Lesson Plans: ARE 4250

Timothy Fenu Jr

Lesson 1: Self Analysis/Self Image

Statement of Origin:

My idea for this lesson came about in reading chapters 4 and 5 of Reaching and Teaching: students with special needs through art. Both chapters talk about different main topics, chapter 4 being

about emotional or behavior problems and chapter 5 being about Intellectual disabilities, but both mention some tools toward

teaching students, including the importance of choice, and that failure is never an option. This lesson is a very self-centered,

uplifting lesson, in which students may make their own view of themselves, with a message they believe in tied into it. I feel the works of Howard Finster are perfect for explaining this, and the focus on content over technique will be made throughout the

lesson.

Self Analysis/Self Image

Objectives Students will be able to recognize the work of

Howard Finster.

Students will be able to understand how Howard Finster’s artwork reflects his personal religious views, using his artwork to perpetuate his messages about religion.

Students will create a self portrait which reflects not only their physical self, but also an inner belief they have. Their portraits should create a message about themselves.

Students will view the work of their peers in a fair and unbiased way, understanding the messages which each student presents.

Students will critique their own work, using the principles and elements of design.

Standards

VA.912.O.2.Pa.a: Use basic structural elements of art to create and respond to artworks.

VA.912.C.1.Su.a: Integrate ideas during the art-making process to convey meaning in personal works of art.

VA.912.S.1.Pa.d: Choose accurate art vocabulary to describe works of art and art processes.

VA.912.S.1.Pa.a: Experiment with art tools and media to express ideas.

VA.912.H.1.Pa.d: Associate selected artists, architects, or masterworks with examples of their work.

Howard Finster Born in 1915 in Valley Head, Alabama, Finster grew up in a family of

thirteen children, and was nurtured in a rural Baptist background.

Greatly influenced by the rural cultural traditions of his birthplace.

While influenced by many individuals in the south, Howard Finster was a self-taught environmental and visual artist.

Moved to Pennville in 1961, where he worked at a bicycle and motor repair shop. At the same time, he began recieveing mystical visions, which fueled his artistic work.

His park, “Paradise Garden” was filled with concrete and plywood sculptures, religious texts, homilies, paintings, canals and ponds.

He often called himself a “Stranger from Another World” and a “man of visions”, describing his brain as being “beyond the light of sun”.

In the last fifteen years of his life, Finster continued to be featured in numerous exhibitions. As his health declined he continued to make art, although the forms and images became more repetitious and less inventive.

Howard Finster, “Howard Finster in Green Suit”, 1978

Howard Finster, “Self-Portrait in wool coat and Hat”, 1979

Howard Finster, “Delta Painting”, 1983

Howard Finster, “Self-Portrait”, 1977

ProcedureQuestions to Consider

How do you view yourself?

Is there a cause or belief you have which you associate yourself with?

How do you think Howard Finster viewed himself?

What kind of messages was Howard Finster trying to convey in his works?

Howard Finster is a self taught artist. Would you have guessed this on your own?

What is your opinion on this work?

Materials

Drawing/Painting Paper

Paper

Pencils

Paint

Sketchbook

Mirrors

Other materials on request

Projector and Power Point

Procedures1. Before class begins, each student’s table will receive a personal

mirror, to help them in the coming lesson.

2. Project one of Howard Finster’s works (Self Portrait) on the board as students enter. When they do enter, tell them to take a mirror and place it in front of them at their table.

3. Explain that today we will be learning about self-analysis in an artistic medium. Begin with a discussion about the self-portrait portrayed on the board. Have the students ask the questions:

What is being portrayed?

What kind of message is being portrayed in this self-portrait?

How do you think Howard Finster viewed himself?

What is your opinion on this work?

Procedures4. After discussing Howard Finster’s work, have a quick lecture on Howard

Finster’s career as an artist. Present the other example works, asking the students to answer similar questions as with the self-portrait. Make sure to stress that Howard Finster’s works are all based on his beliefs in religion, and each work shows this belief. Explain that today the students will be creating their own self portrait like Howard Finster, with a belief or cause attached to it.

