Caplan 1

Jordan Caplan
Instructional Design & Development
Design Document: Phase 5
August 8, 2018

Design Document: Final Draft

Needs Analysis

Throughout my first year as a first and second grade art teacher, I was able to gather a
great deal of information regarding what most students already knew in relation to art mediums,
art styles, art periods, and famous artists upon entering the school year. My first grade students
had minimal knowledge in many of those areas, so I focused heavily on the basics, such as
understanding the elements of art, creating cohesive compositions, how to use certain mediums
(watercolor paints, tempera cakes, etc.), and how to implement different techniques when using
various supplies. Due to the primary focus being in the areas previous listed, my first grade
students were not introduced to any famous artists and the unique art styles in which those artists
are known for. Therefore, the problem surrounding this design document is as follows: Students
have not been adequately introduced to famous artists, artworks, and distinct art styles that could
potentially inspire them to shape their own, unique creative approach to art as young artists,
developers, and engineers.
During the past school year, I had first grade students tell me that “animation is not art,”
“photography is dumb,” and “women cannot be famous artists.” Through these statements, I was
able to identify that a problem exists due to lack of exposure to a wide range of famous artists
and artworks. The students were very narrow-minded. It is extremely important that young
students be exposed to artists of different race, culture, and gender, as well as artists who are
masters of diverse medium (painters, illustrators, sculptors, architects, photographers, graphic
designers, animators, etc.) in order to derive their own artistic style by channeling these artists
and drawing inspiration from them. With that being said, it is imperative that my first graders
from this past school year (who will be second graders this coming school year), experience the
necessary exposure to famous artists around the world, both past and present, in order to open up
their minds to new methods of creativity and become inspired. In order to solve the existing
problem, students in my 2nd grade classes (starting this fall) will be exposed to various famous
 Caplan 2

artists through books, videos, classroom discussions, PowerPoint/Prezi presentations, and

Augmented Reality, which will hopefully fill them with inspiration and spark their creativity,
thus allowing them to develop their own artistic style that is exclusive to who they are.

Learner Analysis

In regards to the learners involved in this instructional design, they are second grade
students with an age range from 7 to 8 years old. The students are captive audience members
since they are required to be in school, and they are expected to attend art class for 40 minutes
each week. Although it is required, a majority of the students express how much they enjoy art
class because creating art makes them happy. They like to take their final artworks home to their
parents and guardians in order to show off their hard work, which is the primary motivation for
many of the students. These students attend a Title I school, meaning that more than half of the
students live below the poverty level and therefore maintain low socio-economic status. It is
possible that the students’ non-instructional needs are not met. My school does provide free and
reduced breakfast and lunch options; however, safety and rest are always a concern due to
broken home lives, homelessness, and other stressors. Therefore, this could affect focus on the
instructional activities.
The students are similar in grade and age, yet every student has his/her own unique learning
style and level of learning. There is a wide range of abilities within these learners. Some students
cannot even cut with scissors properly, while others are able to draw accurate self-portraits with
impressive details. Due to being a special areas teacher, the students in self-contained special
education classes are integrated into the general education classroom for my art class, thus
widening the range of abilities. There are high-level learners and low-level learners, visual,
auditory, and kinesthetic learners, and much more. High-level learners will be placed at tables
with low-level learners in order to scaffold and assist those who need help. The instruction will
cater to various types of learners due to presented visuals, oral directions, and hands-on
instruction. In some instances, instruction may take place in small groups with myself as the
facilitator in order to further differentiate. Accommodations for physically diverse learners
involve having a paraprofessional to assist with any needs, as well as any tools (adaptive
scissors, fidgets, wobble stools, etc.) or technologies that may assist the learners, such as hearing
 Caplan 3

aids or iPad assistive technology. Although there are differences in abilities, almost all of the
students have an understanding and knowledge surrounding the elements of art, creating
cohesive compositions, how to use certain mediums, and how to implement different techniques
when using various supplies due to my detailed instruction from this past school year.
Nearly 80% of the students are white, about 12% of the students are Hispanic, and 7% of the
students are African American. The primary language amongst the leaners is English, with 4%
being English Language Learners. Most students are able to relate to each other due to similar
backgrounds, experiences, and religious backgrounds. Despite these similarities, each student is
still a diverse learner with their own culture, beliefs, and views. My classroom is deemed as a
safe place where students are allowed to be who they are as individuals, and they can express
themselves freely through art. I require that my classroom be a judgment free zone with only
positive attitudes and positive energy allowed. Through this new instructional design plan,
students will be introduced to famous artists from many different cultural backgrounds and
upbringings, providing an opportunity for the students to relate to these individuals and be more
open minded in regards to differences. It will also be a goal to break stereotypes. As previously
stated, a first grade student had mentioned, “Women cannot be famous artists.” It is important to
break the stereotype that women are inferior to men and that a woman can do everything a man
can.
Art is an extremely hands-on subject where students learn through doing. They are able to
explore and create with different materials and experience new methods and techniques by trial
and error. A hands-on, student-centered approach to learning will make for the most effective,
efficient and appealing instruction for this particular target audience. They need to be actively
engaged and fully immersed in the educational material in order to retain the most knowledge
regarding the subject matter. From my own observation over the past year, I also noticed that
instruction that involves technology is extremely useful in engaging the learner and allows them
to process information much more effectively than lessons without it. Therefore, technology
became a large part of my instruction and will continue to be in this specific instructional design
plan.
 Caplan 4

