Last Updated-1-16-09-One of a Kind Show-VA-5-Draft-Uto

Last updated-1-16-09-One of a Kind Show-VA-5-Draft-uto WCBPA-Washington Classroom-Based Performance Assessment A Component of the Washington State Assessment System The Arts

WCBPA-Washington Classroom-Based Performance Assessment

Grade 5 Visual Arts One of a Kind Shoe Revised 2008

Student Name/ID#Grade ______5 Visual Ar Grade Level ______

(circle number) Creating Score – 4 3 2 1 0

Performing Score - 4 3 2 1 0

Responding Score – 4 3 2 1 0

1 Last updated-1-16-09-One of a Kind Show-VA-5-Draft-uto

Revised 2008 Directions for Administering the Washington Classroom-Based Performance Assessment (WCBPA) Arts Performance Assessment Grade 5 Visual Arts CBPA Title “One of a Kind Shoe”

Introduction This document contains information essential to the administration of the Washington Classroom-Based Performance Assessment (WCBPA) Arts Performance Assessment of Visual Arts CBPA Title “One of a Kind Shoe”.

1. Prior to administration as an assessment, all students should have received instruction in the skills and concepts being assessed.

2. Please read this information carefully before administering the performance assessment.

3. This CBPA may be used as an integral part of instruction, and/or formative assessment, summative assessment, culminating project, alternative education packets of instruction, lesson plans, pre and post assessment, accumulating student learning data, individual student portfolio item, use of data teaming and individual/district professional development, professional learning communities, and in whatever capacity the teacher finds useful to improve arts and all instruction and student learning.

Test Administration Expectations  The skills assessed by this item should be authentically incorporated into classroom instruction.  This assessment item is to be administered in a safe, appropriately supervised classroom environment following district policy and procedures.  All industry and district safety policies and standards should be followed in the preparation and administration of the CBPAs in dance, music, theatre, and visual arts.  Accommodations based upon student IEP or 504 Plan may require additional assessment administration modifications.  Culture, diversity, and religious mores/rules may require additional assessment administration modifications.

Description of the Performance Assessment  Performance prompts ask the students to create a composition based on the criteria outlined in the prompt. All student work should be collected to facilitate scoring and to document each student’s performance.  Response sheets are provided for student work. All required sketches must be completed on these student response sheets.  Short answer questions will ask the students to supply the answer, which may be in the form of works, numbers, and/or pictures/diagrams. 2 Last updated-1-16-09-One of a Kind Show-VA-5-Draft-uto

Materials and Resources- Teachers will need the following materials and resources to complete this performance assessment:  classroom set of reproduced tasks, including the glossary of terms  classroom set of reproduced student response sheets  a student’s sports/tennis shoe  pencils and erasers  one 9 x 12 sheet of white drawing paper per student  one piece of newsprint per student to prevent smearing of pencil (optional)

Teacher Preparation Guidelines  This assessment is an individual performance.  Reproduce a classroom set of student task directions, glossary of terms, and student response sheets from this booklet.  Ask students to wear sports/tennis shoes to class the day of the task. Be sensitive to student needs. If necessary, students can use the second shoe of a classmate.  Students should place their shoe on their desktop in a side view position.  If photographing for use in documentation and portfolios, the images should show the sketch and shoe. The students’ names/numbers should be included in each photograph (as per district policy and not required for this assessment).  As an option to a written response, video or audio recording may be used at the teacher’s discretion. Students being recorded need to be coached to face the recording device when responding. Students must have a copy of the response sheet when being recorded.  Students may dictate response sheet answers as necessary to meet student needs. Students may use resources that are visual in the testing classroom, but the teacher may not prompt or coach students during the assessment.  When teachers are administering the assessment, students may ask questions to clarify the process. Students should be encouraged to ask questions at any time throughout the assessment administration.  Accommodations for special needs and limited English speakers: a. Students may dictate response sheet answers for transcription by an instructional aid. b. The student may give the written and/or recorded responses in their first language. c. We request a written and/or verbal English translation for consistency (validity/reliability) in scoring the rubric.

Suggestions for Time Management Students may have as much time as they need to complete the task. Time suggestions are a guide and may be shortened or lengthened to meet individual class and student circumstances. It is recommended and encouraged that the teacher reviews the glossary and scoring rubrics with the students.

The following is a three-day suggested timeframe:

Day One Suggested Time: • 15 minutes: The teacher provides the class with the item and reads it aloud. The students may ask questions. The teacher answers any questions asked and distributes all materials.  30 minutes: The students have 30 minutes to complete a contour drawing of their shoe from observation, and to add lines to create six basic shapes inside the shoe.  5 minutes: The teacher collects all materials.

