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New York State Art Teachers Association

n. y. s. a. t. a. y. New York State Art Teachers Association. PORTFOLIO PROJECT.

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New York State Art Teachers Association

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  1. n y s a t a y New York State Art Teachers Association PORTFOLIO PROJECT

  2. Welcome to the newly revised NYSATA Portfolio Project. In this era of high stakes, single-event tests, we have continued to focus our attention on the authentic assessment of students’ work over time. Our meaningful visual art assessment provides a positive evaluative experience for students and teachers, and opens pathways for reflection, dialogue and continued learning. The original Portfolio Project was created by a team of teachers from each of NYSATA’S ten regions. Great care was taken to align the content of the portfolio with the New York State Learning Standards for the Arts. The adjudication guidelines are taken from the performance indicators that describe what students should know and be able to do. The revision aligns with the National Standards, and relates to the relevant learning recently defined by the 21st Century Skills Partnership.As in the beginning, colleagues worked at and across at grade levels. There is a high degree of consistency across the five different portfolio levels: Elementary; Middle Level; Commencement; Elective Level and Major Sequence. The recurrence of the essential requirements, with the addition of others, and the increasing rigor and quantity of submissions, reinforces the concept of the sequential nature of visual arts education. We continue to build on the basics as we begin to investigate, explore and expand in our thinking and our artistic production. To ensure the validity of the assessment, workshops are held at our annual conference. In addition, regional training sessions are provided for all portfolio adjudicators. Sample portfolios will soon be available on line for teachers and students to reference. Often representatives from various regions are available to deliver workshops for school district faculty and for art education students at local universities. We encourage all of our teachers to volunteer their expertise by become adjudicators. The Portfolio Project is not only an authentic student assessment, it is also an amazing opportunity for professional growth. The Portfolio Project, for students in grades four through high school major sequence, is designed to be an in-person portfolio review. These adjudications are conducted across the state by each NYSTA region, usually in the early spring. Information about regional adjudications is posted on the NYSATA website. To increase access to the Portfolio Project for all students, an on-line submission is now available for those who do not have access to a personal review.We hope you will participate in this important and exciting NYSATA initiative! The Portfolio Project is also an amazing advocacy tool. As teachers and students begin to participate, it helps raise the profile of visual arts in their districts. Further information and registration applications can now be found on our website, www.nysata.org WELCOME TO THE NYSATA PORTFOLIO PROJECT

  3. Frequently Asked Questions… Who? Who can participate? • Students of NYSATA Members or School District Members. • Participation (number of students) may be limited by some NYSATA Regions to a specific number of students per teacher, so as not to overwhelm individual adjudication sites.* Who can adjudicate? • Each NYSATA Region holds adjudication training sessions.* • Once trained, adjudicators may continue to participate in regional adjudications. • At this time, Portfolio Project Adjudicators may obtain In-Service credit (check with your school district), but this is a voluntary (non-compensated) initiative. What? What does the teacher have to do? • Teachers should familiarize themselves with Portfolio Project requirements at their particular level and structure their curriculum so that the required pieces will be created in a given school year. • Select students to participate. • Assist students (depending upon grade level) in completing written components. • Assist students (depending on age/grade level) in assembling their portfolios. • Communicate with parents (dates and times). • Register students on line, collect fees. What do students have to do? • Create or choose artworks that fit the submission requirements. • Complete written components. • Assemble portfolio. • Complete registration materials and submit fees to teacher. • Attend the adjudication and present your portfolio.

  4. When? When should I start the process? • You should familiarize yourself and your students as soon as possible so that the portfolio compilation is carried out over the course of the school year. • Begin registration process as soon as you confirm which students will be participating. Where? Where can I find information? • Information can be found on the NYSATA Website. • The Website lists Regional Adjudication sites, dates, times, and contact information for Regional Portfolio Project Chairs. • The Website also has the complete documents for the requirements at each level. These can be downloaded for students. • Exemplar portfolios are being added to the Website for teacher training purposes. • For additional information, contact your Region Portfolio Project Coordinator or Jessica Bayer jessbayer@verizon.net Why? • In this era of high-stakes standardized assessment, the Portfolio Project provides students, teachers, parents and administrators with an authentic assessment that is student driven and informative. Let’s lead the way!

