UNIT IV:

Art Appreciation and

Assessment
Learning Outcomes:

1. Practice visual literacy as a way to appreciate art by

learning what to see and how to look at an artwork
2. Engage in student discussion through analysis
interpretation and reflection
3. Value and respect student ideas opinion preferences
and methods through conversations and giving
constructive feedback
A. Art Appreciation
DESCRIPTION THROUGH
OBSERVATION

• To appreciate art, we must be able to look

around and observe our surroundings.
• Understanding the element of art and
principles of design will help children see
them in their everyday life.
• Once they are aware of it, they can spot it
easily and use it as inspiration for their
artworks.
 HETLAND ET AL (2007)

• To observe is one of the studio habits of the

mind.
• It is learning to see things more closely
than ordinary looking requires.
• Observation can be done before actually
creating art. But is also a skill that is
practical during postproduction and
reflection.
Analyzing a work of art involves understanding and
interpreting its various elements ,including its
composition, styles, themes, and historical context.

1.Observe – Look at the artwork carefully, taking note of

its size, medium, and overall impression.

2.Research – Gather information about the artist, their

background, and the artwork’s creation date.

3.Read – Familiarize yourself with art movements , style,

and techniques relevant to the artwork.
Aesthetic scanning of sensory properties involves
analyzing the visual elements that evoke emotions,
sensations, and associations.

Visual Sensory Properties :

1. Color
2. Texture
3. Light and shadow
4. Form and space
5. Movement and Energy
Aesthetic scanning of formal properties involves
analyzing the visual elements and principles that
comprise an artwork’s composition.

Formal Properties :
1. Line
2. Shape
3. Form
4. Value
5. Color
6. Texture
7. Space
Aesthetic scanning of technical
properties involves analyzing the
artistic techniques, materials , and
craftmanship used to create an
artwork.

Technical Properties :
1. Mediums
2. Materials
3. Techniques
4. Craftmanship
5. Conversation
Aesthetic scanning of expressive properties
involves analyzing how an artwork conveys
emotions, ideas, and messages.

Expressive Properties :

1. Emotional Resonance
2. Symbolism
3. Narrative
4. Expressive Gestures
5. Abstract Expression
VISUAL COMMUNICATION AND VISUAL
LITERACY
• The visual thinking strategies is a research-based
teaching method used in preschool and elementary
classes for appreciating art.
• VTS has been used with younger students in classroom
setting and museums to teach critical thinking, visual
literacy and communication skill.
• Golden, Director of VTS said that this approach
teaches students how to observe closely, describe
what they see in detail, and provide proof for their
observation.
• Visual literacy is ability to find meaning in a imagery
(Yenawine 1997)
 Giving Value and Remarks

In early childhood art education appreciating

children’s effort and validating their feeling should be
given more importance than the output itself.

1. Always start with positive statement.

2. Comment on the effort given by the child.
3. When in doubt, ask first then listen.
4. Turn negative comments and critique as suggest that
are optional.
B. AUTHENTIC ART ASSESSMENT

Art Assessment can vary among

schools, programs, and grade level
students. Assessment is a systematic and
continuous process of gathering process
of gathering qualitative and quantitative
data, designed to inquire, demonstrate,
and improve student learning
(Mentowski 1999).
Art teachers can provide authentic
assessment, or “real evidence of real
learning” by using assessment methods
that reflect the relationship between
learning objectives and evaluation
strategies (Hume 2008).
The following are the types of assessment
done in a typical elementary school
program:

Diagnostic Assessment
q this is done in the beginning of a class or a school year:
q To determine student’s readiness for the set learning objectives.
q Helps teachers gauze the level of skills and knowledge.
q Identifies students who need extra support such as children with
special needs.
q It helps teachers become aware of the actual conditions, interests and
motivation of the students class that in turn.
Formative Assessment
q This is done to understand the children’s learning
achievements and to confirm and review the
content of the lesson immediately
q Includes checking prior knowledge of learners
SUMMATIVE ASSESSMENT

qThis is performed at the end of the

lesson or chapter in order to check
student’s level of achievement of
the learning objectives.
Sources of Assessment Information

The following types or sources of assessment information are

based on Teaching for Artistics Behavior or TAB by Douglas
and Jaquith (2018) and the art Teacher’s Survival Guide by
Hume (2008)