Task Analysis

The tasks involved within this instructional design plan will be reminiscent of a TAB
(Teaching for Artistic Behavior) or Choice-Based art classroom. Within a TAB classroom,
students are taught a subject, provided with a theme, and then expected to draw inspiration from
that theme to create their own artwork. Various stations are set up around the room that allows
students to experiment with different mediums. The stations include painting, drawing, clay,
collage, sculpture, and digital media. For this instructional design plan, students will be taught
about famous artists and the unique artistic styles those artists encompass. The students will be
taught through videos, PowerPoint/Prezi presentations, and Augmented Reality apps. Students
will conduct collaborative discussions surrounding these artists and artworks in order to
determine their likes and dislikes surrounding the artistic styles that are presented. A famous
artist will be provided as the theme, and the students will choose aspects of those artist’s
artworks that inspire them and ignite their creative flame. They will draw upon this inspiration
by planning and developing their own artwork that includes inspiration from the artist learned
about, as well as ideas and designs they establish on their own. Essentially, the students will be
experimenting with different art styles that the famous artist inspired them to try. This will fully
immerse them in new cultures and allow them to focus on something they may not typically
focus on, therefore providing them with an opportunity to view art in a new perspective.
In order for students to complete the tasks at hand, they are required to have prior
knowledge in the areas of painting, drawing, collage, sculpture, clay, and digital media. These
are all the mediums students were exposed to the previous year. They must also have experience
in navigating a TAB classroom environment since it is very student-centered and independent in
nature. Students will be introduced to this type of classroom setting slowly and steadily at the
beginning of the school year to assure there is ease and minimal chaos. Students must also be
familiar with iPad technology, more specifically HP Reveal and YouTube.
The first initial task will be to learn about a culturally diverse famous artist through an
Augmented Reality scavenger hunt. Pictures of the artist and his/her artwork will be placed
around the room and students must locate them with hints and clues. Then, using the HP reveal
app on the iPad, students will scan the picture to uncover a picture or video to further learn about
that artwork and artist. Group discussions will take place following this task to further immerse
 Caplan 5

the students in the subject matter. Students will then draw inspiration from that artist and plan
out their own artwork using an Artist Planning Page worksheet. The students will choose a TAB
station in the room and then bring their design/plan to life in the form of a final artwork that is
inspired by the famous artist. Throughout the course of completing this artwork, the students will
continue to utilize technology by referencing YouTube videos that I have created as a means to
provide instruction via a flipped classroom environment. These videos consist of techniques that
students may need to review or relearn.
A beautiful masterpiece is not necessarily the goal. The process is the most important
aspect of the lesson since that is what will allow the students to explore and learn more about the
famous artist and who they are as artists. The creative process will be observed among each
student to ensure that he/she is trying something new, expanding his/her horizons, utilizing the
artists that were learned about, problem-solving, persevering, and learning from mistakes.
Formative assessment will take place in the form of observations and anecdotal notes while
summative assessment will be in the form of a TAB checklist and artist review through Socrative
or Kahoot.

Learning Objectives & Learner Evaluation

Based upon the needs analysis, the problem surrounding this design document is as
follows: Students have not been adequately introduced to famous artists, artworks, and distinct
art styles that could potentially inspire them to shape their own, unique creative approach to art
as young artists, developers, and engineers. With that being said, a unit will be developed that
will serve as a solution to this apparent problem. The unit will be based upon the New Jersey
State Standards for Visual and Performing Arts since those are the content standards in which the
school district adheres to. The standards that will shape the series of lessons surrounding this
theme are listed below.

