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Summative Fine Arts Assessment Program

Summative Fine Arts Assessment Program. PLAN. IDEA. PROJECT. RROJECT. ROOJECT. ROUJECT. ROUTECT. ROUTICT. ROUTINT. ROUTINE. Utilization of Arts Assessment Processes In Daily Instruction. Presenters: Gary A. Beauchamp, Ronald W. Linkswiler

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Summative Fine Arts Assessment Program

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  1. Summative Fine Arts Assessment Program

  2. PLAN IDEA

  3. PROJECT

  4. RROJECT

  5. ROOJECT

  6. ROUJECT

  7. ROUTECT

  8. ROUTICT

  9. ROUTINT

  10. ROUTINE

  11. Utilization of Arts Assessment Processes In Daily Instruction Presenters: Gary A. Beauchamp, Ronald W. Linkswiler Consultants: Janice Davis, Dawn Littleton

  12. Presentation Goals • To share: • the process of our summative fine arts • assessment program • the importance of continuous instructional • improvement through staff development • evidence of the positive impact of fine arts • assessment on student performance • the message – • “fine arts education is essential” Presentation Goals • To share: • the process of our summative fine arts • assessment program Assess Performance Compile Scores Instruct Students • the importance of continuous instructional • improvement through staff development From Assessment To Instruction: An Ongoing Process Disaggregate Data Plan Strategies • evidence of the positive impact of fine arts • assessment on student performance Analyze Reports Train Teachers • the message – • “Fine arts education is essential!” Set Goals

  13. Train Teachers Skillful Language Learner Musician listens • perceives musical qualities • of sound Train Teachers - performs fluent vocalizations speaks decodes - performs from notation - composes using notation writes • critiques by making • aesthetic judgments comprehends

  14. Train Teachers Skillful Mathematician Artisan • perceives natural and • man-made images observes • interprets relationships • between subjects and contexts processes • experiments with elements of • art and principles of design applies produces - creates works of art • critiques by making • aesthetic judgments comprehends

  15. Plan Strategies Cognitive Development Early Stages • Language: The infant • listens to talking. Plan Strategies • responds to talking by babbling and later • by speaking fluently. • Music: The infant • listens to singing. • responds to singing by echoing.

  16. Plan Strategies Cognitive Development Early Stages • Mathematics: The infant • observes configurations and quantities. • processes numerical and spatial relationships. • Art: The infant • observes random shapes and patterns. • processes visual and spatial relationships.

  17. Plan Strategies Cognitive Development Later Stages • Language: The child • decodes letters and words. • draws letters; writes words and sentences. • Music: The child • decodes notation. • draws music symbols; writes rhythmic patterns • and melodic phrases.

  18. Plan Strategies Cognitive Development Later Stages • Mathematics: The child • applies the processes of mathematics to • accomplish tasks of daily life. • creates numerical, problem-solving statements. • Art: The child • applies the principles of design to organize • the elements of art. • creates original works of art.

  19. Plan Strategies Cognitive Development Throughout the Stages Language – The child comprehends language; formulates conclusions. Point of Departure: assessment of skill and knowledge Mathematics – The child comprehends numerical values; calculates solutions. • exploration of sounds • - examination of images • - assimilation of modeled exemplars • - acquisition of skill • - creation of original material Itinerary: Music/Art – The child comprehends concepts; makes aesthetic judgments. * * * Destination: SYNTHESIS Parallel Journeys

  20. Instruct Students Content Standards 1.0 Perceiving and Responding will Music students 1. perceive aurally. Instruct Students 2. perform vocally and instrumentally. 3. perform through movement. 4. respond to notation. will Art students 1. perceive visually. 2. compare artworks. 3. use elements of art and principles of design.

  21. Instruct Students Content Standards 2.0 Historical, Cultural, and Social Contexts Music students will experience the performing arts in a 1. cultural context. 2. historical context. 3. social context. 4. stylistic context. will experience the visual arts in a Art students 1. cultural context. 2. historical context. 3. social context. 4. stylistic context.

  22. Instruct Students Content Standards 3.0 Creative Expression and Production will Music students 1. improvise. 2. compose. will Art students 1. create artworks. 2. investigate elements of art.

  23. Instruct Students Content Standards 4.0 Aesthetics and Criticism Music students will critique musical performances 1. from the listener’s point of view. 2. from the performer’s point of view. Art students will evaluate artworks 1. by developing criteria for analysis. 2. by applying criteria for analysis.

