How data collection is used in art to
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The document describes a data wall created to display students' pre- and post-test drawings assessing visual-spatial skill development across grades K-5. The wall shows a sample of drawings from each grade level demonstrating the range of abilities within that grade. It also features direct comparisons of individual students' pre- and post-test drawings to illustrate growth in drawing level. The data wall is intended to track improvement in visual-spatial skills through a drawing-based curriculum and demonstrate how these skills are developed and practiced over time.
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Assignment 04
E07 Art & Creative Development
Directions: Be sure to make an electronic copy of油your answer before submitting it to Ashworth College for grading.油 Unless otherwise stated, answer in complete sentences, and be sure to use油correct English spelling and grammar.油 Sources must be cited in APA format.油 Your response should be four (4) pages in length; refer to the "Assignment Format"油page for specific format requirements.
This assignment is comprised of three different parts that will show your learning of various course objectives from Lessons 1, 2, 3, and 4.
Part 1
Summarize and give examples of three (3) positive effects that art and creativity have on early childhood aged children in each of the following areas of development: cognitive, physical, and socioemotional. You will have a total of nine (9) positive effects with examples at the end of this assignment. You will want to refer back to Lesson 1 and Lesson 3.
Part 2
Describe four (4) different ways to implement technology and/or technology software in the lives of early childhood aged children as it relates to the positive effects of art and creativity. You will want to refer to Lesson 2.
Part 3
Create a list of at least four (4) quality community resources, in your area, with a description of the resource that families can use in implementing art and creativity into the life of his or her child. You will want to refer back to Lessons 1, 2, 3, and 4 especially to the additional resources.
Grading Rubric
Please refer to the rubric on the next page for the grading criteria for this assignment.
CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable
30 points20 points15 points5 points
The student provides a clear
summary and three clear
examples of the positive
effects that art and creativity
have on early childhood-
aged children in the areas of
cognitive, physical, and
socioemotional
development.
The student provides a
mostly clear summary and
two mostly clear examples
about the positive effects
that art and creativity have
on early childhood-aged
children in the areas of
cognitive, physical, and
socioemotional
development.
The student provides an
adequate summary and one
adequate example about
the positive effects that art
and creativity have on early
childhood-aged children in
the areas of cognitive,
physical, and
socioemotional
development.
The student provides a
poor summary and
provides no examples
about the positive effects
that art and creativity have
on early childhood-aged
children in the areas of
cognitive, physical, and
socioemotional
development.
30 points20 points15 points5 points
The student provides a clear
description of four strategies
of how to implement
technology and/or
technology software in the
lives of early childhood-aged
children as it relates to the
positive effects of art and
creativity.
The student provides a
mostly clear description of
three strategies of how to
implement technology
and/or.AssessmentIdeas.pdf
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油
Assignment 04
EC380 Art & Creative Development
Directions: Be sure to make an electronic copy of油your answer before submitting it to Ashworth College for grading.油 Unless otherwise stated, answer in complete sentences, and be sure to use油correct English spelling and grammar.油 Sources must be cited in APA format.油 Your response should be four (4) pages in length; refer to the "Assignment Format"油page for specific format requirements.
This assignment is comprised of three different parts that will show your learning of various course objectives from Lessons 1, 2, 3, and 4.
Part 1
Summarize and give examples of three (3) positive effects that art and creativity have on early childhood aged children in each of the following areas of development: cognitive, physical, and socioemotional. You will have a total of nine (9) positive effects with examples at the end of this assignment. You will want to refer back to Lesson 1 and Lesson 3.
Part 2
Describe four (4) different ways to implement technology and/or technology software in the lives of early childhood aged children as it relates to the positive effects of art and creativity. You will want to refer back to Lesson 2.
Part 3
Create a list of at least four (4) quality community resources, in your area, with a description of the resource that families can use in implementing art and creativity into the life of his or her child. You will want to refer back to Lessons 1, 2, 3, and 4 especially to the additional resources.
Grading Rubric
Please refer to the rubric on the next page for the grading criteria for this assignment.
CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable
30 points20 points15 points5 points
The student provides a clear
summary and three clear
examples of the positive
effects that art and creativity
have on early childhood-
aged children in the areas of
cognitive, physical, and
socioemotional
development.
The student provides a
mostly clear summary and
two mostly clear examples
about the positive effects
that art and creativity have
on early childhood-aged
children in the areas of
cognitive, physical, and
socioemotional
development.
