delay for a day or two. However, during that time, kites should not be accessible to students for further work.

It may be that the weather refuses to cooperate. An indoor gym may be suitable for attempts at kite flying, with teams taking turns. Box fans could contribute to air movement. Alternatively, this aspect of the assessment can be eliminated.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. connections cross-discipline exemplars field-tested integration multi-discipline physics science
9th, 10th, 11th, 12th 2 Students who have already completed their first year in an arts discipline and are now in their second year of instruction in the same arts discipline. 3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students. R1R1 – Recognize, analyze, and describe connections among the arts; between the arts and other disciplines; between the arts and everyday life.ART.VA.V.HS.5.5ART.VA.V.HS.5.5 – Recognize the role of art across the academic curriculum.R.2R.2 – Identify, describe, and analyze connections across the visual, performing, and applied arts disciplines, and other academic disciplines.VA:Cn10VA:Cn10 – Synthesize and relate knowledge and personal experiences to make art. Approx. six 50 min class periods

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Create Art in Response to American Art

Create Art in Response to American Art

Students will examine and respond to American Historical event culminating in an artwork that stylistically reflects an American artist. Students may choose to complete their artwork using realism or abstraction. The style of the student artwork should be determined by the style of the American artist selected.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
9th, 10th, 11th, 12th 1 Students who fulfill their one credit visual, performing, or applied arts (VPAA) high school graduation requirement only, or who are in their first year of a multi-year VPAA program 2 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer. Standard.4Standard.4 – Understand, analyze, and describe the arts in their historical, social, and cultural contexts.ART.VA.IV.HS.3ART.VA.IV.HS.3 – Analyze the correlation between art, history, and culture throughout time.R.3R.3 – Describe, analyze, and understand the visual, performing, or applied arts in historical, contemporary, social, cultural, environmental, and/or economic contexts.VA:Cn11VA:Cn11 – Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. Approx. eight 50 min class periods

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Creating Digitally Altered Background Images

Creating Digitally Altered Background Images

Students will use a computer to edit their selected subject into multiple backgrounds.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
5thN/A 3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students. VA.EL.C.1VA.EL.C.1 – Students can identify and apply various techniques, symbols, and materials to achieve desired effects when communicating ideas visually.ART.VA.II.EL.6ART.VA.II.EL.6 – Explore and understand the impact of digital media and technology in the creation of artwork.ART.VA.II.5.6ART.VA.II.5.6 – Explore and understand the impact of digital media and technology in the creation of artwork.N/AVA:Cr2VA:Cr2 – Organize and develop artistic ideas and work.Approx. 100 min

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Creating Multiple Clay Sculptures in a Series

Creating Multiple Clay Sculptures in a Series

First-year (Level 1) ceramics students should be ready for this assessment towards the end of their first-year course of study, after they have learned basic clay hand-building techniques.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
9th, 10th, 11th, 12th 1 Students who fulfill their one credit visual, performing, or applied arts (VPAA) high school graduation requirement only, or who are in their first year of a multi-year VPAA program 2 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer. VA.HS.P.1VA.HS.P.1 – Students can intentionally select and apply materials and organizational principles to solve specific visual arts problems.ART.VA.I.HS.2ART.VA.I.HS.2 – Intentionally use art materials and tools when applying techniques and skills to communicate ideas.P.1P.1 – Apply the techniques, elements, principles, intellectual methods, concepts, and functions of the visual, performing, or applied arts discipline to communicate ideas, emotions, experiences; address opportunities to improve daily life; and solve problems with insight, reason and competence.VA:Cr2VA:Cr2 – Organize and develop artistic ideas and work.Approx. two to four weeks

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Creative Problem Solving with Shapes

Creative Problem Solving with Shapes

In this assessment, students will create a drawing by selecting a word from a list and illustrating it using a circle, a rectangle, and/or a triangle. Students will then write a reflection on their finished work and explain how they used the shapes in their composition to visualize the word.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
6thN/A 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. VA.MS.C.1VA.MS.C.1 – Students can connect, collaborate, and creatively problem solve through the use of critical thinking strategies to communicate ideas visually through the effective use of a variety of media.ART.VA.II.MS.1ART.VA.II.MS.1 – Identify, design and solve creative problems.ART.VA.II.7.1ART.VA.II.7.1 – Identify, design and solve creative problems at an emerging level.N/AVA:Cr2VA:Cr2 – Organize and develop artistic ideas and work.Approx. 50 min

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Critical Reflection

Critical Reflection

Students will use the class critique method to explain and critique their own work. This assessment event allows students to exhibit their work and gives them an opportunity to work on their oral presentation skills in front of a group of peers.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
9th, 10th, 11th, 12th 1 Students who fulfill their one credit visual, performing, or applied arts (VPAA) high school graduation requirement only, or who are in their first year of a multi-year VPAA program 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. P.1P.1 – Students can intentionally select and apply materials and organizational principles to solve specific visual arts problems.ART.VA.I.HS.4ART.VA.I.HS.4 – Exhibit, present, and publish quality works of art.P.4P.4 – Perform, present, exhibit, publish, or demonstrate the results of the artistic/creative process for an audience.VA:Re7VA:Re7 – Perceive and analyze artistic work.Approx. one to two 50 min class periods

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Cross-Curricular Connections

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. connections cross-discipline integration multi-discipline
8thN/A 2 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer. VA.MS.R.1VA.MS.R.1 – Students can identify and connect common themes throughout visual history to make better sense of the world they live in and to better understand other concepts across curriculums. Students can apply a successful visual vocabulary when expressing their understanding of a variety of concepts.ART.VA.V.MS.5ART.VA.V.MS.5 – Effectively analyze and describe ways in which the principles and subject matter of other disciplines taught in school are interrelated with the visual arts.AR.VA.V.8.5AR.VA.V.8.5 – Effectively analyze and describe ways in which the principles and subject matter of other disciplines taught in school are interrelated with the visual arts.N/AVA:Cn11VA:Cn11 – Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. Approx. 250 min

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Curate a Design Exhibit

Curate a Design Exhibit

Students will “[c]urate a collection of objects, artifacts, or artwork to impact the viewer’s understanding of social, cultural, and/or political experiences” (National Core Arts Standard, HS Advanced: VA:Pr4.1.IIIa–Critique, justify, and present choices in the process of analyzing, selecting, curating, and presenting artwork for a specific exhibit).

Students will do this by developing a presentation board of a curator’s proposal for a design exhibit. They will research their choice of shoes or hats, develop selection criteria, find images, and create a visual display in the form of a posterboard with images and a written proposal. Hats and shoes are widely defined to fit any interests and hats could be tribal regalia, sports team designs, or helmets. Shoes could be skates or snowshoes–any footgear or headgear is valid. This assessment can connect to students’ interests in sports, fashion, music, science, dance, politics, or the cultures that are represented by these artifacts.

Students will develop a set of selection criteria based on three categories—design elements, function, and social significance or importance—in order to create an exhibition of the history or significance of selected designs. Images will be arranged in sets on a poster board that displays clearly-unified logical criteria for selections.

This item has not been field-tested by Michigan teachers.
9th, 10th, 11th, 12th 3 Students who have already completed their first and second year courses in a single arts discipline and are now in their third year or fourth year of instruction in the same arts discipline. 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. VA.HS.R.1VA.HS.R.1 – Students can analyze, describe, and make connections between visual art and design and other disciplines throughout history, culture, and everyday life. ART.VA.I.HS.4ART.VA.I.HS.4 – Exhibit, present, and publish quality works of art. P.4P.4 – Perform, present, exhibit, publish or demonstrate the results of the artistic/creative process for an audience. VA:Pr4VA:Pr4 – Select, analyze, and interpret artistic work for presentation. 150 minutes

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Design a Chair

Design a Chair

Students will need working knowledge of design thinking processes. Students will also need prior knowledge of chair design and ergonomics.

For this assessment, students will each design and build a small (about six inches tall) model of a chair using cardboard, paint, and commonly found objects and craft items. The chair will be designed for an action figure or small toy that is between 6″ and 12″ tall (teacher provided or students brought from home). The goal will be to use the design process to create a functional, ergonomic chair for the action figure or small toy selected.

Day 1 will be used for a written assessment of the students’ recognition and interpretation of visual characteristics and organizational principles. Days 2–3 will be for construction of the chairs. On Day 3, students may begin to paint their chairs. Day 4 will be for the final coats of paint and finishing touches. Day 5 will be for testing, or reflecting on the chairs.

This item has not been field-tested by Michigan teachers.
8thN/A 2 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer. VA.MS.P.1VA.MS.P.1 – Students can design and solve problems through the use of selected materials and processes while participating in art-making experiences.ART.VA.I.MS.3ART.VA.I.MS.3 – Employ the use of a successful visual vocabulary including visual characteristics and organizational principles, to communicate effectively when designing and solving creative problems.ART.VA.I.8.2ART.VA.I.8.2 – Effectively recognize and describe the skills used in visual art careers.N/AVA:Cr2VA:Cr2 – Organize and develop artistic ideas and work.Approx. 205 min

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Design a House on 45-Degree-Angle Hill

Design a House on 45-Degree-Angle Hill

Student will have 15 minutes to create a solution to an architecturally related design problem using only a napkin and a pen. Then, students will design a house on a
45-degree-angle hill.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
9th, 10th, 11th, 12th 3 Students who have already completed their first and second year courses in a single arts discipline and are now in their third year or fourth year of instruction in the same arts discipline. 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. R.5R.5 – Students can recognize, analyze, and describe connections among the arts, between the arts and other disciplines, and between the arts and everyday life.ART.VA.V.HS.1ART.VA.V.HS.1 – Design creative solutions that impact everyday life.R.1R.1 – Observe, describe, reflect, analyze, and interpret works of the visual, performing, or applied arts.VA:Cr2VA:Cr2 – Organize and develop artistic ideas and work.Approx. two 50 min class periods

V.E203 VE203

Designing Your Own App Symbol

Designing Your Own App Symbol

Students will develop and create their own app (application) symbol or logo that represents a service or product and then explain its meaning after examining how we interpret, recognize, and respond to existing symbols in culture and society.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
5thN/A 3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students. VA.EL.C.1VA.EL.C.1 – Students can identify and apply various techniques, symbols, and materials to achieve desired effects when communicating ideas visually.ART.VA.II.EL.3ART.VA.II.EL.3 – Explore and understand visual culture, global perspectives, ideas, and symbols as related to works of art.ART.VA.II.5.3ART.VA.II.5.3 – Explore and understand prospective subject matter, ideas, and symbols for works of art.N/AVA:Cr2VA:Cr2 – Organize and develop artistic ideas and work.Approx. 45 min

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Drawing Your Favorite Weekend Activity

Drawing Your Favorite Weekend Activity

Students will use pencils and crayons to create an illustration of their favorite weekend activity from personal experience. They should fill the majority of the page, using a variety of color and incorporating details of the activity into the drawing.

