Sally Gazaway

ITEC8134
Dr. Akcaoglu
July 12, 2019
Key Assessment 3

Technology-Based Module Design

Part I: Identification of Learning Problem
The learning problem that I will focus on is learning and responding to art throughout
history. Art history and responding to art are vital parts of art education. Two years ago the
standards for visual art in Georgia were changed to reflect the content and culture of the modern
visual arts classroom. The Georgia Standards of Excellence for Visual Arts state that students
should be able to “Develop personal artistic voice through connecting uses of art within a variety
of cultural, historical, and contemporary contexts.” (Georgia Department of Education, 2017)
Students need to connect with art from periods throughout history to help shape who they are as
an artist as well as give them a well-rounded education.
Elementary standards do not call for students to engage with art throughout history. The
standards are based on creation and responding to their work and the work of their peers. Middle
school is where art history has been inserted into the educational standards. Middle school
students are given standards that will engage their critical thinking skills.

Part II: Selection of Learning Theory

Gagne’s theory of Learning is going to be the theory of learning that this plan will follow.
Gagne includes 3 components to the learning theory, “a taxonomy of learning outcomes, specific
learning conditions required for the attainment of each outcome, and the nine events of
instruction”.(Driscoll, 2005, p. 355) Gagne’s taxonomy of learning outcomes and the conditions
for the learning outcomes include verbal information, intellectual skills, cognitive skills,
attitudes, and motor skills. This theory is the only one to include all three domains of learning
capabilities. The nine events of instruction provides a great framework for creating the lessons
and modules for students. It breaks down the modules into each step of learning to make sure
that the students are well engaged and learning.

Part III: Learner Analysis

Introduction
The targeted group of learners is 8th graders at Jane Macon Middle School in Brunswick,
Georgia. The students range in age from 13 to 15 with the most common age being age 13. There
are 23 girls and 33 boys among two class periods. These classes are made up of 35% Black, 2%
Mixed race, 53 % White, 8% Latina and 2% Asian. There are 18% of the students on an IEP
(Individual Education Plan). 5% have 504 accommodations. 14% are identified Gifted. 12% are
Tier 2 Academic RTI (Response to Intervention) with 2% on Behavior RTI 19% of these
students have been retained in a lower grade. 39% of these students come from a traditional
home setting. 40% live with a single parent. 11% live with one parent and a step-parent. 10%
live with non-parent guardians.

To attain this information, I took information from our student database at school. It
houses all information about students’ records, documents, enrollments, household information,
and flags on academic, medical, and legal matters.

Entry skills and Prior Knowledge

Students should be able to…

● log on to computer
 ● read on an elementary level

Students should know…

● The Elements and Principles of Art

● Code of conduct about using computers and devices on school property.

I collected data from by observations, previous class information, and assessments. I have
taught 90% of these students. I collected data from final exams from the previous year. I also
conducted a formative assessment of knowledge of the content. 79% of the students were not
at mastery level of Art History.

Attitudes toward Content and Academic Motivation

According to an informal survey I gave the students in a previous semester, the majority
of my students understand the importance of connections classes. Most of the students enjoy the
non-academic classes. When interviewed, students stated that their connections classes were
their favorite classes during the day, even if Art was not necessarily their favorite. About 18% of
students do not understand the point of having to take Art. Their attitudes are reflected in their
work ethic and grades within the Art class.

Educational Ability Levels

After reviewing the Language Arts milestones scores for my students, I compiled the data
about the reading and writing skills of my students. 52% of the students show proficient or better
in ELA. 24% are developing and 19% beginning learners. There were some students that data
was not available. This data informs me that students need to be engaged in reading and writing
processes in all classes, including art.

General Learning Preferences

The learners are interested in hands-on project-based learning. They are interested in
using devices for learning, and prefer to investigate problems than having a lecture delivered to
them, according to an exit ticket survey question given to classes in a previous semester.

Attitude Toward Teachers and School

The students were interviewed about their attitude towards the teachers and school. The
majority, 72% felt positively towards the teachers. 78% had a positive attitude about the school.
When asked if they would come to school if it wasn’t required, 30% said yes. The rest said they
only come because they had to. Our school system has low attendance among our entire system.

Group Characteristics

The group are mostly appropriate age and maturity for 8th grade. All students speak
proficient English, even the ESOL students. The group is about half Caucasian with the other
half made up of majority African American. The group consists of athletes, musicians, artists,
and academics. Within this group, there is mostly a mutual respect for one another with few
problems among the students.

Part IV: Task Analysis

For the task analysis, I used topic and procedural analysis. I felt both were crucial to the
task analysis. I conducted the topic analysis first because it is important that students understand
the topic of art history, what constitutes art history, and what they should be looking for when
studying art history. Then I conducted the procedural analysis of responding to art history.
I conducted the task analysis through observation, conducting some formative writing
assignments about art, as well as analyzing Georgia Milestones scores the students earned on
Writing/ELA. I looked at the information that told me that response writing is a problem with
about 75% of the students. I also determined from interviewing with the student that they do not
have a lot of prior knowledge of Art history.