Day Two Suggested Time:  5 minutes: The teacher distributes all materials to the students.  50 minutes: The students complete their drawings adding values and textures.

Day Three Suggested Time:  5 minutes: The teacher distributes all materials to the students.  40 minutes: The students complete the response sheet and the teacher videotapes students who respond verbally. (Note: The teacher may videotape responses on an additional day.)  5 minutes: The teacher collects all response sheets.

Test Administration Students may have as much time as they need to complete the task. All students who remain productively engaged in the task should be allowed to finish their work. In some cases, a few students may require considerably more time to complete the task than most students; therefore, you may wish to move these students to a new location to finish. In other cases, the teacher’s knowledge of some students’ work habits or special needs may suggest that students who work very slowly should be tested separately or grouped with similar students for the test.

Provide the class with the reproduced student pages, which may include the cover page, student prompt, response sheet, rubrics, templates, glossary, and any other required materials prior to beginning the task. Students may highlight and write on these materials during the assessment. Instruct the students to look at the following student pages. Have the students read the directions to themselves as you read them aloud. Answer any clarifying questions the students may have before you instruct them to begin. If this assessment is used for reporting purposes, circle the scoring points on the cover page of the individual student pages.

Say: Today you will take the Grade 5 Washington Classroom-Based Performance Assessment (WCBPA) Arts Performance Assessment of Visual Arts entitled “One of a Kind Shoe.” Revised 2008

4 Last updated-1-16-09-One of a Kind Show-VA-5-Draft-uto Student Name/ID# ______Grade Level ______

(circle number) Creating Score - 4 3 2 1 0 Performing Score - 4 3 2 1 0 Responding Score - 4 3 2 1 0

Revised 2008 One of a Kind Shoe

A shoe company has recently moved into your area. The owner of the shoe company visited your class and explained the role of a graphic illustrator as a person that designs and draws ideas for future products. The owner has hired you as a graphic illustrator to design and name an athletic/sports shoe that will appeal to a person your age.

The shoe company owner requires that your drawing demonstrates an understanding of line, value, and texture. The owner will give you time to sketch your plan and create your drawing. Then, you will need to identify these elements used in your drawing. Your shoe design and response will be presented to the shoe company owner for final approval.

The shoe company owner explains that you must meet the following task requirements when creating the illustration of your shoe:

 Use a pencil to draw an outline (contour line) of the sports/tennis shoe.  Work large, from direct observation, and fill the page.  Use lines to create at least six basic shapes you see inside the shoe (for example, sole, heel, toe, ankle support, tongue, shoelaces, or hook-and-loop closures).  Create values and textures that add details to your shoe. (The white of the paper will not be considered a value or a texture.)  Use repetition of four line types (horizontal, vertical, diagonal, curved, zigzag) throughout your design.  Use line types to make three different values (light, medium, dark) in your design.  Use line types to make three of the following different textures (techniques to create textures are: stippling, hatching, cross hatching, scribbling, broken lines, repeating lines and shapes) in your design.  Use your imagination to name your shoe.

The shoe company owner explains that you must meet the following requirements when responding to your shoe illustration:  Name the shoe and explain why you gave it this name.  Draw and name four line types used in your illustration.  Draw and name three different values (light, medium, dark) you used in your illustration.  Draw and name the different textures using three of the following techniques to illustrate textures in your illustration (stippling, hatching, crosshatching, scribbling, broken lines, repeating lines and shapes.)

5 Last updated-1-16-09-One of a Kind Show-VA-5-Draft-uto Revised 2008 Washington Classroom-Based Performance Assessment (WCBPA) Arts Performance Assessment Grade 5 Visual Arts One of a Kind Shoe Visual Arts Glossary contour -- the outline of a shape line types -- the variety of directions that a line may have: vertical, horizontal, diagonal, curved, zigzag repetition -- the repeated use of art elements to create pattern, movement, rhythm, and unity shape -- an element of art-- a two-dimensional (flat) area enclosed by line geometric -- any shapes and/or forms based on math principles, such as a square/cube, circle/sphere, triangle/cone, pyramid, etc. organic -- shapes and/or forms similar to those found in nature, such as plants, animals and rocks, often curvilinear in appearance texture -- an element of visual arts; portrays surface quality; how something feels or appears to feel; some drawing techniques to create texture and patterns are: stippling, hatching, crosshatching, scribbling, broken lines, repeating lines and shapes types include: actual texture -- how something actually feels when touched visual texture -- how something appears to feel; Also called simulated texture or implied texture some examples of visual texture techniques using line and shape are: hatching, crosshatching, stippling, scribbling, repeating lines and shapes, smudging/blending

hatching cross-hatching stippling scribbling

repeating broken lines repeating shapes smudging/blending value -- an element of visual arts; the lightness or darkness of a line, shape, or form line type -- the variety of directions that a line may have; vertical, horizontal, diagonal, curved, zigzag

