Xavier School | Grade 9 | by Josiah Gosingtian
This was the last assessment for my freshmen for the school year. Knowing that the school had a printing office, I decided to see if I could make worksheets for this assessment, and it worked out. I wanted my students to think about how they could achieve a design objective with as much creativity as they could flex within limits. (They say that creativity is about working with limitations, after all.) Xavier School has a system for assessments called GRASPS, which is a guide for creating “authentic assessments” that mimic real-world demands. The mimicry isn’t always perfect, or close to perfect, as a lot is fictional; it’s close to roleplay, actually, with students having to imagine that their audiences are film producers, art critics, contest judges, and so on. (I used the GRASPS system for previous assessments.) Based on what I wanted to do, I didn’t feel like the system would work, so I abandoned it for a creative brief.
I had 12 sets of worksheets, ranging from “Notorious Outlaw Bandit” to “Holy Good King”. (Download the set here.) Drawing guides were included on the sheets to help ensure that I was testing really was color and detailing (and technique). As said in the slides for this assessment, they could interpret the words however they wanted. I had a student create a cyborg for “Warrior Guardian Monk”; he explained that his concept was a monk from a Temple of Mars. (I’ll put up some of their work here later on.)
In hindsight, I could have made it more fun by changing the “role” of the students from job applicant to actual character designer. Something for next time, for sure. 🙂
PS It was embarrassing to have printed out worksheets that featured guides with wrong proportions. Why did I alter the original?! Ah, an art teacher’s learning curve…