New Jersey State Standards for Visual and Performing Arts:

1.1 The Creative Process - All students will demonstrate an understanding of the elements and
principles that govern the creation of works of art in dance, music, theatre and visual art
 Caplan 6

1.2 History of the Arts and Culture - All students will understand the role, development, and
influence of the arts throughout history and across cultures

1.3 Performance: All students will synthesize those skills, media, methods, and technologies
appropriate to creating, performing, and/or presenting works or art in dance, music, theatre, and
visual art

1.4 Aesthetic Responses & Critique Methodologies - All students will demonstrate and apply
an understanding of arts philosophies, judgment, and analysis to works of art in dance, music,
theatre, and visual art

9.1 21st‐Century Life & Career Skills - All students will demonstrate the creative, critical
thinking, collaboration, and problem‐solving skills needed to function successfully as both
global citizens and workers in diverse ethnic and organizational cultures

Learning Goals

Based upon the standards that must be met for the second grade art curriculum, numerous
goals have been decided upon that will ultimately be the outcome for the module or unit created.
Each goal is essential in the effort to create open-minded and creative individuals. The learning
goals are as follows:

 Students will learn about famous artists from various cultures and backgrounds who have
developed their own artistic style and specialize in a wide array of art mediums.

 Students will learn how to construct their own unique artwork by exploring numerous
mediums and artistic styles.

Learning Objectives

Through closely analyzing the New Jersey State Standards for Visual and Performing
Arts, in addition to determining the learning goals, it has been decided that three main learning
objectives will be focused on within this design document. These three primary learning
objectives address the problem originally stated within the needs analysis. The students will gain
insight to famous artists of varying cultures, backgrounds, artistic styles, artistic mediums, art
movements, and art periods throughout history. This exposure to new artists will allow students
to expand their creativity and generate a more progressive mindset when it comes to the
construction of their own artwork. The objectives have been developed utilizing Bloom’s
 Caplan 7

Taxonomy in order to promote higher-order thinking. The three objectives relating to this design
document are as follows:

 Students will be able to recognize and identify information relating to a specific artist by
completing an augmented reality activity and Kahoot review game.

 Students will be able to develop a planning page containing a preliminary sketch of their
final project that was inspired by the focus artist.

 Students will be able to create an original final artwork using the focus artist as
inspiration by utilizing one or more TAB stations within the art classroom.

Learner Evaluation

Throughout the duration of instruction, a variety of assessments will take place in order
to monitor student learning and comprehension. The initial assessment will occur before the
lesson begins in order to assess prior knowledge relating to the content. The students will
complete a KWL chart (Know, Want to Know, Learned). Before the instruction is implemented,
the students will complete the first section (K) by writing down or discussing information they
already know regarding specific/famous artists, famous artworks, art styles, types of art
mediums, what they believe art is, how they view art, and any insight they may have in terms of
their own artistic style. The students will then complete the second section (W) to determine
what information they would like to learn relating to the previously stated topics. At the end of
the lesson as an exit ticket and self-reflection, the students will complete the final section of the
chart (L). In order to assess what students learned and which information sparked their interest
the most, a Likert-Scale ranking for the “L” section will be utilized, with 5 being “Very
interested” and 1 being “Not at all interested.”
Formative Assessment will be a primary form of evaluation within this design document.
This will take place numerous times while instruction occurs in order to assure that students are
on the right path. After students complete the K and W sections of the KWL chart, they will
participate in the augmented reality activity that will focus on one specific artist. Once this
activity is complete, students will participate in a Kahoot review game, an online means of
evaluation that assesses students through various types of questions surrounding a theme. The
 Caplan 8

SMARTboard and iPads will be utilized for this assessment. Based upon the answers received
from each student, the instructor will be able to determine what was learned about the focus artist
through the augmented reality activity.
The use of formative assessment will continue to take place in the form of group
discussions. Following the augmented reality activity and Kahoot game, students will participate
in group discussions surrounding the focus artist and his/her art medium, art style, and famous
artworks. The instructor will circulate around the room at this time to further evaluate student
comprehension and determine if any clarification or re-teaching should take place.
The planning page that students will complete in order to plan their final artworks will
serve as an additional formative assessment. This planning page is essentially a simple worksheet
that allows the students to brainstorm and develop their ideas before working on their final
product. Their planning page should integrate aspects of the focus artist, whether that is through
the medium that is chosen, the art style that is represented, a famous artwork created by that
artist, or the artist’s history/culture. The students must show the instructor the planning page
before they are allowed to continue on to the next step of the creation process, which is
constructing their final project. The instructor will evaluate the planning page by making sure it
is fully completed and that the students utilized the focus artist as inspiration in some way, shape
or form.
Once a student’s planning page is evaluated and approved, the student will be allowed to
begin the process of creating his/her final, original artwork. The instructor will continue to
circulate the room at this time in order to observe students as they work independently, as well as
offer suggestions and feedback as they work. After the final artwork is completed and has been
submitted, a TAB checklist will be utilized to determine if the final objective has been met and
the overall goals of the lesson have been fulfilled. This checklist will serve as a summative
assessment and will primarily focus on the process of the artwork rather than the final outcome.