 

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
KindergartenN/A 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. VA.EL.R1VA.EL.R1 – Students can analyze, describe, and connect how art is made and the purpose it serves across disciplines and life.ART.VA.III.EL.5ART.VA.III.EL.5 – Understand how personal experiences can influence the development of artwork.ART.VA.III.K.5ART.VA.III.K.5 – Illustrate a personal experience.N/AVA:Cn10VA:Cn10 – Synthesize and relate knowledge and personal experiences to make art. Approx. 30-50 min

V.E413 VE413

Dream House Design

Dream House Design

Students will design a dream house through a series of quick sketches. They are asked to address the practical functions of a house, as well as “quality of life” features, such as activity spaces and exciting or attractive design features.

This assessment has three parts to it:
o Part 1–Assessment Questions
o Part 2–Dream House Design

This item has not been field tested by Michigan teachers.
9th, 10th, 11th, 12th 1 Students who fulfill their one credit visual, performing, or applied arts (VPAA) high school graduation requirement only, or who are in their first year of a multi-year VPAA program 2 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer. R.1R.1 – Recognize, analyze, and describe connections among the arts, between the arts and other disciplines, and between the arts and everyday life.ART.VA.V.HS.1ART.VA.V.HS.1 – Design creative solutions that impact everyday life.R.1R.1 – Observe, describe, reflect, analyze, and interpret works of the visual, performing, or applied arts.VA:Cr2VA:Cr2 – Organize and develop artistic ideas and work.Approx. 50 min

V.E306 VE306

Elements of Design Cube

Elements of Design Cube

Students will construct a six-sided cube. On each side of the cube, one of the six elements of art will be labeled and illustrated (i.e., line, color, shape/form, texture, value, and space). Students are allowed to use any media necessary in order to convey a visual illustration of each element.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
7thN/A 2 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer. VA.MS.P.1VA.MS.P.1 – Students can design and solve problems through the use of selected materials and processes while participating in art-making experiences.ART.VA.I.MS.3ART.VA.I.MS.3 – Employ the use of a successful visual vocabulary including visual characteristics and organizational principles to communicate effectively when designing and solving creative problems.ART.VA.I.7.3ART.VA.I.7.3 – Demonstrate the use of successful visual vocabulary at an emerging level.N/AVA:Cr2VA:Cr2 – Organize and develop artistic ideas and work.Approx. 50 min

V.E305 VE305

Exploring Media through Multiples

Exploring Media through Multiples

Students will create four different interpretations of suns using at least four different materials. Students will show an understanding of the varying qualities of materials, techniques, media technologies, and processes by making each sun different from all the others. The drawings will be assessed for creativity and an understanding and skill in varying qualities of materials, techniques, media technology and processes. (Instead of a sun, teachers may select any object of their choice.)

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
6thN/A 2 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer. VA.MS.P.1VA.MS.P.1 – Students can design and solve problems through the use of selected materials and processes while participating in art-making experiences.ART.VA.I.MS.1ART.VA.I.MS.1 – Understand the varying qualities of materials, techniques, media technology, and processes.ART.VA.I.6.1ART.VA.I.6.1 – Understand the varying qualities of materials, techniques, media technology, and processes at a developing level.N/AVA:Cr2VA:Cr2 – Organize and develop artistic ideas and work.Approx. 50 min

V.T301 VT301

Exploring the Principles through Multiples

Exploring the Principles through Multiples

Students will create black-and-white pencil drawings of 15 images of the sun. Each sun must be different from all the others. The drawings will be done on a 12″ x 18″ sheet of white drawing paper. The drawings will be evaluated for creativity (unique, unexpected, unusual, and/or original solutions) and for the use of a wide and dynamic range of elements and principles of art to solve the problem.

NOTE: This activity could be modified in several ways. It could be repeated in a course at the beginning, middle, and end to assess progress in creativity. The subject could be varied, as long as it is a common object, one familiar to all students, such as a shoe, a handbag, and a clock. The number of repetitions could also be varied, or students could be instructed to come up with as many ideas as possible within a shorter time limit, with quantity counting in scoring as well as quality.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
8thN/A 2 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer. VA.MS.C.1VA.MS.C.1 – Students can connect, collaborate, and creatively problem solve through the use of critical-thinking strategies to communicate ideas visually through the effective use of a variety of media.ART.VA.II.MS.8.1ART.VA.II.MS.8.1 – Effectively identify, design, and solve creative problems.N/AVA:Cr2VA:Cr2 – Organize and develop artistic ideas and work.Approx. 40 min

V.E101 VE101

Expressing Music through Art

Expressing Music through Art

Students will listen to different instrumental musical selections and use a variety of art techniques to make different kinds of marks that express the different feelings or movements suggested by the music that they heard. Students will take time to listen to the music with their eyes closed before using art materials to express what they hear in the music. There are suggested instrumental musical selections on page 3; other songs may be selected by the teacher.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. connections cross-discipline drawing exemplars field-tested integration multi-discipline music painting
KindergartenN/A 3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students. VA.EL.C.1VA.EL.C.1 – Students can identify and apply various techniques, symbols, and materials to achieve desired effects when communicating ideas visually.ART.VA.II.EL.2ART.VA.II.EL.2 – Apply knowledge of how visual characteristics and organizational principles communicate ideas.ART.VA.II.K.2ART.VA.II.K.2 – Use a variety of lines, colors, and basic geometric shapes and patterns to creatively express feelings and personal experiences.N/AVA:Cn10VA:Cn10 – Synthesize and relate knowledge and personal experiences to make art. Approx. 45 min

V.T403 VT403

Expressive Landscape Collage Inspired by Romare Bearden

Expressive Landscape Collage Inspired by Romare Bearden

Students will be using the Problem-Solving Model to create a landscape collage that incorporates line, variety, form, unity, texture, and space.

This assessment has four parts to it:
o Part 1–Assessment Questions (Day 1)
o Part 2–Critique Three Works by Romare Bearden (Day 1)
o Part 3–Create a Landscape Collage Using the Problem-Solving Model (Days 2-4)
o Part 4–Write an Artist Statement That Tells the Story of Your Collage (Day 5)

As a potential preliminary activity, you might take students on a walk around the school neighborhood, a local neighborhood, or downtown area for inspiration.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
9th, 10th, 11th, 12th 1 Students who fulfill their one credit visual, performing, or applied arts (VPAA) high school graduation requirement only, or who are in their first year of a multi-year VPAA program 2 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer. P.1P.1 – Students can intentionally select and apply materials and organizational principles to solve specific visual arts problems.ART.VA.I.HS.1ART.VA.I.HS.1 – Apply acquired knowledge and skills to the creative problem-solving model.Strand.II.P.1Strand.II.P.1 – Apply the techniques, elements, principles, intellectual methods, concepts, and functions of the visual, performing, or applied arts disciplines to communicate ideas, emotions, and experiences; address opportunities to improve daily life; and solve problems with insight, reason, and competence.VA:Cr1VA:Cr1 – Generate and conceptualize artistic ideas and work.Approx. five 50 min class periods

V.T406 VT406

Extreme Self-Portraits

Extreme Self-Portraits

During her 30-year career, New York–based artist Cindy Sherman has taken photographs of women. In those photos she is not only the photographer but also the subject. Cindy Sherman’s career has addressed a variety of issues, from society’s perception of women and their perception of themselves to cultural stereotypes and identity. Cindy Sherman’s art will be the inspiration for this photo assignment.

In teams of two (or by themselves if they prefer), students will set up photos of themselves portraying roles played out in our culture at large, youth culture, and/or your own high school’s culture. Alternatively, students could portray themselves in roles they may take on in 5, 10, or 20 years. How do your students see themselves in the future? This series of 12 quality photos should portray each student in two or more different roles. This will require work outside of class, utilizing clothes, costumes, makeup, and other props that they have at home, or that they borrow or buy from a thrift shop, etc. Students may need to seek out potential setting locations.

Note: Elements of Cindy Sherman’s work have been considered controversial by some. Please preview the Art 21 video and decide for yourself how much of it you wish to show to your students. It is 17 minutes long; the first seven minutes (from 15:40 to 22:45) are enough to give the students an idea of her work and her process. If you wish to show the entire clip, please review it in advance to assure compliance with your school’s policies and community norms.

If you’d rather not use Cindy Sherman’s work, artists from Rembrandt to Van Gogh to Alice Neal to Alex Katz have painted themselves and others and may be used as classroom examples, as well as portrait photographer Yousuf Karsh.

Note about time: Most of this project is done outside of class. Because it is done off-site, three weeks or 21 days are used interchangeably. These are calendar days (including weekends), not school days. Only three class periods (Days 1, 10, and 21) are required for work that students should do in class.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
9th, 10th, 11th, 12th 3 Students who have already completed their first and second year courses in a single arts discipline and are now in their third year or fourth year of instruction in the same arts discipline. 3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students. VA.HS.P.1VA.HS.P.1 – Students can intentionally select and apply materials and organizational principles to solve specific visual arts problems.ART.VA.I.HS.2ART.VA.I.HS.2 – Intentionally use art materials and tools when applying techniques and skills to communicate ideas.P.3P.3 – Describe and consider relationships among the intent of the student artist, the results of the artistic/creative process and a variety of potential audiences or users.VA:Cn10VA:Cn10 – Synthesize and relate knowledge and personal experiences to make art. Approx. three 50 min class periods

V.T102 VT102

Food Collage

Food Collage

Students will begin by answering four assessment questions. Students will then participate in a group discussion about three famous works of art. For the performance task, the students will begin by discussing the many kinds of food they have experienced in their lives. For their individual projects, each student will choose one food item containing multiple parts that he or she can depict as separate ingredients, using construction paper that will eventually be combined to create the finished food collage.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
1stN/A 2 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer. VA.EL.C1VA.EL.C1 – All students will apply skills and knowledge to perform in the arts.ART.VA.II.EL.4ART.VA.II.EL.4 – Select and use subject matter, symbols, and ideas to communicate meaning.ART.VA.II.1.4ART.VA.II.1.4 – Plan and create artwork using subject matter selected from personal experiences.N/AVA:Cn10VA:Cn10 – Synthesize and relate knowledge and personal experiences to make art. Approx. 85 min

V.E232 VE232

Food for Thought

Food for Thought

Students will look carefully at a series of works of art featuring food. Each student will select two images featuring food and describe the works of art as historical records, comparing and contrasting what the works tell us about community and family traditions.

