Unit Assessment Plan

Unit Assessment Plan
Subject: Art Topic: Painting

Grade: 12 Length: 1 Lesson
10-15 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:

 Differences of primary, secondary, and How can different eras of art influence our
tertiary colours own art practice?
 How colour schemes affect mood and  How do primary, secondary, and tertiary
direct attention colours differ from one another?
 How different visual relationships express  How can colour effect moods within a
meaning composition?
 How can you direct someone’s attention
using colour within your composition?
 What can affect the overall aesthetic of a
composition?
Specific Learning Goals (SLEs):

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.
Prior understandings… Where does this lead? (Future outcomes in

 How to mix colours to create different the same course, following grade-level
colours classes, etc.)
 How colours can or may affects moods  Creating compositions to direct gaze and
(not necessarily needed but an asset) attention
 Vocabulary of warm, cool, contrasting,  Having the vocabulary to discuss colours
and complementary (what do the words and compositions
mean)  Refining personal style and skill
 Creating compositions with personal
meaning
Based on Understanding by Design, Wiggins and McTighe (2006) Adapted by Keith Griffioen (2021)
Stage 2: Assessments
Learning Outcomes Title Observation Pre-Planning Artwork Reflection
(Specific Outcomes) Type F F S S
(Formative/Summative)
Weighting 0% 0% 90% 10%
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. * * *
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)
Observations are facilitated when Comprehension

students are working on their final
artworks. This will help me quickly
Observation F C/O
gauge student progress, if they are trying
to problem solve, and if they are on the
right track.
Students will sketch their ideas for their Application
composition in their sketchbook and we
will review this as they are planning (I
Pre-Planning F O/P
can gauge student thought process
through discussions with them, and help
them if needed)
Students will submit their final works for Synthesis
evaluation. Students will be graded on
Artwork S P
overall effort, meaning, stylistic choices
and the SLO’s
Once student works are completed, they Knowledge/
will self-reflect on their work and their Evaluation
Reflection process. Specific question prompts will S O/C/P
be provided to encourage thoughtful
reflection.

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Subject: Art Topic: Painting

Constructs: Essential Questions:

Specific Learning Goals (SLEs):

Components: use personal experiences as sources for image making.

Prior understandings… Where does this lead? (Future outcomes in

Weighting 0% 0% 90% 10%

Record: achieve personal style.

Investigate: develop and refine

Communicate: exhibit a personal style

Articulate and Evaluate: use the

Components: use personal experiences

Relationships 1: develop and solve

Formative or Triangulation? Cognitive

Observations are facilitated when Comprehension

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