5. Explain that they will now be doing their own self portrait. Tell them to work in a gestural form first, mainly working to get the form and shape of their self. Tell them that this base gestural sketch will be used in creating a final product. Have the students work in their sketchbooks.

6. After the students have taken time to create a gesture drawing of themselves, tell the students that they will now be drawing their self portraits in their own personal style, and that the gestural drawings were to help themselves prepare for this. Along with this self portrait, students will be expected to attach an inner meaning to this self-portrait, portraying a side of themselves which believes in something. This can be a religious cause, something they feel passionate about like sports or clubs, or just something they think will reflect whom they really are on the inside. Students will talk to the teacher to have their ideas approved.

Procedures.7. Students will work on their self-portraits for the duration of at least 2 class

periods. Students have the option of working in paint, color pencil, marker or other materials upon request. Students work will mainly be based upon the content over the form, however students will be expected to utilize color correctly to help give their self portraits flow.

8. Students will hand in their self-portrait upon completion, at which time they may either work on a second self portrait, or other work for the class.

9. After the assignment is complete by everyone, a group critique will be held, in which the student must explain:

What they’re message is behind their self portrait.

Why they chose this.

What affected their choices in making this project.

Did they like the assignment.

Did they think they created a successful self-portrait.

10. Upon group critique completion, the self-portraits will be collected again, and graded by the teacher. Students will receive their self-portraits back the following class, so they may ask questions if needed.

Accommodations and Modifications Steps will be repeated on several occasions so students will know what they are to be doing.

Emphasis will be placed on important steps of the creative process.

Directions will be simplified as needed.

A written handout of the lesson and PowerPoint may be given to students whom need it.

Hand gesturing and motion should be used when talking about the paintings.

Prepare a list of vocabulary which may be used in the discussions ahead of time to students whom may need it.

Students may be walked through the self-portrait gestural portrait if needed. As a class, this will take place, and each gesture should take about 5 minutes each. Students whom need more time can create less gestural drawings, utilizing more time to work.

Plan more frequent breaks in lecture if needed.

Have print-outs of Finster’s work to pass around to those whom may need it.

For students with motor coordination problems, if they wish to include text in their work, stencils or computer collage maybe considered.

Mainly positive feedback will be given to the students- This is their self-image self portrait after all.

Students may choose to not display their work, and may instead have a 1 on 1 critique if needed.

Give ample time for this project to be completed. Students whom may need more time once the class has finished will be allowed to continue past the ending date.

AssessmentCategory 4 3 2 1 0 Score Comment

Subject/ Content

Student presents exemplary work, which not only include the self-portrait and ideal behind it, but express them in a unique and interesting way.

Students work shows how their self-portrait and

ideal relate.

Student creates a self-portrait of

themselves without an underlining

Student does not meet subject

requirements. No self-portrait or ideal present in

the work.

No work is presented    

Preplanning Student shows effort in their pre-planning stages, having more than 2, well-crafted

pre-planning drawings.

Students shows adequate effort in pre-planning drawing, having 2 well-crafted pre-planning

drawings.

Student shows effort by having at

least one well-crafted pre-

planning drawing.

Student has no well-crafted

planning drawings.

No pre-planning or work is presented.

   

Craftsmanship Student goes above and beyond in

showing mastery over the principles of art and design

Student applies design principles

adequately.

Student tries to apply design

principles in their work.

Student does not appear to be able

to apply most design principles

to their work.

No work is presented.    

Originality Student has great shown originality in their work, going

above and beyond to own their self-

portrait. They create their own

style in the process.

Student has shown

originality, creating original content and style

from source materials.

Student has created works

similar to source materials, showing

less evidence of individuality.

Student made no attempt to meet the requirements

of the assignment.

No originality is presented.

   

Time Management

Class time was used wisely and

effectively. Effort was put in during and after class.