This item has not been field-tested by Michigan teachers.
4thN/A 2 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer. VA.EL.R1VA.EL.R1 – Students can analyze, describe, and connect how art is made and the purpose it serves across disciplines and life.ART.VA.IV.EL.1ART.VA.IV.EL.1 – Know that the arts have a history and specific relationships to various cultures. ART.VA.IV.4.1ART.VA.IV.4.1 – Describe how artwork communicates facts and/or experiences of various cultures.ART.VA.IV.EL.2ART.VA.IV.EL.2 – Identify works of art as belonging to specific cultures, times, and places. ART.VA.IV.4.2ART.VA.IV.4.2 – Compare and contrast the visual elements contained in the artwork of particular cultures.N/AVA:Re7VA:Re7 – Perceive and analyze artistic work.50 minutes

V.T234 VT234

From Food Pyramid to Still Life

From Food Pyramid to Still Life

Students will create still life sketches and drawings of food featuring items from each of the six food groups represented in the U.S. Department of Agriculture’s (USDA’s) Food Pyramid. Although USDA replaced the Food Pyramid with the “My Plate” graphic (see page 8), the Food Pyramid is used here (and provided to students) because it will support more artisitic responses from students. The teacher should feel free to substitute the My Plate graphic if desired.

Students’ sketches should reflect the student’s understanding of compositional principles, including overlapping, proportion, placement of objects, and attention to positive and negative space. This item supports the fifth-grade Life Science Standard for the Organization for Matter and Energy Flow in Organisms.

This item has not been field-tested by Michigan teachers. connections cross-discipline integration multi-discipline science
5thN/A 3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students. VA.EL.R.1VA.EL.R.1 – Students can analyze, describe, and connect how art is made and the purpose it serves across disciplines and life.ART.VA.V.EL.4ART.VA.V.EL.4 – Make connections between the visual arts and other disciplines in the curriculum through student artwork.ART.VA.V.5.4ART.VA.V.5.4 – Synthesize connections between the visual arts and other disciplines in the curriculum.N/AVA:VA: Cn11 – Relate artistic ideas and work with societal, cultural, and historical context to deepen understanding.Approximately 100 minutes.

V.E233 VE233

From Landscapes to Land Art: A Docent’s Guide to the Portrayal of Nature in Art

From Landscapes to Land Art: A Docent’s Guide to the Portrayal of Nature in Art

Students will select a work of art and analyze what the artist’s portrayal of nature tells us about his or her view of the natural world. In Part 1, students will examine the image and create a word bank describing the visual elements, mood, and media found in the image. In Part 2, each student will use his or her word bank and the prompts to write a script for a docent or guide, to use when describing the work of art and the artist’s portrayal of nature to visitors.

This item has not been field-tested by Michigan teachers.
5thN/A 2 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer. VA.EL.R1VA.EL.R1 – Students can analyze, describe, and connect how art is made and the purpose it serves across disciplines and life.ART.VA.III.EL.2ART.VA.III.EL.2 – Identify various purposes for creating works of visual art.ART.VA.III.5.2ART.VA.III.5.2 – Identify and defend various purposes for creating works of visual art.ART.VA.V.EL.1ART.VA.V.EL.1 – Explain how visual arts have inherent relationships to everyday life.ART.VA.V.5.1ART.VA.V.5.1 – Explain how visual arts have inherent relationships to everyday life.N/AVA:Re8VA:Re8 – Interpret intent and meaning in artistic work50 minutes

V.T105 VT105

Identify Shapes in Your Environment

Identify Shapes in Your Environment

Students will identify and draw objects from their environment that relate to geometric shapes, using crayons, markers, and/or colored pencils.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
1stN/A 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. VA.EL.P.1VA.EL.P.1 – Students can select and apply materials and processes effectively and safely while participating in art making experiences.ART.VA.I.EL.3ART.VA.I.EL.3 – Use elements of art and principles of design to communicate ideas.ART.VA.I.1.3ART.VA.I.1.3 – Recognize and illustrate the elements of art to communicate personal experiences.N/AVA:Cr1VA:Cr1 – Generate and conceptualize artistic ideas and work.Approx. 60 min

V.T311 VT311

Improving the School through Sign Design

Improving the School through Sign Design

Students will plan a proposal for a new sign for the school that will enhance the functioning of the school for teachers and students. Using sketching materials, colored pencils, scissors, glue sticks, and black ultra-fine-point markers, students will design the new sign for the school. The design should be similar to simple street signs for automobiles, using simple shapes, colors, symbols, and words. The final design concept will be mounted on a black presentation sheet to add professional quality to the design proposal.

Each student will identify the problem that he or she wants to address. The problem can be real, and the student can offer significant improvements, enhancements, or additions to the school experience for students and/or teachers. The students may include humorous or fanciful ideas. The focus of this assessment item is on developing and producing preliminaries, possibilities, and drafts of ideas.

Students will make quick planning sketches and develop them into a final design proposal that shows their intended color schemes. Finally, students will write a short explanation of why they chose the shapes and colors they used. Use the website provided for students to research the best uses of shapes and colors for signs.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
7thN/A 2 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer. VA.MS.C.1VA.MS.C.1 – Students can connect, collaborate, and creatively problem solve through the use of critical thinking strategies to communicate ideas visually through the use of a variety of media.ART.VA.II.MS.7ART.VA.II.MS.7 – Create preliminaries, possibilities, and drafts in the creative problem solving process.ART.VA.II.7.7ART.VA.II.7.7 – Create preliminaries, possibilities, and drafts at an emerging level.N/AVA:Cr2VA:Cr2 – Organize and develop artistic ideas and work.Approx. 80 min

V.E301 VE301

Innovative Solutions to Everyday Problems

Innovative Solutions to Everyday Problems

Students will identify a design flaw in an item and create an innovative solution for improving their lives. Using the artistic/creative process, as identified in the Michigan Merit Curriculum guidelines (www.michigan.gov/documents/VPAA_167752_7.pdf, page 7), students will create a sketch using the artistic/creative process to show their identified design flaw and new innovation.

This item has not yet been field-tested.
8thN/A 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. VA.MS.C.1VA.MS.C.1 – Students can connect, collaborate, and creatively problem solve through the use of critical thinking strategies to communicate ideas visually through the effective use of a variety of media.ART.VA.II.MS.4ART.VA.II.MS.4 – Independently initiate new ideas employing inventiveness and innovation.ART.VA.II.8.4ART.VA.II.8.4 – Independently initiate new ideas employing inventiveness and innovation.N/AVA:Cr1VA:Cr1 – Generate and conceptualize artistic ideas and work.Approx. 50 min

V.T416 VT416

Interpreting and Applying a Theme

Interpreting and Applying a Theme

Students will view eight images of artwork from various cultures and eras, all related to themes of conflict, war, or power. They will write short answers to prompts that will allow them to make interpretive connections between meaning and function, and to derive one of the common themes (conflict, war, power, or similar). They will also consider ideas about the intent, effect, and/or function of the various works.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
9th, 10th, 11th, 12th 2 Students who have already completed their first year in an arts discipline and are now in their second year of instruction in the same arts discipline. 2 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer. VA.HS.R.1VA.HS.R.1 – Students can analyze, describe, and make connections between visual art and design and other disciplines throughout history, cultures, and everyday life.ART.VA.IV.HS.2ART.VA.IV.HS.2 – Describe the functions and explore the meaning of specific art objects within varied cultures, times, and places.R.3R.3 – Describe, analyze, and understand the visual, performing, or applied arts in historical, contemporary, social, cultural, environmental, and/or economic contexts.VA:Cr1VA:Cr1 – Generate and conceptualize artistic ideas and work.Approx. four 50 min class periods

V.E441 VE441

Interpreting Intent

Interpreting Intent

Students will view a work of art and critically interpret it in order to discern the work’s meaning and the artist’s intent. Using the technique of aesthetic scanning, students will consider four properties of a work of art: sensory, formal, technical, and expressive. A graphic organizer will help them develop their thinking, and then they will each write a short essay summarizing their observations and conclusions. This assessment will be especially useful if the teacher already uses this approach or one like it to analyze and interpret artwork. However, even if the teacher has not previously used aesthetic scanning in the classroom, this assessment aligns to the standards, and students should still be able to follow the prompts and complete the assessment.

The artwork being observed is Rage, Flower Thrower by Banksy. An alternate prompt, Guernica by Pablo Picasso, may also be used if this assessment is used as a pre/post assessment.

