Assessment

In the summative assessment, learners have to create a series of photomontages with a new definition for an ordinary object responding to the significant concept, key concept and guiding question. They were using The Design Cycle as a guideline to carry out the task.

 

The tasks required my learners to interpret key concept and give a new definition for an object through a series of photomontages. Learners choose an ordinary object and capture from different viewpoints with their camera to explore and experiment composition in photography. They learned about rule of composition, elements of art and colour theory.

After taken a series of photographs as initial idea, learners had group discussion and different form of formative assessment to evaluate their conceptual understanding and ongoing development process. Learners will think creatively and develop their analytical thinking skill throughout the process of creating the final artwork.
In this programme plan, learners exposed to the Avant-Garde art movement Dadaism in relation to social and political aspects. This is also an interdisplinary unit which integrated with Language A and Humanities. Thus, learners acquired knowledge from different subjects and context to communicate their artistic intention in depth. Their summative assessment, they have to create a series of photomontages with a new definition for an ordinary object responding to the significant concept, key concept and guiding question.

Learners will attempt to conceive ideas, to understand meanings are always different in various contexts. And, they will also experience the process of "destruction" as part of the creating process because throughout the development process of creating the photomontage, ideas change from time to time.

In line with the summative task, I designed a series of formative task to examine both their conceptual understanding and specific skills and techniques at one to another stage. I designed different form of formative task to cater different learners’ needs. 

Observation of Performance

This is often used as a diagnostic assessment for each new topic. Learners had class or groups discussion of a specific artist or art movement, create mind map, followed with an oral presentation which demonstrates their understanding of the content taught. 

Assignments

Assignments can be a simple or comprehensive task depends on the content. A vast range of tasks including individual research assignments, group project and basic drawing and colouring practise. 

Written Questions / Exercises with Short, Extended Answers

I integrated a lot of literature in this programme plan, learners were asked to write poems and write a short synopsis after reading the literature books.
They were also required to write an analysis essay at the stage of “investigation” as one of the formative task to demonstrate knowledge and understanding of the Avant-Garde art movement Dadaism from both social and political aspects.

 

Formative task—Experimental pieces of photomontages

At the stage of “Plan”, learners were required to create a series of experimental pieces as a preview or draft of their final art works. They have to elaborate and interpret the key concept “change” and the significant concept “Meanings are always different” through their art work. For instance, they can use an eraser as a metaphor of human being, when time goes by, the shape and size reduced. Human being is constantly changing and affected by environment, social and many other factors.

Besides, they also exhibit the basic understanding of the composition in photography, The rule of third, colour theory and digital photo editing skills.They developed an initial idea, theme or personal interpretation to a point of realization, expressing and communicating their artistic intentions. They had to apply skills, techniques and processes to create, research and reflection in their Developmental Workbook.This formative is a checkpoint for them to determine and reflect on what is the “gap” between their Knowledge and the final goal (summative task). 

 

 
The Design Cycle

 

 

Cognitive thinking

Content: Key concept, guiding question and Area of interaction

From the summative assessment reflection essay, showed that my learners have insightful interpretation They were able to communicate their artistic intention through mind map and a series of initial sketches in their Developmental Workbook. They were also aware of the expectation guided by the given rubric. However, there are still some learners were not engaged in the conceptual development process. More differentiation teaching strategy need to be applied to improve on this area.

 

Art Skills and techniques

My learners were able to analyse and synthesizetheir initial ideas, thus develop into a series of photomontages. They explored and investigate photo editing skills to communicate their artistic intention in depth.
 

Communication is fundamental in my art class because different learners have different strength and weakness. We have individual tutorial after every lesson, learners will have to show me their evidence of development process in the Developmental Workbook progressively. I will discuss and annotate relevant information on their Workbook.Besides, I will post individual comments and feedback on ManageBac which is our online communication platform. After assessing the Summative Assessment, I will return the rubric with grading to my learners.

We will have discussion sessions about their grades and comments.

Being a facilitator, it is important that I communicate successfully to my learners.

Sometimes, learners were not responding to my online comments and feedback, I have to review and talk to them in the class in order to make sure they are aware of the expectation and criticism.Some of my learners are very passive, they are expecting teacher to “spoon feed” all the information. Hence, I have to use persuasive language to deliver the intention and feedback.