- - - Class time was not used wisely and student put in no additional

effort.

   

           Total: /20

 

Name: ________________________________________________Date : _________Self Portrait/Self Image

Example- Self Portrait

References

Finster, Howard. (1983) Delta Painting [Painting]. 1983. Retrieved from ARTstore database.

Finster, Howard. (1978) Howard Finster in Green Suit [Painting]. Retrieved from ARTstore database.

Finster, Howard. (1977) Self Portrait [Painting]. Retrieved from ARTstore database.

Finster, Howard. (1979) Self Portrait in wool coat and Hat [Painting]. Retrieved from ARTstore database.

Rosenbaum. (2003, September 17). Howard Finster (ca. 1915-2001). Retrieved April 13, 2015, from http://www.georgiaencyclopedia.org/articles/arts-culture/howard- finster-ca-1915-2001

Lesson 2: Personal Experience

Origin Statement

I was inspired by chapter 6 in Reaching and Teaching: Students with Special Needs Through Art, in looking through the example lesson plans. The Action Portrait lesson seemed especially interesting, and I thought a lesson which lets students give more information about themselves without it being a self-portrait would be interesting. Enter Winfred Rembert. His works all show a part of his life, through beautiful color, motion and texture. As soon as I saw his amazing works, I had to make a lesson revolving around the idea that you can tell a personal story through your art.

Winfred Rembert Lesson: Personal Experience Piece

Objectives Upon finishing this lesson, students will be able to recognize

the unique style of Winfred Rembert.

Students will be able to recognize the themes present in Rembert’s art, including segregation, slavery, inequality, etc. They will also recognize that each of his works reflects a moment of his own life.

Students will be introduced to different medium, understanding that there are several different methods toward creating work. Winfred Rembert’s use of leather and leather painting will serve as an example of using an unusual method toward creating a painted work.

Students will be able to create a personal experience piece, documenting a certain time in the student’s life, culture, or lifestyle.

Students will recognize the differences between their own lifestyles in a class critique, touching on how life is different and similar between themselves.

Students will be able to correctly recognize the use of the elements and principles of design in Rembert’s art, focusing on color, direction, movement, texture, and balance. They will be able to relate these to their own work, explaining how their work succeeds in this regard.

Standards VA.912.S.1.In.c: Explore various subject matter,

themes, and historical or cultural events to develop an image that communicates artistic intent.

VA.912.F.1.In.a: Select and use techniques, structural elements of art, and principles of design to create a variety of artworks in different or unusual ways.

VA.912.O.2.In.a: Select various media and techniques to communicate personal symbols and ideas through the organization of the structural elements of art.

VA.912.S.1.Su.c: Create artworks to depict personal, cultural, and/or historical themes.

VA.912.H.1.Pa.d: Associate selected artists, architects, or masterworks with examples of their work.

Winfred Rembert

Grew up in Cuthbert, a town in southwest Georgia. He was given away at birth to a great aunt. Spent most of his childhood as a field worker beside his great aunt in the cotton and peanut fields.

Loved drawing while in school, but not much else from school.

Was thrown in jail without charges or trial for attending a civil rights demonstration. An escape attempt over a year later resulted in a prison sentence, but only after he’d survived an attempted lynching.

Fell in love with his future wife and with leather as an artistic medium while serving seven years on a Georgia chain gang.

1995 is when he began to carve, tool, an dye pictures on leather in his studio in New Haven, Connecticut.

Exhibited at Yale University Art Gallery in 2000.

“People don’t always believe my stories. Some of this stuff is far-fetched” – Talking about his own work.

Winfred Rembert, “Picking Cotton #2”, 2005

Winfred Rembert, “Picking Cotton”, 2009

Winfred Rembert, “Chopping Peanuts”, 2005

Winfred Rembert, “The Dirty Spoon Cafe”, 2002

Procedure

Questions to Consider What kind of stories are being

presented in these works?

