adventureisarthere.files.wordpress.com · Web viewThe instructional event that will be examined throughout this analysis is centered on 8th grade art students taking the 2-dimensional

Running head: INSTRUCTIONAL DESIGN WITH ADDIE: THE GRID METHOD

Instructional Design with the ADDIE Model: The Grid Method

Heather Jandreau

Post University

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INSTRUCTIONAL DESIGN WITH ADDIE: THE GRID METHOD

Instructional Design with the ADDIE Model: The Grid Method

The instructional event that will be examined throughout this analysis is centered

on 8th grade art students taking the 2-dimensional (2D) design art elective. Portraiture is

an important aspect of the visual arts. It teaches observational skills as well as

incorporating several elements and principles of design. The elements and principles of

design are the backbone of any art curriculum and are the guide for what makes ‘good

artwork.’ “They are the structure of the work and can carry a wide variety of messages,”

(Park, n.d., p.2). Students in the 2D art class will create self-portraits using the grid

method. The grid method involves using corresponding grids to accurately enlarge an

image into a drawing. This method is good for beginners because it helps inexperienced

students create portraits with more likeness to themselves. After a few implementations

of this art project, it has become apparent that students struggle with creating accurate

grids, which in turn produces inaccurate self-portrait drawings. Further instructional tools

must be designed to aide students in creating more successful grids, and thus more

successful self-portraits. A major project in the 2D class is a self-portrait project. Using

the grid method of enlarging, students must grid a photo of themselves, create a

corresponding grid that is twice the size, and accurately enlarge their photo into a self-

portrait drawing. After implementing this project several times, it is apparent that

students struggle with creating accurately measured grids, as well as how to appropriately

utilize the grid as a drawing tool. Better instructional tools and activities must be

designed in order to aid students in being more successful with their self-portrait projects.

The focus of these instructional tools and activities will revolve around how to create

accurate measurements to create a grid, as well as how to use the grid to enlarge a photo

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into a drawing. The creation of additional instructional tools will help the students

understand the overall creation and use of the grid method, thus improve their self-

portraits drawings.

Analysis

The ADDIE design model begins with the Analysis phase. All learners’ needs

must be considered when designing instruction. “However, even if the need for

instruction is obvious, and you’ve pinpointed stakeholder expectations, the final

instruction can still fail to be effective if you developed it without considering the

characteristics of the target learners,” (Larson, 2014, p. 42). Analysis of several areas is

needed in order to fully evaluate and understand what types of activities, tools, and

instruction need to be designed. Analysis of the learners, environment, tasks, media and

technology, and situational analysis will be explored further.

Needs analysis. A major project in the 2D class is a self-portrait project. Using

the grid method of enlarging, students must grid a photo of themselves, create a

corresponding grid that is twice the size, and accurately enlarge their photo into a self-

portrait drawing. After implementing this project several times, it is apparent that

students struggle with creating accurately measured grids, as well as how to appropriately

utilize the grid as a drawing tool. Better instructional tools and activities must be

designed in order to aid students in being more successful with their self-portrait projects.

The focus of these instructional tools and activities will revolve around how to create

accurate measurements to create a grid, as well as how to use the grid to enlarge a photo

into a drawing. The creation of additional instructional tools will help the students

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understand the overall creation and use of the grid method, thus improving their self-

portrait drawings.

Learner analysis. Larson (2014) outlines a six-step process to follow during the

analysis phase of ADDIE in order to analyze the leaners. Through these six steps, the

instructional designer will:

1. Confirm the identity of the target learner

2. Determine what you need to know about the learner (demographics,

characteristics, etc.)

3. Locate data and identify/design tools to collect it

4. Collect and analyze data to create learner profile

5. Determine how learner profile will impact the design

6. Revisit and revise learner analysis throughout the design/development process

The intended audience for this training is 8th grade students in the 2D art class.

