Visual, Performing, and Applied Arts (VPAA)



Visual, Performing, and Applied Arts (VPAA)

Course Proposal Rubric 

|COURSE TITLE |

|STRAND |COURSE EVIDENCE |SCORE (1-5) |

|To meet the one credit graduation requirement in the |Specific evidence from course content expectations – units of study, activities,|1 = Meets |

|visual, performing, and applied arts, students will |projects, etc. that support the given strand. |3 = Somewhat Meets |

|develop competence in the artistic/creative process by | |5 = Fails to Meet |

|demonstrating proficiency in all of the following | | |

|guidelines. (From MMC Course Credit Guidelines, VPAA) | | |

|CREATE |

|C.1 |Engage in full iterative cycles of the |Students will research projects they wish to construct, develop or obtain a plan|  |

| |artistic/creative process by problem seeking, |for creating the project, and make adjustments to the project or plan during the| |

| |exploring, making analytical, application, |creative phase. They will determine the best use of materials for the project | |

| |aesthetic, and design choices, before completion.|and develop a plan for the implementation of the materials into the project. | |

| | | | |

| | |After studying the beginning stages of preschool art: students problem solve by| |

| | |determining children’s abilities and interest in different art media; students | |

| | |participate in art activities using a variety of media to create; students then | |

| | |discuss children’s artistic abilities before writing an art lesson plan to | |

| | |present to children. | |

| | | | |

| | |After studying the child care environment chapter: students discuss traffic | |

| | |patterns, wet/dry area placement, and loud/quiet area placements; students | |

| | |design a preschool classroom drawing, including placement of drawn in tables, | |

| | |chairs, shelves, cubbies, doors etc. | |

|C.2 |Develop an idea, question, or problem that is |Students will research the different types of materials that can be used to |  |

| |guided by the personal, historical, contemporary,|create various projects. These may include, but will not be limited to, oral | |

| |cultural, environmental, and/or economic contexts|presentations, power points, reports, creative skits, video presentations and | |

| |of the visual, performing, or applied arts |other types of educational endeavors. They will determine what materials/methods| |

| |discipline. |will be the best to use for their project and integrate these materials into | |

| | |their project. | |

| | | | |

| | |After discussing the use of contemporary and cultural music with young children:| |

| | |students develop a music/movement lesson plan to present to young children based| |

| | |on appropriate selections of music and/or movements. | |

|C.3 |Understand, recognize, and use the elements, |Students will develop problem solving and trouble shooting skills as the project|  |

| |organizational principles, patterns, |progresses. They will use these skills to solve technical problems that present | |

| |relationships, techniques, skills, and |themselves as they proceed through the creative phase of their project. | |

| |applications of the visual, performing, or | | |

| |applied arts discipline. |Students complete lesson plans for art, storytelling, dramatic play/puppetry, | |

| | |music/movement, social studies, and math/science: the lesson plans include | |

| | |principles and techniques of the visual and applied arts discipline; students | |

| | |write the lesson plan according to a particular organizational style; students | |

| | |present the lesson plans to children; the children need to be active in the | |

| | |creative process. | |

| | | | |

| | |Students understand the relationship of the traffic patterns, wet/dry and | |

| | |loud/quiet area placements, and measurements of area when completing their | |

| | |drawing of the classroom. | |

| | | | |

| | |Students understand, recognize, and use the elements, organizational principles,| |

| | |patterns, techniques, skills, and applications of the visual and applied arts | |

| | |through the process of creating a puppet for children’s use. | |

| | | | |

| | |After studying the chapter on dramatic play and puppetry, students present | |

| | |puppets/dramatic play items for children to perform according to the intentions | |

| | |of the items. | |

|C.4 |Use the best available and appropriate |Students will learn how to properly and safely use the equipment, which has been|  |

| |instruments, resources, tools, and technologies |made available for the creation of their projects. Students will recognize the | |

| |to facilitate critical decision-making, problem |best use of these tools during the creative phase of the project. | |

| |solving, editing, and the creation of solutions. | | |

| | |Students use books, internet and children’s interests to create the lesson | |

| | |plans: students present the lesson plans to children and have to think | |

| | |critically when children are not completing the lesson as planned; students have| |

| | |to edit their lessons on the spot to accommodate the situations. | |

| | | | |

| | |Students use graph paper, pencils, measuring tape, calculators and examples of | |

| | |drawn preschool classrooms to create a drawing of the preschool classroom they | |

| | |are in for field experience. | |

|C.5 |Reflect on and articulate the steps and various |Students will reflect on the process used to make the project. They will |  |

| |relationships of the artistic/creative process. |implement the steps needed to maintain a safe work environment. They will | |

| | |determine areas where the products they used were utilized properly or where | |

| | |other products that were not utilized could have been employed. They will | |

| | |develop a plan to implement and use equipment that would have worked better in | |

| | |the project into future projects. | |

| | | | |

| | |After learning the beginning stages of preschool art, students reflect on and | |

| | |articulate the stages using drawings created by children. | |

|PERFORM/PRESENT |

|P.1 |Apply the techniques, elements, principles, |Students will be able to effectively communicate with other members of the class|  |

| |intellectual methods, concepts, and functions of |in regards to the creativity of their project. They will work effectively as a | |

| |the visual, performing, or applied arts |team where more than one individual is needed to perform a task in the | |