  24. Assess Performance Assessment Instruments Comprehension through: “Perceiving in Contexts” “Historical and Cultural” ( listening, observing, and processing ) - battery of selected response items Assess Performance “Performing” ( speaking and decoding ) - demonstration of a musical performance “Creative Production” ( writing, applying, and producing ) - task involving creating and preserving original music or artwork “Aesthetic Criticism” ( demonstration of synthesis ) - BCR analysis of a musical performance or original artwork

  25. Assess Performance Assessment Schedule (administered in final weeks of course offering) Music Art 2nd grade 2nd grade 5th grade 5th grade all 7th grade courses all 8th grade courses all high school courses all high school courses

  26. Assess Performance Rubrics • Performing • Steady beat maintained through Notation performed accurately • during • entire performance. 3 seven or eight beats. • one half or more of performance. 2 four to six beats. • less than half of performance. 1 two or three beats. • 0 no portion of performance. 0 zero or one beat. sub skill: beat maintained sub skill: notation performed averaged together component skill: Performing

  27. Performing

  28. Gordon Rhythm Language du ——— du du de du ta de ta

  29. C B Performing Rubric Steady beat maintained through Notation applied accurately during 3 entire performance 3 seven or eight beats of the pattern A 2 one half of the performance 2 five or six beats of the pattern 1 less than half of the performance 1 three or four beats of the pattern 0 no portion of the performance 0 zero to two beats of the pattern E exempt from task E exempt from task

  30. Sample Scores Compile Scores Compile Scores 3 = strong skill (well established, consistent skill) 2 = adequate skill (good enough for what is required) 1 = weak skill (deficient in skill) 0 = undeveloped skill (potential for skill development exists, but not readily evident)

  31. Sample Scores Compile Scores 3 = strong skill (well established, consistent skill) 2 = adequate skill (good enough for what is required) 1 = weak skill (deficient in skill) 0 = undeveloped skill (potential for skill development exists, but not readily evident)

  32. Disaggregate Data • specific schools Disaggregate Data • groups of students Track Progress Disaggregate Data Make Comparisons

  33. Disaggregate Data • standard • district Track Progress • schools • sub groups Disaggregate Data Make Comparisons

  34. Disaggregate Data • county average • sister schools Track Progress • reading • mathematics Disaggregate Data Make Comparisons

  35. Analyze Reports Classroom Level Data Reading Proficiency Math Proficiency Composing Performing Perceiving Critiquing Average Analyze Reports Rogers, K Y Y 2 2.5 2 3 2.37 Peters, K. N N 2 3 3 1.5 2.37 Jones, C. N Y 1 2.5 3 1.5 2.00 Waters, S. Y Y 2 2.5 1.5 3 2.25 Perry, K. Y N 0 3 1.5 3 1.87 Long, A. Y Y 1 2 2 3 2.00 Hill, M. N N 2 1.5 1.5 1 1.50 Steel, R. N N 1 1.5 1 2 1.37 Crum, T. Y Y 1 3 2.5 2 2.12 Birdway, G. Y N 1 3 3 3 2.50

  36. Analyze Reports 2003 Grade 5 Music Composing Performing Perceiving Critiquing Average Delmar 2.33 2.44 2.73 2.47 2.47 Delmar Y.R. 2.29 1.98 2.47 2.39 2.28 East Salisbury 1.77 2.25 2.18 2.37 2.07 Fruitland 2.18 2.35 2.88 2.16 2.38 Glen Avenue 2.19 2.57 2.81 2.65 2.52 North Salisbury 2.00 2.23 2.52 1.87 2.13 Northwestern 1.88 2.39 2.54 2.48 2.27 Pemberton 2.19 2.62 2.44 2.62 2.42 Pinehurst 2.18 2.47 2.38 2.49 2.36 Pittsville 2.19 2.25 2.74 2.41 2.36 Prince Street 2.10 1.65 2.56 2.32 2.15 Westside 2.04 2.57 2.83 2.68 2.44 County (column average) 2.11 2.31 2.59 2.41 2.32

