2D Art Data Analysis

Chandon Hammersmith
Colorado State University
EDUC 450- Rocky Mountain High School
Dec 1, 2015

Students enrolled in 2-Dimensional Art in second hour of second

quarter have been assessed for growth in drawing skills in addition to 2D
foundations. Beginning at the pre-assessment assignment given with no
instruction, the students were predicted to grow exponentially to the time
they completed their final self-portrait (Fig 1.). The prediction of students
drastically improving with instruction and visual demonstrations was tested
and analyzed to assess student growth, through a pre-assessment
assignment and a post-assessment assignment that were identical. To gather
the data, the students will complete a figurative drawing of a real life model.
For the pre-assessment point the students will receive no instruction on
techniques and processes; they will just be instructed to draw the person
using line as the only inherent characteristic and expressive feature of art.
After two full weeks of instruction on drawing, the students will then be
assigned the same task of drawing a class model as the post-assessment.
From pre-assessment to post-assessment, I wanted and expected to witness
a further developed understanding of contour line portraits. The examination
of the students growth focuses on line work, proportions, composition, and
also use of techniques and processes.
Name:
Directions:
On the large piece of white paper provided, please draw to your best
abilities, the designated classroom model. Please keep techniques and
processes in mind, specifically composition, proportions, craftsmanship and
also line work.
Consider the rubric attached.
Criteria

Advanced 4

Proficient 3

Developing 2

Basic 1

Craftsmanship

Zero smudges, wrinkles,

pencil marks. Line work is
crisp, clean, and defined.

The majority of
the smudges
have been
erased. There
are no pencil
marks remaining
and zero
wrinkles or tears.

Fair amount of
smudges remain
and pencil marks
have not been
erased. Wrinkles
are minimal.

The piece has

not been cleaned
up at all. The
smudges are
distracting to the
presentation of
the artwork.

Techniques/
Processes

All features of the face are

present as the artist studied
the detail of the face. Line
flows and is a correct
contour line portrait.

Most features
of the face are
present using
contour lines.

Features of the
face are difficult
to distinguish.
Artist used
mostly contour
line.

Drawing was
attempted but
not complete.
Artist appears to
lack interest.

The drawing was

planned and fills up
majority of paper
without exceeding the
edges or coming short.

The drawing
seems well
planned out
but the
drawing
exceeds edges
of paper or
does not fill
the whole

Planning of
drawing and
proportions
needs some
work.

Drawing does
not fit page
effectively.

Grade

Proportions
Composition

page.

FIGURE 1: The given assignment that acted identically as both the preassessment. & post-assessment.
The Visual Arts standard being examined is standard 2. Invent and
Discover to Create. The students will be analyzed on how accurately each
group of students continuing in art and not continuing in art reach the
learning target. The learning target is that given a demonstration of drawing
techniques and processes, the student will be able to correctly draw a
figurative contour line drawing. This means students can recognize,
interpret, and validate that the creative process builds on the development
of ideas through a process of inquiry, discovery, and research.
Out of a class of 28 students being examined, two subgroups assessed
will be called Group A and Group B. Group A will consist of 15 students who
will continue with art after this 2D class and Group B consists of 13 students
that will not continue making art after this class is completed. To gather this
data, a survey was taken with yes or no answers. In each group falls the
subgroup of male and female students ranging from freshman to senior year
in high school. There is one male student present in Group B that obtains an
IEP that works with an assistant in the classroom that could have an effect on
data analysis of student growth. His instruction was differentiated during
lessons but his results produced were positive for growth.

Subgroup Comparison

Student
Total Subgroup
Total Class

10

15

20

25

30

FIGURE 2: This graph (Fig. 2) represents the subgroups and the students
that fall in each category. The green bar represents the total students in the
class, the red bar represents the total students in that specific subgroup, and
the blue bar represents the number of students that fall in that specific
category.