How do they make you feel in looking at them? Do they affect you at all.

In learning about Winfred Rembert, how do you now feel about the works?

Winfred Rembert, like Howard Finster, is self taught. Do you consider his work successful?

Materials Drawing/ Painting Paper

Paint/Color Pencils/ Color paper

Glue

Paper

Pencils

Sketchbook

Other materials on request

Projector and Power Point

Procedures1. Prepare a short biography on Winfred Rembert ahead of time, based upon the

Oppenhimer article: http://folkart.org/mag/winfred-Rembert. Have a copy of this article on each of the student’s desks.

2. As the students arrive, split the class into 4 distinct groups. Give each group one of the example artworks by Winfred Rembert. Have all the students in the group analyze the picture both in content and craftsmanship. Ask the questions:

What kind of stories are being presented?

How do you feel when looking at this pictures?

What do you think of this art style?

Is it successful in conveying the messages being broadcast?

3. As a class, have each group talk about the picture they examined. As they discuss the pictures, do not talk about the artist yet. Let their examinations be a first glance-eque style examination.

4. After the discussion, have the students read the article on Winfred Rembert’s life. As an aside, if the teacher happens to have a copy of Winfred Rembert’s biographical movie, “All Me: The Life and Times of Winfred Rembert”, you may instead have the students watch this movie and take notes. Either way, students will take notes on the article or movie, learning about the artist and his struggles.

Procedures5. After reading the article or finishing the movie, students will then examine the works again,

now with the information which they learned from the article. They will discuss as a group, how each of the pieces is a memory of Winfred Rembert’s Life. They will be asked:

In learning about Winfred Rembert, how do you now feel about the works?

Do you think that knowing about the artists background and backstory helped you in understanding this very personal work better?

Winfred Rembert is self taught like Howard Finster. Would you consider his work successful as well?

6. We will come back together as a class and discuss the findings made by learning about Winfred Rembert. After discussing what they found, students will then begin work on their own work, based upon a personal experience, like most of Winfred Rembert’s pieces. The will be asked to complete a few sketchbook pre-planning sketches before working on a final product. Students can work in pencil, paint, color paper collage, or another medium upon request. Students will be asked to, like Winfred Rembert, utilize color and movement to strengthen their pieces.

7. Upon completion of their own works, students will write an artist statement detailing what is portrayed in their work, and how the event affected them. This artist statement will be handed in along with the work for the student’s full grade.

8. Student’s work will be graded and handed back within a good amount of time so that questions can be answered. Their work will be based more on content than craftsmanship.

Accommodations and Modifications The article may be printed in different font sizes for students whom may have visual problems.

Students whom may need it can work with a shoulder partner when trying to think of a past experience to use in their work.

Steps will be repeated on several occasions so students will know what they are to be doing.

Emphasis will be placed on important steps of the creative process.

Directions will be simplified as needed.

Students whom do not wish to study in the group may work individually. In this case, the student will be called upon during the class discussion at some point to ensure they were working. If more than half the class wishes to work alone in the reading, then the activity can be changed into a silent solo reading. In this case, those whom would need partners may still work with a shoulder buddy.

Ample time will be given to those whom need it when reading, or working on their project.

If the movie is viewed, a visual transcript of important information will be given to students whom may need it.

Reading will be given out ahead of time to students whom may need it.

Extra time may be given to students whom need it in writing their artist statements.

Students whom wish to work in non-specified materials may discuss this with this professor.

Feedback during this assignment will remain mainly positive.

AssessmentCategory 5 4 3 2 1 0 Score Comment

Pre-Planning/Sketchbook

Student shows great use of pre-

planning, and has at least 3 pre-planning sketchbook

pages.

Students show good use of pre-

planning, and has at least 2 pre-planning sketchbook

pages.

Students show ok use of pre-planning, and has at least 2 pre-planning sketchbook

pages.

Student does not show good pre-planning

and has only 1 pre-planning sketchbook

page.