| |discipline to communicate ideas, emotions, |construction phase of the project. They will be able to communicate ideas and | |

| |experiences, address opportunities to improve |solve problems concerning their projects with insight, reasoning, and | |

| |daily life, and solve problems with insight, |competence. | |

| |reason, and competence. | | |

| | |Students create posters about different aspects of child development, such as | |

| | |non-verbal gestures, the four areas of development and conflict resolution. | |

|P.2 |Demonstrate skillful use of appropriate |The student will be able to identify the many tools and measuring devices |  |

| |vocabularies, tools, instruments, and |necessary for construction of their projects. | |

| |technologies of the visual, performing, or | | |

| |applied arts discipline. |Students study the beginning stages of preschool art by creating samples of | |

| | |scribbles, basic forms, and first drawings as well as providing a description of| |

| | |the stages. | |

|P.3 |Describe and consider the relationships among the|The students will be exposed to a variety of audiences. Some examples include: |  |

| |intent of the student/artist, the results of the |children, supervising teachers, parents, and guest speakers from the public | |

| |artistic/creative process, and a variety of |sector. | |

| |potential audiences or users. |They will have the opportunity to explore and use a variety of artistic/creative| |

| | |processes in the construction of their projects. | |

| | | | |

| | |After presenting their lesson plans to the children, students reflect on and | |

| | |describe their and the children’s performance during the lesson plan | |

| | |presentations; students describe their lesson plan intent and the actual results| |

| | |of the children’s performances. | |

|P.4 |Perform, present, exhibit, publish, or |Students present an art lesson plan to children. |  |

| |demonstrate results of the artistic/creative |Students present a music/movement lesson plan to children. | |

| |process for an audience. |Students present a storytelling lesson plan to children. | |

| | |Students present a dramatic play/puppetry lesson plan to children. | |

| | |Students present a math/science lesson plan to children. | |

| | |Students present a social studies lesson plan to children. | |

|RESPOND |

|R.1 |Observe, describe, reflect, analyze, and |Students will demonstrate the ability to perform a given task during the |  |

| |interpret works of the visual, performing, or |construction of their project. They will learn to observe, reflect, analyze and | |

| |applied arts. |interpret the processes used to construct both their own projects and those of | |

| | |their peers. Through these processes, students will be able to offer | |

| | |constructive advice to other students regarding the process needed to | |

| | |professionally complete a project. | |

| | | | |

| | |When working with children: students are asked to observe children during | |

| | |creative activities; students encourage children to describe their work; | |

| | |students are able to reflect on their behavior with children through a | |

| | |self-evaluation. | |

|R.2 |Identify, describe, and analyze connections |Students will be able to identify and describe the importance of other | |

| |across the visual, performing, and applied arts |disciplines used during the construction phase of their projects. Students will | |

| |disciplines, and other academic disciplines. |see the importance of math during the measuring and layout phase of the project.| |

| | |They will see the importance of science during the troubleshooting and | |

| | |experimental phase of the project. They will see the importance of language arts| |

| | |and artistic creativity while conveying their project ideas during the creative | |

| | |phase of the project. | |

| | | | |

| | | | |

| | |As students complete their drawings of the preschool classrooms, students need | |

| | |to identify the area using math concepts; students also need to calculate the | |

| | |square footage/per child ratio for amount of space in the classroom. | |

| | | | |

| | |Before completing any lesson plan, students analyze connections between their | |

| | |writing and the D’Nealian style of writing: students practice the D’Nealian | |

| | |style of writing; students focus on their writing skills when writing their | |

| | |lesson plans and when writing in front of children | |

|R.3 |Describe, analyze, and understand the visual, |Students will describe, analyze and understand the historical, contemporary, |  |

| |performing, or applied arts in historical, |social, cultural, environmental, and\or economic importance of the child care | |

| |contemporary, social, cultural, environmental, |profession. They will see this through things such as past trends associated | |

| |and/or economic contexts. |with past child care practices versus the more contemporary 21st century | |

| | |version. | |

| | | | |

| | |When presenting their art lesson plans, students understand the social contexts | |

| | |of their activities: students complete the activities with many children at one| |

| | |time; students focus on and describe the dynamics of the social interactions of | |

| | |the children and him/her during the activity evaluation. | |

|R.4 |Experience, analyze, and reflect on the variety |The student will be able to measure success upon the completion of a project |  |

| |of meanings that can be derived from the results |they have successfully produced from the design phase to the construction phase.| |

| |of the artistic/creative process. |Through the reflection of this experience they will be able to reflect on the | |

| | |meaning of the artistic creative process needed to develop this project. They | |

| | |will have a tangible object that can be measured and reflected upon to complete | |

| | |this process. | |

| | | | |

| | |Students experience, analyze, and reflect on the differences that occur during | |

| | |the creative process: students compare the differences in children’s creations | |

| | |during their lesson plan presentation; students compare the differences in their| |

| | |own drawings during the discussion on art; students compare the differences in | |

| | |the posters that are created for different topics. | |

|PCCS REQUIREMENTS |

|PC.1 |The course content expectations address the |  |  |

| |“spirit” of the state credit guidelines - the | | |

| |course content satisfactorily addresses the | | |

| |creative process. C3 must determine what | | |

| |“satisfactorily” actually means! | | |

|  |  |  |  |

|  |  |TOTAL SCORE | | |

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