Student #1

Preassessment for the Unit.  We wanted to seeThere are four components to pre-assessments

Social emotional– we used a  loaded image and asked how does it make you feel? And  how would this make someone else feel?
We wanted them to do a Close read and go deeper into the image.  We wanted the to identify what evidence do you have to support that.

Language arts– Have students analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text ie. Graphic novel

Visual arts language– We wanted to see if the students could use the language of art to talk about their work and other works.


Student #2

Researching images on web

Using the word the chose to put on their t-shirts for the Spring Assembly the students began to search for a variety of definition of the word

Student #3


Through the pre assessment we determined that the students struggled with the language of Art.  We decided to give teams of students a word from the elements and principles of Art to dig deeper in a variety of methods.  They used books, internet and close reads to define their word.  After finding a literal definition the students used photography, art making and image searches to create a visual definition.

Student #1

Store bought version of defining Elements and Principles of ArtWe looked at a store bought version of the Elements and Principles definition card and found it to be somewhat helpful but we went deeper and decided to create our own.  The staff at Ravenswood had requested the language in all of their classrooms so the fifth graders are creating if for the entire school


Student #2

Student using I pad a s camera to document his understanding of the concept of color.

Student wrote their own definition then edited it with peers and teachers.

Students illustrated their word through art making

Students found images on the web to illustrate the meaning of their word.

Student #3

Texture presentation


Going Public is a big part of the Inquiry cycle.  We chose to have an opening for teachers and students from other classrooms to come and learn about connotative and denotative meaning.  The students shared their critical thinking they developed in researching and deciphering images and language.

Student #1

Students had an “art opening” to share their projects with the Ravenswood community: classmates, other classes, and school faculty. Explaining the projects to an outside audience helped the students review their learning during the project.

Student #2

Print-outs of student projects were posted in school common areas. Seeing the project in another form — the print-out — helped the students in discussions about their motivations for image / text sequencing.

Student #3

Students at the “opening,” talking with classmates and other students. This gave students a sense of how important presentation is in the art making process.

Year One
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