  37. Analyze Reports 2004 Grade 5 Music Performing Composing Perceiving Critiquing Average Delmar 1.92 2.72 2.48 2.81 2.42 Delmar Y.R. 1.94 2.81 2.19 2.89 2.40 East Salisbury 2.02 2.37 2.91 2.21 2.23 Fruitland 2.04 2.08 2.52 2.54 2.26 Glen Avenue 2.43 2.28 2.68 2.58 2.49 North Salisbury 2.57 2.74 2.51 2.70 2.64 Northwestern 2.27 2.25 2.57 2.78 2.45 Pemberton 2.24 2.78 2.81 2.47 2.54 Pinehurst 2.29 2.73 2.78 2.84 2.62 Pittsville 2.11 2.35 2.32 2.25 2.24 Prince Street 2.32 2.41 2.62 2.67 2.48 Westside 2.38 2.37 2.81 2.78 2.56 County (column average) 2.21 2.49 2.60 2.62 2.44

  38. Analyze Reports 2005 Grade 5 Music Composing Performing Perceiving Critiquing Average Delmar 2.02 2.17 2.57 2.56 2.30 Delmar Y.R. NA NA NA NA NA East Salisbury 1.91 2.18 2.60 1.75 2.06 Fruitland 2.35 2.43 2.64 2.81 2.53 Glen Avenue 2.25 2.43 2.88 2.67 2.51 North Salisbury 2.67 2.89 2.85 2.81 2.79 Northwestern 2.42 2.60 2.65 2.85 2.60 Pemberton 2.48 2.76 2.80 2.77 2.68 Pinehurst 2.23 2.57 2.82 2.59 2.49 Pittsville 2.51 2.47 2.61 2.86 2.60 Prince Street 2.27 2.73 2.73 2.59 2.54 Westside 2.49 2.42 2.61 2.78 2.56 County (column average) 2.33 2.51 2.71 2.64 2.51

  39. Analyze Reports Grade 5 Music: Performing

  40. Analyze Reports Grade 5 Art: Visual Composition

  41. Analyze Reports Grade 5 Music 2005 Prince Street School Sub Group Average County Average Performing Perceiving Critiquing Composing Asian 2.57 2.93 2.93 2.20 2.692.75 Hispanic 2.33 2.00 2.50 3.00 2.462.42 African Am. 2.16 2.73 2.65 2.56 2.502.42 White 2.41 2.73 2.88 2.77 2.672.56 Male 2.26 2.73 2.68 2.62 2.522.49 Female 2.29 2.74 2.83 2.50 2.592.53 FARM 2.19 2.72 2.71 2.54 2.512.40 Non FARM 2.49 2.75 2.78 2.73 2.632.62 ELL 2.60 2.90 3.00 2.00 2.672.36 Sp Ed 1.86 2.61 2.61 2.36 2.302.30 All Students 2.27 2.73 2.73 2.59 2.54 2.51

  42. Set Goals • What are the students’ strengths and • weaknesses based on data analysis? Set Goals Prepare Questions • What are some strategies that should be • continued which contributed to students’ • successes? Develop Plans • What are your targeted goals this year for • addressing identified weaknesses? Raise Expectations

  43. Set Goals • individual • county wide Prepare Questions Develop Plans Raise Expectations

  44. Set Goals • fine arts supervisor • teachers Prepare Questions • students Develop Plans Raise Expectations

  45. From Assessment To Instruction: An Ongoing Process Assess Performance Assess Performance Compile Scores Compile Scores Instruct Students Instruct Students Disaggregate Data Disaggregate Data Plan Strategies Plan Strategies Train Teachers Train Teachers Analyze Reports Analyze Reports Set Goals Set Goals

  46. Consolidation Restatement of Goals • Continuous Cycle of Instruction Consolidation • Improvement of Instruction • Positive Impact on Performance • Essentiality of Fine Arts Education

  47. Consolidation “The work we have done on the curriculum revision and assessment development has raised a day-to-day awareness of instructional focus. There is a progression of instruction.” “The work we have done on the curriculum revision and assessment development has raised a day-to-day awareness of instructional focus. There is a progression of instruction.” Continuous Cycle of Instruction

  48. Consolidation “Assessment makes me aware of my students’ needs and what I need to change. It gives my teaching focus and new ideas. The assessment process gives us a chance to converse with each other and talk our way through problems to provide better teaching.” “Assessment makes me aware of my students’ needs and what I need to change. It gives my teaching focus and new ideas. The assessment process gives us a chance to converse with each other and talk our way through problems to provide better teaching.” Improvement of Instruction

  49. Consolidation “Working on the assessment has caused me to push what I thought the students could achieve.” “Working on the assessment has caused me to push what I thought the students could achieve.” Positive Impact on Performance

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