Genre Painting Visual Arts Performance Task 9 through 12 #1 Student Number 4
Standards: VA1: Media , Techniques and Processes: The student demonstrates understanding and can apply media, techniques and processes. VA1a: The student demonstrates increasing proficiency in the production of two- and three-dimensional art forms by using a variety of materials and advanced technology. Please Note: In order for a student to meet standard VA1a, he or she must successfully complete this Performance Task as well as Task Grades 9 thru 12 #2. VA1c: The student uses and explains how media, technological tools, techniques and processes are used to solve visual art problems. VA2: Structures and Functions: The student demonstrates knowledge of structures and functions. VA2c: The student selects and uses the elements of art and principles of design to communicate ideas, solve visual problems, and develop personal expression. VA3: Subject Matter, Symbols, and Ideas: The student chooses and evaluates a range of subject matter, symbols and ideas. VA3a: The student creates a work of art to communicate intended meaning using information and ideas from a variety of sources. VA5: Characteristics and Merit of Work: The student reflects upon and assesses the characteristics and merits of their work and the work of others. VA5c: The student will compare and contrast the quality, craftsmanship, and effectiveness of personal work and that of others by using a formal system.
Performance Task • Throughout history, genre paintings have been created to depict aspects of daily life. Examples using this subject include Roman frescoes, as well as the works of Pieter Bruegel, Winslow Homer, Mary Cassatt, Ben Shahn, and Eric Fischl. • Following an introduction to genre works, you will gather ideas in order to create a contemporary two-dimensional artwork which will include yourself and your peers in action in a specific time and place (setting). Compositional elements will include, but not be limited to, multiple figures in action, use of multiple perspective techniques, and color and value to induce mood. • Following practice in drawing gestures with tools, materials, and the use of design software, you will develop written ideas or drawn sketches for the final work. Ideas can be gathered from Internet sites, visual publications, digital photos and observational drawing from life. The written ideas or sketches will be reviewed by your teacher during a student/teacher conference. • A group critique will be organized at mid-point during the process in order to facilitate review and revision, and provide feedback. You will reflect on the process you used and the group critique. This can be in the format of a video, written document, or other format your teacher deems feasible. • You will submit to your teacher your artwork and your reflection upon completion. • Circumstances of Performance
Criteria for Success • 1. Identifies specific problem(s) and reason(s) for choice of materials and techniques. • 2. Solves representational problems by doing research, using references, models, advanced technology, or practicing different strategies. • Creates a product demonstrating craftsmanship and organization. • Uses multiple tools, techniques, and processes in producing artwork. • Selects and applies elements of art and principles of design. • Reflects and assesses the characteristics and merits of personal and other artwork using a formal system of evaluation. Evidence Evidence Evidence Evidence Evidence Evidence
The student applied the elements of art and principles of design. • Standard VA2c • Criteria 5 • The student used oil pastels, ebony pencil, water color, colored pencil, and marker. • Standard VA1a and VA1c • Criteria 4 • The student communicated meaning and ideas through subject matter, symbols, and personal expression. • Standard VA3a • Criteria 2 Back to Criteria
The student’s reflection suggests a formal system of evaluation. Standard VA5c Criteria 6 The student’s sketch solves representational problems and demonstrates organization and meaning from a variety of ideas. Standard VA3a Criteria 3 Back to Criteria
How can this student work and the commentaries be used as a tool to improve teaching? To extend this activity, other techniques could be added into the planning of this unit. This would allow for more experimentation and a greater variety of media. A variety of media could be included within one work of art as opposed to a single media, therefore, introducing more rigor into this project. What is the value of using this performance task to assess student learning? Through this assessment increased proficiency and communication is developed using media, techniques and processes. The use of the principles of design and the elements of art is reinforced. An understanding of self is developed through reflection. Implications for Teaching and Learning