OBSERVATIONS
q Authentic assessment in art starts from the
student’s way of thinking toward his or her
work. Art teachers should take into
consideration their observations of the child’s
attitude, discipline, engagement, and
creative process. Evidences can be teacher’s
checklist, notes, videos and photos.
COVERSATIONS

q Young students especially those

kindergarten and primary grades are still
learning how to communicate their
thoughts into pictures or words.
ARTWORK

q Evaluatingstudent art through

authentic assessment. Authentic
assessment in arts means using the
actual works as basic for evaluation,
and not written multiple-choice exams
which are easy to grade and record.
1. Individual plates and projects –
Student’s individual works are
usually called plates. Projects
are more commonly referred to
as plates that would take longer
than one session.n to make
2. Portfolio Building – it contains
students work from the beginning of
the year up to the final plate.
q LiveDemonstrations- live
demonstrations or on-the-spot events
are very interactive and also
impressive as you can see the creative
process and skill of the student.
q Artexhibition- it is an events where all
students gather their works for display in a
curated way in a school or gallery.
q Community- based art (art as a social
function)- this is an project that involves
people outside the school. This includes
families, friends, and in partnership of a
beneficiary or institution.
WRITTEN WORKS

These are the artist statements, self-

reflection, sketches, planning, and other
forms of self-evaluation.
PERFORMANCE-BASED ASSESSMENT

Allow teachers to measure student’s

attitude and use of higher-order thinking
skills such as creating original
compositions and solving problems
Using Rubrics
- Teacher use rubrics to assess students works.

A. General Rubric – This can be used by Teachers and Students in

different task.
 Sample Generic Rubric for Elementary Art Class

Exceeds Meets Satisfactory Needs

Criteria Expectation Expectations Improvement

Attitude
Characterizes
positive 4 3 2 1
behavior,
engagement,
and discipline
Workmanship

Demonstration of
master of skills and 4 3 2 1
techniques

Design

Application of
concepts and
theories (Elements 4 3 2 1
and Principles )

Creativity and
Self- Expression

Panning and 4 3 2 1
coming up with
original concept,
story, and ideas

TOTAL
C. Showcasing Art through
Exhibitions

CLASSROOM WALLS - Children in Elementary Grades

are constantly trying out and exploring new things,
unlocking new achievements one at a time. Art
creation is one of the best ways to concretely show
what they can do and walls are the most popular area
to showcase that achievement.
q Foreach student, select one best work to be
displayed for the quarter. this way the
teacher can choose the best from a student’s
three or five artworks.
q Place the name of each student on the wall
and paste the artwork beside it, so that you
will know if you are missing somebody.
q Be careful with using tape as it can damage
the paper. Use sticky tack or masking tape.
Strings with clips can also used to hang
artworks.
BULLETIN BOARDS - Posting colorful artworks
on bulletin boards can set a cheerful and
accommodating mood in the School.

q Set a theme then plan ahead

q Set a focal point
q Keep related items close together.
ART EXHIBITION – Art exhibitions are probably
the best way to appreciate and assess
student learning. It is a celebration of
students expression, talent , and creation. In
the art scene , professional artist always
showcase their works through an exhibition
where they can interact with the audience.

q School art exhibitions

q Community and public places
q Galleries and museums
ONLINE PORTFOLIOS AND VIRTUAL GALLERIES - Aside
from live art exhibitions , there are alternative ways to
showcase art more efficiently to a wider audience and
that is through digital forms. Digital portfolio are
relatively cheaper to make since some platforms are free.

RULES ON PRIVACY – when posting online ,make sure

that you follow the privacy policy of the school.
PREPARING FOR AN ART EXHIBITION

q Planning for an art exhibition is not easy task.

q Its take careful amount of planning and
conceptualization.
q Its not just for public display but a way to
communicate message to the world.
q Art exhibitions allow the public to see students
process and progress enabling celebration and
connection within the community.
q Some exhibition have set advocacy like call for
action, fundraising or to raise awareness.
PLANNING AN ART EXHIBITION

Create a goal that is ;

q Relatable
q Relevant
q Realistic
A plan that is too ambitious can be too
much of the burden for the teachers and
the students that can lead to overwhelmed
and frustration.
CONSIDER THE FOLLOWING WHEN
PLANNING AN ART EXHIBITION
q Set the purpose, theme, and over all message.
q Determined the budget, date and venue.
q Curation
q Displaying works
q Exhibit proper
q Documentation
q Post event