Task Analysis Outline

I. Art History Unit
a. Introduction
i. Pop Art video
ii. Art History Discussion
b. Readworks.org
i. Log In to Readworks.org
ii. Go to Assignments
iii. Read Article that is assigned
iv. Complete assignment(s) that are with the article.
c. Scholastic ART Magazine
i. Log into Google Classroom
ii. Log into Scholastic Art Magazine online
iii. Read an article from one of the choices provided
iv. Complete the assignment
d. DiscoveryEd
i. Log into Discovery Ed
ii. Go to assignments
iii. Watch any videos provided
iv. Complete any assignments provided.
II. Art History Presentation
a. Determine the art movement or period
b. Create a presentation
c. Share presentation with class on Google Classroom.
d. Give feedback on other presentations.

Part V: Design Documentation

Instructional Goal:
Students will learn about art throughout history.
Standards:
VA8.CN.1 Develop personal artistic voice through connecting uses of art within a variety of
cultural, historical, and contemporary contexts.
a. Identify universal themes in works of art from diverse cultures, both past and present.
b. Articulate reasons for making art throughout history, including the mutual influence of history,
culture, and art.

VA8.RE.3 Engage in the process of art criticism to make meaning and increase visual literacy.
a. Write responses to works of art through various approaches.

Objectives:
1. Engage in reading about and looking at art throughout history.
2. Respond to art throughout history.
3. Research and present findings on a period/movement in art history.

Nine Events of Instruction:

1. Gaining Attention
● The unit will be introduced by a video on Pop-Art and
Andy Warhol. Pop Art video.
● Each lesson will be introduced through an introduction to
the platform in which the students will be working...
● Google Classroom
● Readworks.org
● Scholastic Art Magazine Online
● DiscoveryEd

2. Informing Learner of the ● Before the pre-assessment, students will be informed of

Objective learning objectives and the standards being covered
through discussion of the unit. Students will write down
the objectives and standards in their sketchbooks. (Their
sketchbooks are connected to all learning in the
classroom, they are an interactive notebook, notes pages,
as well as a portfolio to hold their artwork)

3. Stimulating Recall of ● Students will take a pre-assessment to inform the teacher

Prior Learning of their knowledge of basic art history. Art History Pre-
assessment
● Based on the pre-assessment scores, 504s and IEPs, there
will be some differentiation that will take place where the
teacher will group students based on their knowledge and
modify lessons that they will do on the platforms to be
either more or less challenging. I.e. If a student has an
IEP accommodation for read aloud, the teacher will give
those students headphones for the computer so our read
aloud software can be used. The teacher will also give
them simpler passages and simplify the questions or
prompts that may be given in assignments.
4. Presenting the Content ● Google Classroom is the Learning Management System
that will be used to manage the grades and assignments
throughout this unit. This will help students to organize
all of their documents and be able to access their
assignments at home if they do not finish in class or are
absent.
● Students will be presented the content through the
different platforms that the teacher will be using for the
lessons.
● Readworks.org-this platform is used to help students
with reading comprehension. It has articles from all
subject areas, including art, and there are articles on all
reading levels. There are assignments that go with the
articles that test the students’ comprehension of the
articles. The teacher can easily differentiate with this
platform because of the different level articles.
● Scholastic Art Magazine Online- I buy a subscription to
scholastic art each year for my classroom. It comes with
online access to the magazines and content that goes with
the magazines. The magazine is written in easy to read
language for students from upper elementary to high
school reading levels. There are several resources that
come with the magazines, like reading comprehension
quizzes, writing prompts, graphic organizers, and more.
The resources come in elementary level and secondary
level. The teacher can easily differentiate by using the
different level assessments that are provided by the
magazine.
● DiscoveryEd- This platform is paid for by the state and is
accessible through the school’s website. It has many
resources for all grade levels. There are videos that cover
all subject areas. There are a ton of resources for
assessments that connect to videos directly or are general
use that can be used with any video. There are
assignment builders to organize the assignments. There is
a Board builder to create bulletin boards of what you
learn. You can use any image and video from
DiscoveryEd.

5. Providing “Learning ● Within Google classroom the students will start to be

Guidance” given guidance. Their assignments will be organized in
the LMS so that they are aware of what is due and when
it is due. Assignments will be released on Monday of
each week and students will have until the following
Monday to turn them in. Most assignments will require
the student to go to another website to actually complete
 the assignment. When they are finished with the
assignment on the outside website they are to go back to
Google classroom and “turn in” the assignment. That
allows the teacher to know that he/she can grade the
assignment in the platform and them post their grade to
Google classroom and the gradebook.
● Within the platforms there is guidance as well. The
assignments are set up in each platform for the students
to follow step by step.
● Of course, the teacher will also be available for students
to ask questions when they are confused, so that there is
little interruption to their learning.