This item has not been field-tested by Michigan teachers.
9th, 10th, 11th, 12th 1 Students who fulfill their one credit visual, performing, or applied arts (VPAA) high school graduation requirement only, or who are in their first year of a multi-year VPAA program 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. VA.MS.R.1VA.MS.R.1 - Students can identify and connect common themes throughout visual history to make better sense of the world they live in and to better understand other concepts across curriculums. Students can apply a successful visual vocabulary when expressing their understanding of a variety of concepts.ART.VA.III.HS.1ART.VA.III.HS.1 - Analyze and describe the formal characteristics of a work of art or design.ART.VA.III.HS.2ART.VA.III.HS.2 - Describe how organizational principles are used to elicit emotional responses. ART.VA.III.HS.3ART.VA.III.HS.3 - Critically observe a work of art to evaluate and respond to the artist’s intent using art vocabulary and terminology. A.3A.3 - Analyze, describe, and evaluate works of art. VA:Re8VA:Re8 - Interpret intent and meaning in artistic work.50 minutes

V.T302 VT302

Inventive Insects

Inventive Insects

Students will work together to make a list of environmental issues, either natural or man-made. Each student will then design and create an imaginative insect that will help to solve one of the issues the student has identified. Students will use guiding questions to conceive the designs. Then they will do line drawings of their designs, which will finally be colored using colored pencils. Each student will label the parts of his or her insect drawing and then write a reflection to identify form and function.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
7thN/A 2 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer. VA.MS.C.1VA.MS.C.1 – Students can connect, collaborate, and creatively problem solve through the use of critical-thinking strategies to communicate ideas visually through the effective use of a variety of media.ART.VA.II.MS.4ART.VA.II.MS.4 – Independently initiate new ideas employing inventiveness and innovation.ART.VA.II.7.4ART.VA.II.7.4 – Initiate new ideas employing inventiveness and innovation at an emerging level, with increasing independence.N/AVA:Cr1VA:Cr1 – Generate and conceptualize artistic ideas and work.Approx. 250 min

V.E420 VE420

Kiln Loading Test

Kiln Loading Test

Students will demonstrate understanding of kiln technology and the stages of clay.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. field-tested
9th, 10th, 11th, 12th 3 Students who have already completed their first and second year courses in a single arts discipline and are now in their third year or fourth year of instruction in the same arts discipline. 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. C2C2 – Apply skills and knowledge to create in the arts.ART.VA.I.HS.5ART.VA.I.HS.5 – Responsibly and safely manage materials and tools.C.4C.4 – Use the best available and appropriate instruments, resources, tools, and technologies to facilitate critical decision-making, problem solving, editing, and the creation of solutions.VA:Pr5VA:Pr5 – Develop and refine artistic technique and work for presentation. Approx. one or more 50 min class periods

V.E307 VE307

Kinetic Sculpture Design

Kinetic Sculpture Design

Students will solve the problem of creating a kinetic sculpture, using the materials listed below. They will work with a few simple tools, with the goal of creating movement and balance using problem-solving abilities and skills with these common tools and materials.

This item has not yet been field-tested.
8thN/A 2 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer. VA.MS.P.1VA.MS.P.1 – Students can design and solve problems through the use of selected materials and processes while participating in art-making experiences.ART.VA.I.MS.2ART.VA.I.MS.2 – Use art materials and tools safely and responsibly.ART.VA.I.8.2ART.VA.I.8.2 – Appropriately apply the concept of proper use of art materials and using tools safely and responsibly.N/AVA:Cr2VA:Cr2 – Organize and develop artistic ideas and work.Approx. 60 min

V.T404 VT404

Logo Design for a Team or Club

Logo Design for a Team or Club

Students will design a new logo for a school team or club. The students will present rough sketches to the team or club member(s) and/or advisor(s) and use their feedback to inform the design process. The students will present the final logo design in a hallway exhibit and publish the new logo on letterhead, cards, T-shirts, or in the yearbook, or on a website.

This assessment has four parts to it:
o Part 1–Assessment Questions (Day 1)
o Part 2–Logo Research, Team or Club Selection, and Preliminary Sketches (Day 1)
o Part 3–Presentation to Advisor for Feedback (Day 2)
o Part 4–Refinement, Publishing, and Exhibition of Logo (Days 3–5)

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
9th, 10th, 11th, 12th 2 Students who have already completed their first year in an arts discipline and are now in their second year of instruction in the same arts discipline. 3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students. VA.HS.P.1VA.HS.P.1 – Apply skills and knowledge to perform in the arts.P1.4P1.4 – Exhibit, present, and publish quality works of art.ART.VA.I.HS.1ART.VA.I.HS.1 – Apply acquired knowledge and skills to the creative problem-solving process.ART.VA.II.HS.3ART.VA.II.HS.3 – Apply organizational principles and methods to create innovative works of art and design products.ART.VA.III.HS.4ART.VA.III.HS.4 – Evaluate the quality and effectiveness of one’s artwork.ART.VA.II.HS.4ART.VA.II.HS.4 – Apply knowledge and skill to symbolize the essence of an idea.VA:Cr2VA:Cr2 – Organize and develop artistic ideas and work.Approx. five 50 min class periods

V.E108 VE108

Loud Colors/ Loud Sounds—Soft Colors/ Soft Sounds

Loud Colors/Loud Sounds—Soft Colors/Soft Sounds

Students will relate color to music. Students will listen to two different music selections, one loud and one soft, and respond to each selection through coloring with crayon. This assessment could be adapted for kindergarten and second grade.

This assessment uses a Teacher Scoring Checklist and not a rubric.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. field-tested
1stN/A 3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students. VA.EL.R1VA.EL.R1 – Students can analyze, describe, and connect how art is made and the purpose it serves across disciplines and life.ART.VA.V.EL.3ART.VA.V.EL.3 – Understand and use comparative characteristics of the visual arts and other art disciplines.ART.VA.V.1.3ART.VA.V.1.3 – Identify similarities between the visual arts and other arts disciplines.N/AVA:Cr1VA:Cr1 – Generate and conceptualize artistic ideas and work.Approx. 30-50 min

V.E410 VE410

Mid-Process Self-Evaluation

Mid-Process Self-Evaluation

Students will stop midway through a longer assignment to think about their process. A fundamental part of the artistic/creative process is to problem-solve, make decisions, and edit. Often, artists get emotionally caught up in the process, and when something doesn’t seem to be working out, they get discouraged and want to quit. An important studio habit of mind is to engage and persist. An exercise like this encourages artists to work through a difficulty and to problem-solve by reflecting, experimenting, and revising.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
9th, 10th, 11th, 12th 1, 2 Students who are in their first or second year in a single arts discipline. 2 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer. VA.HS.C.1VA.HS.C.1 – Students can apply the creative process, materials, and organizational principles to devise innovative works of art and design individually and collaboratively.ART.VA.II.HS.1ART.VA.II.HS.1 – Identify, define problems, and reflect upon possible visual solutions.C.1C.1 – Engage in full iterative cycles of the artistic/creative process by problem seeking, exploring, making analytical, application, aesthetic, and design choices, before completion.C.5C.5 – Reflect on and articulate the steps and various relationships of the artistic/creative process.VA:Cr3VA:Cr3 – Refine and complete artistic work.Approx. 50 min

V.E310 VE310

Monuments

Monuments

Students will view six examples of monuments from a variety of cultures throughout history. They will choose one example and write a short interpretation of it. They will then create a drawing of their own idea for a monument, designed to reflect a style and culture of their choice. Afterward, they will write a short reflection describing the culture and the intent of their design.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
6thN/A 3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students. VA.MS.R.1VA.MS.R.1 – Students can identify and connect common themes throughout visual history to make better sense of the world they live in and to better understand other concepts across curriculums. Students can apply a successful visual vocabulary when expressing their understanding of a variety of concepts.ART.VA.IV.MS.1ART.VA.IV.MS.1 – Recognize, describe, analyze, and evaluate how art contributes to and reflects all societies and cultures.ART.VA.IV.6.1ART.VA.IV.6.1 – Recognize and describe how art contributes to and reflects all societies and cultures.N/AVA:Cn11VA:Cn11 – Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. Approx. 50 min

V.T204 VT204

My Best Artwork: Selecting, Evaluating, and Preparing Artwork

My Best Artwork: Selecting, Evaluating, and Preparing Artwork

Students will examine, review, and reflect on a collection of their own artwork (original or digital versions) and select one piece to present to the class, school, and/or community at large through a class exhibit. Each student will use the artwork to create a poster that includes the artwork and a personal artist’s statement that evaluates the artwork based on a given prompt.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
3rdN/A 2 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer. VA.EL.P1VA.EL.P1 – Students can select and apply materials and processes effectively and safely while participating in art making experiences.ART.VA.I.EL.4ART.VA.I.EL.4 – Participate in the process and delivery of a final product for exhibition or presentation.ART.VA.I.3.4ART.VA.I.3.4 – Select, present, and evaluate personal artwork.N/AVA:Pr5VA:Pr5 – Develop and refine artistic technique and work for presentation. Approx. 100 min

V.T201 VT201

My Cool Place—Using Architectural Design to Express Your Personality

My Cool Place—Using Architectural Design to Express Your Personality

The way people design the space around them reflects their identities. In this task, students will create an architectural design that expresses and celebrates an aspect of their personalities.

First, students will use a bank of personality-trait descriptor words to assign meaning to architectural design examples. Then students will choose words to describe their own personalities. Through drawing and painting with watercolors, students will create architectural designs that show a selected aspect of their personalities. Finally, students will reflect on their choices. This item could be modified and students could create a shoe design that expresses an aspect of their personalities with personality-trait descriptors that are concrete and career-oriented.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. field-tested
3rdN/A 3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students. VA.EL.C.1VA.EL.C.1 – Students can identify and apply various techniques, symbols, and materials to achieve desired effects when communicating ideas visually.ART.VA.II.EL.4ART.VA.II.EL.4 – Select and use subject matter, symbols and ideas to communicate meaning.ART.VA.II.3.4ART.VA.II.3.4 - Combine ideas, symbols, and experiences that express and communicate meaning.N/AVA:Cn10VA:Cn10 – Synthesize and relate knowledge and personal experiences to make art. Approx. 180-190 min

V.E414 VE414

Observing and Responding to North American Art

Observing and Responding to North American Art

Students will observe four North American artworks that reference American history and draw conclusions from them. In this assessment, the North American artworks selected reference U.S. history between 1850 and 1940.

Students’ conclusions may be based on their observations of the artworks and any prior knowledge they have of art or history. Their responses will be assessed using a Teacher Scoring Rubric focused on students’ ability to observe and describe content, support these observations with specific examples or evidence in the artwork, and use these skills to communicate their conclusions effectively.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. field-tested
9th, 10th, 11th, 12th 1 Students who fulfill their one credit visual, performing, or applied arts (VPAA) high school graduation requirement only, or who are in their first year of a multi-year VPAA program 2 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer. R.1R.1 – Students can analyze, describe, and make connections between visual art and design and other disciplines throughout history, cultures, and everyday life.ART.VA.IV.HS.3ART.VA.IV.HS.3 – Analyze the correlation between art, history, and culture throughout time.R.2R.2 – Identify, describe, and analyze connections across the visual, performing, and fine arts disciplines and other academic disciplines.VA:Cn11VA:Cn11 – Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. Approx. 50 min

V.E243 VE243

Original Symbol of Peaceful Environments

Original Symbol of Peaceful Environments

Students will brainstorm the characteristics of a peaceful environment, and then using crayons, markers, or colored pencils, they will each create an original symbol of their chosen characteristic. Examples of commonly used ideas and their symbols include recycling and the recycle symbol, peacefulness and the peace symbol, and love and the heart symbol.

