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STUDENT LEARNING OBJECTIVE FORM
Teacher Name: Art Teacher 1
School: Example Elementary
Grade level: 3
rd
Grade
Content Area: Elementary Art
Course Name: NA
Period: NA
Student Population
Total Number of Students: __50__
Additional Information: This includes all of my 3
rd
grade students (2 classes). I see them 2 times per week for 50.
minutes.
Instructional Interval
Year Semester Other:___________________
SLO Components
Description
Student
Learning
Goal
Learning Goal
Students will create works of art from observation that demonstrate elements of art
(e.g., line, form, space and color), and design principles (e.g., balance, repetition,
contrast) appropriate for 3
rd
grade as well as including representational and
expressive techniques. Students will explain how they have addressed some
elements of art and principals of design in a work of art.
Standards
Reference
Colorado Academic Standards, Visual Arts:
Standard 2: Envision and Critique to Reflect
GLE 2: Artists, viewers, and patrons make connections among the characteristics,
expressive features, and purposes of art and design
Demonstrate and apply critique of personal work and the work of others in a
positive way
Standard 3: Invent and Discover to Create
GLE 1: Use Basic media to express ideas through the art-making process
Demonstrate with art media the use of basic characteristics and expressive
features in art and design
Communicate an idea visually
Make works of art based on a familiar idea
GLE 2: Demonstrate basic studio skills
Create two- and three-dimensional works individually and collaboratively
Select tools and materials as directed for a given project or purpose
Rationale for the
Learning Goal
In third grade, students should expand the ways they draw and know there is more
than one way to depict figures. In 2nd grade, students begin to develop exposure to
drawing from observation, but this is the first year this skill is explicitly discussed
along with the differences of drawing from memory. It is developmentally
appropriate for student to hone their ability to make conscious choices regarding
media, concepts, and technique to represent the observable world. It is also critical
for students to become more mindful of how those choices affect their artwork and
that they are able to describe those choices. Students will be exposed to new
mediums, including oil pastels and printmaking. These experiences will expand their
opportunities to make choices in their artwork and to experiment with technique.
This learning goal has a DOK level 3 because students must plan and make choices as
they develop their works of art and justify those choices. All of this requires them to
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SLO Components
Description
engage in strategic thinking.
I have the benefit of having taught almost all of my third grade students in first and
second grade. I reviewed this cohort’s portfolios from the end of last year. The
portfolios showed that while students are working with line, color, shape, and
pattern, they are not relating parts to the whole, attending to detail, nor mixing
representational and expressive techniques.
Success Criteria
Art work includes evidence of the development of an idea.
Art work relates to what was observed.
Art work is a complete composition that fills the space provided.
Student uses tools and supplies carefully (little evidence of smudges, extraneous
marks, etc.).
Student recognizes and identifies elements and design principals in works of art
done by others.
Student art work has some recognizable use of the elements of art and principles
of design.
Student identifies a relationship between elements/principles and responses by
viewers of art created by others.
Student intentionally applies elements/principals to express an idea in a work of
art.
Student explains how their choices regarding elements/principals relates to the
ideas they are communicating.
End of
Interval
Measures
and Scoring
Evidence Sources
(Assessment
Instruments or
Tasks)
All students will create a portfolio consisting of 3 final art pieces completed from
observation. The holistic portfolio should illustrate the following: appropriate
composition, color, and shape, as well as a mixture of representational and
expressive techniques. All pieces of art in the portfolio will be completed during class
time, but students will select from among more than three which they will include in
their portfolio. Final portfolio presentations will take place in class, during the last
two weeks of class. During their presentations, students will explain how they used
the elements of art and principles of design in the pieces they chose for their
portfolio.
Alignment of
Evidence to
Learning Goal
Both my learning goal and the evidence sources I will use to determine if students
have met the goal require DOK 3 level thinking from my students. The tasks require
students to plan, make choices, and explain or justify the choices they have made.
They must apply several elements of art and principles of design and explain their
choices.
Collection and
Scoring (attach
scoring guide/
rubric)
A colleague and I created a 10-point rubric indicating evidence of technique, medium
choice, and design-making as seen through the art and in explanation. We shared it
with an Arts Education group we belong to, received critical feedback, and made
revisions. The rubric is divided into 3 sections corresponding to the 3 elements of the
goal statement: observational art making, use of materials and techniques, and
ability to explain process and decision-making. Each section has 3 or 4 components,
such as the ability to use shared artistic vocabulary while describing one’s portfolio.
Students can earn 0, ½, or 1 point in each component, with a maximum score of 10.
The three pieces of part included in each student portfolio and their presentations of
their portfolio will be scored. The scores will be assigned the following performance
categories:
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SLO Components
Description
Limited Command: 0 - 3.49
Partial Command: 3.5 - 6.49
Strong Command: 6.5 - 8.49
Distinguished Command: 8.5 - 10.0
Students must receive at least a “strong command” rating to meet the Growth Goal.