Currently, there are 19 students in the class. The art classes are not leveled based on

ability, so there is a mix of all types of students. In this particular class there are eight

boys and eleven girls. Two students have Individualized Education Plans (IEP), one of

which is hearing impaired. An FM system is used between the student’s cochlear implant

and the microphone the teacher wears. Two different students have 504 plans, which

relate to their learning environment such as preferential seating and chunking of long

term assignments. One of these students has cerebral palsy and uses a wheelchair and

also has limited dexterity in her hands. However, this student also has a one-on-one

paraprofessional to aid her. This student will need modifications to any activity or project

that requires her to physically write or draw. This class is a chosen elective, so the

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students are very motivated to learn and put a lot of effort into their work. This self-

motivation plays an important role in how instruction is approached.

Environment analysis. This project is to be conducted in the art room of a

middle school during the class’s regular meeting time. The main stakeholders are the

students in the 2D class whom the training is being designed for. The students in the class

already show an interest in bettering their art skills because this class is an art elective

that students need to sign up for. Other stakeholders are the two art teachers at the middle

school, the high school art teachers, as well as school administration. If the goals are met

for this training, the improved student performance will satisfy all stakeholders involved.

Self-portraits are a subject matter that any artist should be able to create. The grid

method, which this training will focus on, is a common and accurate method for drawing

a self-portrait or any other image. The art room provides any necessary drawing

equipment that will be required, as well as appropriate drawing tables. The room is also

handicapped accessible for the students in the wheelchair.

Task analysis. A task list outlines the major steps that need to be accomplished in

order to achieve the goal. The characteristics of a task are that a task has a beginning and

end, performed in a short period of time, is observable, is independent from other actions,

and is not an objective (Ledford, 2000, p. 61). Below is a list of tasks, in order, that

students will engage in throughout the training.

Watch videos on what the grid method is and how artists use it

Respond to videos via teacher generated questions; student generated

questions about grid method

Complete an exit slip at the end of the first class

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Complete a preliminary drawing using the grid method

o Students will be given a blank, pre-made grid and corresponding

gridded image.

o Students will use the gridded photo to enlarge the image onto the

blank grid provided

Student reflection on preliminary drawing (struggles, successes, questions)

Assessment of the ruler and it’s marks

o Teacher will create an assessment measuring students’ prior

knowledge of a ruler and measurements

Teacher demonstration of how to measure and create straight lines

o Exact demonstration will be determined by students’ ruler

assessments

o Students then practice

Students create a 1” grid on their self-portrait photo

Students then create a 2” grid on a larger piece of blank paper

Label the grids; use the grids to enlarge the photo onto the larger paper

Situational analysis. One challenge of implementing this training will be the

accommodations for the student with cerebral palsy. Additional resources or tools may

need to be developed in order to accommodate the student’s physical limitations, such as

a modified ruler or more assistance from the paraprofessional. This training will not

require any additional funds or budget. Materials for the art classes have been budgeted

for and already purchased for the year. The time frame of the training will also not be a

problem. The art curriculum is very flexible and has no set time frames for certain

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concepts. The training will occur during regular class time over a period of six to nine

classes, depending on the speed, progress, and understanding of the concepts by the

students.

Technology analysis. The teacher’s computer in the art room will be used to play

the selected videos and any presentations needed for the training. The computer is hooked

up to a projector for easy viewing for the students. The teacher will also generate

assessments, reflection questions, and practice exercises on the computer and have paper

handouts of these for the students. These videos and activities relating to the videos may

also be done as small group work. Any other tools needed, like rulers, paper, pencils, etc.,

are already present in the art room for student use. Students will not be personally using

technology.

Design

Develop schedule. The design process consists of several key facets. Seels and

Glasgow describe (as cited in Peterson, 2003) that during the design phase the “designer

is conducting research and planning throughout this stage. The planning includes the

identification of objectives, determining how the objectives will be met, the instructional

strategies that will be employed to achieve the objectives, and the media and methods

that will be most effective in the delivery of the objectives.” Broken down below are

several charts that outline the schedule for developing the instructional tools,

implementing the lesson and activities, the objectives, as well as the assessment and

evaluation process.

