Creative Arts Project: Analysis of Insect Drawing and Drama

This assignment analyzes two creative arts activities: insect drawing and movement-based characterisation in drama. The insect drawing section evaluates a student's creativity, understanding of insect anatomy and textures, and application of drawing techniques. It employs summative assessment, grading the student's work based on established benchmarks. The drama section explores different forms of movement-based characterisation, assessing students' ability to develop characters through movement. It uses formative assessment to monitor the learning process and evaluate the student's grasp of dramatic elements. Both activities include an analysis of the purpose, means of evaluation, and judgment of student performance, providing detailed feedback and suggestions for improvement. The assignment also includes a reference list of relevant books and journals.

CREATIVE ARTS

Table of Contents
INSECT DRAWING.......................................................................................................................3
Analysis the purpose...................................................................................................................3
Means of evaluation....................................................................................................................3
Judgement...................................................................................................................................3
DRAMA: MOVEMENT-BASED CHARACTERISATION..........................................................4
Analysis the purpose...................................................................................................................4
Means of evaluation....................................................................................................................4
Judgement...................................................................................................................................5
REFERENCES................................................................................................................................6

INSECT DRAWING
Analysis the purpose
The main purpose of this activity was to assess the students' creativity and assess the
range of drawing material or technique that students had used for their drawing. This activity
also evaluates students understanding about the insect, its features and its body parts, texture etc.
This activity helps in analysing students understand about the subject and how they can apply
their knowledge in new situations.
In this stage 2 work students were required to draw an insect's body parts or textures that
can be used to appeal them by observing their common features, patterns etc.
Means of evaluation
Summative assessment is used to evaluate student's learning at the end of the program by
comparing it against some set standard benchmarks. It is done at the end of the course
competition (Kivunja, 2015). This evaluation method is used to judge the appropriateness of the
objectives instructions. During this evaluation it was evaluated that whether the student has
successfully shown his understanding about the visual Arts: Insect drawing and based on his
performance, drawing, knowledge and skills and based on these factors students will be graded
for their drawing.
Here, summative assessment has been used as a means of evaluation for evaluating
Bobby's Insect drawing where he has drawn a Cockroach and shown that he has adequate
knowledge and understanding of the subject. His drawing has been evaluated on the basis of
some set standards and benchmark so that all the assignments are evaluated impartially and
fairly.
Judgement
Bobby was given Grade C which means that students has sound knowledge and
understanding of the main area of content and has achieved an adequate level of competence in
his skills and processes (Readman & Allen, 2014).
I totally agree with the grade given to the student as he has clearly demonstrated his
knowledge about the insect and has shown an adequate level of understanding about the
Cockroach. He has adequate number of shades, techniques and has described its body parts
clearly but has failed to show clarity of the surrounding of the insect. According to this drawing
it is not clear whether Bobby has the ability through which he can show the skills desired to

apply his knowledge and understanding in to a new or unknown situation. He has only focused
on the insect and not shown any creativity in his drawing.
He has some scope of improvement so that next time he can describe his drawing in a
better way by applying his drawing skills and next time he can describe the subject, topic and the
surrounding in a better way so that he at least achieves Grade B for his drawing.
DRAMA: MOVEMENT-BASED CHARACTERISATION
Analysis the purpose
The main purpose of this activity was to explore different ways of walking through
different movements. Students need to explore one king of a walk and develop a character based
on that particular walk. They need to describe their either by drawing or through any other
purpose. They need to pair up and make a group of four students. This activity helps in
evaluating students knowledge about a particular walk they have chosen and describe their
character. Through this drama students understandings about various forms of drama, their wide
range of imagining a situation, use of elements of drama and the sequence of actions of the
drama.
In this stage 2 work students were required to crate an imaginary situation based on the walk
they have chosen and explain their character they are performing by using different dramatic
elements.
Means of evaluation
A formative assessment evaluation is an evaluation method which is used to judge
worthiness of the program while it is in process. This is conducted during all the phases of the
program. It is used during a teaching process or during the monitoring of learning process. It is
used to evaluate whether the student has understood the program and has implemented it in his
learning (Rawlinson, 2017). In this evaluation even a smaller area of content is evaluated. During
this evaluation it was evaluated that whether the student has shown their understanding about the
drama based on the movement based characterisation based on his understanding about the
drama, its elements, types of movements, performance and based on these factors they will be
evaluated and graded for their drama.
Here Formative assessment has been used as a means of evaluation for evaluating
Robyn's drama where he has been acting as an old man with a shopping trolley and has shown
his knowledge and understanding about the drama activity description. His drama has been

evaluated on the basis of monitoring of his complete drama and with a purpose of improvement
in his learning by evaluating even minute aspects of his drama.
Judgement
Robyn was given Grade B which means that student has through knowledge and
understanding of the content and a high level of competence in the skills and processes. Along
with this student is able to apply this knowledge and these skills to most situations.
I totally agree with the grade given to Robyn as he has clearly shown that he has gained the
understanding about the drama form he has chosen in the imaginary situation of an old man. He
has also clearly shown use of drama element, old man's walking movements with proper voice.
He was also successful in creating a meaning out of the complete drama for the audience to
understand. He has successfully applied his knowledge, skills and imagined a correct situation
based on the type of movement he had chosen. This shows that he has the skills and capability
that he can use in various situations. I also agree that Robyn can do much better and has a scope
of improvement in his performance and using elements of drama in a better way so that he can
properly apply his skills to any of the imaginary new situation and describe it perfectly, so that
next time He becomes enough capable to achieve Grade A for his drama performance (Roy,
Baker & Hamilton, 2015).

REFERENCES
Books and journals
Kivunja, C. (2015). Teaching, learning and assessment. Steps towards creative practice.
Victoria, Australia: Oxford University Press.
Rawlinson, J. G. (2017). Creative thinking and brainstorming. Routledge.
Readman, K. & Allen, B. (2014). Practical Planning and Assessment. Melbourne Vic: Oxford
University Press pp 62-78
Roy, D., Baker, W. & Hamilton, A. (2015). Teaching the arts: Early childhood & primary
education. Melbourne: Cambridge University Press.