Additional Information Regarding Evaluation

This lesson is a basis for the learning unit titled “Inspirational Artists.” Each lesson will
closely resemble the different tasks found within this outline, but a new famous artist will be
introduced each time, thus creating a common theme and allowing the students to build upon
 Caplan 9

their knowledge of diverse artists. Due to this exposure of new artists, students will build upon
their knowledge in regards to different cultures/backgrounds, art periods, artistic styles, and art
mediums, providing them with newfound inspiration and hopefully resulting in the development
of their own unique artistic styles.

Instructional Activities

The instructional activities that will take place throughout this unit are based upon an open-
ended learning environment. The instruction will occur face-to-face in a 2nd grade art classroom
where the instructor will primarily serve as a guide in the learning process while the students
take charge of their own intake of knowledge through a learner-centered environment. The
students have not been adequately introduced to famous artists, artworks, and distinct art styles,
thus causing them to have a fixed mindset when it comes to art, rather than the desired growth
mindset.
According to Bransford, Brown, and Cocking’s book How people learn: Brain, mind,
experience, and school (2003), in a learner-centered environment “the instructor uses
information about how the learners relate to the content as well as the learner’s preconceived
ideas or misconceptions to create situations where the learners generate new (and hopefully
improved) perceptions of the content (Brown and Green, 2016, 118). The instructional activities
within this unit will help students better understand the concept that anything and everything has
the potential to be considered art and that everyone, no matter background, gender, culture,
ethnicity, or medium preference, can become an artist. This learning environment will hopefully
change the current perspectives of the students regarding what art is and who can be a famous
artist, as well as expand their own artistic horizons as they create original artwork.
Numerous teaching strategies and instructional activities will be employed throughout this
unit that are supported by research in order to ensure instructional effectiveness. These strategies
include identifying similarities and differences, reinforcing effort and providing recognition,
nonlinguistic representations, cooperative learning, and questions and cues (Brown and Green,
2016, 125). Each of these strategies will be incorporated into the instructional activities as the
unit progresses. The graphic organizer displayed on page 14 (FIGURE 1) displays the simplified
 Caplan 10

sequence of instructional activities that will occur and also states the instructional research-based
strategies that will be utilized in order to enhance learning.
The unit will focus on ten culturally diverse famous artists who are known for their unique
artistic styles and who excel in a variety of different artistic medium. The unit will occur over the
course of the school year (approximately 180 days) and will introduce a new artist every month.
Each lesson within the unit will spotlight a specific artist who will be referred to as the focus
artist for that lesson’s instructional activities. The lessons within this unit may take anywhere
from 3-4, 40 minute class periods, thus equating to about one lesson per month. All of the
lessons within this unit will follow a similar structure and contain comparable instructional
activities to the ones that are outlined in this document.
The first lesson within this unit will be centered on the famous Spanish architect, Antoni
Gaudi. A series of instructional learning activities will take place in order for the students to be
introduced to the content regarding Gaudi, discuss the content presented, and then create an
artwork based upon what was learned and gained through the initial instructional experiences.
The instructor will introduce the focus artist for the lesson, Antoni Gaudi, by displaying pictures
of his architecture on the SMARTboard. The instructor will ask students to view the artwork for
at least one minute in order for the learners to commit the images to memory. The students will
then complete the K and W section of their KWL chart, which will serve as both a pre-
assessment and formative assessment. The instructor will show an animated YouTube video that
teaches the students basic information regarding Antoni Gaudi, as well as showcases some of his
most famous architecture. This not only serves as the anticipatory set (attention getter), but the
animated portion of the video is regarded as nonlinguistic representation. According to
psychologist Richard Mayer, “recall is enhanced when learning activities include graphics and
animated sequences that illustrate the content” (Brown and Green, 2016, 129). The link for this
animated content can be found here.
The students will be divided into cooperative learning groups containing three to four
students in order to complete an augmented reality instructional activity that will further enhance
their knowledge regarding Antoni Gaudi’s historical background, culture, artistic style, art
medium, and art movement. The activity is a scavenger hunt in which students must locate
pictures of Gaudi’s artwork that have been placed around the art room. Once the students locate
an artwork, they will us the HP Reveal app to scan the picture and then watch a short video or
 Caplan 11