Table 1

Developing tools and activities

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Tool/activity Time needed to developFind videos demonstrating the creation and use of grid method 2 hours

Create procedural and reflection questions based on videos; exit slip 1 hour

Create practice grid method worksheet 3 hoursCreate ruler assessment 1 hourCreate practice measuring/creating straight lines worksheet 2 hours

Accommodations for student with cerebral palsy 1 hour

The training will be delivered over nine class periods. Below is a schedule of

what activities will be administered and completed by students on each day of class.

Table 2

Daily activitiesDay Activities

1 Watch videos and complete

corresponding worksheets and exit slip

2-3

Administer ruler assessment Teacher demonstration of

completing practice grid method worksheet

Students complete worksheet Teacher will review ruler

assessments before next class

4

Teacher demonstration of how to create 1” measurements to create straight lines

Students practice creating 1” and 2” straight lines

5

Teacher demonstration of how to create 1” grid on photo and 2” grid on larger paper; label grids

Students create grids and label the

6-9 Teacher demonstration of using

both grids to create self-portrait Students begin their self- portraits

The last phase of the ADDIE model, evaluation, “can occur during the

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development stage in the form of formative evaluations, throughout the implementation

phase with the aid of the students and the instructor, and at the end of the implementation

of a course or program in the form of a summative evaluation for instructional

improvement,” (Peterson, 2003, p. 232). “The main goal of the evaluation stage is to

determine if the goals have been met, and to establish what will be required moving

forward in order to further the efficiency and success rate of the project,” (Forest, 2017).

Throughout this training, formative assessments will be used to continually evaluate

students’ learning and adjust instruction based on that. The final student projects will act

as the summative evaluation of whether the training was successful based on student

performance. After this evaluation has been done, an overall evaluation will be examined

to determine what changes need to be made before implementing this training with a

different class. As far as an evaluation schedule, the formative evaluations will occur

congruently with the lesson, while the summative evaluation will take approximately

three to four hours.

Learning objectives.

1. While watching several videos focusing on the grid method, students will respond

to questions about the video as well as analyzing what information they need

more clarification on via an exit slip.

2. After watching several videos relating to the grid method, students will accurately

enlarge an image to twice its size using pre-measured grids.

3. Without teacher assistance, students will complete a pre-assessment focusing on

their knowledge of and use of a ruler in one class period.

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4. Upon the completion of a teacher-led demonstration, the learner will accurately

measure 1” and 2” increments to create accurate and straight lines to create two

grids.

5. After successfully creating a 1” and 2” grid, students will accurately label and

enlarge their photo using the grids to create a final self-portrait drawing.

Lesson structure. The training and culminating project will take place over the

period of nine regular class meetings. The activities on each day are sequenced in a

manner that allows for students to gain knowledge of the grid method, practice using it,

practice creating their own grids, and ultimately using these skills to complete a final

self-portrait drawing. Over the course of nine classes, students will go through several

different activities that will aid them in their understanding of the creation and use of the

grid method. The first main topic being addressed is what the grid method is and how is it

used in art. Students will explore this through watching and responding to videos

(Appendix A) on the topic as well as expressing any misunderstandings that need

clarification via an exit slip (Appendix B). At the start of the second class, students will

take a ruler assessment (Appendix C), which will serve as baseline data for the teacher.

This data will be used to assess what students already know about measuring and what

they need more practice with. Next, students will move into an activity where they will

be given pre-made grids and will have to accurately enlarge a photo using the grids

(Appendix D). This will be students’ first experience with using the grid method and it

will be on a small scale. A teacher demonstration will also aid in modeling the expected

outcome of this activity. Creating a small-scale practice drawing first is essential so that

students have experience before moving into their final project. Students will then

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proceed to practice creating 1” and 2” grids (Appendix E), which will ultimately lead into

the final project. The sequencing of these activities are made in a way that allows

students to build on their knowledge and experiences each class period in order to

culminate into a final art piece. There are multiple activities each day to keep students

engaged, like starting with a PowerPoint presentation, watching a teacher demonstration,

and then working independently on an assignment. Each activity is essential to students’

understanding of and experience with using the grid method.

