Welcome to the Maine Arts Assessment Resource Bank!
This is being provided as a temporary storing house for the Arts Assessment Resources developed by a team of Arts educators in conjunction with MAAI in the Winter and Spring of 2014. This work is supported by funding from the Maine Arts Commission. Enjoy!
Jennie Driscoll – Visual Arts Educator
Grades 9-12
Brunswick High School
Description: This is a sequential series of painting lessons working with color. Students will become introduced to color theory, color mixing and compositional skills. They will learn color mixing and use of watercolor washes and wet in wet color techniques. They will work with design, shape, and pattern. They will develop compositional skills and expressive qualities in their art.
Description: This is a sequential series of observational studies. Students will practice observational skills. They will develop compositional skills and learn to create emphasis using the Elements of Art and Principles of Design. Media will include pencil, charcoal, cut paper, and paint.
Beth Lambert – Performing Arts Educator
Grades 9-12
Carrabec High School, MSAD # 74, North Anson
Description: This unit allows students to learn and practice the skills to scoring a monologue. Using published and original work, students explore the inner workings of monologues and how to approach them for performance.
Description: Knowing that the way we stand, our facial expressions, our hand gestures, and our entire body movement communicate more to our audience than actual spoken words, this unit aims to develop students’ skills at . Over two weeks, students will learn the skills to neutralize their natural body movements and gestures and how to intentionally choose movements and gestures that enhance their performance of an original monologue.
Brian McPherson – Visual Arts Educator
Grades K-5
Woodside Elementary School, MSAD # 75, Topsham
Description: In this unit students will create a patterned print inspired by Native American Wabanaki double-curve designs. During the process the young artists will examine and analyze historic examples of double-curve designs created by the Wabanaki to decorate and enhance their cultural artifacts. This experience will lead the students to create personal interpretations of the double-curve designs that will be sued as the central design motif for a repeat patterned print. Students will prepare their finished artwork for a class exhibition and reflect on their learning in a written response.
Description: In this unit the students will learn about art elements and design principles found in nature, using art materials, techniques and processes to communicate ideas, and how artists get their ideas. The young artists will create a repeated pattern crayon rubbing of an orb web and a mixed media spider.
Jenni Null – Music Educator
Grades K-12,
MSAD #61, Lake Region Schools, Bridgton
Description: Students will discover that artists and musicians are influenced by environmental factors within their communities. They will understand that cultures and artistic traditions are often a product of these environmental factors. The environment in which artists & musicians create, ultimately impacts their work.
Students will have an opportunity to discover this firsthand through one-on-one interviews with a musician of their choice. The students will also discover how their water-centered environment compares to those of select regions elsewhere in the country, by listening to and performing a variety of music created and or
associated with these regions.
Description: Students will learn about the life and music of John Philip Sousa. They will discover that he was a prolific composer of marches that brought American music to the attention of a world audience. In addition, students will learn Sousa’s style of composing: using 4 distinct themes that are repeated multiple times. The importance of the juxtaposed Sousaphone and piccolo will be explored, as will his connection with Marine Band. Students will have the opportunity to listen to a number of Sousa marches, learning to identify the form of his pieces, usually AABBCDCDC. Finally, students will demonstrate their knowledge of Sousa’s march form, by composing an original piece in Garage Band.
Jeff Orth – Visual Arts Educator
Grades 7-12
Richmond Middle/High School, Richmond
Description: The main outcome is for students to show understanding of culture, how it grows and changes, how a trend can effect society, how to respond to a cultural trend and understand the printmaking process. Students will look at two artists and investigate their visual responses to the cultural trends of their time period. This project will culminate in th student identifying a current cultural trend, write about the effect (positive, neutral or detrimental) it has on society and create a visual response, using relief printing, that shows their viewpoint on the effect the trend has on society.
Description: The goal of this unit is for students to practice many color and painting techniques while also learning about the ideas behind surrealistic painters. The students will learn about basic color mixing, how to recreate colors found in source images and make as close to a photo realistic image as possible. The student then will learn about Salvador Dali and the work of other surrealistic painters. For the final assessment the student will create a surrealistic painting where the base image is realistic but there is some element or visual image that is 'out of place' in the composition.
Jake Sturtevant – Music Educator
Grades 9-12
Bonny Eagle High School, MSAD #6, Standish
Description: In this unit students will work through 1 concert band piece at a level 3 performance level. Students will continue to work on performance skills and interpretation of music notation through rehearsals and performances of the repertoire. Students will learn about the correlations of Music & Story through videos, discussions, active listening exercises, and short group projects.
Description: This unit happens in guitar class, and the focus is on understanding chord progressions in the context of how our ear is accustom to hearing them, how they typically happen in songs, and how to begin hearing them and learning them by ear in the context of a project. The unit also has a brief introduction to the songwriting process, and allows for students to take the option of writing a song for the final project.
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