Student does not show good pre-planning, and has less

than a page of pre-planning in

their sketchbook.

No pre-planning or sketchbook

pages are presented.

Content Student has created a scene based upon a

personal experience.

This experience has a greater meaning to it, representing a certain time of the student’s

life.

Student has created a scene based upon a

personal experience.

This experience has a meaning behind it, and

may represent a certain time of the student’s

life.

Student has created a scene

based on a personal

experience. The experience’s

meaning is not clear, and is not expanded upon.

Student has created a scene

not based off their personal experience.

This work does try to have a

meaning that is personal, but the events are

not of the creator’s life.

Student has created a scene

not based off their personal

experience, with no meaning behind it.

Student has not created a piece

of work.

Creativity and Originality

Work shows great creativity, showcasing a

special moment to the student.

Style is their own, not of

another artist.

Work shows creativity,

showcasing a special moment to the student. Style imitates another artist, but with their own special

twist.

Work shows creativity,

showcasing a special moment to the student.

Style is influenced heavily by

artists.

Work shows no creativity, not showcasing a moment in the student’s life. Style is their

own.

Works show no creativity, with no originality present in the work. Student

does not showcase a

moment in their life, and shows

no divergence in style.

Student shows no creativity or

originality in their work.

Directions followed.

Student follows all criteria and cleans up their

space well.

Student follows criteria and

cleans up their space ok.

Student follows criteria and cleans their

space sometimes.

Student follows criteria but does not clean up at

all.

Student does not follow

criteria often or clean up at all.

Student does not follow any

direction or clean at all.

Artist Statement Student’s statement is at

least 1 paragraph long and covers the

meaning of their work.

Student’s statement is at

least 1 paragraph long,

and mostly covers the

meaning of the work.

Student’s statement is at

least 1 paragraph long, and somewhat

covers the meaning of their

work.

Student’s statement is too short, but does try to cover the meaning of their

work.

Statement is too short, or does not cover the

meaning of the student’s work.

Statement not completed

Time Management

Student utilized time in class

and after class spectacularly.

Student utilized time in class spectacularly.

Student utilized time in and out

of class adequately.

There is room for

improvement.

Student does not utilize time in class well. Time out of

class was taken to do work.

Student does not utilize time in class well,

and no effort out of class is evident.

Work was not done in or out of

class. Not turned in.

Total: /40

Example – Working at the Mall

References

All Me: The Life and Times of Winfred Rembert. (n.d.). Retrieved April 13, 2015, from http://www.allmethemovie.com/index.html

Oppenhimer, W., & Oppenhimer, A. (n.d.). The Indelible Images of Winfred Rembert. Retrieved April 13, 2015, from http://folkart.org/mag/winfred-rembert

Winfred Rembert, (2005) Chopping Peanuts [Painting], http://www.ktfineart.com/home/?object_id=182&show=project_images&heading_id= &project_id=615&detail_id=3334

Winfred Rembert, (2009) Picking Cotton [Painting], Retrieved from http://www.ktfineart.com/home/?object_id=182&show=project_images&heading_id=&project_id=615&detail_id=3333

Winfred Rembert, (2005) Picking Cotton # 2 [Painting], Retrieved from http://www.ktfineart.com/home/?object_id=182&show=project_images&heading_id=&project_id=615&detail_id=3329

Winfred Rembert, (2002) The Dirty Spoon Café [Painting], Retrieved from http://www.ktfineart.com/home/?object_id=182&show=project_images&heading_id=&project_id=615&detail_id=3330

Lesson 3: Cultural Piece, Self or Other

Origin Statement

My first two lesson ideas are very personal-self related, looking toward making personal related works. For my third, I thought a culture related work would be interesting. Jacob Lawrence’s depictions of African-American life are both inspiring and brilliantly crafted, using vibrant color and tone. Using information from the reading, I thought a lesson based on creating a cultural scene might be interesting, fun, and a little more involved than the previous lessons.

