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"Artzy" Art during World War II


Introduction Unit Objectives
Unit-At-A-Glance/Lesson Plans Artzybasheff Bibliography
Teacher Resources Supplemental Activities
World War II WebQuests Literary Terms and Vocabulary
Student Chatroom Student Portfolios
Home University of North Texas
TEKS/TAKS Standards Online Tutorials
WWII Letters links Initial Artzybasheff images

“Artzy” Art During  World War II

 

Rubric:

Assessment Tool for Unit

 

Objective

Beginning

(Novice Level - 1)

Developing

(Low Median Level - 2)

Accomplished

(High Median Level - 3)

Exemplary

(Highest Level - 4)

Lesson 1:

The student will think critically and form hypotheses about an artwork by Artzybasheff and record thoughts in a brainstorming activity.

 

 

The student’s responses on the brainstorming sheet showed little to no effort to question the elements of the work of art and as a result formed 1 to no hypotheses about the artwork.

The student’s responses on the brainstorming sheet demonstrate the student somewhat questioned the elements of the work of art and as a result formed at least 2 hypotheses about the artwork.

The student’s responses on the brainstorming sheet demonstrate the students questioned the elements of the work of art and as a result formed at least 3 hypotheses about the artwork.

The student’s responses on the brainstorming sheet demonstrate that the student deeply questioned the elements of the work of art and as a result the student formed at least 4 hypotheses about the artwork.

 

Lesson 2:

A.  Background information provided on character.

The student has provided very few facts about his or her character that help the audience understand that character’s perspective in the provided situation.

The student has obviously done some research about their character, but it is hard to distinguish the character’s perspective on the provided situation.

It is obvious that the student has done enough research about his or her character to give the audience some sense of the character’s perspective in the situation.

The student has completed detailed research about his or her character, because it is evident that the character’s perspective in the situation is clear and well thought out.

 

Lesson2:

B. Response to the written letter.

The student’s response to the provided letter is poorly written and lacks emotion.

The student’s response to the letter is either to short or poorly written and not emotional enough.

The student’s written response to the letter is adequate in length, is well written, but lacks emotional content.

The student’s written response to the letter is a good length, well written, and full of emotion.

 

Lesson 2:

C.  Contribution to the creation of the collaborative group project.

Through observation, it is evident that the student has contributed close to nothing towards the completed skit.  None of the objectives for the skit have been met.

The student has contributed some insight to the dialogue or actions in the writing of the skit.  Very few of the objectives for the skit have been met.

The student’s ideas for the skit have been well thought out, and their contribution enhances the performance.  Most of the objectives have been met.

The student has shown good leadership skills in organizing the events of the skit and in the disbursement of duties to all group members.  All of the objectives have been met.

Lesson 2:

D.  Performance in collaborative group project.

The student’s performance is poor and lacking in effort or believability.

The student’s performance is okay although it lacks in enthusiasm or effort.

The student shows sufficient effort and enthusiasm during the performance.

The student’s performance is remarkable, full of enthusiasm and obviously well thought out.

Lesson 2:

E.  Evaluative reflection about other characters.

It is obvious that the student has not put any effort into listening to or thinking about the other characters.

The student is able to identify some aspects about one or two of the other characters.

The student’s evaluation of the other characters is sufficient, yet not very in-depth.

The student’s evaluation of the other characters is well written and very in-depth.

 

Lesson 3:

A.  The student will associate literary metaphor to visual images.

In the metaphor game, the student is unable to match metaphors to the images.  As a result they are unable to explain why any of the images and metaphors work together.

In the metaphor game, the student is able to match a metaphor to at least 2 of the images and explain why the 2 metaphor / image matches work together.

In the metaphor game, the student is able to match a metaphor to at least 4 of the images and explain why the 4 metaphor / image matches work together.

In the metaphor game, the student is able to match a metaphor to each of the six images and explain why each one of them works together.

Lesson 3:

B.  The student will demonstrate an understanding of the concept of metaphor by providing student generated examples both visually and textually.

The student unable to provide an example of a textual metaphor and the student is unable to provide an example of a visual representation of a metaphor.

The student is unable to provide an example of either a textual metaphor or visual representation of a metaphor.  They are able to provide one or the other.

The student is able to provide examples of textual metaphor and visual representation of a metaphor but the meaning is not completely clear.

The student is able to provide clear examples of a textual metaphor and a visual representation of metaphor.

Lesson 5:

A.  The student will learn more about the artist Boris Artzybasheff and his artwork through an informative scavenger hunt.

The ‘Student Scavenger Hunt Sheet’ shows little to no thought in answering the questions.  The sheet also demonstrates a low level of knowledge gained.  Many of the questions are left blank.  Many of the answers provided offer no insight to the activity.

The ‘Student Scavenger Hunt Sheet’ shows some thought in answering the questions.  The sheet also demonstrates a low to medium level of knowledge gained.  Some of the questions are left blank or they have short answers.

The ‘Student Scavenger Hunt Sheet’ shows thought in answering the questions.  The sheet also demonstrated a medium to high level of knowledge gained from the activity.  Some of the questions have short answers.

The ‘Student Scavenger Hunt Sheet’ shows deep thought in answering the questions and illustrates a high level of knowledge gained form the activity.  All questions are answered with longer more intriguing answers.

Lesson 5:

B.  The student will demonstrate an understanding of the term anthropomorphic by producing a piece of anthropomorphic art.

The student produces an unsuccessful anthropomorphic image.  The student had made no attempt to give the machine any human characteristics.

The student produces an unsuccessful anthropomorphic image.  The image is unsuccessful because the human characteristics are not easily recognizable.

The student produces a somewhat successful anthropomorphic image but it needs a little touch up truly convey the idea of a machine with human characteristics.

The student produces a beautifully successful anthropomorphic image that blends man a machine seamlessly.