To download assessment rubric and the Visual Arts Pretest, click on this text or the text within the title and follow hyperlinks.
Subject: VTS Pre-Test of Arts History and General Acquired Knowledge
Grade Level: 10th through 12th, Adaptable to Higher Grades.
Key Concepts and Goals: This pretest evaluation is for the instructor of a “General Arts” classroom to assess basic knowledge of the arts of each student. This test is also a tool for planning and structuring teaching strategies through the VTS process.
Objectives: After watching the “Jaywalking Art” video at the beginning of this class, a pretest assessment given by the instructor should make available to you the following. The instructor and students will be able to assess in generalized terms the amount visual art information that has not been retained by the students’ from or during their general education or liberal arts educational experience. All of the visual arts data within this video “will” be covered during the course of the semester. Although this video is humorous, the main idea is to illustrate the vast void of information that the first year art student forgets from the time they leave their secondary educational environment. You will see that Mr. Leno is asking members of the public basic general art questions that may seem common knowledge for most, but we find out through watching the video, this is not always true.
VTS Pre-test Goals: Initially, before watching the video have all of your students take the pre-test. The test is in a “word format” provided to you on the left side of the video screen once you access the hyperlink. Then, after watching the video, and after you have given the video time to digest, asks questions of your students that pertain to the video. Try and have your students provide honest feedback of what they thought they knew, or didn’t know concerning questions that related to the video. Collect the pretests and score them accordingly using a standard means assessment rubric. 10-9 questions A. 8-7 questions B, etc. Now you have an average assessment of the average student population within your class in reference to visual arts data they have forgotten since high school. The first year general education art students via the mean (average) score within an age group set to 10 questions, and the standard deviation (SD) to 4. Sometime before the semester’s end or during the midterm, give a similar test or pop quiz of the same comparable information, and you will be able to compare for yourself the results. The video is approximately five minutes and one second in length. Review and grade the answers and find out for yourself the average score of your class.
To score your class results or to see how you hold up after watching this video, please download the pre-test and answer sheet data rubric provided. Not only is it fun, but you may also learn something.
Adaptations (For Students With Learning Disabilities): Assess the level of disability, sit near students who need additional assistance, Provide larger, easily manageable tables or chairs for students who have difficulty with fine motor skills. Use facilitator if available.
Summary Assessment follow ups to pre-testing. Mr. Leno is using a series of lead one questions that is commonly used within the VTS strategies of artistic thinking. How you structure your lead on questions that relate specifically to the images within this Pre-test is the key, and these same images from the video can and usually do run concurrent with most curriculums and teaching strategies. This VTS approach maybe humorous, but it does introduce you and the student to a method of open-ended discussions, which if properly facilitated can allow for a much more diverse opinion and debate (Housen & Yenawine, 2011). Learning to think and communicate through the arts encourages the finding of stories and or activities which is a method of playing into the natural tendencies of the beginning or more advanced viewers (see VTS Research and Theory pp. 14-17). For high school and Freshman level college prep or traditional classes this is just another unique approach to the pre-testing process of linking thought, question awareness, and the development of connections to other classes. This is simply a humorous way at arriving to the same end. The class size for this particular session is twenty-five. This particular pre-test is given out during the first day of class. See summary reporting, end of semester reporting for the means adjusted of questions and images 1 through 10 can be viewed within scoring rubric answer sheet.
Subject: VTS Pre-Test of Arts History and General Acquired Knowledge
Grade Level: 10th through 12th, Adaptable to Higher Grades.
Key Concepts and Goals: This pretest evaluation is for the instructor of a “General Arts” classroom to assess basic knowledge of the arts of each student. This test is also a tool for planning and structuring teaching strategies through the VTS process.
Objectives: After watching the “Jaywalking Art” video at the beginning of this class, a pretest assessment given by the instructor should make available to you the following. The instructor and students will be able to assess in generalized terms the amount visual art information that has not been retained by the students’ from or during their general education or liberal arts educational experience. All of the visual arts data within this video “will” be covered during the course of the semester. Although this video is humorous, the main idea is to illustrate the vast void of information that the first year art student forgets from the time they leave their secondary educational environment. You will see that Mr. Leno is asking members of the public basic general art questions that may seem common knowledge for most, but we find out through watching the video, this is not always true.
VTS Pre-test Goals: Initially, before watching the video have all of your students take the pre-test. The test is in a “word format” provided to you on the left side of the video screen once you access the hyperlink. Then, after watching the video, and after you have given the video time to digest, asks questions of your students that pertain to the video. Try and have your students provide honest feedback of what they thought they knew, or didn’t know concerning questions that related to the video. Collect the pretests and score them accordingly using a standard means assessment rubric. 10-9 questions A. 8-7 questions B, etc. Now you have an average assessment of the average student population within your class in reference to visual arts data they have forgotten since high school. The first year general education art students via the mean (average) score within an age group set to 10 questions, and the standard deviation (SD) to 4. Sometime before the semester’s end or during the midterm, give a similar test or pop quiz of the same comparable information, and you will be able to compare for yourself the results. The video is approximately five minutes and one second in length. Review and grade the answers and find out for yourself the average score of your class.
To score your class results or to see how you hold up after watching this video, please download the pre-test and answer sheet data rubric provided. Not only is it fun, but you may also learn something.
Adaptations (For Students With Learning Disabilities): Assess the level of disability, sit near students who need additional assistance, Provide larger, easily manageable tables or chairs for students who have difficulty with fine motor skills. Use facilitator if available.
Summary Assessment follow ups to pre-testing. Mr. Leno is using a series of lead one questions that is commonly used within the VTS strategies of artistic thinking. How you structure your lead on questions that relate specifically to the images within this Pre-test is the key, and these same images from the video can and usually do run concurrent with most curriculums and teaching strategies. This VTS approach maybe humorous, but it does introduce you and the student to a method of open-ended discussions, which if properly facilitated can allow for a much more diverse opinion and debate (Housen & Yenawine, 2011). Learning to think and communicate through the arts encourages the finding of stories and or activities which is a method of playing into the natural tendencies of the beginning or more advanced viewers (see VTS Research and Theory pp. 14-17). For high school and Freshman level college prep or traditional classes this is just another unique approach to the pre-testing process of linking thought, question awareness, and the development of connections to other classes. This is simply a humorous way at arriving to the same end. The class size for this particular session is twenty-five. This particular pre-test is given out during the first day of class. See summary reporting, end of semester reporting for the means adjusted of questions and images 1 through 10 can be viewed within scoring rubric answer sheet.
Reference:
Yenawine, Philip (2011). VTS Visual Thinking Strategies. Jumpstarting
Visual Literacy: Thoughts on Image Selection. Visual Understanding
in Education. VEU, Brooklyn, NY
Visual Literacy: Thoughts on Image Selection. Visual Understanding
in Education. VEU, Brooklyn, NY
