Assessment of the expressive arts
...s and weaknesses through teacher and self-assessment. Appraisal can be used to measure the pupils’ development in the areas of creativity, sensitivity and communication. What are the different forms of assessment used? The faculty considers three aspects when assessing a pupils work, the ‘Pupil’, the ‘Process’ and the ‘Product.’ The ‘Pupil’ is concerned with individuals ‘response to a subject, the development of an individuals’ social, moral and cultural awareness and pupils’ sensitivity to others. The ‘Process’ is concerned with the development of pupils’ ideas, the rationale behind pupils’ work and the key skill of improving learning and performance. The ‘Product’ is the final creation, which has derived from the ‘Pupil’ and the ‘Process.’ Within the integrated scheme of work on the ‘Firebird’ a number of assessing methods are used. Firstly, the scheme of work involves formative assessment that occurs each lesson, the informal approach to assessing enables the teacher to assess the ‘Pupil’ element in realising a pupils’ understanding of a topic, skill, technique or content. Secondly, the teacher uses a criterion assessment, however this is only encountered during the final integrated session where the final product is exhibited, this is the ‘Product’ component of the assessment. After completion of the final project the pupils’ ‘Process’ is assessed, this is graded using a combination of criterion and formative appraisal. The pupils are awarded and marked in two areas; ‘Process’ and ‘Product,’ equal emphasis is placed on both areas. The scheme of work also employs peer and self-assessment; this assists in the ‘Pupil’ element, as pupils’ assess the work of themselves and others. This form of appraisal is utilized in the lessons in discussion and feedback sessions. At the end of the scheme of work pupils complete a self-evaluation form, this allows for a summative form of assessment in pupils assessing their strengths and weaknesses throughout the period of the project. What is assessed within the ‘Firebird’ scheme of work? Skills particular to each art form, providing freedom and flexibility are assessed, pupils are working towards a final product but are assessed within each subject area separately, however the pupil workbook is used in all three areas as the basis for the ‘Process’ grading. As previously stated the Arts faculty uses what the Robinson Report (1999) termed as a ‘democratic’ definition of creativity. A broad approach is employed when it comes to pupils. This way every child can be considered to have creative potential. The faculty also ensures differentiated learning by task in the resources or worksheets that are provided and by outcome. When assessing elements of the scheme of work teachers will be looking at the relationship between aspects of the creative process and the outcome, do they all correlate in the final performance? Teachers will also consider students understanding of the topic/content, skills and techniques and development of personal and social skills. Assessment in Art Process – The designing and making of a mask for use in the ‘Firebird’ performance, considering the characteristics of the Firebird. Product – The final finished product of the mask revealing characteristics of the Firebird. Assessment in Drama Process – The exploring and physicalisation of the characteristics of the firebird in role-play and improvisation. Product – The characterisation of the Firebird in performance. Assessment in Dance Process – The exploring and physicalisation of the characteristics of the firebird in movement. Product – The physicalisation of the firebird in performance. Assessment Objectives The examination through the study of three art forms will assess pupils’ abilities to: * Make a critical analysis of existing Art works i.e., The Firebird, and the connections between them, showing understanding of the art works within a cultural, historical and social context. * Develop ideas by experimentation with appropriate processes and techniques, and reviewing, modifying and refining their work as it progresses. * Present work using relevant skills, techniques and compositional elements, and communicate with an understanding of the three art forms and their relationship to each other. * Analyse and evaluate the effectiveness of their own work in relation to the arts studied and the connections between them. Assessment Criteria - Process Pupils are marked using the CAGE system. E – Excellent Pupils show an ability to make perceptive critical analysis of the Firebird in all three areas of work demonstrating good knowledge of the connections between them and demonstrating an understanding of contextual influences. Pupils demonstrate an ability to develop ideas by experimenting effectively and making perceptive selections and applying them in an innovative way. Pupil demonstrates a clear understanding of the tasks set in all three areas and the relevance to each other by addressing the each requirement of the task in depth. Submitted work is of a high standard and highlights thorough research, preparation and effort. G – Good Pupils show an ability to make a critical analysis of the Firebird in the majority of areas of work demonstrating knowledge of the connections between them and demonstrating an understanding of contextual influences. Pupils demonstrate an ability to develop ideas by experimentation and making appropriate selections. Pupils demonstrate a clear understanding of the tasks set by addressing each requirement. Submitted work highlights evidence of research, good preparation and effort. A – Acceptable Pupils show a basic ability to critically analyse the Firebird in some areas of the work making some appropriate references to the connections between them and demonstrating basic understanding of contextual influences. Pupils demonstrate an ability to develop ideas through experimenting with some control. Pupils demonstrate a basic understanding of the tasks set in meeting the minimum requirements. Submitted work highlights some evidence of research, preparation and effort. C – Cause for Concern Pupils show little or no ability to critically analyse any elem...