Cultural Piece

Objectives Students will be able to recognize works by

Jacob Lawrence.

Students will understand the cultural impact of Jacob Lawrence’s work, which mainly focuses upon his portrayal of African-American life.

Students will be aware of not only their own culture, but the many cultures which they will be exposed to in life.

Students will learn more about a culture, in creating a piece of artwork, either based upon their own culture or one they are interested in

Students will be able to critique work based not only upon technical skills, but also upon the message a work contains.

Standards VA.912.H.1.In.a: Compare historical and

cultural influences that have inspired artists to produce works of art.

VA.912.H.1.Su.a: Recognize ideas important to people, groups, cultures, or time periods that are reflected in their artworks.

VA.912.H.1.Pa.a: Recognize similar themes in visual art from a variety of cultures and times.

VA.912.S.1.Su.c: Create artworks to depict personal, cultural, and/or historical themes.

VA.912.H.1.Pa.d: Associate selected artists, architects, or masterworks with examples of their work.

Jacob Lawrence

An American Painter, and most widely acclaimed African-American artist of the 20th Century. Best known for his Migration Series.

Born in New Jersey, raised in New York City’s Harlem. Was introduced to art when his mother enrolled him in Utopia Children’s Center, which had an after-school art program.

Dropped out of school at 15 but took classes at the Harlem Art Workshop with Charles Alston and frequently visited the Metropolitan Museum of Art.

He brought the African-American experience to life using black and browns juxtaposed with vivid color.

Was taught and spent 15 years as a professor at the University of Washington.

Jacob Lawrence, “The Builders”, 1974

Jacob Lawrence, “Contemplation, from the Toussaint L’Ouverture

series”, 1993

Jacob Lawrence, “The Studio”, 1977

Procedure

Questions to Consider What kind of stories are being told in

these paintings?

What culture is being presented in these paintings?

Do you relate to any of these paintings? In what way?

What is your opinion on Jacob Lawrence’s artstyle? Do you like it or not? Explain why.

What cultures interest you?

Do you know a lot about your own culture?

Materials Paint

Paper

Pencils

PowerPoint and Projector

Computer

Printer

Color Paper

Glue

Magazines/Artistic Journals

Other materials on request

Sketchbook

Procedures1. Before class begins, prepare a slideshow showcasing the works of Jacob Lawrence. Also

prepare a small bio on Jacob Lawrence and his importance in art history. Prepare both physical and PowerPoint copies of these for students.

2. As class begins, first explain that today they will be looking at the works of Jacob Lawrence, and talk about the culture associated with his work. Discuss Jacob Lawrence’s work using the “Questions to Consider”. Make sure that all the students participate in this initial discussion, and make sure to talk detail about Jacob Lawrence’s influences. Talk briefly about his artistic style as well, documenting the cubism feel mixed with folk art.

3. As the discussion reaches it’s end, tell students that they will now be creating a cultural piece of art, depicting a culture of their choice. Students may work using their own culture, or they may create a work of another culture they are interested in. Along with the artistic work, students will also be responsible for creating a small, 3 paragraph paper talking about the culture of their choosing, and how it affected their work.

4. Students will begin their work on their cultural piece. They will start by creating pre-planning sketches, followed by their final work. Students may work in:

Color Pencil

Paint

Magazine collage

Color paper collage

Other materials not specified (upon asking).

Procedures

5. Upon completion of their culture paper and piece, students will be asked to write an artistic statement to go along with the artwork. This needs to be at least 1 paragraph long, and describe the culture and situation present in their work.

6. Once all students have completed the assignment, each student will present their work along with the culture that their work is based upon. They will briefly talk about the culture, and explain how their work showcases this culture. Students will have 2 to 3 minutes each to talk. This will take the place of a personal critique, and students may talk about the technical aspects of their work along with the contextual.

7. After each student has presented, a small class discussion about culture and art will take place. This discussion will act as a closing to the lesson, highlighting how art can affect culture and vice versa. The student work will be collected at the end of this discussion.