Activities. Once development of the tools and learning activities are completed,

the Implementation phase of ADDIE begins. The first class period will be devoted to

watching several videos on what the grid method is and how it is used as a drawing tool.

The first video by Art Fusion Productions will be shown first, and also not in its entirety.

The second video focuses on artist, Chuck Close, and how and why he started using the

grid method. Students will respond to questions as the videos play. An exit slip will be

used at the end of class to allow for students to express what they need clarification on

for next class. The second class will begin with students taking a ruler assessment. This

will be administered at the beginning of class and will have no teacher assistance. This

assessment will be used by the teacher to determine students prior knowledge, as well as

which students may need additional supports. Once the class has completed the pre-

assessment, they will watch a teacher demonstration of how to accurately use the gird

method in a small-scale drawing. At this point, the grids will be pre-made for students,

which will allow the teacher time to look at the pre-assessments and adjust instruction on

how to accurately measure and create a grid. Students will then proceed to complete the

small drawing, which will carry over into the next class. Based on the results from the

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pre-assessment, the teacher will begin the fourth class period with demonstrating how the

use the ruler correctly to measure and create straight grid lines. The students will then

practice creating both a 1” and 2” grid over the next two classes. On the sixth day, the

teacher will again begin with a demonstration of how to label and begin using the 1” and

2” grids students created in the previous classes to create a self-portrait drawing. This

process will take students about three days to complete. Each class period throughout this

training, has several different activities which helps keep students engaged. Most days

allow for students to get up and move by watching a demonstration and then going back

to their seats to practice what they learned. This modeling technique gives students clear

expectations of what their goal is for each class, as well as giving them the platform to

ask questions before they work on their own.

Assessment. Formative and summative assessments will be used throughout this

training to assess students. “Summative classroom assessment results provide a final

measure in determining if learning goals have been met,” (Ainsworth & Viegut, 2006, p.

12). Summative assessments are only given periodically and are used to determine what

students know at a particular point. Most summative assessments are presented as end of

unit tests, state assessments, benchmark exams, or final projects (Garrison & Ehringhaus,

2007). On the contrast, formative assessments are built into instructional time and

“informs both teachers and students about student understanding at a point when timely

adjustments can be made. These adjustments help to ensure students achieve, targeted

standards-based learning goals within a set time frame,” (Garrison & Ehringhaus, 2007,

p. 1). Formative assessments can be thought of as ‘practice’ because these assessments

are not necessarily meant to be graded, but instead are meant to determine the next steps

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of the learning process. Formative assessments can be implemented in various ways such

as observation, self-assessment, questioning strategies, and exit slips (Garrison &

Ehringhaus, 2007). All of these techniques will be used within this training. Table 3

outlines the objectives and what types of assessment will be used to evaluate student

performance and achievement of the objectives.

Table 3

Artifacts and assessment of objectivesObjective Formative/

Summative

Artifacts/ activities used to assess mastery

How assessment will be

implemented1. While watching several videos focusing on the grid method, students will respond to questions about the video as well as analyzing what information they need more clarification on via an exit slip.

Formative Video questions (Appendix A) Exit slips (Appendix B)

*Video 1: http://www.youtube.com/watch?v= UFRCim2zZqU&t=262s

*Video 2: https://www.youtube.com/watch?v=_e-p5M0vhZI

Video questions during class while watching videos

Exit slip will be given out with 3-5 minutes left in class

2. After watching several videos relating to the grid method, students will accurately enlarge an image to twice its size using pre-measured grids.

Formative Students’ completed worksheets (Appendix D)

Teacher observation and one-on-one conversations with students

Delivered during class

Worksheets evaluated after class by teacher

3. Without teacher assistance, students will complete a pre-assessment focusing on their knowledge of and use of a ruler in one class period.