Subgroup: Male & Female

Subgroup: Students continuing in art & students who will not be
continuing in art
Group A= Students who will continue with art, Group B= Students who
will not continue with art

Group A shows that more males will be continuing creating art after this class
compared to females in that subgroup. This could have to do with the fact
that there are more males in the class than there are females. Group B
shows that there are also more males than females who will not be
continuing in art. To conclude, the data in this chart shows that more
students (15) will be continuing in art after this class than not (13).
The pre-assessment and post-assessment were based on the following
rubric.
Criteria
Advanced 4
Proficient Developing Basic 1
Grade

Craftsmans
hip

Zero smudges, wrinkles,

pencil marks. Line work
is crisp, clean, and
defined.

The majority of
the smudges
have been
erased. There
are no pencil
marks
remaining and
zero wrinkles
or tears.

Fair amount of
smudges remain
and pencil marks
have not been
erased. Wrinkles
are minimal.

The piece
has not been
cleaned up
at all. The
smudges are
distracting to
the
presentation
of the
artwork.

Techniques/
Processes

All features of the face

are present as the
artist studied the detail
of the face. Line flows
and is a correct
contour line portrait.

Most
features of
the face are
present
using
contour
lines.

Features of the
face are difficult
to distinguish.
Artist used
mostly contour
line.

Proportions

Proportions seem
accurate and the
drawing is not
invented.

Proportions
seem
almost
correct and
the drawing
is not
invented.

Proportions
are mostly off
and some
shapes are
invented.

Composition The drawing was

The
drawing
seems well
planned out
but the
drawing
exceeds
edges of
paper or
does not fill
the whole
page.

Planning of
drawing and
proportions
needs some
work.

Drawing
was
attempted
but not
complete.
Artist
appears to
lack
interest.
Drawing is
invented
and not
based off
of what
student
actually
sees.
Drawing
does not
fit page
effectively
.

planned and fills up

majority of paper
without exceeding
the edges or
coming short.

Pre-Assessment & Post-Assessment Results:

Below is a table showing evidentiary results of a few students before and
after instruction
contour portraits (pre & post-assessments).
Student

Pre & Post-Assessment

PreAssessment

PostAssessment

1
(Subgro
up A) M

2
(Subgro
up A) F

3
(Subgro
up B) M

Craftsmanship
3/4

Craftsmanship
3.5/4

Techniques&
Processes
1/4

Techniques&
Processes
4/4

Composition
2/4

Composition
4/4

Proportions
1/4

Proportions
3.5/4

Craftsmanship
2/4

Craftsmanship
3/4

Techniques&
Processes
1/4

Techniques&
Processes
3/4

Composition
2/4

Composition
4/4

Proportions
2/4

Proportions
3/4

Craftsmanship
2/4

Craftsmanship
3/4

Techniques&
Processes
2/4

Techniques&
Processes
3/4

Composition
2/4

Composition
2.5/4

Proportions
2/4

Proportions
2.5/4

4
(Subgro
up B) F

Craftsmanship
2/4

Craftsmanship
3/4

Techniques&
Processes
2/4

Techniques&
Processes
3/4

Composition
2/4

Composition
2.5/4

Proportions
1/4

Proportions
2.5/4

What I learned from the pre-assessment is that students really needed

instruction on composition, proportions, and also line work. According to the
rubric provided. Craftsmanship would come along naturally with time and
effort after demonstrations and direct visual instruction. As you can see in
the data table above, Student 1s pre-assessment is on the right. The
composition of the portrait seems to have the figure be floating on the page
and almost disappears. The techniques and processes used facilitate the
portrait to have a cartoon aspect. Student 1s post-assessment, after
instruction and visual demonstrations, improved drastically. The composition
fills up the entire page, the student drew what he saw as opposed to what he
thought he saw (invented vs. realistic). The proportions look accurate and
the portrait does not look cartoon-like. This student received an A on this
project.
Student 2s pre-assessment is on the left and post-assessment is on
the right. For the pre-assessment, Student 2s use of techniques and
processes was not very effective. The drawing looks faded and lines are not
defined. The composition is floating throughout the page and also too small.
In the post-assessment the student improved dramatically under the
techniques and processes criteria, creating bold shapes and distinct lines.
The lines are defined and trace realistic characteristics of the model. This
student received an A-.
Student 3s pre-assessment is on the right, as evident the portrait was
more advanced than others in the class. The techniques and processes were
used correctly and the composition takes up most of the page. In this
students post-assessment the student used varied line thickness, ultimately
performing proficiently in the techniques and processes, craftsmanship, and
line work criteria. The composition could still use a bit of overwork but overall
this student received a B.
Student 4s pre-assessment is on the left. The composition is very
small on the paper and the figure is almost hard to define. Some of the
composition looks invented opposed to a realistic depiction of what the
student actually saw. Lines seem unconfident but follow the techniques and
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processes of a contour line drawing. Overall the student improved drastically

