Performance Task 78

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Visual Arts

• Performance Task 7-8

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• Visual Arts Performance Task
  7-8 1
• Standards
• VA2 Structures and Functions The student
  demonstrates knowledge of structures and
  functions.
• VA2c The student selects and applies the
  elements of art and the principles of design to
  improve the communication of
• ideas.
• VA4 History and Culture The student
  demonstrates understanding of the visual arts in
  relation to history and cultures.
• VA4b The student compares the function and
  meaning of art objects within cultural and
  historical contexts.
• VA4c The student explains the relationship of
  works of art in terms of history, aesthetics, and
  cultural context.
• VA6 Connections to Other Disciplines The
  student makes connections between the visual arts
  and the other disciplines.
• VA6b The student compares characteristics of
  works in the visual arts that share similar
  subjects, themes, purposes
• historical periods, or technologies.
• Performance Task
• Imagine this

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• Circumstances of Performance
• The student work is produced under the following
  conditions
• X Alone In a group with
  individual tasks
• X In class As homework
• X With teacher feedback __x__With peer
  feedback
• Timed __x__Extended project
• No opportunity for revision __x__Opportun
  ity for revision
• Criteria for Success
• The student produces a 3 dimensional work of art
  that is the culmination of a cultural and
  technical investigation into at least 3 different
  cultures.
• The application of at least 3 elements of art and
  3 principles of design is evident in the work of
  art.
• The student is able to compare the function and
  meaning of works of art according to history and
  culture.
• The student explains how history, culture, and
  aesthetics influence works of art.
• The student compares characteristics of subjects,
  themes, purposes, and/or historical periods of
  visual artwork.
• Related Standards

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• Teacher Commentary
• The student meets VA2c by selecting and applying
  elements of art and principles of design. As
  demonstrated in the original mask, the elements
  selected and applied are Line, Shape, and Color.
  The Principles evident are Balance, Harmony, and
  Emphasis.
• The student meets VA4b by comparing the function
  and meaning of masks within three cultural and
  historical contexts. As outlined on the webquest
  posterboard, the functions and historical
  references of masks from Africa, China, and Japan
  are presented within the text on a storyboard.
• The student meets VA4c by explaining the
  relationship of masks within the context of
  history, aesthetics, and culture. As outlined on
  the storyboard and during a video presentation,
  (Video presentation not available for viewing on
  this site.) the student discusses the history of
  masks, points out elements of aesthetics, and
  culture.
• The student meets VA6b by comparing
  characteristics of artworks that are similar.
  Themes, subjects, and purposes for masks from
  Africa, China, and Japan were addressed on the
  storyboard and during the video presentation.

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MUL T ICULTURAL MASKS
CHINA JAPAN AFRICA
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Elements Shape Color Line Principles Balance
The mask is symmetrical. Harmony Harmony is
created by the use of a limited color
scheme. Emphasis Emphasis is shown by the use of
repeated ovals as seen in the nose and head
dress. Standard VA2c
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Student Work 1African Mask-Making and Guiding
Questions

• Why are masks important in African Art? Masks are
  important. They were used in many things and are
  a part of the culture in Africa.
• Why are masks used? Masks were used for
  celebrations, initiations, war preparation and in
  troubled times.
• What COLORS are predominant in African masks?
  Mostly natural colors.
• SHAPES? Squares, circles, triangles and
  rectangles.
• 4. What African IMAGE will your Mask of Africa
  represent? The wildlife of Africa
• PURPOSE? To have a good hunt.
• 5. What is the MEANING behind your creation? It
  means the colors will be wild, fun and adventure.
  The shape is camouflage of a lion.
• 6. What country on the continent of Africa is
  your mask from? Northeast Tanzania
• 7. What website addresses have you found to
  support your findings? You MUST have resources
  for AFRICAN MASKS, MUSIC and DANCE!! These
  should all be saved in your gaggle accounts and
  be ready for review. In gaggle accounts.
  http//www.arts.ohio-state.edu/arteducation/kplayg
  round/masks.htm

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Implications for Teaching and Learning

• How can this student work and your commentaries
  be used as a tool to improve teaching?
• The art work, planning stages, written research,
  and story all come together to allow the
  assessment of clarity and dissemination of
  previously taught concepts and skills students
  learned in class.
• What is the value of using this performance task
  to assess student learning?
• The Performance Task provides a window that
  allows the measurement of the ability to convey
  ideas through multiple forms of visual and
  written communication.
• The Performance Task provides an authentic
  evaluation that gives the opportunity to
  demonstrate knowledge of art media, techniques
  and processes as well as experiences drawn from
  other curricular areas and life.
• The opportunity to assess skills and techniques
  that need to be reinforced is provided.
• Guiding questions provide focus for learning.

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