  5. THE ELEMENTARY LEVEL PORTFOLIO The Elementary Level Portfolio is designed for students in grades 4-6, depending on your school district configuration. This entry level portfolio provides students with the opportunity to begin to explore big ideas, experiment with mediums and techniques, and develop the thinking skills used by artists to enhance their creativity. The portfolio includes fewer required selections, and more opportunities for “student choice.” This reflects the exploration and experimentation that appropriately exists at the elementary level. The required work encourages critical thinking and problem solving, creativity, innovation, flexibility, metacognition, communication skills and an awareness of cultural and artistic contributions from other times and places—all important 21st Century skills.

  6. ELEMENTARY PORTFOLIO PORTFOLIO INVENTORY CHECKLIST (Include a copy of this checklist along with the written Artist Statement and ther written response to the Resource Based Artwork.) This checklist is included to help Elementary students consider, evaluate, select, classify and organize their artwork. ( ) Elementary Selection 1—Self-Portrait ( ) Elementary Selection 2a—Resourced Based Artwork ( ) Elementary Selection 2b—Resource Based Artwork Reflection (Written Statement) ( ) Elementary Selection 3— Student Choice Artwork ( ) Elementary Selection 4—Student Choice Artwork ( ) Elementary Selection 5—Student Choice Artwork ( ) Elementary Selection 6—Portfolio Presentation

  7. THE MIDDLE LEVEL PORTFOLIO(Junior High , Intermediate School or Middle School) The Middle Level Portfolio is designed for students in grades 6-8, depending on school district configuration. This portfolio is designed to demonstrate sequential learning as students continue to explore big ideas, gain expertise and facility with mediums and techniques, further understand their thinking as artists, reflect on their own work, and make connections between their work and the work of other artists across time periods and cultures. The addition of the Process Piece at this level encourages students to focus on metacognition—thinking about how their exploration and experimentation informs their artistic responses. The addition of the Drawing from Observation hones visual thinking, observational and technical skills.

  8. ( ) Selection 1—Self Portrait ( ) Selection 2 a—Resource Based Artwork ( ) Selection 2 b—Resource Based Artwork Reflection (Written Statement)( ) Selection 3—Artwork from Observation( ) Selection 4—Student Choice ( ) Selection 5—Student Choice( ) Selection 6—Portfolio Presentation THE MIDDLE LEVEL PORTFOLIO (Junior High , Intermediate School or Middle School) PORTFOLIO INVENTORY CHECKLIST (Include a copy of the checklist below along with the Artist Statement and the Written Response to the Resource Based Artwork.) This checklist is included to help Middle Level students consider, evaluate, select, classify and organize their work.

  9. THE COMMENCEMENT LEVEL PORTFOLIO (Foundation Level Course) The Commencement Level Portfolio is designed for students taking a foundation level, or the course that meets the graduation requirement for the arts. Depending on local district offerings, students enrolled in Studio Art, Media Art, Creative Crafts, or the locally designated basic art course may participate at this level. This portfolio is designed to demonstrate the continuing refinement of basic skills, and also the exploration of new mediums (including electronic media), ideas and interpretations. Students are encouraged to expand their artistic thinking as they make connections between their own work and the work of others, across time periods and cultures, across arts disciplines, and to the broader high school curriculum.