This assessment does not include a rubric.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. field-tested
3rdN/A 3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students. VA.EL.C1VA.EL.C1 – All students will apply skills and knowledge to perform in the arts.ART.VA.II.3.4ART.VA.II.3.4 - Combine ideas, symbols, and experiences that express and communicate meaning. N/AVA:Cn10VA:Cn10 – Synthesize and relate knowledge and personal experiences to make art. Approx. 50 min

V.T206 VT206

Painting a Feeling Using Geometric Shapes and a Color Scheme

Painting a Feeling Using Geometric Shapes and a Color Scheme

Students will create an artwork incorporating the elements of art—shape, color, and value—and one principle of design—unity—to communicate a feeling or an emotion.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
5thN/A 2 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer. VA.EL.P1VA.EL.P1 – Students can select and apply materials and processes effectively and safely while participating in art making experiences.ART.VA.I.EL.3ART.VA.I.EL.3 – Use elements of art and principles of design to communicate ideas.ART.VA.I.5.3ART.VA.I.5.3 – Incorporate the elements of art and principles of design to communicate ideas.N/AVA:Cr2VA:Cr2 – Organize and develop artistic ideas and work.Approx. 200 min

V.E206 VE206

Personal Interests Web Banner

Personal Interests Web Banner

Each student will use a computer to create a leaderboard-sized (728 pixel x 90 pixel) web banner about himself or herself and his or her personal interests.

This item has not yet been field-tested.
5thN/A 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. VA.EL.P.1VA.EL.P.1 – Students can select and apply materials and processes effectively and safely while participating in art making experiences.ART.VA.I.EL.1ART.VA.I.EL.1 – Use materials, techniques, media, technology, and processes to communicate ideas and experiences.ART.VA.I.5.1ART.VA.I.5.1 – Use materials, techniques, media, technology, and processes to communicate ideas and experiences.N/AVA:Cr2VA:Cr2 – Organize and develop artistic ideas and work.Approx. 50 min

V.E439 VE439

Photographing 2-D & 3-D Art

Photographing 2-D & 3-D Art

This assessment can be used in programs that teach students how to take high quality photography of their work for entering exhibitions, for web display, for personal portfolios, and for college entrance and scholarship portfolios.

Students will demonstrate the ability to shoot, process, and select portfolio-quality photographs of their works of art. In a single class period, they will photograph one of their works, bracketing the exposures or otherwise taking three different photos of a single two-dimensional (2-D) or three-dimensional (3-D) work. They will then select the best of the three photos, adjust exposure, focus, contrast, and cropping as needed, and present both the three originals and the final processed photo for scoring.

This assessment can be done one student at a time if needed, depending on available facilities, over the course of the semester; it would be used most effectively during the last half of the second semester of a full-year class or when students have sufficient quality work available to document.

This item has not been field-tested by Michigan teachers.
9th, 10th, 11th, 12th 2 Students who have already completed their first year in an arts discipline and are now in their second year of instruction in the same arts discipline. 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. VA.HS.P.1VA.HS.P.1 – Students can intentionally select and apply materials and organizational principles to solve specific visual arts problems.ART.VA.I.HS.4ART.VA.I.HS.4 – Exhibit, present, and publish quality works of art. P.4P.4 – Perform, present, exhibit, publish or demonstrate the results of the artistic/creative process for an audience. Va:Pr5Va:Pr5 – Develop and refine artistic techniques and work for presentation.50 minutes

V.T419 VT419

Plan for Place

Plan for Place

Second-, third-, and fourth-year (Levels 2 and 3) students will develop a plan for a complex work of art based on the idea of place. Since this plan is a drawing only, students may envision a final work in any conceivable media or combination of media. The task will be introduced with two Art 21 video clips, some writing, and a mind-mapping exercise. Students will communicate their final vision in a plan for any media they choose. They will only make a drawing for a plan, not create the actual project.

After considering and selecting a place that has been important or meaningful to them, students will plan a work of art based upon that place. Their plan must include enough detail in drawings, sketches, and notes that the viewer can clearly envision the finished piece. Upon completion, students will reflect upon their creative process.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
10th, 11th, 12th 2, 3 Students who have at least had one year in a specific arts discipline. 3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students. VA.HS.P.1VA.HS.P.1 – Students can intentionally select and apply materials and organizational principles to solve specific visual arts problems.ART.VA.I.HS.1ART.VA.I.HS.1 – Apply acquired knowledge and skills to the creative problem-solving process.Strand.II/P.1Strand.II/P.1 – The student will apply the techniques, elements, principles, intellectual methods, concepts, and functions of the visual, performing, or applied arts discipline to communicate ideas, emotions and experiences; address opportunities to improve daily life; and solve problems with insight, reason, and competence.VA:Cn10VA:Cn10 – Synthesize and relate knowledge and personal experiences to make art. Approx. six 50 min class periods

V.E341 VE341

Pop Art Principles and Elements

Pop Art Principles and Elements

Students will use a stencil to trace a repeated image in each space on a four-by-four grid on a given sheet of 12″ x 12″ white drawing paper. They will then create a full-color illustration of one element of art and principle of design in each image. Finally, students may respond to a quiz about the elements of art and principles of design. These questions may be used as a pre- and post-assessment. This assessment could be administered at a lower grade if only the elements of art are assessed.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
6thN/A 3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students. VA.MS.C.1VA.MS.C.1 - Students can connect, collaborate, and creatively problem solve through the use of critical thinking strategies to communicate ideas visually through the effective use of a variety of media. ART.VA.II.6.1ART.VA.II.6.1 – Identify, design, and solve creative problems at a developing level. ART.VA.II.6.6ART.VA.II.6.6 - Make knowledgeable choices about materials, techniques, media technology, organizational principles, and processes to articulate ideas and communicate intended meaning at a developing level.N/AVA:Cr2VA:Cr2 – Organize and develop artistic ideas and work.Approx. 100 min

V.E436 VE436

Powerful Portfolios

Powerful Portfolios

Students will analyze, select, and critique personal artwork for a portfolio presentation. They will select up to twelve images from their personal artistic production over the three years of visual arts they have taken in high school.

The images will be analyzed/critiqued by the student for the demonstration of achievement in the use of four categories—themes, media, design elements, and creativity.

This assessment assumes that students have been creating and documenting their art through digital photography over the course of more than two years of art classes, and that these classes have served to develop their understandings of art based on themes or “big ideas,” and the use of media, design elements (i.e., elements and principles), and creativity. Students must also have sufficient computer skills to create Word documents that contain images and save them as PDFs.

Students will demonstrate the ability to assemble a portfolio appropriate for an intended audience of reviewers for college entrance or competitive scholarships. They will present work in organized categories that will clearly demonstrate specific abilities, going beyond a simple collection of images, to show focused skills and the ability to apply organizational principles when presenting artwork.

This assessment is appropriate for programs using teaching based on themes/big ideas, the use of traditional modernist design elements and principles, and/or programs using “Postmodern Principles and Practices” as developed by Olivia Gude. The complete article in which these postmodern principles and practices are discussed is available at https://elearning.psu.edu/drupal6/content/aed813/pdfs/Gude_2004.pdf.

This item has not been field-tested by Michigan teachers.
9th, 10th, 11th, 12th 3 Students who have already completed their first and second year courses in a single arts discipline and are now in their third year or fourth year of instruction in the same arts discipline. 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. VA.HS.P.1VA.HS.P.1 – Students can intentionally select and apply materials and organizational principles to solve specific visual arts problems. ART.VA.I.HS.4ART.VA.I.HS.4 – Exhibit, present, and publish quality works of art. P.4P.4 – Perform, present, exhibit, and publish or demonstrate the results of the artistic/creative process for an audience. VA:Pr4VA:Pr4 – Select, analyze, and interpret artistic work for presentation.100 minutes

V.T313 VT313

Public Sculpture Design

Public Sculpture Design

Students will view a set of six well-known public works of art from a variety of times and locations, find personal, family, and community connections to the art, and describe personal, family, and community connections with artworks. Their responses will be in the form of a model for their own three-dimensional artwork in response to a public artwork chosen from the images. They will sketch their ideas and then build the model using cardboard, glue, and paint. They may incorporate found objects into their artwork if they wish. They will have six class periods to complete the work and write a reflection.

It is important that the administering teacher not impose stereotypical definitions of family when discussing and reflecting. Include all versions of family, society, and community.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
7thN/A 3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students. VA.MS.R.1VA.MS.R.1 – Students can identify and connect common themes throughout visual history to make better sense of the world they live in and to better understand other concepts across curriculums. Students can apply a successful visual vocabulary when expressing their understanding of a variety of concepts.ART.VA.V.MS.1ART.VA.V.MS.1 – Effectively recognize and describe personal, family, and community connections with artworks.ART.VA.V.7.1ART.VA.V.7.1 – Recognize and describe personal, family, and community connections with artworks at an emerging level.N/AVA:Cn11VA:Cn11 – Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. Approx. 245 min

V.T420 VT420

Public Service Announcement

Public Service Announcement

Students will create public service announcements (PSAs) that inform and call other students and adults to action regarding topics of healthy choices, diversity, and character development (as outlined by the Meijer Great Choices Film Festival).