Formative Students’ pre-assessment scores (Appendix C)

Pre-assessment given during class along with teacher demonstration and observations

Pre-assessments

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will be evaluated by teacher after class

4. Upon the completion of a teacher-led demonstration, the learner will accurately measure 1” and 2” increments to create accurate and straight lines to create two grids.

Formative Teacher demonstration allows for real-time student questions

Students’ completed worksheets (Appendix E)

Teacher observation One-on-one conversations and

questioning with students

Delivered during class

5. After successfully creating a 1” and 2” grid, students will accurately label and enlarge their photo using the grids to create a final self-portrait drawing.

Summative Final project will be the summative “test” as graded by a rubric (Appendix F)

Project will be completed during class time

Teacher will evaluate projects using a rubric at the end of the project

Development

The development phase of this project is presented in the form of storyboard

slides using PowerPoint. The storyboard is submitted along with the instructor’s

guide and supplemental materials.

Implementation

The implementation of this training will be delivered within the regularly scheduled

2-Dimensional art classes within the art classroom. The training will take place over a

time period of nine class meetings. The certified art teacher, Heather Jandreau, will be

delivering the training. No additional training is needed in order to prepare the trainer.

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The learning environment is already conducive to the needs of this training. The room is

set up in a way where students can see the projector screen, whiteboard, and instructor, as

well as allowing for open discussion between peers. Teacher demonstrations will be

shown at the center table in the room so that all students have easy viewing and access.

All drawing tools and materials needed are housed within the art classroom and no

additional tools or technology will need to be acquired. Because there is only one section

of 2-dimensional art at any given time, there won’t be a pilot test in the traditional sense.

The current 2D class will act as the pilot group. Any changes or additions to the training

will be made prior to the next group of 2D students.

Evaluation

Level 1 evaluations can be spontaneous feedback using a reaction sheet and are

usually implemented at the end of each day (McArdle, 2011, p. 240). At the end of the

first day of my project, students will complete an exit slip that will aid in assessing

students’ understanding before the start of the next class. The exit slip will inform any

modifications that may need to be made to the next days’ activities. Level 2 evaluations

are ‘tests’ that are measured during class time, like performance or knowledge tests.

Students will complete several in-class activities and assessments throughout the training.

For example, one class will begin with students taking a pre-assessment focused on their

use of a ruler, while on other days they will complete practice worksheets focusing on

using and creating grids. Level 3 evaluations measure participants’ application of the

newly learned information to the job. The way to measure whether the learners transfer

their new skills or knowledge when back on the job is best evaluated through personal

observation or testimony,” (McArdle, 2011, p. 245). Teacher observations will occur

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throughout the training to continually evaluate students’ progress. Also, written

assessments and skills assessments will also allow for students to demonstrate and apply

their knowledge gained during the training. Level 4 evaluations are focused on the effect

of the training on the organization. This would equate to the effect the training had on the

success of students’ self-portraits. Students’ projects would be assessed based on a rubric

to determine if their performance demonstrated an improvement from previous

implementations of the project. The instructor will assess the observed and concrete data

and any necessary changes to the training will be made before the next implementation of

the training.

Summary

This project encompasses all the phases of the ADDIE model of instructional

design. Starting with the analysis phase, a needs analysis of the learners, environment,

tasks, and schedule are conducted and created. Once those needs are addressed, the

design and development of the learning objectives, learning tools, activities, and

assessments are created to meet the needs of the learners in regards to effectively

understanding and utilizing the grid method as a drawing tool. A storyboard outlining the

presentation and instructor’s guide also aids in the development of the training. Lastly,

the plan for implementing and evaluating this training is outlined so that the training can

be successfully utilized within the 2-dimensional art class. All of these aspects have been

thoroughly thought through and examined based on the needs of the learners.

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References

Ainsworth, L., & Viegut, D. (Eds.). (2006). Common formative assessments: How to

Connect standards-based instruction and assessment. Corwin Press.

Churches, A. (2009). Bloom’s digital taxonomy. Educational Origami, 4.

