Proportion: The Proportion has proportion of the Attempted, but Able to apply Has met the been applied different (body) there is an proportion, criteria to apply correctly and parts is in absence of but needs more proportion enhances the correct relation proportion. guidance. appropriately. sculpture. to each other. The shape / form Able to use shape Attempted, but not Has met the of the artwork / form Shape / form has able to use shape criteria to adheres to the but inconsistent. been applied / form incorporate shape criteria of the Needs more successfully. successfully. / form. activity. practice. Sculpture can The sculpture stand without The sculpture can should be able to Sculpture cannot Able to stand with support but is stand perfectly on stand on its own support itself. minimal support. unevenly its own. without support. balanced. The learner Attempted to Exceeds succeeded in portray different Has met the Unable to portray expectations and sculpting a (body) (figure) criteria to portray different (body) criteria to portray figurine showing but different (body) (figure). different (body) different (body) needs more parts (figure). parts. parts portrayed practice. Subtotals: TOTAL /40 Learners with you do the same activity Considering inclusivity: visual impairment: using touch to determine the shape and form of the animal. For learners who experience cognitive barriers, break the activity down into smaller, more manageable steps. Ensure that all learners have an opportunity to complete all the steps at their own pace. INTEGRATED LEARNING AND ASSESSMENT STRATEGY The learning and assessment processes are integrated. Assessment is continuous and formative as the teacher will observe the progress of the learner towards the final art work. The final art work is assessed formally by the teacher by means of a rubric. Activity: 3D Assessment Assessment Assessment Assessment model of Form Method Technique Instrument things that can fly. Informal: Self/peer/teacher Process towards Class list (just to Formative assessment final model be ticked off) Formal: Teacher Final model Rubric Summative DISTRIBUTION OF COGNITIVE LEVELS REMEMBER AND APPLY AND ANALYSE EVALUATE AND CREATE UNDERSTAND
Proportion: The proportion of the different (body) parts is in correct relation to each other. Attempted, but there is an absence of proportion. Able to apply proportion, but needs more guidance. Has met the criteria to apply proportion appropriately. Proportion has been applied correctly and enhances the sculpture. The shape / form of the artwork adheres to the criteria of the activity. Attempted, but not able to use shape / form successfully. Able to use shape / form but inconsistent. Needs more practice. Has met the criteria to incorporate shape / form. Shape / form has been applied successfully. The sculpture should be able to stand on its own without support. Sculpture cannot support itself. Able to stand with minimal support. Sculpture can stand without support but is unevenly balanced. The sculpture can stand perfectly on its own. The learner succeeded in sculpting a figurine showing different (body) parts portrayed Unable to portray different (body) (figure). Attempted to portray different (body) (figure) but needs more practice. Has met the criteria to portray different (body) parts (figure). Exceeds expectations and criteria to portray different (body) parts. Subtotals: TOTAL /40 Considering inclusivity: Learners with visual impairment: you do the same activity using touch to determine the shape and form of the animal. For learners who experience cognitive barriers, break the activity down into smaller, more manageable steps. Ensure that all learners have an opportunity to complete all the steps at their own pace. INTEGRATED LEARNING AND ASSESSMENT STRATEGY The learning and assessment processes are integrated. Assessment is continuous and formative as the teacher will observe the progress of the learner towards the final art work. The final art work is assessed formally by the teacher by means of a rubric. Activity: 3D model of things that can fly. Assessment Form Assessment Method Assessment Technique Assessment Instrument Informal: Formative Self/peer/teacher assessment Process towards final model Class list (just to be ticked off) Formal: Summative Teacher Final model Rubric DISTRIBUTION OF COGNITIVE LEVELS REMEMBER AND UNDERSTAND APPLY AND ANALYSE EVALUATE AND CREATE
Visual_arts_FAT_Grade_5_EngVisual%20arts%20FAT%20Grade%205%20Eng_X2LgQN.docx