Note: Students may use their own electronic devices to create the videos. Free apps are available that may be used for video editing. Participation in the Meijer Great Choices Film Festival, which is mentioned in the item, is optional.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
9th, 10th, 11th, 12th 3 Students who have already completed their first and second year courses in a single arts discipline and are now in their third year or fourth year of instruction in the same arts discipline. 3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students. VA.HS.C.1VA.HS.C.1 – Students can apply the creative process, materials, and organizational principles to devise innovative works of art and design individually and collaboratively.ART.VA.I.HS.1ART.VA.I.HS.1 – Apply acquired knowledge and skills to the creative problem-solving process.ART.VA.II.HS.4ART.VA.II.HS.4 – Apply knowledge and skills to symbolize the essence of an idea.ART.VA.II.HS.8ART.VA.II.HS.8 – Explore social and global issues through the application of the creative process.C.2C.2 – Develop an idea, question, or problem that is guided by the personal, historical, contemporary, cultural, environmental, and/or economic contexts of the visual, performing, or applied arts discipline.VA:Cn11VA:Cn11 – Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. Approx. eight 50 min class periods

V.T303 VT303

Realistic and Abstract Works of Art

Realistic and Abstract Works of Art

Students will each create two pieces of art, one that explores the idea of realism and one that explores the idea of abstraction, reshaping something in the natural world for expressive purpose. Students will use the subject matter of portraits, still lifes, or landscapes in their work, and 2-D materials of their choice to complete them.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
8thN/A 2 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer. VA.MS.C.1VA.MS.C.1 – Students can connect, collaborate, and creatively problem solve through the use of critical-thinking strategies to communicate ideas visually through the effective use of a variety of media.ART.VA.II.MS.6ART.VA.II.MS.6 – Make knowledgeable choices about materials, techniques, media technology, organizational principles and processes to effectively articulate ideas and communicate intended meaning.ART.VA.II.8.6ART.VA.II.8.6 – Make knowledgeable choices about materials, techniques, media technology, organizational principles and processes to effectively articulate ideas and communicate intended meaning.N/AVA:Cr2VA:Cr2 – Organize and develop artistic ideas and work.Approx. 260 min

V.T107 VT107

Recording a New Animal

Recording a New Animal

Students will imagine that they have discovered a new animal and that they need to record as much information as they can about this new animal, using lists and drawings. They will sketch their ideas for the new animal, keeping in mind the animal’s basic requirements for maintaining life, which are typically covered in second-grade life science. They will create a list of their animals’ observable traits and characteristics of the animals’ habitats. To complete this assessment, students will draw their new animals within the animals’ natural habitats, which could be places the students have never been. Students will then write a short summary telling others about their new animal.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. connections cross-discipline exemplars field-tested habitat integration life science multi-discipline science
2ndN/A 3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students. VA.EL.R.1VA.EL.R.1 – Students can analyze, describe, and connect how art is made and the purpose it serves across disciplines and life.ART.VA.V.EL.4ART.VA.V.EL.4 – Make connections between the visual arts and other disciplines in the curriculum through student artwork.ART.VA.V.2.4ART.VA.V.2.4 – Make connections between the visual arts and other disciplines in the curriculum through student artwork.N/AVA:Cn10VA:Cn10 – Synthesize and relate knowledge and personal experiences to make art. Approx. 160-200 min

V.T209 VT209

Redesign—Make it Bad, Then Make it Better

Redesign—Make it Bad, Then Make it Better

Each student will select and cut out of a magazine a picture of a designed object from everyday life. Each student will paste the picture into his or her Student Booklet and then redesign it in two different ways. Three assessment questions will ask students to explain how different design choices can be good or bad ideas as they relate to the object’s intended everyday use.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
5thN/A 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. VA.EL.R.1VA.EL.R.1 – All students will recognize, analyze, and describe connections among the arts; between the arts and other disciplines; between the arts and everyday life.ART.VA.V.EL.1ART.VA.V.EL.1 – Explain how visual arts have inherent relationships to everyday life.ART.VA.V.5.1ART.VA.V.5.1 – Explain how the visual arts have inherent relationships to everyday life.N/AVA:Cr1VA:Cr1 – Generate and conceptualize artistic ideas and work.Approx. 100 min

V.E333 VE333

Reflect on and Refine Your Work

Reflect on and Refine Your Work

Students will reflect on their work prior to its completion. After reflection, students will develop a plan to refine and complete their work.

This model will work best with a longer-term, more thoughtful project. The work selected should be about three-fourths done—far enough along to analyze and reflect on, but not so far along that students are less inclined to think about making changes.

Be prepared to copy the students’ Reflections and Work Plans to return to them as they complete their work. This could also be useful to them for writing an artist statement and/or selecting work for exhibition.

This item has not been field-tested by Michigan teachers.
6th, 7th, 8thN/A 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. VA.MS.C1VA.MS.C1 – Students can connect, collaborate, and creatively problem solve through the use of critical thinking strategies to communicate ideas visually through the effective use of a variety of media.ART.VA.II.MS.5ART.VA.II.MS.5 – Consistently demonstrate reflective thinking practices when identifying, designing, and solving creative problems.ART.VA.II.6.5ART.VA.II.6.5 – Demonstrate reflective thinking practices at a developing level.ART.VA.II.7.5ART.VA.II.7.5 – Demonstrate reflective thinking practices at an emerging level.ART.VA.II.8.5ART.VA.II.8.5 – Consistently demonstrate reflective thinking practices when identifying, designing, and solving creative problems.N/AVA:Cr3VA:Cr3 – Refine and complete artistic work.50 minutes

V.T106 VT106

Reflect, Revise, Revue—Preparing Your Best Work for Exhibit

Reflect, Revise, Revue—Preparing Your Best Work for Exhibit

Students will select one drawing from their portfolios, revise the drawing, and mount it for exhibit. Students will then reflect on the selected drawing, answer three questions about the work, and tell two ways in which they could revise their work.

In the performance aspect of the assessment, students will use their written reflections to modify their artwork, making at least two changes to their original drawings.

In the final portion of the performance task, students will mount their completed artwork for exhibit. The final portion is not scored.

This item has not yet been field-tested.
2ndN/A 2 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer. VA.EL.P.1VA.EL.P.1 – Students can select and apply materials and processes effectively and safely while participating in art making experiences.ART.VA.I.EL.4ART.VA.I.EL.4 – Participate in the process and delivery of a final product for exhibition or presentation.ART.VA.I.2.4ART.VA.I.2.4 – Use revision strategies to modify personal artwork and then mount it to enhance its presentation.N/AVA:Pr5VA:Pr5 – Develop and refine artistic technique and work for presentation. Approx. 80 min

V.T210 VT210

Restaurant Logo Design

Restaurant Logo Design

Students will create their own restaurant logo using imagery to communicate information about the restaurant. After creating the logo, students will write a reflection explaining their use of images to convey meaning in their artwork.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
4thN/A 2 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer. VA.EL.C.1VA.EL.C.1 – Students can identify and apply various techniques, symbols, and materials to achieve desired effects when communicating ideas visually.ART.VA.II.EL.4ART.VA.II.EL.4 – Select and use subject matter, symbols and ideas to communicate meaning.ART.VA.4.4ART.VA.4.4 – Analyze and reflect on the uses of subject matter, symbols, and ideas to express and communicate meaning in artwork.N/AVA:Cn10VA:Cn10 – Synthesize and relate knowledge and personal experiences to make art. Approx. 100 min

V.E406 VE406

Review Your Portfolio

Review Your Portfolio

Students will review their portfolios of work by going through a process of critique that leads them to selecting what they consider to be their most successful and least successful work.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
9th, 10th, 11th, 12th 3 Students who have already completed their first and second year courses in a single arts discipline and are now in their third year or fourth year of instruction in the same arts discipline. 2 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer. VA.HS.P.1VA.HS.P.1 – Students can intentionally select and apply materials and organizational principles to solve specific visual arts problems.ART.VA.I.HS.4ART.VA.I.HS.4 – Exhibit, present, and publish quality works of art.P.4P.4 - Perform, Present, exhibit, publish, or demonstrate the results of the artistic/creative process for an audience.VA:Re9VA:Re9 – Apply criteria to evaluate artistic work.Approx. 50 min

V.T305 VT305

Review Your Portfolio

Review Your Portfolio

Students will review their portfolios for the class midway through the semester or trimester. Each student will select what they consider to be their most successful work and their least successful work, based on the dimensions of creativity, craftsmanship, composition, and communication of content. They will write artist’s statements in response to guiding questions that support their selections. The students will then present their artist’s statements. Students should be familiar with the terms “creativity,” “craftsmanship,” “composition,” and “communication of content.” The assessment will conclude with students engaging in peer critiques.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. field-tested
7thN/A 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. VA.MS.P1VA.MS.P1 – Participate in the process and delivery of a final product for exhibition or presentation.ART.VA.I.MS.5ART.VA.I.MS.5 – Produce and exhibit a final product that demonstrates quality craftsmanship and a technique.ART.VA.I.7.5ART.VA.I.7.5 – Produce and exhibit a final product that demonstrates quality craftsmanship and technique at an emerging level.N/AVA:Re9VA:Re9 – Apply criteria to evaluate artistic work.Approx. 95 min

V.E102 VE102

Robots in Geometric Shapes and Primary Colors

Robots in Geometric Shapes and Primary Colors

Students will answer two selected-response questions about shape. Then using color and geometric shapes, students will create a robot that makes the world a better place.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
1stN/A 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. VA.EL.C.1VA.EL.C.1 – Students can identify and apply various techniques, symbols, and materials to achieve desired effects when communicating ideas visually.ART.VA.II.EL.2ART.VA.II.EL.2 – Apply knowledge of how visual characteristics and organizational principles communicate ideas.ART.VA.II.1.1ART.VA.II.1.1 – Explore the use of knowledge of the elements of art.N/AVA:Cr3VA:Cr3 – Refine and complete artistic work.Approx. 50 min

V.E405 VE405

Safety Poster

Safety Poster

Students will be asked about their knowledge of safe management and use of art classroom tools and materials. Students will be given a list of potentially hazardous tools and materials and asked to create a safety poster using basic computer graphic design tools.

Teachers should create a series of tools and materials lists they will give to students. They may give different subsets of a main list (e.g., tools that are sharp; tools used with clay, tools used in jewelry making, permanent paints and inks, brushes) to different groups of students in order to get a variety of results.

The list of tools and materials may include but is not limited to:
o Scissors
o X-ACTO knives
o Paper cutter
o Pin tools
o Wire clay cutter
o Extruder
o Slab roller
o Power tools and other electrical devices
o Long hair, dangling earrings, and other jewelry
o Acrylic paints and inks

This item has not been field tested by Michigan teachers.
9th, 10th, 11th, 12th 1, 2, 3 Students who are at any year in a single arts discipline. 2 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer. VA.HS.P.1VA.HS.P.1 – Students can intentionally select and apply materials and organizational principles to solve specific visual arts problems.ART.VA.I.HS.5ART.VA.I.HS.5 – Responsibly and safely manage materials and tools.P.2P.2 – Demonstrate skillful use of vocabularies, tools, instruments, and technologies of the visual, performing, or applied arts disciplines.MU:Pr5MU:Pr5 – Develop and refine artistic technique and work for presentation. Approx. three 50 min class periods

V.T205 VT205

Scanograms

Scanograms

Students will arrange small, ready-made objects provided by the teacher in a creative composition in order to create a scanogram digital photograph that is visually pleasing and communicates an idea or an experience.
This assessment could be adapted for grades 5–8 by varying the complexity of the editing process and/or the artist reflection.