Forest, E. (2017). ADDIE model: Instructional design. EducationalTechnology.net.

Retrieved from https://educationaltechnology.net/the-addie-model-instructional-

design/

Garrison, C., & Ehringhaus, M. (2007). Formative and summative assessments in the

classroom.

Glennfarquhar1. (2015, January 9). Free grid method online video tutorial enlarge image

to canvas art. ArtFusionProductions.com. [video file]. Retrieved from

https://www.youtube.com/watch?v=UFRCim2zZqU&t=262s

Larson, M. B. (2014). Streamlined ID : A Practical Guide to Instructional Design. New

York: Routledge.

Ledford, B. R., & Sleeman, P. J. (2000). Instructional Design : A Primer. Greenwich,

Conn: Information Age Publishing.

McArdle, G. H. (2011). Instructional Design for Action Learning. New York: AMACOM.

Park, Y. (n.d.). Design elements and principles. University of Texas: Austin. Retrieved

from http://www.edb.utexas.edu/minliu/multimedia/PDFfolder/DESIGN~1.PDF

Peterson, C. (2003). Bringing ADDIE to life: Instructional design at its best. Journal of

Educational Multimedia and Hypermedia, 12(3), 227-241.

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San Francisco Museum of Modern Art. (2012, December 21). Chuck Close on following

the grid. [Video file]. Retrieved from https://www.youtube.com/watch?v=_e-

p5M0vhZI

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Appendix A

Grid Method Video Questions

Name:______________________________

Respond to the following questions as you watch the videos.

1. What is the grid method used for when drawing?

2. How do you start creating a grid?

3. What do you do once you’ve measured all 4 sides of the paper?

4. What are the labels used for on the grids?

5. Why did Chuck Close start using the grid method?

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Appendix B

Exit Slip

Name:_____________________________________

1. Based on the videos, what is the grid method used for?

2. How confident are you with measuring and creating straight lines? (1= Not at all and 10= extremely confident)

1 2 3 4 5 6 7 8 9 10

3. What do you still need more clarification on?

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Appendix C

Ruler Pre-Assessment

Name:__________________________________

1. Using the image of a ruler below, circle the line that represents an inch.

2. Create a line that is 4 inches long

3. In the box below, create 4 equal boxes that are 2 inches each.

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Appendix D

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Appendix E

Practice Grid

Name:_______________________________

In the box below, use 1” measurements to create a 1” grid. Remember, you need to measure ALL 4 SIDES of the box in order to get straight lines!

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Now create 2” measurements in order to create a 2” grid.

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Appendix F

Self-Portrait Grid Method Rubric

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Criteria 0-5 points 6-10 points 11-15 points Student ScoreCreation of 1” grid on photo

Most lines are not straight; unclear if student measured all 4 sides of paper; incorrect number of boxes; boxes are not 1”

Most of the lines are straight but some may be slightly off; correct number of grid boxes; mostly consistent 1” boxes

All lines are straight; consistent created 1” measurements; correct number of grid boxes

Creation of 2” grid on large paper

Most lines are not straight; unclear if student measured all 4 sides of paper; incorrect number of boxes; boxes are not 2”

Most of the lines are straight but some may be slightly off; correct number of grid boxes; mostly consistent 2” boxes

All lines are straight; consistent created 2” measurements; correct number of grid boxes

Correct labeling and use of the grids

Both grids (on photo and large paper) are labeled incorrectly or do not correspond to one another; student clearly did not use the grids to enlarge the photo; details in the photo are missing in the drawing; details are placed incorrectly on the large grid.

Both grids are labeled correctly; student attempted to use the grids to enlarge the photo; some details in the photo are missing in the drawing; some details may be in the incorrect place

Both grids are labeled correctly; student clearly and accurately used the grids to enlarge the photo; all details in the photo are present in the drawing.

Total Score (out of 45 points)

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adventureisarthere.files.wordpress.com · Web viewThe instructional event that will be examined throughout this analysis is centered on 8th grade art students taking the 2-dimensional