PERFORMANCE TASK
Create an identity piece that was reflective of one or more of their ethnicities. Utilize the language of art and present to class. Students were to justify why culture/ethnicity was chosen; discussion of symbolism if any; and how the Design Principles were used to compose imagery.
ANNOTATION
Description
The description is clear. For example, the ʻiʻiwi is effectively articulated
Analysis
Student uses the following explanations in her analysis to meet the proficient rating:
Shape to create swirls. Inside the swirls are little diamonds that are from a tatoo on her momʻs back.
Shape line and color to create balance
There is repetition in the diamonds to create a pattern
Color shape and line were used for emphasis on the ʻiʻiwi
Interpretation
ʻIʻiwi represents the student and the patterns in the ʻiʻiwi are the cultural knowledge that the student already has and the feeding off of the lehua represents that the student has so much more to learn.
Evaluation
The student makes a personal connection to her mom’s tattoo through the use of the diamonds. The student seems disappointed in not knowing what those diamonds mean which might be evidence of the student’s desire to continue learning.
Self-Assessment – not included