view additional artwork relating to Gaudi. The students must complete the scavenger hunt
worksheet that accompanies the activity, which contains questions relating to each artwork that
must be scanned. Each student will be provided with a role within the group that they are
expected to complete. The teacher will assign the groups in order to ensure they are
heterogeneous, as well as assign the roles within the group. Within each group, one student will
be the scribe (write down the information on the scavenger hunt worksheet), another will be the
iPad expert (control the iPad and utilize HP Reveal to scan the pictures), and the third and fourth
team members will be the hunters (find the artworks located around the classroom). The teams
will contain heterogeneous groupings in order to pair low-, middle-, and high-achieving learners
together to provide scaffolding opportunities. Cooperative learning is another research-based
strategy that proves to be effective by incorporating, “positive interdependence (everyone
working together to succeed); face-to-face promotive interaction (offering help and praise to
group members); individual and group accountability (each group member contributing to the
group’s success); interpersonal and small group skills (communication, decision making, conflict
resolution); and group processing (reflecting on how the group functions and how functioning
can be improved)” (Brown and Green, 2016, 130).
A whole class discussion will commence following the completion of the augmented
reality activity in order to review the information learned. Students will discuss a series of
questions relating to Gaudi’s artwork, as well as the information they gathered while completing
the scavenger hunt. The instructor will display the artwork on the SMARTBoard one at a time
and propose a series of questions that the students will answer in a whole group or small group
setting. Some of the questions are as follows: What was your first reaction to this artwork? Why
do you think you had that reaction? What is exciting about the artwork? What is strange about
the artwork? What do you think the artist was thinking when he made this artwork? If you could
ask the artist a question, what would you ask him/her? What parts of the artwork inspire you?
Why? The visual artwork being displayed serves as cues while the questions that follow allow
students to analyze information regarding Gaudi’s artwork since that will “produce more
learning than questions that require simple recall” (Brown and Green, 2016, 132). A Kahoot
game, serving as both a formative assessment and instructional game (p. 123), will follow the
augmented reality activity and group discussions in order to determine what students learned
about Antoni Gaudi.
 Caplan 12

Upon completion of the scavenger hunt and discussion, the students will synthesize the
information they acquired about Antoni Gaudi in order to plan their own unique artwork using
him as inspiration. The students will have already discussed aspects of his artwork, life,
background, culture, and artistic style that inspire them during the group discussion. The students
will apply that inspiration as they develop a planning page that contains sketches of a potential
final artwork and any notes that may help them create their final piece, such as important artistic
details that need to be included. While the students create these plans, they will continue to
discuss their ideas with the peers at their tables in order to promote collaboration and reflection.
Once the students complete their planning page and seek approval from the instructor to
move on to the final artwork, the students will collect the materials they require from the TAB
station(s) they decide to utilize. These stations may include drawing, painting, sculpture, clay,
collage, and/or digital media. This instructional activity is extremely hands-on and explorative.
The students are conducting their own learning as they explore materials, art mediums, and
artistic styles based upon inspiration they draw from Antoni Gaudi, as well as the creative ideas
they generate on their own. As previously stated, this form of instructional activity aligns with an
open-ended learning environment since “opportunities are set for the students to manipulate,
interpret, and experiment; learning is promoted by supporting the individual learner’s personal
connections to the material; and the importance of understanding through trial and error is
stressed” (Brown and Green, 2016, 119).
The final artwork is not meant to be a brilliant masterpiece, but rather a piece of art that
allows each student to learn about himself/herself as an artist while exploring new realms of
creativity as inspired by the focus artist. The primary focus of the TAB classroom is based upon
the process of the creation instead of the completed product. While the students complete their
artwork, the instructor will reinforce effort and provide recognition through the pause, prompt
and praise strategy. As the instructor notices struggles that students may experience in creating
their own artwork, the instructor will pause the class, prompt the students with ways in which
they can solve, and then praise students as they use suggested ways to work through the
problems encountered. The instructor will also provide suggestions and feedback to students in
addition to praise as they continue the creative process. The feedback will be given in the form of
questions in order to encourage students to explain the processes being used and to promote
metacognitive thinking.
 Caplan 13

