Unit Plan 36 (Grade 5 Art): Reflection & Artistic Growth Analysis

Focus: Reflect on artistic development across the year, connect work to personal experiences and interests, and analyze readiness for Grade 6 using clear evaluation criteria.

Grade Level: 5

Subject Area: Art (Visual Arts • Connecting/Responding)

Total Unit Duration: 1–3 weeks, 50–60 minutes per session

I. Introduction

Students look back over their year of artwork to see how they have grown as artists and how their personal experiences and interests have shaped what they created. Using simple criteria—craftsmanship, composition, and clarity of message—they evaluate selected pieces, notice patterns, and name specific skills they have developed. They then create a short reflection artifact (visual and/or written) that summarizes their artistic journey and sets goals for Grade 6 art.

Essential Questions

• How has my artwork changed and improved over this year?
• How do my personal experiences and interests show up in the art I make?
• How can I use criteria like craftsmanship, composition, and message to evaluate my own work fairly?
• What strengths and next steps do I see as I get ready for Grade 6 art?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Review a selection of their own artworks and identify evidence of artistic growth (skills, ideas, risks).
2. Use evaluation criteria (craftsmanship, composition, clarity of message) to analyze at least two pieces of their work.
3. Describe how at least one artwork was inspired by a personal experience or interest and explain that influence.
4. Create a small Reflection Piece (visual and/or written) that represents their artistic identity at the end of Grade 5.
5. Set one or two goals for Grade 6 art based on their reflections and self-evaluation.

Standards Alignment — 5th Grade (NCAS-Aligned)

• VA:Cn10.5a — Create artwork inspired by personal experiences or interests and explain those influences.
  • Example: Students design artwork reflecting family traditions.
• VA:Re9.5a — Evaluate artwork using criteria such as craftsmanship, composition, and clarity of message.
  • Example: Students use a checklist to assess peer work.

Success Criteria — Student Language

• I can choose artworks that show my growth this year and explain how.
• I can use criteria like craftsmanship, composition, and message to evaluate my own work.
• I can describe how one or more of my artworks connect to my life, interests, or experiences.
• I can create a reflection piece that shows who I am as an artist right now.
• I can name at least one strength and one goal for Grade 6 art.

III. Materials and Resources

Tasks & Tools (teacher acquires/curates)

• Students’ portfolios or collections of artwork from the year (originals or photos).
• Self-evaluation rubrics or checklists aligned with VA:Re9.5a, including:
  • Craftsmanship (care with materials, neatness, control).
  • Composition (organization, balance, focal point, use of space).
  • Clarity of message (idea, story, or mood coming through).
• Reflection organizers, such as:
  • “Growth Timeline” (early piece → mid-year piece → late piece).
  • “Artwork & Life Connection” prompt sheet.
  • “Grade 6 Goals” mini-sheet.
• Materials for a small Reflection Piece (visual artifact), such as:
  • Drawing paper or cardstock, colored pencils, markers.
  • Optional collage materials (small scraps, photos, words) if desired.
• Sticky notes or small labels for marking artworks with notes (e.g., “Growth,” “Personal Connection,” “Favorite Composition”).

Preparation

• Organize portfolios so each student can easily access multiple pieces from different points in the year.
• Create anchor charts:
  • “Criteria for Evaluating Our Art” (craftsmanship, composition, clarity of message).
  • “How Experiences Inspire Art” (family, hobbies, feelings, memories).
  • “Steps for Reflection & Growth” (look back → evaluate → connect to life → set goals).
• Prepare and copy self-evaluation rubrics and reflection organizers.
• Decide the format of the Reflection Piece (e.g., symbolic drawing, mini-poster, or “artist shield” that shows interests and growth).

Common Misconceptions to Surface

• “I haven’t improved much.” → Growth can appear in small changes: more detail, stronger compositions, clearer messages, or trying new materials.
• “Only my ‘best-looking’ piece shows growth.” → Growth can also show in risk-taking, trying new ideas, or connecting more deeply to personal experiences.
• “Evaluation means judging myself harshly.” → Evaluation is about noticing strengths and next steps, not about being perfect.
• “My art isn’t really about me.” → Even when not literal, choices in color, subject, and style often reflect interests, feelings, or experiences.