Performance
Targets
Baseline
Evidence Sources
(at the beginning
of interval)
I examined this cohort’s portfolios from the end of last year (multiple evidence
sources including at least two projects completed in the last month of the school-
year).
During the first month of class, I asked students to draw a self-portrait from memory
and then gave them individual mirrors to do an observation of their face and draw a
self-portrait with paper and pencil. I asked each student to reflect on the choice they
made regarding concept and technique and to explain those choices verbally.
Through this assessment, I was able to determine which techniques students relied
on in their art, which they were comfortable describing, and how they articulated
their progress and choices.
Performance
Groups
I used students portfolios from the end of the year and their self-portraits to identify
three instructional groups:
Low – (8 students) - these students did not relate parts to whole in any of their
pieces in their portfolio. Their self-portraits were not recognizable as
representing a person.
Typical – (41 students) - These students began to represent themselves in their
self-portraits -- including selecting colors intentionally. Similar evidence of
composition and some intentional use of color were evident in their portfolios.
High – (1 student) - One student made more intentional choices with shape, line
and color across all pieces in his portfolio and his self-portrait. He was also able
to explain why he made certain choices in his self-portrait.
Performance
Targets
These targets ensure all three elements of the goal statement are being assessed at
the [end of the] year; observational art making, use of materials and techniques, and
ability to explain process and decision-making.
All of my low students will show at least partial command by the end of the year
All of my typical students will show strong or distinguished command by the end
of the year
My single high student will show distinguished command by the end of the year
Rationale for
Targets less than
meeting the goal
Students in my low instructional group start significantly behind the rest of the
students in their class. They must start to relate part to whole in works of art and
should begin to recognize elements of art in their work and the works of others.
They may not be able to explain their choices as they are just starting to be able to
make them. This still represents significant growth for this group of students.
Progress
Monitoring
Associated Progress Monitoring Evidence Sources
(Assessment Instruments or Tasks used during the
interval)
I will observe students in groups as they discuss their
opinions about different works of art and why they
have those opinions.
Art Review Assignment 1: Identification of
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SLO Components
Description
characteristics and expressive features in a series of
familiar works of art.
Art Project 1: Initial Self-Portrait pencil drawing.
Self Portraits Comparison Assignment (using several
self-portraits done by famous artists from different
time periods)
Art Projects 2 and 3: Each of these projects will
include students making some choices about tools
and materials that they use.
a. Art project 2: Design and construct a block
print featuring geographic and cultural
characteristics of 19
th
century Japan using
Styrofoam and linoleum blocks and the
appropriate tools. Design kimono pieces
with a floral and geometric pattern and
assemble a paper figure in the style of the
culture of Japan.
b. Create a sun face in the style of Mexican
contemporary folk artists and embellish your
work with yarn painting. Understand the
connection of contemporary Mexican sun
faces and the ancient Aztec sun stone
calendar.
Art Reflection
Art project 4: Art and Architecture -- Students will
begin by identifying the expressive features—such as
space, line, shape and form—found in architecture
and use them to create a collage. Then students will
create a specialized home reflecting the specialized
needs of a specific community or individual; both in
a 2D sketch and a finalized 3D model. Students will
reflect upon their learning in a class presentation of
the model home and a letter describing the new
home’s specialized features.
End of interval evidence sources described above.
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SLO Components
Description
Instructional
Strategies
Student progress will be monitored through short and longer-term art projects across
the year. I will make just-in-time adjustments as students work on different pieces to
help them consider their choices related to elements of art. A second-semester visit
from a visiting artist will be used to simulate the end-of-year portfolio presentation at
which time students will present and discuss one of their current works in progress
(likely the art in architecture project). This will allow me to determine if students are on-
track to meet the Learning Goal. Students will consistently practice the process of
observing, making choices in art making, and explaining those decisions. Students will
use the rubric throughout the year to score their own work and that of their peers. This
will occur approximately monthly. I have a student teacher working with me for second
semester which will allow me to provide more intensive support for students who need
it based on review of their progress. Students will be selected for intensive support from
me (allowing my student teacher to work with the rest of the class) after each project
(approximately once a month).
Results
Student
Performance
Results
TBD
Targets Met
TBD
Teacher
Performance
This learning goal is worth 30% of the teacher’s over-all performance rating. Teacher
performance will be determined based on students having met the performance targets
with the following distribution of points:
All students meet their performance targets = 30 points
80% of students meet their performance targets = 25 points
60% of students meet their performance targets = 20 points
50% of students meet their performance targets = 15 points
30% of students meet their performance targets = 10 points
10% of students meet their performance targets = 5 points
No students meet the performance targets = 0 points