on the post-assessment. The composition of the portrait fills up much more
of the page compared to the pre-assessment. Shapes look as if they were
defined using effort, proportions were attempted and much improved. Line
work could use some attention but overall the student improved and
received a C+. Data was placed side by side from both the pre and postassessment to allow visual comparison of results and data recorded.
What I found useful from the pre-assessment was how it showed what
the students needed to work on. Each student created completely different
artwork with a wide variety of techniques and processes used. After
analyzing the post-assessments, the students had a high degree of success
under the techniques and processes criteria. The features of the face are
present as the artist studied the detail of the face. Line flows and is a correct
contour line portrait. The student class average had medium to high degree
off success when it came to craftsmanship. The majority of the smudges
have been erased on majority of the portraits. There are no pencil marks
remaining and zero wrinkles or tears. The students had the lowest degree of
success in composition and proportions. The drawings seem well planned out
but some of the drawings exceed the edges of the paper or does not fill the
whole page. Some proportions need some work but overall every single
student improved in certain criteria overall.
Even though students still dramatically improved in the class average
from the pre-assessment to the post-assessment (Fig. 3), there are still
adjustments that could be made to further improve data. Next time I would
alter the pre-assessment questions slightly to ensure higher achievement
results. I would at least explain to the students the characteristics and
aspects of contour lines drawings and still hold off on the demonstration and
instruction so the students would start with more success and build on from
there. This way the pre-assessment would have been easier to compare to
the post-assessment because some students completed contour line
drawings for the pre-assessment and some did not. There is no shading in
contour line drawings and many students incorporated value and shading.
Overall the results demonstrated effective teaching on my part for the entire
class and also the subgroups. All of the students improved in at least one
criterion or more, if not in all four (Fig. 4). Each individual subgroup improved
with given demonstrations and instruction.
This chart shows the class data for males and females in both Group A and
Group B.

Class Average- Pre vs. Post Assessment

100
90
80
70
60
Percent

50
40
30
20
10
0

Pre Assessment

Post Assessment

FIGURE 3: This bar graph displays the class averages of the pre-assessment
and post-assessment. The y-axis is the determined value given in a
percentage out of 100. The class average went from being at a developing
standpoint (2/4 pts = 50%) before the lesson and given instruction to slightly
advanced/proficient (3.5/4 pts =88.75%) after the lesson and visual
demonstrations. This average was based on the criteria in the rubric of
craftsmanship, techniques and processes, and also composition gathered
from the 28 students in the class. (Specifically line work, proportions, and
contour drawing). The data shows that students improved drastically after
instruction.

Pre-Assessment & Post-Assessment Analysis

18
16
14
12
10
8
6
4
2
0

Pre-Assessment
Post-Assessment
Out of 16

Grading Criteria

FIGURE 4: This graph analyzes the student scores in each specific criterion
presented on the rubric including craftsmanship, techniques and processes,
proportion, and also composition. The pre-assessment scores and the postassessment scores have been analyzed and combined in this bar graph for
easy comparison. The blue bar represents student data for the preassessment assignment with no given instruction or lesson. Opposing that,
the red bar represents the post-assessment student data, which was gather
after lessons, instruction, and visual demonstration. The data shows the
correct hypothesis of the prediction of students improving with visual
demonstrations and provided instruction.

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