Once all of the students complete their final artworks, the students will participate in a
gallery walk. Artwork will be hung on the walls and placed on the tables to resemble a museum
or art gallery. The students will walk around the art room and view everyone’s unique artwork
while providing compliments and suggestions in order to aid in peer input and self-reflection. As
a form of self-analysis, students will analyze their artwork by comparing it to a rubric that adapts
some of the most common concepts and principals in Gaudi’s artwork. This will allow the
students to take note of the concepts they incorporated in their own artwork based upon Gaudi,
such as his colorful style, ornate details, and organic shapes.
Throughout the duration of the lesson, low-, mid-, and high-achieving students will be
presented with opportunities for differentiated instruction. In the cooperative learning groups for
the augmented reality scavenger hunt, the heterogeneous combinations will allow higher level
learners to scaffold and assist lower level learners. The instructor will pull students who may
need additional assistance during the planning stage and artwork development activity for small
group instruction. This small group might contain 3-4 students depending on the need. However,
with TAB, small group instruction is not typically necessary. Students work at their own pace
and differentiate their own learning by finding a station and form of art that highlights their
strengths, rather than focuses on their weaknesses. On the other hand, students who may need a
greater challenge tend to focus on art mediums that provide a challenge, such as digital media
and sculpture. These higher-level learners plan more difficult final artworks, allowing them to
push their limits and think outside of the box. However, if students need an additional challenge
following the completed artwork, they can complete trading cards surrounding the focus artist.
Students use a small piece of cardstock to design a card following further research of the focus
artist. The students design the cards; write short biographies, interesting facts, and any other
information pertaining to the focus artist. The students may then trade these cards with one
another to form a collection.

Technology

Technology is an extremely important component to implement within the classroom

since it enhances a lesson and generally provides more interest for the students. Numerous forms
of technology will be utilized within this instructional unit. A YouTube video will be utilized to
grab the student’s attention, and the animation within the video will serve as nonlinguistic
 Caplan 14

representation. iPads and the HP Reveal app will be used for the augmented reality scavenger
hunt in order to provide a sense of interest for the students. Augmented reality is newly popular
and generates a great deal of interest from the students, thus increasing participation in the
lesson. iPads and the SMARTBoard will be used for the Kahoot review game. Using technology
as a means for assessment makes the assessment more exciting for the students, once again
increasing their willingness to participate. While students complete their final artwork, they will
be allowed to reference YouTube videos created by the instructor in the case that they need to
refresh their memories regarding a specific artistic technique, such as watercolor resist or oil
pastel blending. The videos are stored in folders on the iPads based upon the TAB station that
they relate to and are considered a variation of a Flipped Classroom or blended learning.

Instructional Sequence
(FIGURE 1)
Instructional Activity & Timeline Incorporated Research-Based Strategy

KWL chart and anticipatory set Nonlinguistic Representation

(Day 1 - 10 minutes)

Cooperative Learning Augmented

Reality Scavenger Hunt Cooperative Learning
(Day 1 – 20 minutes)

Discussion/Kahoot Review
(Day 1 – 10 minutes) Instructional Game

Planning Page
Nonlinguistic Representation
(Day 2 – 25 minutes)
 Caplan 15

TAB Stations (Final Artwork) Reinforcing effort and

(Day 2 – 15 minutes)
(Day 3 – 40 minutes)
providing recognition/
(Day 4 – 20 minutes) providing feedback

Identifying similarities and

Gallery Walk
differences/ self-refection &
(Day 4 – 20 minutes)
critique

Evaluating the Design: Evaluative Measures

In order to ensure the success of this instructional design, both formative and summative
evaluations will take place throughout the duration of the learning unit. Gooler’s approach to
formative evaluation will monitor the success of the unit while it is being carried out, thus
allowing the instructor to determine any necessary changes or alterations that could be made to
improve instruction. Morrison, Ross, and Kemp support the formative evaluation model based
upon Gooler’s approach, which consists of eight steps that will be carried out within this
particular instructional design. I am choosing to utilize Gooler’s approach for formative
evaluation due to its in-depth nature and detailed steps. I much prefer to follow a more complex
method in order to guarantee that the outcome is successful, and that I am able to fully determine
specific aspects of the lesson that can be improved upon. The eight steps of Gooler’s approach to
formative evaluation are as follows: purpose, audience, issues, resources, evidence, data
gathering techniques, analysis, and reporting (Brown and Green, 2016, 164).
The first step in Gooler’s approach is to develop the purpose of the evaluation. The
purpose of this evaluation is to determine how instruction could be improved upon to better
educate the second grade students, as well as to appease any instructional or curriculum
requirements identified by the administrators. The primary audience in which the results will be
presented to include the school district’s administrative team, such as the principal, curriculum
directors, superintendent, and business administrator. The issues that need to be addressed within
 Caplan 16