6. Eliciting Performance ● Students will be given assignments within each platform

to assess the learning from the assigned article and/or
videos they have been given.
● Readworks.org- This platform has two different types of
articles that can be assigned, paired text and article-a-
day. With the paired text there are vocabulary and
question sets that are available for assessment of
learning. With the article-a-day, there is a guided journal
entry that the students will complete called the “Book of
Knowledge”.
● Scholastic Art Magazine Online- This platform has
students read articles in the magazine just as if it were a
paper magazine. The teacher has access to the
worksheets and assessments that the teacher can
download and assign through Google classroom, or
printing them out for the students to fill out.
● DiscoveryEd- This platform has the assignment builder,
where the teacher can assign videos and create
assessments for the students to complete. There are also
resources that the teacher can print off to use as
assessments as well.

7. Providing Feedback ● Feedback will be provided through Google Classroom on

all assignments regardless of the outside platform that is
used. Students will be able to look at their assignments
within the platform and read the feedback in Google
where their feedback and grade will be posted. Their
grades will also be posted in the gradebook which is
accessible by students and parents.

8. Assessing Performance ● Students will be given a performance task at the end of

the unit. This is to create a presentation on one
movement or period in art that they learned about
 throughout the unit. There will be three that they can
choose from because they will have had three different
lessons from the unit, each on a different
period/movement. Students will be able to do further
research into the period/movement for their
presentations. Students will have a choice of presentation
platforms. They may use any presentation software,
application or website that they wish to present to the
class. The students will post a link to their presentation
on the class discussion forum inside Google classroom.

9. Enhancing Retention and ● The students will be grouped in peer feedback groups.
Transfer Students will then go and look at each other their group
members’ presentations and respond to their peers with a
criticism sandwich (positive-negative-positive).
● Final Reflection- Students will write a final reflection on
their learning through the Art History unit. This will be
completed in Google Classroom as a separate
assignment.

Rubric for Presentation

Exceeds Standards Meets Standards (2 Needs Improvement Unacceptable (0 pts)
(3 pts) pts) (1pts)

Introduction Introduction Introduction Introduction No introduction

includes, names, includes names, includes names and included
grade, homerooms, grades, homerooms, art movement
ages, interests, art ages, art movement. chosen.
movement chosen,
and extra details

Summary Summary includes Summary includes Summary has basic No summary

basic information as basic information as information about included
well as interesting well as interesting the art movement
facts about artists, facts.
regions, and art
styles.

Visual Aesthetic All Frames have Frames aesthetic are There are minimal No consideration of
been well designed. well considered and aesthetic elements aesthetic value
Elements have been flow with a similar
considered and the theme.
flow from frame to
frame creates a
natural sense of
movement.
 Feedback Student provides Student provides Student provides Student provides no
well-written feedback to all of feedback to some of feedback to group
constructive the members of their the members of their members.
feedback to all of group group
their group members
in the format of
Positive feedback-
negative feedback-
positive feedback.

Example of one lesson from module:

Part VI: Justification of Design

Gagne’s Theory of Instruction and design was chosen for this instructional design plan. I chose
this because the instructional goal is to: Students will learn about art throughout history. Since
the standards for visual arts doesn’t have standards that cover art history until coming to middle
school, I wanted a thorough design to allow for students to fully engage with the content and not
suffer from the lack of prior knowledge. This design engages all domains so the students are
using verbal information which will touch on prior knowledge through the pre-assessment and
being able to express things they may have learned previously in art or other classes. This design
also helps to engage the intellectual skills of the students by having them learned information
that will be helpful to them going forward. The design also included cognitive strategies. Having
the students to create the presentation at to assess and enhance retention, I wanted to help the
students to think creatively, using cognitive strategies and letting the students take control of
their learning at this point. (Driscoll, 2005, p. 363)
I used the nine events of instruction to guide my planning process. I created lessons that
are independent of each other but that also work together to enrich the learning for the students.
Students are also getting reading comprehension lessons and writing lessons embedded in each
lesson on art history. Reading and writing are a cross curriculum initiative throughout the entire
Glynn County School System. The students also get to build upon the knowledge they gain from
each lesson to create their end presentation. The presentation not only uses their skills and
knowledge that they learned through the lessons, but it also brings in their knowledge of digital
literacy. By the 8th grade students have been through digital literacy training and lessons many
times throughout middle school, at least 3 times, but usually many more.

References
Discovery Education. (2019). Discovery Education. Retrieved July, 12, 2019, from
https://app.discoveryeducation.com/learn/home

Driscoll, M. P. (2005). Psychology of learning for Instruction (3rd ed.). Boston, MA: Pearson.

Georgia Department of Education. (2017, July 15). Visual art: georgia standards of excellence.
Retrieved June, 26, 2019, from https://www.georgiastandards.org/Georgia-
Standards/Documents/K-12-Visual-Art-Standards.pdf

ReadWorks. (2019). Retrieved July, 12, 2019, from https://www.readworks.org/