  10. THE COMMENCEMENT LEVEL PORTFOLIO (Foundation Level) PORTFOLIO INVENTORY CHECKLIST (Include a copy of the checklist below along with the Artist Statement and the Written Response to the Resource Based Artwork.) This Checklist is included to help Commencement Level students consider, evaluate, select, classify and organize their work. ( ) Selection 1—Self Portrait ( ) Selection 2 a—Resource Based Artwork ( ) Selection 2 b—Resource Based Artwork Reflection (Written Statement) ( ) Selection 3—Artwork from Observation ( ) Selection 4—Process Piece (Includes evidence of preliminary work—sketches, drafts, notes, etc.) ( ) Selection 5—Student Choice ( ) Selection 6—Student Choice ( ) Selection 7— Portfolio Presentation

  11. THE ELECTIVE LEVEL PORTFOLIO The Elective Level Portfolio is designed for students who are beyond the basic commencement requirement and are engaged in elective level visual art exploration. Students enrolled in one or more (cumulative enrollment) art electives may participate at this level. Any combination or single strand of electives including all two and/or three dimensional mediums in courses such as, drawing, painting, mixed or electronic media, sculpture, ceramics, etc. is eligible for participation. This portfolio is designed to demonstrate the continuing refinement of basic skills, and also the exploration of new mediums, ideas and interpretations. Students are encouraged to expand their artistic thinking, to engage more fully and become more focused on their artwork. Their continued self evaluation and reflection becomes more evident as they learn to reach beyond their current capacities and interact as artists in their own sphere and beyond.

  12. THE ELECTIVE LEVEL PORTFOLIO PORTFOLIO INVENTORY CHECKLIST (Include a copy of the checklist below along with the Artist Statement and the Written Response to the Resource Based Artwork.) This checklist is included to help Elective Level students consider, evaluate, select, classify and organize their work. ( )Selection 1—Self Portrait ( ) Selection 2 a—Resource Based Artwork ( ) Selection 2 b—Resource Based Artwork Reflection (Written Statement) ( ) Selection 3—Artwork from Observation ( ) Selection 4—Process Piece (Include evidence of preliminary work—sketches, drafts, notes, etc.) ( ) Selection 5—Exploratory Choice ( ) Selection 6—Exploratory Choice ( ) Selection 7—Exploratory Choice ( ) Selection 8— Portfolio Presentation

  13. THE MAJOR SEQUENCE LEVEL PORTFOLIO The Major Sequence Level Portfolio is designed for students who have taken extensive electives and are anticipating post secondary visual art exploration. Students enrolled in Advanced Placement or International Baccalaureate coursework are ideal candidates for this level. This level requires students to have a broad range of skills, and facility with various mediums. Students are encouraged to think divergently, but also convergently. They are asked to hone in their expansive ideas and focus on a particular medium, technique, genre, or message as they establish a personal focus in their artwork. Their continued self evaluation and reflection begins to concentrate on particular modes of expression, subjects, themes and/or ideas. They begin to understand and articulate ways in which their artistic production will serve themselves and others in the future.

  14. THE MAJOR SEQUENCE LEVEL PORTFOLIO PORTFOLIO INVENTORY CHECKLIST (Include a copy of the checklist below along with the Artist Statement and the Written Response to the Resource Based Artwork.) This is included to help Major Sequence Level students consider, evaluate, select, classify and organize their work. ( ) Selection 1—Self Portrait ( ) Selection 2 a—Resource Based Artwork ( ) Selection 2 b—Resource Based Artwork Reflection(Written Statement) ( ) Selection 3—Artwork from Observation ( ) Selection 4—Process Piece(Include evidence of preliminary work—sketches, drafts, notes, etc.) ( ) Selection 5—Area of Focus Artwork ( ) Selection 6—Area of Focus Artwork ( ) Selection 7—Area of Focus Artwork ( ) Selection 8—Area of Focus Artwork ( ) Selection 9—Portfolio Presentation

  15. Region 9 Adjudication at the Broadway Mall… Held in conjunction with the Art in Heart K-12 and Members Exhibit

  16. Bring the NYSATA Portfolio Project to your school district!

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