Unit Assessment Plan
Subject: Art Topic: Drawing
Grade: 12 Length: 2 lessons- 21 classes
Stage 1 – Desired Results
Established Goals (GLEs):
Drawing
- Drawing is a visual search for meaning. Using a variety of materials and techniques, drawing
is an individual expressive response to some specific experience. Such experiences may come
from the individual or the group or may result from a problem to be solved or from direct
inquiry.
Compositions
- Composition is a search for a unified visual statement. It articulates meaning through control
of elements and their relationships. The student organizes visual material to generate thought
and to make thought visible.
Encounters
- Artmaking articulates thought and imagination. Through images, we communicate with one
another within our communities and across time and cultures. Encounters with the sources,
transformations and impact of images are essential for understanding art.
Constructs: Essential Questions:
Use your experiences to communicate a
message through your artwork How can you use different techniques and mediums
Exploring art history and culture through to integrate our personal experience to create a
exploration of artists throughout time meaningful artwork?
Developing a personal style
What different visual relationships
express meaning
Different visual elements create
dimension
Specific Learning Goals (SLEs):
Students will be able to…
Record: achieve personal style.
Investigate: develop and refine drawing skills and styles.
Communicate: exhibit a personal style through in-depth studies.
Articulate and Evaluate: use the vocabulary and techniques of art criticism to analyze and evaluate
their own works in relation to the works of professional artists.
Components: use personal experiences as sources for image making.
Relationships 1: develop and solve design problems.
Impact of Images: question sources of images that are personally relevant or significant to them in
contemporary culture.
Prior understandings… Where does this lead? (Future outcomes in the same
Creating dimension within artworks course, following grade-level classes, etc.)
Based on Understanding by Design, Wiggins and McTighe (2006) Adapted by Keith Griffioen (2021)
Art vocabulary Creating compositions to direct gaze and
Different perspectives (top view, bottom- attention
up view… etc.) Having additional vocabulary to discuss
*Students do not need to know too much as compositions
an in-depth description of all assignments Creating personalized artwork that conveys
will be given. meaning (can be as simple as they like and dislike
Any knowledge is good knowledge the object or image shown)
Reflecting on own experiences to create
meaningful work
Foster growth within their own art practice
Stage 2 – Assessment Evidence
Pre-Assessment
Gauging students’ level of art knowledge, and their drive to better their art practice (this doesn’t
matter, but good to know for some students who may want to pursue art further than most). Gauging
students understanding of perspectives, and macro drawings.
Formative Assessments
- Group/ Individual discussions
- Check-ins
- Sketchbook Pre-planning
- Reflection
Summative Assessment(s)
Submitted Compositions:
- Worms eye view artwork (for students in both 3 and 5 credit classes)
- Macro Drawing (for students in the 5-credit class)
- Slice and diced drawing
Other Evidence (observations, work samples, dialogues)
- Observations
- Sketchbook reviews
- Student composition reflection
Based on Understanding by Design, Wiggins and McTighe (2006) Adapted by Keith Griffioen (2021)
Stage 2: Assessments
Group/ Sliced and
Learning Sketchbook Worm’s Eye view
Title Individual Check-ins Reflection Macro Drawing Diced
Pre-planning drawing
Outcomes Discussions Drawing
(Specific Type
F F F F S S S
(Formative/Summ
Outcomes) ative)
100%/
Weighting 0% 0% 0% 0% 30% 30%
60%
Achieve personal style. * * * *
Develop and refine drawing
* * * * *
skills and styles.
Exhibit a personal style
* * * *
through in-depth studies.
Use the vocabulary and
techniques of art criticism to
analyze and evaluate their * * *
own works in relation to the
works of professional artists.
Use personal experiences as
* * *
sources for image making.
Develop and solve design
* * * *
problems.
Question sources of images
that are personally relevant
* * *
or significant to them in
contemporary culture.
Based on Understanding by Design, Wiggins and McTighe (2006) Adapted by Keith Griffioen (2021)
Formative or Triangulation? Cognitive
(Conversation/ Engagement
Assessment Tool Brief Description Summative
Observation/ (Taxonomy)
Assessment?
Product)
Group and individual discussions are an
Group/
essential part of gauge student
Individual Knowledge/
understanding, their thought process, if F C
Discussions Comprehension
they are aware of art history aspect, and
techniques.
Check-ins are facilitated when students
are working on their final artworks. This
Check-ins will help me quickly gauge student F C/O Comprehension
progress, if they are trying to problem
solve, and if they are on the right track.
Students will sketch their ideas for their
composition in their sketchbook and we
Sketchbook Pre- will review this as they are planning (I
F O/P Application
planning can gauge student thought process
through discussions with them, and help
them if needed)
Once student works are completed, they
will self-reflect on their work and their
Knowledge/
Reflection process. Specific question prompts will F O/C
Evaluation
be provided to encourage thoughtful
reflection.
Students will submit their final works for
Submitted evaluation. Students will be graded on
S P Synthesis
Compositions overall effort, meaning, stylistic choices
and the SLO’s