8. Students will be given their grades one week after presentations, and may talk to the teacher about their grade if needed.

Accommodations and Modifications A printout of the art pieces and PowerPoint will be made for students whom request or need it.

During the class discussion, emphasis will be made on important concepts and ideas.

Students whom have a hard time communicating for whatever reason may be called upon for simple answer questions during the discussion.

The teacher may provide written note questions to go along with the discussion to help guide it.

Students whom do not wish to write about their own culture but do not know what culture to write about may be assigned a culture by the teacher if they wish it.

In certain situations, students may be exempt from the 3 paragraph paper. In this case, they will instead have to orally explain what they learned about the culture they researched and explain how it affected their work.

Students may work in non-specified materials if they ask. Depends upon the situation.

Students may be given extra time on their paper, art piece, or artist statement depending on the situation.

Students may work in groups to write about the culture they researched, depending on a student’s situation. This entire lesson could be changed into a group-cultural lesson if the situation calls for it.

Students may be exempt from the final 2 to 3 minute discussion on the culture they researched if needed. In this case, the student may present their 2 to 3 minute reflection to the teacher alone.

Feedback during this project will remain mainly positive.

AssessmentCategory 5 4 3 0 Score Commen

tPre-Planning/Sketchbook

Student created at least 3 to 4 pre-planned sketchbook entries of quality.

Student created at least 1 to 2 pre-planned sketchbook entries of quality.

Student created no well-crafted pre-planned sketchbook entries.

No pre-planning sketchbook presented.

Content Student’s work reflects either their own culture or one of their choosing. Work portrays this culture accurately.

Student’s work attempts to reflect either their own culture or one of their choosing.

Student’s work does not reflect their own culture or one of their choosing.

No work presented, no content presented.

Craftsmanship

Student shows exemplary use of the elements and principles of design.

Student shows a grasp of the elements and principles of design.

Student shows a lack of use of the elements and principles of design.

Student shows no use of elements and principles of design.

Originality and Creativity

Student’s work is original, inspiring and shows their distinct style.

Student’s work is original, however they show too much influence from other works.

Student’s work is lacking inspiration and shows no signs of originality.

No creativity or originality present in work.

Artist Statement

Student’s artistic statement is at least 1 paragraph long and adequately describes the culture and situation for their work.

Student’s artistic statement is at least 1 paragraph long, however it does not adequately describe the culture and situation of their work.

Student’s artistic statement is less than 1 paragraph long.

Student presents no Artistic statement.

Total: /25

Assessment: Paper

Category 4 3 2 1 0 Score

Comment

Content Student has written about the culture of their choosing in great detail. They greatly explain the influence of their work.

Student has written about the culture of their choosing in detail. They mainly explain the influence of their work.

Students has written about the culture of their choosing, but not in detail. They may not focus on the influences of this culture on their work.

Students have not written about the culture of their choosing in detail. They do not focus on how this culture affected their work.

Student did not submit work.

Length Work is at or above 3 paragraphs long.

Work is 2 ½ paragraphs long.

Student’s work is 2 paragraphs long.

Student’s work is 1 paragraph long or below.

Student did not submit work.

Grammar/Spelling

There are no/minimal spelling or grammar issues present

There is minimal grammar or spelling issues present.

There are some spelling and grammar issues present, but it does not affect the content.

Spelling and grammar issues are definitely present, and affect the content.

Student did not submit work.

Total: /12

Example – The Digital Artist

References

Lawrence Jacob. (1993). Contemplation, from the Toussaint L’Ouverture series [Painting]. Retrieved from ARTstore database

Jacob Lawrence. (2015). The Biography.com website. Retrieved 01:51, Apr 13, 2015, from http://www.biography.com/people/jacob-lawrence-9375562.

Lawrence Jacob. (1974). The Builders [Painting]. Retrieved from ARTstore database.

Lawrence Jacob. (1977). The Studio [Painting]. Retrieved from ARTstore database.