Peer Review of proposal and work plan. Teachers may want to utilize conferences to help students stay on top of the project: Conference with teacher prior to research; Conference with teacher to discuss research results and analysis. The activities and instructional supports on the following pages are optional resources that you can use to help prepare students to create their final project. Literature Connections: This task would work well as a project to accompany the class study of a book that explored the idea of problems that are invisible or unacknowledged by the dominant society. Some books that might pair well with this project include: Between the World and Me – by Ta-Nehesi Coates Persepolis – by Marjane Satrapi Mad River Rising – by Dana Yeaton The House on Mango Street – by Sandra Cisneros The Purple – by Alice Walker Homegoing – by Yaa Gyasi A Doll House – by Henrik Ibsen American Born Chinese – by Gene Luen Yang Invisible Man – by Ralph Ellison Night – by Elie Wiesel The Kite Runner – by Khaled Hosseini An Enemy of the People – by Henrik Ibsen The Scarlet Letter – by Nathaniel Hawthorne The Remains of the Day – by Kazuo Ishiguro To Kill A Mockingbird – by Harper Lee The Awakening – by Kate Chopin Speak – by Laurie Hals Anderson The Bluest Eye – by Toni Morrison The Heart Is A Lonely Hunter – by Carson McCullers Fast Food Nation – by Eric Schlosser Member of the Wedding – by Carson McCullers Huckleberry Finn – by Mark Twain The Jungle – by Upton Sinclair Brave New World – by Aldous Huxley The Absolutely True of Part Time Indian – by Sherman Alexie The Omnivore’s Dilemma readers version) – by Michael Pollan The of the Nation – by Jonathan Kozol Ceremony – by Leslie Marmon Optional Instructional Activities/Formative Assessments The following instructional activities and formative assessments are intended as optional resources that teachers can use to prepare students for this task. Teachers can use as many or as few of resources as they choose. Explore this set of resources before beginning the project to see which ones you may want to use.
When you look at your data, what factors do you see that might limit or affect possible solutions? What did you or notice from doing this Research Interview? Optional Scoring Criteria Below are optional scoring criteria for use in scoring students’ creative process and presentation. These scoring criteria were developed by Emily Titterton, the Vermont Agency of Education’s Art Content Specialist. Melissa Kristiansen, an art teacher from Poultney High School in Rutland Southwest Supervisory Union, was a piloting teacher and a contributing author of this task. NCAS Anchor Standard Beginning Developing Proficient Expanding 1: Generate and conceptualize artistic ideas and work. I can plan/sketch out my ideas to gain a better understanding of what I am going to create. I can and make adjustments during the art-making process. I can design an artistic investigation, for an aspect of my choosing representing life. I can create evidence that expands upon proficient. 5: Develop and refine artistic techniques and work for presentation. I can explore materials, research, and make progress toward a product. I can use my experience with different art forms and techniques to control my product and inform my choices. I can make deliberate and conscientious choices in my and in the way in I exhibit and/or present my work. I can create evidence that expands upon proficient. 6: Convey meaning through the presentation of artistic work. I can choose a discipline and medium/genre which will communicate my ideas. I can my art and/or presentation to communicate an idea. I can apply my understanding of social, cultural, or political perspectives to create an exhibition or presentation. I can create evidence that expands upon proficient.