this instructional design are as follows: Are learners able to successfully utilize the focus artist as
inspiration in their own artwork? Do the students have an open mind when it comes to the
background, culture, and artistic medium of the focus artist? Are the students perceptive and
attentive or undiscerning? It is important that the formative evaluation addresses the potential
issues that may arise in order to pinpoint what areas of instruction need to be altered.
The remaining steps in Gooler’s approach to formative evaluation will allow the instructor
to collect data, which will serve the purpose of highlighting successful components of the
learning unit, as well as focus on the unsuccessful elements. In regards to this specific
instructional design, the required resources include iPads (assess individual students through
evaluative apps, such as Socrative or Google Forms), TAB stations containing the necessary art
materials (assess student artwork), and one-on-one interview packets (assess individual students
through questions geared toward varying academic and learning levels). The types of evidence
that need to be collected to potentially solve the previously stated issues are as follows: Student-
student dialogue through discussion questions, student-teacher dialogue through individual
interviews, completed individual student artwork, and data derived from the evaluative iPad
apps. The data will be collected through data gathering techniques, such as random and selective
observations made by the teacher, student interviews conducted by the instructor, anecdotal
notes, and a final performance task (the completion of the final, original artwork).
The last steps of Gooler’s approach to formative evaluation will include analysis and
reporting. After collecting data through the various aforementioned data gathering techniques, a
thorough analysis will be completed that will determine how the instructor can improve
instruction for future lessons. The analysis will answer distinctive questions, such as: What did
students struggle with? What did they excel at? What grasped students’ attention? What
disengaged students? What was the overall attitude of the students throughout the lesson?
Finally, a report containing the evaluation results will be written and delivered to the school
district’s administrative team. An oral report will also be provided in either a one-on-one
meeting containing the principal, or a group meeting containing both the principal and
curriculum directors.
In addition to Gooler’s approach, group processing will be another form of formative
evaluation that will take place throughout this instructional unit. The instructor will continuously
meet with the other art teachers within the school district to conduct discussions surrounding
 Caplan 17

instructional improvements, suggestions, reflection, and feedback. The Instructors will reflect
upon lessons they have taught, as well as offer feedback to their fellow team members. It may
not appear so, but teaching is a team sport. Educators must work together in order to create ideas,
generate successful lessons, and develop rigorous curriculum. I am choosing to utilize group
processing as a formative evaluation tool due to the fact that I enjoy working with others, and I
feel more confident in future lessons when I receive feedback regarding current lessons. I believe
that it is important to hear what other people in the profession have to say, as well as be given the
opportunity to bounce ideas off of one another and hear how others may have solved similar
problems or issues in instructional delivery. According to Johnson et al. (1998), “group
processing helps: improve the quality of how the team approaches tasks; increase individual
accountability of team members by focusing attention on the tasks a team member must
complete; the team to learn from each other by spending time discussing the tasks individuals are
completing; eliminating problems that may be occurring” (Brown and Green, 2016, 176).
Formative evaluation is extremely important to implement throughout a lesson in order
to produce data that can be analyzed and implemented right away. However, summative
evaluation is just as important since it evaluates the instructional design as a whole following the
completion of its delivery. Kirkpatrick’s Four Levels of Evaluation (reactions, learning, transfer,
and results) will be used as a form of summative evaluation for this instructional design. I am
choosing to utilize this specific method of summative evaluation since it is “one of the most cited
approaches to summative evaluation in ID” (Brown and Green, 2016, 172). I wanted to choose a
summative evaluation tool that is well known and proven to be effective.
The first level of Kirkpatrick’s summative evaluation relates to how students reacted to
the instruction. How did students feel about the instruction? Did they have positive or negative
feelings toward the delivery of instruction and/or material? Students are more likely to learn
from positive experiences, rather than negative experiences. Therefore, it is important to gauge
the attitude of the learners. This will be done through an attitude survey to determine individual
student reactions and attitudes toward the instruction and learning material. The next level of the
evaluation tool relates to learning. This will allow the instructor to determine whether or not the
instructional design program was effective or not.
The third level, transfer, determines whether students are synthesizing the information
they learned and applying it to their real-world environments. This will be more difficult to
 Caplan 18