The student provides an
adequate summary and one
adequate example about
the positive effects that art
and creativity have on early
childhood-aged children in
the areas of cognitive,
physical, and
socioemotional
development.
The student provides a
poor summary and
provides no examples
about the positive effects
that art and creativity have
on early childhood-aged
children in the areas of
cognitive, physical, and
socioemotional
development.
30 points20 points15 points5 points
The student provides a clear
description of four strategies
of how to implement
technology and/or
technology software in the
lives of early childhood-aged
children as it relates to the
positive effects of art and
creativity.
The student provides a
mostly clear description of
three strategies of how to
implement technology ...How data collection is used in art to
- 1. How Data Collection is used in Art to improve Visual-Spatial Skill Instruction Inquiry / Research Question & Bulletin Board By Melissa Rhinehart
- 2. Creating the Data 安温鉛鉛
- 3. Grades: K,1,2,3 & 5
- 4. The Headings for each Grade Level K-5 (with the exception of 4th grade- they did not do this project yet, but can be done for the research if necessary) Showing the Data (pre-test) Collection worksheet on the left and the Post-Test Drawing Sample -purposely chosen above grade level to challenge all students to have the opportunity to demonstrate growth. 5th grade:
- 5. 5th grade
- 6. Note: These are not matched Student A pre-test to Student A Post test. It is a random sample demonstrating a bell curve of some of the lowest beginner level drawings next to the top percent of highest level drawings within that grade level. This is to demonstrate the range of abilities within the grade level. This was also done to protect the privacy for the students on public display. Direct student pre & post (student A-Student A) comparisons of individual work is featured later to see increase / improvement / rise in drawing level for individual students. The following 3 pictures are at the 5th grade level. Pre-Test Person Drawing on left 5th grade Post- Test Person Drawing on right
- 7. Pre-Test Person Drawing on left 5th grade Post- Test Person Drawing on right
- 8. Pre-Test Person Drawing on left 5th grade Post- Test Person Drawing on right
- 9. Pre-Test Person Drawing on left 5th grade Post- Test Person Drawing on right
- 10. Pre-Test Person Drawing on left 5th grade Post- Test Person Drawing on right
- 11. 3rd grade
- 12. Pre-Test Person Drawing on left 3rd grade Post- Test Person Drawing on right
- 13. Pre-Test Person Drawing on left 3rd grade Post- Test Person Drawing on right
- 14. Pre-Test Person Drawing on left 3rd grade Post- Test Person Drawing on right
- 15. 3rd grade Standard and related slide from PowerPoint
- 16. 2nd grade
- 17. Pre-Test Person Drawing on left 2nd grade Post- Test Person Drawing on right
- 18. Pre-Test Person Drawing on left 2nd grade Post- Test Person Drawing on right
- 19. Pre-Test Person Drawing on left 2nd grade Post- Test Person Drawing on right
- 20. Pre-Test Person Drawing on left 1st grade Post- Test Person Drawing on right
- 21. Pre-Test Person Drawing on left 1st grade Post- Test Person Drawing on right
- 22. 1st grade Post- Test Person Drawing & Differentiated Standards
- 23. Pre-Test Person Drawing on left 1st grade Post- Test Person Drawing on right
- 24. Pre-Test Person Drawing on left 1st grade Post- Test Person Drawing on right
- 25. Kindergarten
- 26. Kindergarten
- 27. Pre-Test Person Drawing on left Kindergarten Post- Test Person Drawing on right
- 28. Kindergarten
- 29. Pre-Test Person Drawing on left Kindergarten Post- Test Person Drawing on right
- 30. Pre-Test Person Drawing on left Kindergarten Post- Test Person Drawing on right
- 31. Other Visual-Spatial Bulletin Board Information & slides from Intro to Drawing PowerPoint
- 32. Detail of Synthesis poster slide from Intro to Drawing PowerPoint demonstrating high order thinking and cross-curricular connections on next slide
- 33. Synthesis: Dont forget, art is a PROCESS! like writing a Language Arts paper... 1. Brainstorm (for idea to write about or draw) 2. Draft (with words for LA paper; with lines for drawing) 3. Edit, Revise, Erase, Redraw (if Art) Rewrite (if LA paper) 4. Repeat (the process & practice as many times as necessary!) 5. Final Product (Not a 1-shot deal; Dont expect to get it perfect the 1st time!!)
- 34. Text Reference / Resource, Analyzing Text & Student Responses:
- 35. Real life applications & connections of visual-spatial skills: