Chasity Howard KA

Part 1: Identification of Learning Problems

General Audience
The main audience is made up of Design 1 (Introduction to Art) students of varying experience
levels in art history, critique and production. The main audience is currently enrolled in school as
9th graders and the ages of these students vary from 14-17 years. Any students currently taking
Design 1 will receive the training.
Problem Identification
One of the requirements for Design 1 is that all students must maintain a portfolio of all written
or video presentations, critiques and completed artworks. The portfolio must be submitted at the
end of the year for possible advancement into higher level art classes. Currently, students have a
portfolio that is made out of a piece of poster board that has been folded and stapled. Daily wear
has taken its toll on these portfolios and work is now being torn, wrinkled and even lost.
To remedy this, Design 1 students will be required to create and maintain their own webpages
which will serve as an online portfolio of completed work. The students have all been issued an
iPad by the Beaufort County School District. Because the majority of students are not familiar
with methods of creating a webpage, they will need to receive training.
Training for students will include a full tutorial for webpage design on a web-hosting service.
Throughout the tutorial, students will also learn how to incorporate elements of visual design,
applications of internet safety, how to use a web 2.0 tool and photo editing techniques which will
play an important role in the content of their webpages. Training for online portfolios will begin
in the 2014-2015 school year.
Instructional Goals
Students will be able to create an account with Weebly.
Students will practice internet safety.
Students will be able to set up the layout of a webpage according to the elements of
visual design.
Students will be able to add pictures of artwork.
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Chasity Howard KA

Students will be able to add video.

Students will be able to embed links to other art resources.
Students will be able to create new pages.
Students will be able to edit pages.

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Chasity Howard KA

Part II: Learner Analysis

Introduction
The groups of learners are 9th graders at H.E. McCracken Middle School in Bluffton, South
Carolina, and make up six individual Design 1 classes. The students range in ages from 14 to 17
with the most common age being age 15. There are 142 students total including 60 girls and 82
boys. These classes are comprised of 31 African Americans, 5 Asian, 63 Caucasians, and 43
Hispanic. Six of the students have been identified as having an IEP (Individual Education Plan).
There are seven students with a 504 Student Accommodation Plan. There are four students with a
BIP (Behavior Intervention Plan). Twenty-nine students are being served by the ESOL (English
Speakers of Other Languages) program and range from levels 1 to 5.
To gather the above mentioned information about the groups of learners, there were several
methods used. To start, the students information that is logged into PowerSchool was reviewed.
This database was used to gather student gender, race and birthdates. Student files from the
guidance office were used to determine IEPs, 504s and BIPs. Information for ESOL students was
gathered from the lead ESOL teacher.
Entry Skills and Prior Knowledge
All students are able to log onto a computer
All students are able to use a search engine
Most students are able to take a photograph
Many students recognize the importance of storing and maintaining artwork
Few students are aware of the need to present a professional portfolio for placement in
advanced level art classes, college acceptance or job applications

Attitudes Towards Content & Academic Motivation

The majority of students agreed that art plays an important role in education. There were 17 of
the 142 students that said they did not understand the need for an art class. When asked about
their desire to take advanced art classes, 70% of the students definitely wanted to take advanced

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Chasity Howard KA

art classes, 20% were not sure, and 10% of the students did not want to take advanced art classes.
When asked about their ability to use a computer, 100% of the class rated themselves as having
some knowledge. The learners were asked to rate their motivation to learn more about art and
80% said they would like to know more about art. These results were collected through the use
of a student survey.
Educational Ability Levels
From the most recent PASS (Palmetto Assessment of State Standard) math scores, 10% scored in
the exemplary range, 53% of the learners in this class scored in the met and 37% scored in
the not met range. From the most recent PASS English Language Arts scores, 27% scored in
the exemplary range, 56% of the learners in this class scored in the met and 17% scored in
the not met range. There are 7 students out of the 142 that have been identified as artistically
gifted and talented.
General Learning Preferences
The students prefer to work on small group projects and enjoy art projects that involve the use of
technology. This information was collected by student survey.
Attitudes Towards Teachers and School
The majority of learners acknowledge having respect for the teachers. There were 36 students
who were unsure of their feelings for their teachers. As for the school, the majority of the
students enjoyed the school environment and enjoyed coming to school. There were 22 students
who said they came to school because they were made to.
Group Characteristics
The school is located in the Buckwalter/Okatie community where the median income is below or
at the poverty level. Out of the 142 students, 60% receives either free or reduced lunch. The
learners in this class are age appropriate for ninth grade. There are 12 students who are older than
the rest. There are 2 girls and 5 boys who range in age from 16 to 17. The majority of the
learners are Caucasian and all of them speak English except for one Hispanic student. The

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Chasity Howard KA

majority of the students dress in the appropriate school uniform and most have necessary school
supplies. I compiled this information from Powerschool records and teacher observation.

Part III: Task Analysis

I conducted the task analysis using both a topical and procedural analysis. In the beginning, I had
planned to conduct a procedural analysis only, however upon further review of my instructional
goals, I realized a topical analysis was necessary. The topical part of my task analysis occurs at
the beginning as to create a strong foundation for learning. For the procedural part of the task
analysis, I started by creating an outline of the steps needed to create an online portfolio using
Weebly. To make sure I did not overlook any important steps, I opened a Weebly account and
worked through the steps as I wrote them down. This was very helpful to me in catching many
small steps which I might have missed.
Task Analysis Outline
1. Identify the future use of art portfolios
1.1. Portfolio use in High School
1.2. Portfolio use in College Admissions
1.3. Portfolio use for job applications in the field of art
2. Define appropriate use of technology
2.1. Define the term Legal and Ethical Behavior
2.2. Districts acceptable use policy
2.3. Classroom Code of Conduct
3. Visual Design Basics
3.1. Color and Contrast
3.2. Rule of Thirds
3.3. Composition
3.4. Font
3.4.1. Type
3.4.2. Style
3.4.3. Size
4. Go to www.weebly.com
4.1. Enter a username
4.2. Enter a password
4.3. Enter an email address
4.4. Check the I Accept the Terms of Service box
4.5. Click Sign Up
4.6 Once your account has been created, use the login section in the top right corner of
the main page
5. Click the Create a Site button
5.1. Choose your site type
5.1.1. Choose Site
6. Choose a Theme page will appear
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Chasity Howard KA

6.1. Choose a theme for your webpage by hovering your mouse over the site and clicking
choose
6.1.1. As you hover there are also color options for your site.
6.2. These can be changed later if desired
7. Choose Your Website Domain
7.1. Choose to Use a Subdomain of Weebly.com
7.1.1. Enter your first and last name and Design1
7.1.1.1. ex. ChasityHowardDesign1
7.1.2. If this name is taken try a different combination until you find availability
7.1.2.1. ex. Design1ChasityHoward
7.2. Click Continue
8. Build Homepage
8.1. Highlight the My Site text at the top of your webpage
8.1.1. Type your first and last name and portfolio
8.1.2. ex. Chasity Howards Portfolio
8.2. Click on Click to add headline
8.2.1. Type Design 1
8.2.1.1. A text toolbar will appear for editing text
8.2.1.2. Edit text if you would like to
8.3. Click on Add Description
8.3.1. Type a short description of what Design 1 is all about.
9. Adding and Deleting Pages
9.1. Click Pages tab at the top of the window
9.2. From the page menu on the left side select the word About
9.2.1. Click the Delete button in the center of the page
9.2.1.1. Click Yes Delete Page
9.3. From the page menu on the left side select the word Contact
9.3.1. Click the Delete button in the center of the page
9.3.1.1. Click Yes Delete Page
9.4. Click Pages tab at the top of the window
9.4.1. Click Add Page
9.4.2. Choose standard page
9.4.3. Name your page Gallery
9.4.4. Choose your page layout
9.4.5. Click Save
9.5. Click Pages tab at the top of the window
9.5.1. Click Add Page
9.5.2. Choose standard page
9.5.3. Name your page Q1
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9.5.4. Choose your page layout

9.5.5. Click Save
9.6. Click Pages tab at the top of the window
9.6.1. Click Add Page
9.6.2. Choose standard page
9.6.3. Name your page Q2
9.6.4. Choose your page layout
9.6.5. Click Save
9.7. Click Pages tab at the top of the window
9.7.1. Click Add Page
9.7.2. Choose standard page
9.7.3. Name your page Q3
9.7.4. Choose your page layout
9.7.5. Click Save
9.8. Click Pages tab at the top of the window
9.8.1. Click Add Page
9.8.2. Choose standard page
9.8.3. Name your page Q4
9.8.4. Choose your page layout
9.8.5. Click Save
9.10. Click Pages tab at the top of the window
9.10.1. Click Add Page
9.10.2. Choose standard page
9.10.3. Name your page Padlet Units
9.10.4. Choose your page layout
9.10.5. Click Save
9.11. Click Pages tab at the top of the window
9.11.1. Click Add Page
9.11.2. Choose standard page
9.11.3. Name your page Q1
9.11.4. Choose your page layout
9.11.5. Click Save
9.12. Click Pages tab at the top of the window
9.12.1. Click Add Page
9.12.2. Choose standard page
9.12.3. Name your page Q2
9.12.4. Choose your page layout
9.12.5. Click Save
9.13. Click Pages tab at the top of the window
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Chasity Howard KA

9.13.1. Click Add Page

9.13.2. Choose standard page
9.13.3. Name your page Q3
9.13.4. Choose your page layout
9.13.5. Click Save
9.14. Click Pages tab at the top of the window
9.14.1. Click Add Page
9.14.2. Choose standard page
9.14.3. Name your page Q4
9.14.4. Choose your page layout
9.14.5. Click Save
9.15. Click Pages tab at the top of the window
9.15.1. Click Add Page
9.15.2. Choose standard page
9.15.3. Name your page Artists Statement
9.15.4. Choose your page layout
9.15.5. Click Save
9.16. Click Pages tab at the top of the window
9.16.1. Click Add Page
9.16.2. Choose standard page
9.16.3. Name your page Web Resources
9.16.4. Choose your page layout
9.16.5. Click Save
917. Create Subpages
9.17.1. Under the Pages tab, locate the pages list on the left side of the screen.
9.17.2. To create a subpage, drag the page underneath the page you want to make
a subpage of and also drag it a bit over to the right until it clicks in place.
9.17.3 Arrange your list to create the following subpages
9.17.3.1. Q1-Q4 become subpages of Gallery
917.3.2. Q1-Q4 become subpages for Padlet Units
10. Publish Website
10.1. Click on the orange publish button in the top right hand corner of the window
10.2. Changes can be made at any time and then re-publish the site
11. Add Image with Text
11.1. Drag and drop image element from the left toolbar onto the desired page
11.1.1. Click Upload Image
11.1.2. Click Upload from this computer
11.1.3. Choose File
11.1.4. Click Open
11.2. Adding Text
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Chasity Howard KA

11.2.1. Toolbar menu will appear

11.2.2. Click Caption
11.2.3. Add text
12. Edit Images
12.1. Click on image
12.1.1. Editing toolbar will appear
12.1.1.1. Click Edit Image
12.1.2. From here you will be able to do the following
12.1.2.1. Resize, crop, rotate and align images
12.1.2.2. Add effects
12.1.2.3. Add text
12.1.2.3.1. Text effects
12.1.2.4. Set different header images for different pages
13. Add Video
13.1. Drag and drop youtube element from the left toolbar onto the desired page
13.1.1. Click Add youtube video to your site
13.1.2. Copy and paste the video URL
14. Embed Code
14.1 Drag and drop embed element from the left toolbar onto the desired page
14.1.1. Click Click to set custom HTML
14.1.2. Paste code
Subject Matter Expert (SME)
I (Chasity Howard) will serve as the SME for this instructional plan. My formal education
consists of a bachelors degree in Art Education from Georgia Southern University in Statesboro,
Georgia. I am currently pursuing a masters degree in Instructional Technology from Georgia
Southern University in Statesboro, Georgia.
My qualification to serve as the Subject Matter Expert is my position as a Design 1 educator at
H.E. McCracken Middle School in Bluffton, South Carolina. As a teacher, I am responsible for
educating my students on how to create and maintain a portfolio of work. Teaching students how
to create and maintain an online portfolio is essential to placement in advanced art programs, and
a requirement of Design 1.

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Chasity Howard KA

Task Analysis
Portfolio
use in
High
School

Begin

Identify
the future
use of art
portfolios

Portfolio
use in
college
admissio
ns

Portfolio use
for job
applications
in the art
field

Define
Legal and
Ethical
Behavior

Districts
Acceptabl
e Use
policy

Appropriat
e use of
technology

Color/Contr
ast

Classroo
m Code
of
Conduct

Visual
Design

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Rule of
Thirds
Font type,
style and
size

Compositi
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Chasity Howard KA

Task Analysis
Enter
username
,
password
and email

Go to
www.weebly.co
m

Accept
Terms of
Service
Create an
Account

Sign Up

Choose
site type

Choose
theme

Set up site

Choose
website
domain

Build
Homepag
e
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Name
Site
Add
Descripti
on

Add
Headline

Chasity Howard KA

Pages tab

Task Analysis
Click Add
Page

Add
Pages

Choose
Type

Choose
layout

Name
Page

Save

Publish
Site

Republish
when
changes
are made
Drop
Element
onto page
from
toolbar
Upload
Image

Add
Image
with Text

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Choose
caption from
text toolbar
and add text

Chasity Howard KA

Click
Image for
toolbar

Task Analysis
Click Edit

Edit
Image
Resize,
crop, rotate,
and align

Headers

Add Text
and Text
Effects

Add
Effects

Drag
element
from
toolbar to
page

Add Video
Copy and
Paste URL

Paste Code
End

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Drop
Element
onto page
from
toolbar
Click to
Set
Custom
HTML

Embed
Code

Click Add
youtube
video

Chasity Howard KA

Part IV: Instructional Objectives

Terminal Objective 1: Establish the importance of a portfolio in relation to placement in
advanced art classes and acceptance to college art programs
Enabling Objectives:
1A. Review the ways an online portfolio can be used to enhance the storage of data,
artifacts and collections relevant to the art classroom
1B. Identify the art classes at the high school level that require a portfolio for placement
in the class as well as college requirements for acceptance into art programs
1C. Identify career opportunities that would require a portfolio of work
Terminal Objective 2: Use technology appropriately in the development of online portfolios.
Enabling Objectives:
2A. Define the term legal and ethical behavior
2B. Establish code of conduct for using technology
2C. Apply code of conduct for using technology when creating a portfolio
Terminal Objective 3: Create an online portfolio of student work
Enabling Objectives:
3A. Develop a visual design checklist
3B. Identify the teacher required content of the online portfolio (homepage, gallery, etc.)
3C. Create and maintain the content of the online portfolio based on teacher template
Classification of Instructional Objectives:
Content
Fact
Concept
Principles
Procedure
Interpersonal
Attitude

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Performance
Recall
1B, 1C, 2A
1, 1A,

Application
2, 2C
3A
3, 3B, 3C
2B

Chasity Howard KA

Relationship between Instructional Objectives and Standards:

Instructional Objectives
1

1A

1B

1C

2A
2B

2C
3
3A
3B

3C

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South Carolina State Standards

Standard 4: The student will make connections
between the media arts and other art
disciplines, other content areas and the world.
MAHS-4.2 Communicate an understanding of
the relationship between the media arts and
other art disciplines and other content areas
MAHS-4.2 Communicate an understanding of
the relationship between the media arts and
other art disciplines and other content areas
MAHS-4.1 Demonstrate the ways that the
media arts relate to everyday life and the
activities in the world at large.
Standard 6: The student will demonstrate
knowledge of digital citizenship and a sense of
responsibility in the media arts.
MAHS-6.2 Practice legal and ethical behavior
in the media arts and the use of technology.
MAHS-6.1 Demonstrate an understanding of
human, cultural and societal issues related to
the media arts and the use of technology.
MAHS-6.2 Practice legal and ethical behavior
in the media arts and the use of technology.
Standard 3: The student will access, analyze,
interpret and create media texts.
MAHS-3.5 Evaluate the creative techniques
used in a variety of media texts.
MAHS-3.1 Demonstrate the ways in which a
variety of media texts address their intended
purpose and audience.
MAHS-3.3 Demonstrate comprehension of the
effectiveness of the presentation and treatment
of ideas in media texts.

Chasity Howard KA

Part V:

Instructional
Strategies
Lesson 1:
The students
will explore the
purpose and use
of an online art
portfolio.

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Goals
Submit
research
showing
requirements
for art
portfolios in
high school,
college and
future careers.

Objectives
Objective 1:
Establish the
importance of a
portfolio in
relation to
placement in
advanced art
classes and
acceptance to
college art
programs
1A. Review the
ways an online
portfolio can be
used to enhance

UDL

Assessments

Multiple means of
representation(students
will watch a video and
read the introduction);
Multiple means of
action(students will
read research of their
choice and write about
it)

Students will submit

one internet link
containing information
for each of the
following topics:
1. Information on
advanced placement in
high school art classes
2. Information on
college requirements
for acceptance into art
programs
3. An online job
posting requiring a
portfolio of completed
work.
Each link should be

Chasity Howard KA

Lesson 2:
Student will
review internet
safety and
district
acceptable use
policy and
apply to
creating online
portfolio

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Develop a code
of conduct for
acceptable use
of technology
and create
scenarios
applying the
code of
conduct to
creating an
online portfolio

the storage of
data, artifacts and
collections
relevant to the art
classroom
1B. Identify the
art classes at the
high school level
that require a
portfolio for
placement in the
class as well as
college
requirements for
acceptance into
art programs
1C. Identify
career
opportunities that
would require a
portfolio of work
Objective 2: Use
technology
appropriately in
the development
of online
portfolios.
2A. Define the
term legal and
ethical behavior
2B. Establish
code of conduct
for using
technology
2C. Apply code
of conduct for
using technology
when creating a
portfolio

accompanied by a 2-3
sentence summary of
the source.
These links may be
submitted to
discussion board
Activity 1.

Multiple means of
representation(Learner
s will watch a video,
read and live chat);
Multiple means of
action and
expression(Learners
will be given a choice
of technology tools to
respond with)

Students will be using

the code of conduct
established in our live
chat to create a
scenario that
demonstrates
acceptable use of the
internet. Students may
use a presentation tool
of your choice
(iMovie, Powtoons) to
create this scenario.
The scenario should
include the following:
1. Complete
description of the
online activity
2. Possible outcomes
of making poor
decisions in regards to
internet safety

Chasity Howard KA
3. Possible outcomes
of following code of
conduct
4. Recap of code of
conduct principle used
in scenario

Lesson 3:
The student
will explore the
elements of
visual design.
How to use
Weebly to
create an online
portfolio

The student
will create a
visual design
checklist to aid
in the creation
of an online
portfolio.
Create and
maintain an
online art
portfolio.

Objective 3:
Create an online
portfolio of
student work
3A. Develop a
visual design
checklist
3B. Identify the
teacher required
content of the
online portfolio
(homepage,
gallery, etc.)
3C. Create and
maintain the
content of the
online portfolio
based on teacher
template

Multiple means of
representation(The
learners are optimizing
relevance, value and
authenticity through
the development of
their own artifacts)

Assessment 1:
Students will create a
visual design checklist
that includes specifics
about color and
contrast, rule of thirds,
framing, composition,
and font type, style,
and size. The checklist
will be posted to the
discussion board and
referenced while
creating the online
portfolio.
Students will create an
art portfolio. Students
will submit a URL to
the discussion board.
Students will need to
update and maintain
the portfolio
throughout the year as
it counts as 20% of the
final grade.

Lesson 1: An Introduction to the Importance of an Art Portfolio

Objective 1: Establish the importance of a portfolio in relation to placement in advanced art

classes acceptance to college art programs and career opportunities.

Objective 1A: Review the ways an online portfolio can be used to enhance the storage of
data, artifacts and collections relevant to the art classroom

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Chasity Howard KA

Objective 1B. Identify the art classes at the high school level that require a portfolio for
placement in the class, as well as college requirements for acceptance into art programs
Objective 1C. Identify career opportunities that would require a portfolio of work
Lesson 1 Assessment:
Based on the research you have completed, you will submit one internet link containing information for
each of the following topics:
1. Information on advanced placement in high school art classes
2. Information on college requirements for acceptance into art programs
3. An online job posting requiring a portfolio of completed work.
Each link should be accompanied by a 2-3 sentence summary of the source.
These links may be submitted to discussion board Activity 1.
Possible Response:
1. www.blh.beaufort.k12.sc.us
The web site for Beaufort High School has a link to the art department. This link gives information about
requirements for being placed in advanced studio classes. Currently, students are required to complete
Design 1 and submit a portfolio of completed work.
2. www.uscupstae.edu/academics/arts_sciences/fine_arts/visual_arts/default.aspx?id=13132
The University of South Carolinas website has a link to the art department. This link gives information
about requirements for admission to programs of study. Currently, students are required to submit a
portfolio of completed work along with their application.
3. www.creativehotlist.com
This website is designed specifically for job postings in the field of art. The job posting that I chose from
this site is for a Graphic Designer. The job requires a degree in graphic design and an online portfolio
submission.

UDL Principles: Multiple means of representation (students will watch a video and read the
introduction); Multiple means of action (students will read research of their choice and write about it)

Lesson 2: How to Use Technology in a Safe Way

Objective 2: Use technology appropriately in the development of online portfolios
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Chasity Howard KA
Objective 2A. Define the term legal and ethical behavior

Objective 2B. Establish code of conduct for using technology

Objective 2C. Apply code of conduct for using technology when creating a portfolio
Lesson 2 Assessment:
For this assessment activity, you will be using the code of conduct established in our live chat to create a
scenario that demonstrates acceptable use of the internet. You may use a presentation tool of your choice
(iMovie, Powtoons) to create this scenario.
Your scenario should include the following:
1. Complete description of the online activity
2. Possible outcomes of making poor decisions in regards to internet safety
3. Possible outcomes of following code of conduct
4. Recap of code of conduct principle used in scenario
Possible Response:
http://www.powtoon.com/p/ewuqiroZcAU/

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Chasity Howard KA
Rubric:
Introduction to the
Online Activity

1
The online activity was
not properly introduced.

Development of
Possible Outcomes

Possible outcomes were

not clearly identified.

Conclusion

No conclusion was
made.

Creativity of
Presentation

The presentation was

lacking in creativity.

2
The online activity was
introduced but needed
more details.
Possible outcomes were
identified but not fully
explored.
Conclusion was stated
but code of conduct was
not referenced.
The creativity of the
presentation was
adequate.

3
The online activity was
clearly introduced with
many supporting details.
Possible outcomes were
clearly identified and
fully explored.
A clear conclusion was
stated and included the
code of conduct.
The presentation
exceeded expectations
for creativity.

UDL Principles: Multiple means of representation (Learners will watch a video, read and live chat);
Multiple means of action and expression (Learners will be given a choice of technology tools to respond
with)

Lesson 3: Create an Online Portfolio

Objective 3: Create an online portfolio of student work

Objective 3A. Develop a visual design checklist

Objective 3B. Identify the teacher required content of the online portfolio (homepage,
gallery, etc.)
Objective 3C. Create and maintain the content of the online portfolio based on teacher
template
Lesson 3 Assessment 1:
Based on the information from class resources, you will create a visual design checklist that includes
specifics about color and contrast, rule of thirds, framing, composition, and font type, style, and size. The
checklist will be posted to the discussion board and referenced while creating the online portfolio.
Possible Response:

Visual Design Checklist

Color/Contrast:

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Chasity Howard KA

Choose an appropriate and attractive color scheme for your

target audience, providing the mood and feel that you intended
Re-use each of the colors in several places, and use the colors
consistently throughout
Provide enough contrast in color and value between foreground
and background so that text is clear and easy to read
Choose prominent colors for the elements on the page that you
want viewers to notice first, while using more subdued colors for
the elements that are not as important
Rule of Thirds
Place important objects at the intersections of the grid lines
Areas of interest are not placed directly in the center
Composition
Limit the number of elements on the page
Repeat elements for visual consistency
Choose an appropriate balance for the mood you want to
portray, such as symmetrical balance for a calming mood,
asymmetrical for interest, or unbalanced for tension
Framing
Takes into account what is important content and what is not
Shows the content from the best point of view
Fill the space completely
Font Type, Size and Style
Allows for readability
Appropriate choice for theme of the work
Avoid using all caps
Limit number of different fonts
Lesson 3 Assessment 2:
Based on the information from the screencast, the reference sheet, visual design checklist and access to
the teacher template, you will create your art portfolio. Make sure to use all of your resources as you are
creating your portfolio, especially the screencast. Follow the directions exactly as they are given in order
to correctly set up the structure of your portfolio. Once you have completed the initial design of your
portfolio, you will submit a URL to the discussion board. You will need to update and maintain your
portfolio throughout the year as it counts as 20% of your grade.
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Chasity Howard KA
Possible Response:
http://chasityhowarddesign1.weebly.com/

Rubric:

Visual Design

60pts

Maintenance

20pts

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Below
Average

Average

Above
Average

Excellent

The portfolio
showed little
evidence of
any
understandi
ng of the
Elements
and
Principles of
Design; no
evidence of
planning

The student
did the
assignment
adequately,
yet it show
lack of
planning and
little
evidence
that an
overall
composition
was planned
The student
attempted to
maintain
portfolio but
was missing
assignments

The portfolio
shows that
the student
applied the
Elements and
Principles of
design
effectively;
showed an
awareness of
filling the
space
adequately
The student
maintained
the portfolio
adequately.

Planned
carefully,
showed an
awareness of
the Elements
and Principles
of Design;
chose color
scheme
carefully, used
space
effectively

The student
showed no
evidence of
Maintaining
portfolio

The student
explored
several
choices before
selecting one;
tried unusual
combinations
on several

Scor
e

Chasity Howard KA

Effort
10pts

Craftsmanship

10pts

The portfolio
was
completed
with
minimum
effort

The student
showed
below
average
craftsmanshi
p, lack of
pride in
finished
work

The student
finished the
portfolio, but
it could have
been
improved;
adequate
interpretatio
n of the
assignment,
but lacking
finish
The student
showed
craftsmanshi
p; but not as
good as it
could have
been, a bit
careless

The student
worked hard
and
completed the
project, but
with extra
effort it might
have been
outstanding

Some
directions
were not
followed with
an attention
to detail. With
a little more
effort, the
work could
have been
outstanding;
lacks the
finishing
touches

ideas;
demonstrated
understanding
and problem
solving skills
The project
was continued
until it was as
complete as
the student
could make it;
gave effort far
beyond that
required

The portfolio
was beautiful
and patiently
done; it was
as good as
hard work can
make it.
Directions
were followed
for specific
techniques
appropriate to
the process of
this particular
project

UDL Principles: Multiple means of representation (The learners are optimizing relevance, value and
authenticity through the development of their own artifacts)

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Chasity Howard KA
Sequence
Description
1
An Introduction to the Importance of an Art
Portfolio
2
How to Use Technology in a Safe Way
3
Creating an Online Portfolio

Objective
1
2
3

Part VI: Instructional Sequence

Instructional Sequence:

This sequence builds on a task expertise order. The students will advance through the instructions
from the simplest task to the more complex. This sequence allows students to gradually build
confidence in their ability before completing a difficult task. The tasks will be completed in a
procedural manner. Students will have opportunities for examining and evaluating the creation of
an online portfolio through readings, discussions and activities before creating one of their own.
Lesson 1: An Introduction to the Importance of an Art Portfolio
Objective 1: Establish the importance of a portfolio in relation to placement in advanced art

classes and acceptance to college art programs

Objective 1A: Review the ways an online portfolio can be used to enhance the storage of
data, artifacts and collections relevant to the art classroom
Objective 1B. Identify the art classes at the high school level that require a portfolio for
placement in the class, as well as college requirements for acceptance into art programs
Objective 1C. Identify career opportunities that would require a portfolio of work
Motivational Strategy: Student will be asked to post a brief description to the discussion board stating
how they currently use their art portfolio and the current condition of the portfolio itself and its contents.
Initial Presentation: The student will watch a short introductory video that shows how an online portfolio
is more efficient than a paper portfolio and includes an interview with an art teacher who requires an
online portfolio of student artwork and why. Second, the student will be introduced to requirements for
advanced placement in high school art classes, college requirements for acceptance into an art program
and a career opportunity that requires the presentation of a portfolio of completed work.

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Chasity Howard KA
Generative Strategy: Based on the research, the student will submit one link for information on advanced
placement in high school art classes, one link for information on college requirements for acceptance into
art programs and one link to an online job posting requiring a portfolio of completed work. Each link
should be accompanied by a 2-3 sentence summary of the source.
Differentiation: Multiple means of representation (students will watch a video and read the introduction);
Multiple means of action (students will read research of their choice and write about it) (Morrison, Ross,

Kalman & Kemp, 2013)

Lesson 2: How to Use Technology in a Safe Way
Objective 2: Use technology appropriately in the development of online portfolios
Objective 2A. Define the term legal and ethical behavior

Objective 2B. Establish code of conduct for using technology

Objective 2C. Apply code of conduct for using technology when creating a portfolio
Motivational Strategy: The student will watch a video presentation on internet safety.
Initial Presentation: The student will review the districts acceptable use policy. Second, the class members
and teacher will participate in a live chat to discuss a code of conduct for using technology.
Generative Strategy: Based on the discussion from the live chat and the established code of conduct, the
student will use a web 2.0 tool to submit three different scenarios that demonstrate the application of the
code of conduct while creating an online portfolio.
Differentiation: Multiple means of representation (Learners will watch a video, read and live chat);
Multiple means of action and expression (Learners will be given a choice of technology tools to respond
with) (Morrison, Ross, Kalman & Kemp, 2013)
Lesson 3: Creating an Online Portfolio
Objective 3: Create an online portfolio of student work

Objective 3A. Develop a visual design checklist

Objective 3B. Identify the teacher required content of the online portfolio (homepage,
gallery, etc.)
Objective 3C. Create and maintain the content of the online portfolio based on teacher
template
Motivational Strategy: The student will first choose a webpage, and then speculate what makes it
successful or unsuccessful.

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Chasity Howard KA
Initial Presentation: The student will read an article that explores the elements of visual design and pull
information that will be helpful in creating a visual design checklist. The student will watch a video
tutorial that gives complete instructions on how to set up an account with Weebly.com, as well as
instruction on how to set up and navigate their page. Second, the student will find a Weebly reference
sheet in the resource section of the course.
Generative Strategy: Based on the information from the article, the student will create a visual design
checklist that includes specifics about color and contrast, rule of thirds, framing, composition, and font
type, style, and size. The checklist will be posted to the discussion board and referenced while creating
the online portfolio. Based on the information from the screencast, the reference sheet, visual design
checklist and access to the teacher template, students will create their art portfolio. A URL will be
submitted to the teacher once the initial set up is completed. The student will maintain the portfolio
according to the teacher template.
Differentiation: Multiple means of representation (The learners are optimizing relevance, value and
authenticity through the development of their own artifacts) (Morrison, Ross, Kalman & Kemp, 2013)

Reference List
Morrison, G., Ross, S., Kalman, H., & Kemp, J. (2013). Designing effective instruction. (7 ed.).
Hoboken, NJ: John Wiley & Sons Inc.

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Chasity Howard KA

Part VII
Instructional
Strategies
Lesson 1:
The students
will explore the
purpose and use
of an online art
portfolio.

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Goals
Submit
research
showing
requirements
for art
portfolios in
high school,
college and
future careers.

Objectives

UDL

Assessments

Objective 1:
Establish the
importance of a
portfolio in
relation to
placement in
advanced art
classes and
acceptance to
college art
programs
1A. Review the
ways an online
portfolio can be
used to enhance
the storage of
data, artifacts and
collections
relevant to the art
classroom
1B. Identify the
art classes at the
high school level
that require a
portfolio for
placement in the
class as well as
college
requirements for
acceptance into
art programs
1C. Identify

Multiple means of
representation(students
will watch a video and
read the introduction);
Multiple means of
action(students will
read research of their
choice and write about
it)

Students will submit

one internet link
containing information
for each of the
following topics:
1. Information on
advanced placement in
high school art classes
2. Information on
college requirements
for acceptance into art
programs
3. An online job
posting requiring a
portfolio of completed
work.
Each link should be
accompanied by a 2-3
sentence summary of
the source.
These links may be
submitted to
discussion board
Activity 1.

Chasity Howard KA

Lesson 2:
Student will
review internet
safety and
district
acceptable use
policy and
apply to
creating online
portfolio

Develop a code
of conduct for
acceptable use
of technology
and create
scenarios
applying the
code of
conduct to
creating an
online portfolio

Lesson 3:
The student
will explore the
elements of
visual design.
How to use
Weebly to
create an online
portfolio

The student
will create a
visual design
checklist to aid
in the creation
of an online
portfolio.
Create and
maintain an
online art

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career
opportunities that
would require a
portfolio of work
Objective 2: Use
technology
appropriately in
the development
of online
portfolios.
2A. Define the
term legal and
ethical behavior
2B. Establish
code of conduct
for using
technology
2C. Apply code
of conduct for
using technology
when creating a
portfolio

Objective 3:
Create an online
portfolio of
student work
3A. Develop a
visual design
checklist
3B. Identify the
teacher required
content of the
online portfolio

Multiple means of
representation(Learner
s will watch a video,
read and live chat);
Multiple means of
action and
expression(Learners
will be given a choice
of technology tools to
respond with)

Students will be using

the code of conduct
established in our live
chat to create a
scenario that
demonstrates
acceptable use of the
internet. Students may
use a presentation tool
of your choice
(iMovie, Powtoons) to
create this scenario.
The scenario should
include the following:
1. Complete
description of the
online activity
2. Possible outcomes
of making poor
decisions in regards to
internet safety
3. Possible outcomes
of following code of
conduct
4. Recap of code of
conduct principle used
in scenario

Multiple means of
representation(The
learners are optimizing
relevance, value and
authenticity through
the development of
their own artifacts)

Assessment 1:
Students will create a
visual design checklist
that includes specifics
about color and
contrast, rule of thirds,
framing, composition,
and font type, style,
and size. The checklist
will be posted to the
discussion board and

Chasity Howard KA

portfolio.

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(homepage,
gallery, etc.)
3C. Create and
maintain the
content of the
online portfolio
based on teacher
template

referenced while
creating the online
portfolio.
Students will create an
art portfolio. Students
will submit a URL to
the discussion board.
Students will need to
update and maintain
the portfolio
throughout the year as
it counts as 20% of the
final grade.

Chasity Howard KA

Part VIII
Upon completion of the online module, I will conduct a learner evaluation by
providing an online survey for students to complete. Marcella Palmer will serve as
another SME and will be asked to complete the online module and interview
questions. Marcella palmer is the current teacher of Web Design at H.E. McCracken
Middle School. She has held this position for eight years.
Survey for the Online Learner
1. Upon completion of this online course, how confident are you in your ability
to create and maintain an online portfolio?
1-Not confident /2-a little confident /3-not sure /4-very confident /5-I knew
how to already
2. Based on your experience, how easy or difficult was the content in this
module?
1-too easy /2-a little easy /3-average /4-a little difficult /5-too difficult
3. Were the course directions clear and easy to understand?
1-not clear /2-a little clear /3-not sure /4-pretty clear /5-very clear
4. Is this topic something you were interested in learning before this course?
1-not interested /2-a little interested /3-not sure /4-pretty interested /5-very
interested
5. Is there anything in this course you did not understand? Explain.
6. Are there any improvements that could be made to this course? Explain.

Interview Questions for SME

1. Upon completion of the online course, do you find that the user is provided
adequate instruction to complete the module successfully?
2. Do you find that there is missing information that should be included in the
module? Explain.
3. Do you feel that there is information that should be taken out of the module?
Explain.

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Chasity Howard KA
4. Did you find the content of this course to be appropriate for the target
5.
6.
7.
8.

audience? Explain.
Were the objectives met by the provided content? Explain.
Were the assessments aligned to the content? Explain.
Were UDL principles used appropriately for the content? Explain.
Are there any possible improvements to be made to this course? Explain.

After all of the surveys have been completed by the students and the interview
completed by the SME, I will look at the data using qualitative analysis to see the
opinions of the students and the SME. I will look for common responses and make
changes to the program as necessary. I will also take into consideration the
comments provided by the interview with the SME.

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