This item has not yet been field-tested.
4thN/A 3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students. VA.EL.P1VA.EL.P1 – Students can select and apply materials and processes effectively and safely while participating in art making experiences.ART.VA.I.EL.1ART.VA.I.EL.1 – Use materials, techniques, media, technology, and processes to communicate ideas and experiences.ART.VA.I.4.1ART.VA.I.4.1 – Use technologies to communicate ideas and experiences.N/AVA:Cr2VA:Cr2 – Organize and develop artistic ideas and work.Approx. 115 min

V.T414 VT414

Self-Critique at Artwork Completion

Self-Critique at Artwork Completion

Students will complete a written evaluation of the quality and effectiveness of their artwork. They will complete the task choosing one piece of their own work of art. At the teachers desertion they may choose to have each student evaluate the same piece of work. Teachers may choose to have students use this task at the end of every project.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
9th, 10th, 11th, 12th 1, 2, 3 Students who are at any year in a single arts discipline. 2 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer. VA.HS.R.1VA.HS.R.1 – Students can analyze, describe, and make connections between visual arts and design and other disciplines throughout history, cultures, and everyday life.ART.VA.III.HS.4ART.VA.III.HS.4 – Evaluate the quality and effectiveness of one’s work.R.1R.1 – Observe, describe, reflect, analyze, and interpret works of the visual, performing, or applied arts.VA:Re7VA:Re7 – Perceive and analyze artistic work.VA:Re9VA:Re9 – Apply criteria to evaluate artistic work.Approx. two to three 50 min class periods

V.E408 VE408

Self-Portrait as Food Sculpture Design

Self-Portrait as Food Sculpture Design

Students will create a design, i.e., a piece of 2-D art that will address the theme “self portrait as food.” Students are to be given a range of materials from which to choose.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
9th, 10th, 11th, 12th 1 Students who fulfill their one credit visual, performing, or applied arts (VPAA) high school graduation requirement only, or who are in their first year of a multi-year VPAA program 2 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer. P.2P.2 – Apply skills and knowledge to create in the arts.ART.VA.II.HS.5ART.VA.II.HS.5 – Reflect, articulate and edit the development of artwork throughout the creative process.C.1C.1 – Engage in full iterative cycles of the artistic/creative process by problem seeking, exploring, making analytical, application, aesthetic, and design choices before completion.VA:Cr1VA:Cr1 – Generate and conceptualize artistic ideas and work.Approx. two 50 min class periods

V.E205 VE205

Self-Portraits: From Creation to Exhibition and Evaluation

Self-Portraits: From Creation to Exhibition and Evaluation

Each student will create a full-color self-portrait. They will then choose the color of the construction paper on which they will mount their self-portraits. Finally, students will group their self-portraits based on similarities to create a class exhibit and collaboratively evaluate the exhibit.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
4thN/A 2 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer. VA.EL.R.1VA.EL.R.1 - Students can analyze, describe, and connect how art is made and the purpose it serves across disciplines and life. ART.VA.I.EL.4ART.VA.I.EL.4 – Participate in the process and delivery of a final product for exhibition or presentation.ART.VA.I.4.4ART.VA.I.4.4 – Prepare, present, and collaboratively evaluate personal artwork.N/AVA.Pr4VA.Pr4 - Select, analyze, and interpret artistic work for presentation.Approx. 110 min

V.T405 VT405

Self-Publication (Zine)

Self-Publication (Zine)

Students will create and publish a zine on a topic of their choice. A zine is a small booklet or magazine that is self-published using a copier.

The topic of the zine should be an issue of interest in a community—local, national, or international. The issue will be up to the student, and what the issue is can be very open. It may be very personal or of wider social interest. The goal is to inform an audience about the issue or show what the student thinks about the issue. He or she will decide on the age level, profile, and interests of the audience and the content should fit the chosen audience. The students will also describe how he or she will distribute the zine.

This item has not been field-tested by Michigan teachers.
9th, 10th, 11th, 12th 2 Students who have already completed their first year in an arts discipline and are now in their second year of instruction in the same arts discipline. 2 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer. M.HS.P.1M.HS.P.1 – Apply skills and knowledge to perform in the arts.ART.VA.I.HS.4ART.VA.I.HS.4 – Exhibit, present, and publish quality works of art.P.4P.4 – Perform, present, exhibit, publish, or demonstrate the results of the artistic/creative process for an audience.VA:Cr2VA:Cr2 – Organize and develop artistic ideas and work.Approx. five 50 min class periods

V.E416 VE416

Simple Machine Design

Simple Machine Design

Students will analyze, describe, and make connections between visual art and design and other disciplines throughout history, cultures, and everyday life.

Leonardo da Vinci was one of the most intriguing men in history—an ordinary person who did extraordinary things. He was an accomplished artist, designer, engineer, philosopher, and scientist at the same time. Leonardo da Vinci’s inventions can be looked at, analyzed, and discussed, asking whether they work, how they work, and why they work. This assessment will reinforce the connections between art and the academic curriculum.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
9th, 10th, 11th, 12th 2 Students who have already completed their first year in an arts discipline and are now in their second year of instruction in the same arts discipline. 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. VA.HS.R.1VA.HS.R.1 – Students can analyze, describe, and make connections between visual art and design and other disciplines throughout history, cultures, and everyday life.ART.VA.V.HS.5ART.VA.V.HS.5 – Recognize the role of art across the academic curriculum.III.R.4III.R.4 – Experience, analyze, and reflect on the variety of meanings that can be derived from the results of the artistic/creative process.VA:Cn10VA:Cn10 – Synthesize and relate knowledge and personal experiences to make art. Approx. two 50 min class periods

V.T310 VT310

Social Issue Digital Image

Social Issue Digtal Image

Students will create artwork that addresses a relevant social issue within their school or community in a way that captures viewers’ attention and generates thought. This assessment asks students to combine a digital image with text in order to make a visual statement.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
6thN/A 2 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer. VA.MS.R.1VA.MS.R.1 – Students can identify and connect common themes throughout visual history to make better sense of the world they live in and to better understand other concepts across the curriculums. Students can apply a successful visual vocabulary when expressing their understanding of a variety of concepts.ART.VA.III.MS.6ART.VA.III.MS.6 – Identify personal and community experiences within works of art.ART.VA.III.6.6ART.VA.III.6.6 – Identify personal and community experiences within works of art at a developing level.N/AVA:Cn10VA:Cn10 – Synthesize and relate knowledge and personal experiences to make art. Approx. 100 min

V.E409 VE409

Social/ Global Issues Collage

Social/Global Issues Collage

Students are asked to examine the work provided from the street artist Banksy and respond to the social comment he could be making with his work. Students will use collage and assemblage to explore social and global issues through the application of the creative process.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
9th, 10th, 11th, 12th 2, 3 Students who have at least had one year in a specific arts discipline. 2 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer. VA.HS.C.1VA.HS.C.1 – Students can apply the creative process, materials, and organizational principles to devise innovative works of art and design individually and collaboratively.ART.VA.II.HS.8ART.VA.II.HS.8 – Explore social and global issues through the application of the creative process.ART.VA.II.HS.2ART.VA.II.HS.2 – Create artwork using materials and techniques with skill so that personal intentions are carried outC.2C.2 – Develop an idea, question, or problem that is guided by the personal, historical, contemporary, cultural, environmental, and/or economic contexts of the visual, performing, or applied arts discipline.VA:Re8VA:Re8 – Interpret intent and meaning in artistic work.Approx. three or more 50 min class periods

V.E347 VE347

Take a Superhero to Lunch

Take a Superhero to Lunch

After viewing a selection of lunch boxes depicting images of superheroes (heroic characters with special talents), students will be presented with the following scenario: The gift shop in a large art museum wants to sell lunch boxes featuring sculptures of famous heroes throughout history. In order to make the lunch boxes appeal to children their age, the gift shop wants students to select one of the images presented and tell why they think the image should appear on the lunch boxes.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. field-tested
6thN/A 3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students. VA.MS.R.1VA.MS.R.1 - Students can identify and connect common themes throughout visual history to make better sense of the world they live in and to better understand other concepts across curriculums. Students can apply a successful visual vocabulary when expressing their understanding of a variety of concepts.ART.VA.V.MS.1ART.VA.V.MS.1 - Effectively recognize and describe personal, family and community connections with artworks.ART.VA.V.6.1ART.VA.V.6.1 - Recognize and describe personal, family and community connections with art works at a developing level.N/AVA:Re8VA:Re8 – Interpret intent and meaning in artistic work.Approx. 60 min

VT330 VT330

Team Exhibiting

Team Exhibiting

At the end of a unit of study (semester-, or year-long course), groups of four students will curate and design an exhibit that displays their collective works. Five works of art are to be selected in advance by each student. Students should select their best works from this class (or alternatively, artwork based on an agreed-upon theme).

Students will be working together to arrange an exhibit of their work and should have experience in arranging artwork on the basis of theme, color, size, and other elements and principles. Student labels will be created to accompany each work. Students will prepare a space to exhibit their artwork. Teachers may find this useful in planning end-of-year exhibits, since this assessment gives students ownership in the exhibit.

This item has not been field-tested by Michigan teachers.
7th, 8thN/A 2 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer. VA.MS.C.1VA.MS.C.1 – Students can connect, collaborate, and creatively problem solve through the use of critical thinking strategies to communicate ideas visually through the effective use of a variety of media.ART.VA.I.MS.5ART.VA.I.MS.5 – Produce and exhibit a final product that demonstrates quality craftsmanship and technique.ART.VA.I.7.5ART.VA.I.7.5 – Produce and exhibit a final product that demonstrates quality craftsmanship and technique at an emerging level.ART.VA.I.8.5ART.VA.I.8.5 – Effectively produce and exhibit a final product that demonstrates quality craftsmanship and technique.N/AVA:Pr4VA:Pr4 – Select, analyze, and interpret artistic work for presentation. 150 minutes

V.T341 VT341

The Art of Advertising

The Art of Advertising

Students will identify artistic techniques used in selected public service announcements (PSAs) and then create their own PSA using text and images.