6 Last updated-1-16-09-One of a Kind Show-VA-5-Draft-uto line types to create value examples are:

vertical horizontal diagonal

zigzag curved

7 Last updated-1-16-09-One of a Kind Show-VA-5-Draft-uto Student Name/ID# ______Grade Level ______

(circle number) Creating Score – 4 3 2 1 0

Performing Score - 4 3 2 1 0

Responding Score – 4 3 2 1 0

Response Sheet

1. What did you name your shoe? ______Why did you give it this name? ______2. In each box, draw an example of the different types of lines you used in your drawing and describe where it is located on the shoe.

Line Type #1 Line Type #2 Name ______Name ______

Location ______Location ______

Line Type #3 Line Type #4 Name ______Name ______

Location ______Location ______

8 Last updated-1-16-09-One of a Kind Show-VA-5-Draft-uto 3. In each box, draw three different values in your illustration. Label each value and describe where it is used.

Value Type #1 Value Type #2 Value Type #3 Label ______Label ______Label ______Location ______Location ______Location ______

4. In each box, draw three different textures in your illustration. Label each texture and describe where it is located on the shoe.

Texture Type #1 Texture Type #2 Texture Type #3 Label ______Label ______Label ______Location ______Location ______Location ______

9 Last updated-1-16-09-One of a Kind Show-VA-5-Draft-uto Scoring Guide Grade 5 Visual Arts One of a Kind Shoe Revised 2008 Creating Rubric (1.1.1, 1.1.2, 2.1, 2.2, 2.3, 3.1, 3.2 and 4.5)

4 A 4-point response: The student uses four line types (horizontal, vertical, diagonal, curved, zigzag) throughout the shoe design illustration. 3 A 3-point response: The student uses three line types throughout the shoe design illustration. 2 A 2-point response: The student uses two line types throughout the shoe design illustration. 1 A 1-point response: The student uses one line types throughout the shoe design illustration. 0 A 0-point response: The student uses zero or one line type throughout the shoe design illustration.

Creating-Elements and Principles of Art Rubric (1.1.1, 1.1.2, 2.1, 2.2, 3.1, 3.2 and 4.5)

4 A 4-point response: The student demonstrates a thorough understanding of the elements and principles of art in the shoe design illustration by meeting all four of the task requirements listed below:  uses a contour line to draw the shoe large enough to fill the page  uses lines to create at least six shapes within the contour of the shoe  uses repetition of lines to create three different values (light, medium, dark)  uses repetition of lines to create three different textures. 3 A 3-point response: The student demonstrates an adequate understanding of the elements of art in the shoe design illustration by meeting three of the four task requirements listed above. 2 A 2-point response: The student demonstrates a partial understanding of the elements of art in the shoe design illustration by meeting two of the four task requirements listed above. 1 A 1-point response: The student demonstrates a minimal understanding of the elements of art in the shoe design illustration by meeting one of the four task requirements listed above. 0 A 0-point response: The student demonstrates no understanding of the elements of art in the shoe design illustration by meeting none of the four task requirements listed above.

Responding (2.1, 2.2, 2.3, 3.2, and 4.5) 4 A 4-point response: The student demonstrates a thorough understanding of the elements of art in the response by meeting all four of the task requirements listed below:  names the shoe  names and draws the four types of lines correctly  identifies and shows three different values (light, medium, dark) accurately  identifies and shows three different textures accurately. 3 A 3-point response: The student demonstrates an adequate understanding of the elements of art in the response by meeting three of the four task requirements listed above. 2 A 2-point response: The student demonstrates a partial understanding of the elements of art in the response by meeting two of the four task requirements listed above. 1 A 1-point response: The student demonstrates a minimal understanding of the elements of art in the response by meeting one of the four task requirements listed above. 0 A 0-point response: The student demonstrates no understanding of the elements of art in the response and has met none of the four task requirements listed above.

NOTE: EALR 3 and 4 are naturally and authentically embedded in the prompts and rubrics of this assessment, even when not specifically measured.