determine than the first two levels since I only see the students for 40 minutes, once a week, but
it is extremely important to gather this information. In order to determine if a transfer of
knowledge is occurring amongst students, the evaluation will take place over the course of the
school year. Through PLC (Personal Learning Community) meetings, general education teachers
will be informed as to what information the students are learning in art class and how it can be
incorporated in the general classroom as a means to transfer learning in art class to other
subjects. At future PLC meetings, the general education teachers will reflect upon individual
students who they have observed transferring this knowledge within their classroom, either
through writing, group discussions, homework, class projects, etc. Transfer of knowledge will
also be looked for within the art classroom. Some questions that can be asked regarding transfer
are as follows: Are students conducting research on the focus artists on their own? Do they refer
to the focus artist’s artwork outside of the art room? Do they use the artists as inspiration at home
(observed through homework) or in their general education classroom (observed through
classwork)?
The fourth and final level of Kirkpatrick’s summative evaluation approach is the results.
The evaluation will be long term, over the course of the learning unit (180 days), in order to
determine trends and collect the necessary data. Interviews and focus groups with the students,
other art teachers, and administrators will take place, as well as post-instructional surveys
regarding comprehension and attitude. These results will be utilized to create better instruction
for the following school year in regards to this particular instructional unit. It is also important to
note that a program evaluator will be sought out in order to ensure that the instruction is properly
evaluated throughout the entire evaluation process. A program evaluator is professionally trained
in evaluation methods and will help me become a better instructor and instructional designer
based upon the information they help gather through the summative evaluation (Brown and
Green, 2016, 171).
Although this form of evaluation is not discussed within Brown and Green (2016), the
Danielson Framework for Teaching is a formative and summative evaluative tool that many
school districts utilize to evaluate the effectiveness of their teachers. Throughout the duration of
the school year, teachers are observed and formatively evaluated based upon specific domains,
such as the classroom environment, instruction, and professional development. Oral reports and
feedback are presented through meetings with the administrative team that allow teachers to
 Caplan 19

improve upon instruction. At the end of the school year, a summative meeting is held to discuss
the overall effectiveness of instruction and teacher effectiveness in general. I plan to implement
this evaluative tool into my instructional design as well, since it is geared toward teachers and
simply makes sense to include. Here is a website further outlining information regarding the
Danielson Framework for Teaching.
In summary, numerous evaluative measures, both formative and summative, will be
implemented throughout the duration of this instructional design. Gooler’s eight-step approach
for formative evaluations will be utilized to improve instruction. Throughout the application of
this approach, further formative evaluations will take place in the form of observation/anecdotal
note forms, interview packets/scripts, and a performance task rubric. The observation/anecdotal
note forms will serve as notes based upon individual student comprehension and ability
regarding the material. The interview packets/scripts will serve as a guide for individual student
interviews regarding content and attitude. A performance task rubric will determine whether
students were able to apply the information they learned to their own artwork through the
creative process. Group processing will also serve as an additional means of formative
evaluation. Kirkpatrick’s Four Levels of Evaluation will be utilized for summative evaluation.
Throughout the implementation of these four levels, further summative evaluations will take
place in the form of attitude surveys, learning assessments (formative and summative), and
observations. The attitude surveys will determine how positively or negatively students
responded to the material. Learning assessments, such as the ones previously mentioned in Phase
two of the design document, serve the purpose of gauging whether learning has taken place
during the instructional unit. Observations of the students provide the instructor insight into the
comprehension of individual and groups of students. As additional means of both formative and
summative evaluation, aspects of the Danielson Framework for Teaching will be implemented.

Implementation & Sequence

The information displayed below on page 20 (FIGURE 2) is an outline depicting when

evaluation will occur throughout the unit and what type of evaluation it is considered. Each
lesson will contain a similar evaluation schedule displayed for lesson #1 in the unit. There will
 Caplan 20

be about 10 lessons within the unit. After 180 days (the length of the unit), the evaluative means
depicted at the bottom of the graphic will be implemented.

FIGURE 2

Time Frame Formative Evaluation Summative Evaluation

Before Gooler’s Approach

implementing the Step 1 (Purpose)
first lesson within Step 2 (audience)
the unit

Gooler’s Approach Kirkpatrick’s Approach

During Step 3 (issues) Level 2 (Learning-
implementation of Step 4 (Resources) formative and summative
the first lesson Step 5 (evidence) assessments)
within the unit Step 6 (data gathering Level 3 (Transfer)
(2 weeks) techniques)

Gooler’s Approach
Step 7 (evidence)
Step 8 (reporting)
Following
implementation of Group Processing
the first lesson (meeting with other art
within the unit teachers during PLC)
(one month)
Danielson Framework
(Observation #1 and
meeting with
administrator)

Kirkpatrick’s Approach
Group Processing Level 1 (Reactions-
(meeting with other art attitude survey)
teachers during PLC) Level 4 (Results)

Following
implementation of
the unit (180 days)
Danielson Framework Danielson Framework
(Observation #2 and (Oral report and
meeting with summative meeting with
administrator) principal)
 Caplan 21

References

Brown, A. and Green, T. (2016). The Essentials of Instructional Design. New York, NY:
Routledge.

“NJ School Performance Report.” Carl T. Mitnick School, 2017, rc.doe.state.nj.us/

report.aspx?type=school.