This item has not been field-tested by Michigan teachers.
6th, 7th, 8thN/A 3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students. VA.EL.R.1VA.EL.R.1 – Students can analyze, describe, and connect how art is made and the purpose it serves across disciplines and life.ART.VA.V.EL.1ART.VA.V.EL.1 – Explain how the visual arts have inherent relationships to everyday life.ART.VA.V.5.1ART.VA.V.5.1 – Explain how visual arts have inherent relationships to everyday life.N/AVA:Pr6VA:Pr6 – Convey meaning through the presentation of artistic work.VA:Cn11VA:Cn11 – Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.100-200 minutes

V.E304 VE304

The Exquisite Corpse Game

The Exquisite Corpse Game

Students will construct an Artist Trading Card based on the collaborative ideas of others using 2-D media. Students will begin with a collaborative sentence-writing game originated during the surrealist art movement. Students will then illustrate the results of the collaborative sentence on their own Artist Trading Cards. At the end of the assessment, students will write a short reflection about their work and the process used to create it.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
6thN/A 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. VA.MS.C.1VA.MS.C.1 – Students can connect, collaborate, and creatively problem solve through the use of critical thinking strategies to communicate ideas visually through the effective use of a variety of media.ART.VA.II.MS.3ART.VA.II.MS.3 – Collaborate, communicate, and work with others to create new ideas.ART.VA.II.6.3ART.VA.II.6.3 – Collaborate, communicate, and work with others to create new ideas at a developing level.N/AVA:Cr1VA:Cr1 – Generate and conceptualize artistic ideas and work.Approx. 50 min

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Tool Safety Creatures

Tool Safety Creatures

Students will be creating informational creature drawings demonstrating how to use art room tools safely and appropriately. Artwork will include a visual representation of the informational creature using the selected tool appropriately, as well as thought/speech bubbles to reinforce appropriate tool use.

This item has not been field-tested by Michigan teachers. exemplars
3rdN/A 3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students. VA.EL.P.1VA.EL.P.1 – Students can select and apply materials and processes effectively and safely while participating in art making experiences.ART.VA.I.EL.3ART.VA.I.EL.3 – Use elements of art and principles of design to communicate ideas.ART.VA.I.3.2ART.VA.I.3.2 – Demonstrate control and safe use of a variety of art tools with environmental awareness.N/AVA:Cr2VA:Cr2 – Organize and develop artistic ideas and work.Approx. 45 min

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Trash to Treasure

Trash to Treasure

Students will view a short (3:18) video entitled “Chinese-Born Artist Ma Li Makes Treasure from Trash.” Based on their observations, students will respond to two reflective questions. Then students will each sketch a plan for a work of art that uses trash and conveys a meaningful idea.

This item has not been field-tested by Michigan teachers.
8thN/A 3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students. VA.MS.R.1VA.MS.R.1 – Students can identify and connect common themes throughout visual history to make better sense of the world they live in and to better understand other concepts across curricula. Students can apply a successful visual vocabulary when expressing their understanding of a variety of concepts. VA.MS.C.1VA.MS.C.1 – Students can connect, collaborate, and creatively problem solve through the use of critical thinking strategies to communicate ideas visually through the effective use of a variety of media.ART.VA.III.2ART.VA.III.2 – Interpret artwork searching for embedded meaning, function, and personal connections.ART.VA.III.8.2ART.VA.III.8.2 – Effectively interpret artwork searching for embedded meaning, function, and personal connections.ART.VA.III.3ART.VA.III.3 – Describe how the artists’ choice of materials, techniques, media technology, and processes influence the viewer.ART.VA.III.8.3ART.VA.III.8.3 – Effectively describe how the artists’ choice of materials, techniques, media technology, and processes influence the viewer.N/AVA:Pr6VA:Pr6 – Convey meaning through the presentation of artistic work.VA:Cn11VA:Cn11 – Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. 50 minutes

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Using Memories in Your Artwork

Using Memories in Your Artwork

Students will respond to and create a drawing to show how a memory or personal experience can influence the content of artwork.

Students will be asked to look for three visual and storytelling details that might let them know about a childhood memory that would have influenced this artwork. They will then be asked to describe what in the sculpture makes them think this. Students will be asked to look at Henry Moore’s sculpture Rocking Chair No. 2 in their Student Booklets.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
3rdN/A 3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students. VA.EL.R1VA.EL.R1 – Students can analyze, describe, and connect how art is made and the purpose it serves across disciplines and life.ART.VA.III.EL.5ART.VA.III.EL.5 – Understand how personal experiences can influence the development of artwork.ART.VA.III.EL.3.5ART.VA.III.EL.3.5 – Discuss how personal experiences can influence the creation of art.N/AVA:Cn10VA:Cn10 – Synthesize and relate knowledge and personal experiences to make art. Approx. 40 min

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Utopia Design

Utopia Design

The utopia design uses as a major objective the idea that a utopia serves to support a community, not just the needs of the designer. The needs of a community can be very utilitarian; the basic needs of survival are always addressed by the community. A utopian community would also nurture people to help them to be healthy, happy, loved, and fulfilled.

After responding to both selected and constructed response items, students will brainstorm and research ideas about utopia to develop a series of sketches expressing their choices of utopian features. From the sketches, students will create a final work using their choice of media. Students will be asked to place an emphasis on creating a utopia as a society, not just a personal hedonistic theme park.

The skills and techniques to be assessed will be the development of coherent visual structures based on intentional use of elements and principles of art to express meanings around the theme of utopia.

Visual structures chosen may include forms such as charts or maps, cutaways, and magnifications. Various structures could be combined or juxtaposed. Game boards could be designed. Collections of features could be drawn in a grid as a form of scientific documentation of an imagined society. There are no limits, and realism should not be emphasized or favored.

This item has not yet been field-tested.
9th, 10th, 11th, 12th 2 Students who have already completed their first year in an arts discipline and are now in their second year of instruction in the same arts discipline. 2 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer. VA.HS.C.1VA.HS.C.1 – Students can apply the creative process, materials, and organizational principles to devise innovative works of art and design individually and collaboratively.ART.VA.II.HS.2ART.VA.II.HS.2 – Create artwork using materials and techniques with skill so that personal intentions are carried out.C.1C.1 – Engage in full iterative cycles of the artistic/creative process by problem seeking, exploring, and making analytical, application, aesthetic, and design choices, before completion.VA:Cr3VA:Cr3 – Refine and complete artistic work.Approx. six 50 min class periods

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What’s the Big Idea?

What's the Big Idea?

In this assessment, students will select three works from their portfolio that demonstrate a single central intent, focus, meaning, theme, or “big idea.” They will identify that unifying idea and describe how they have used it in their art. The content standard states “quality works of art.” Quality in this assessment is used to describe the application of art methods to sustained thematic investigations over a number of works, which are then prepared for presentation with accompanying artist statements.

This assessment assesses each student’s ability to describe specific ways that a meaning was explored in depth and evidenced in his or her art in preparing to present the work for exhibition, publication, web-based public portfolio, or the artist’s website. The meaning the works share may be a subject, an idea, a belief, a theme, an intent, an exploration of a style, an “ism,” or whatever concept unifies the work as a series or body of work.

This assessment is ideal for use in programs that incorporate the teaching of meaning in art education. Programs using theme-based unit plans, where students explore a theme or big idea over a series of artworks will prepare students for this event. Any program that has students creating works with social meanings that run across multiple works or series would also be appropriate. Students should be experienced in writing interpretive responses to artworks and/or in writing artist’s statements as part of presenting their art production.

This item has not been field-tested by Michigan teachers.
9th, 10th, 11th, 12th 2 Students who have already completed their first year in an arts discipline and are now in their second year of instruction in the same arts discipline. 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. VA.HS.R.1VA.HS.R.1 – Students can analyze, describe, and make connections between visual art and design and other disciplines throughout history, cultures, and everyday life. ART.VA.I.HS.4ART.VA.I.HS.4 – Exhibit, present, and publish quality works of art. R.4R.4 – Experience, analyze, and reflect on the variety of meanings that can be derived from the results of the artistic/creative process. Va:Pr4Va:Pr4 – Select, analyze, and interpret artistic work for presentation.50 minutes

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What’s Your Favorite Food?

What’s Your Favorite Food?

Students will identify their favorite food, draw it in pencil, and then choose one or more drawing media to add color. Students should be focusing on using elements and principles of design such as color, line, shape, pattern, and unity to convey their favorite food to the audience. Students will then hold up their drawing in front of the class and tell the class about what they drew and why.

There is no Student Booklet used with this assessment.

This item has not yet been field-tested.
KindergartenN/A 2 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer. VA.EL.P.1VA.EL.P.1 – Students can select and apply materials and processes effectively and safely while participating in art-making experiences.ART.VA.I.EL.3ART.VA.I.EL.3 – Use materials, techniques, media, technology, and processes to communicate ideas and experiences.ART.VA.I.K.3ART.VA.I.K.3 – Use elements of art and principles of design to communicate ideas.N/AVA:Cr2VA:Cr2 – Organize and develop artistic ideas and work.Approx. 45 min

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Write an Artist Statement

Write an Artist Statement

Students will choose one work from a portfolio of digital images of their art and write an artist statement for the work. The statement will include their artistic influences, their own intent in creating the work, and an interpretation of a social meaning or theme. The statement will be assessed for content that refers to visual aspects of the artwork as evidence.

This assessment would be useful near the end of a first-year art class that included meaning-based art education, with the consistent use of examples from established contemporary artists and art history as references for influences and models for creativity, and where written statements were part of art production. Teaching of Feldman’s method for art criticism (Edmund Burke Feldman, Varieties of Visual Experience, 1992) would also be helpful preparation for this event.

This assessment may be used to show student progress by giving the assessment early in the class and again at the end. This assessment may also be modified for Levels 2 and 3. For Level 2, students should select two pieces; for Level 3, students should select three pieces.

This item has not been field-tested by Michigan teachers.
9th, 10th, 11th, 12th 1 Students who fulfill their one credit visual, performing, or applied arts (VPAA) high school graduation requirement only, or who are in their first year of a multi-year VPAA program 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. VA.HS.R.1VA.HS.R.1 – Students can analyze, describe, and make connections between visual art and design and other disciplines throughout history, cultures, and everyday life. ART.VA.I.HS.4ART.VA.I.HS.4 – Exhibit, present, and publish quality works of art. R.1R.1 – Observe, describe, reflect, analyze, and interpret works of the visual, performing, or applied arts. VA:Pr4VA:Pr4 – Select, analyze, and interpret artistic work for presentationVA:Re8VA:Re8 – Interpret intent and meaning in artistic work50 minutes