Key Terms (highlight in lessons) artistic growth, reflection, criteria, craftsmanship, composition, message, personal experience, self-evaluation, goal setting, portfolio

IV. Lesson Procedure

(Each session follows: Launch → Explore/Make → Discuss/Share → Reflect. Timing for a 50–60 minute class.)

Session 1 — Portfolio Review & Growth Mapping (Core Session — Addresses Standards: VA:Cn10.5a, VA:Re9.5a)

• Launch (8–10 min)
  • Show three sample artworks (early, mid-year, late) from one “anonymous” artist (teacher examples or previous student work with permission).
  • Ask:
    • “What changes do you notice from the first to the last piece?”
    • “How might this artist’s interests or experiences have influenced what they created?”
  • Introduce or review the evaluation criteria chart and connect to VA:Re9.5a.
  • Explain that students will use these criteria and their memories of projects to map their own growth and influences.
• Explore/Make (30–35 min)
  • Part A: Portfolio Review & Evaluation (VA:Re9.5a)
    • Students spread out 3–5 pieces from different times in the year.
    • Using the self-evaluation rubric, they choose at least two pieces to score and annotate for:
      • Craftsmanship.
      • Composition.
      • Clarity of message.
    • They highlight or mark areas that show improvement compared to earlier work (e.g., better shading, more organized space).
  • Part B: Connecting Art to Experience (VA:Cn10.5a)
    • Students select at least one piece that clearly connects to a personal experience or interest (e.g., a family memory, favorite activity, feeling, cultural tradition).
    • On an “Artwork & Life Connection” sheet, they respond to prompts:
      • “This artwork was inspired by…”
      • “I chose these images/colors/shapes because they remind me of…”
      • “This piece shows something about me because…”
• Discuss/Share (5–7 min)
  • In pairs, students share:
    • One way they see growth between earlier and later work.
    • One artwork that connects to a personal experience or interest, and what that connection is.
• Reflect (3–5 min)
  • Quick write:
    • “One way I have grown as an artist this year is ___. One artwork that shows something about my life or interests is ___ because ___.”

Optional Session 2 — Creating an Artistic Reflection Piece (Extension — Deepen VA:Cn10.5a, reinforce VA:Re9.5a)

• Launch (5–7 min)
  • Explain that students will create a small Reflection Piece that represents who they are as an artist at the end of Grade 5 and what matters to them.
  • Connect to VA:Cn10.5a: this artwork should be inspired by personal experiences or interests, and students will be able to explain those influences.
  • Brainstorm possible symbols or images: favorite subjects, colors, places, hobbies, moods, or artistic strengths.
• Explore/Make (30–35 min)
  • Students sketch a quick planning idea for their Reflection Piece (e.g., a symbolic self-portrait, “artist shield,” or visual collage of their interests and strengths).
  • They consider how to include:
    • At least one personal experience or interest.
    • One area of growth they are proud of (e.g., improved shading or composition).
  • Students then begin creating their final Reflection Piece using drawing and/or collage materials, practicing thoughtful composition and craftsmanship as they work.
• Discuss/Share (8–10 min)
  • Mid-process, students share their plan and work-in-progress with a partner:
    • “This symbol/color/shape represents ___ about me or my growth.”
  • Partners offer one suggestion for making the idea clearer or the composition stronger.
• Reflect (3–5 min)
  • Students note on the back of their planning page:
    • “My Reflection Piece is inspired by ___. It shows my growth this year by ___.”

Optional Session 3 — Grade 6 Readiness: Self-Evaluation & Goal Setting (Extension — Solidify VA:Cn10.5a, VA:Re9.5a)

• Launch (5–7 min)
  • Explain that students will use criteria again to evaluate their Reflection Piece and set goals for Grade 6.
  • Ask: “What do you want your future art teachers to know about you as an artist?”
• Explore/Make (25–30 min)
  • Students complete a short Reflection & Goal Setting sheet that includes:
    • A quick self-evaluation of their Reflection Piece with the same criteria (craftsmanship, composition, clarity of message).
    • A description of how the piece connects to their personal experiences or interests.
    • Two prompts:
      • “One strength I see in myself as an artist is…”
      • “One goal I have for Grade 6 art is…”
  • Optional: Students create a small “Artist Snapshot for Grade 6” card with their name, one artwork image/title, and their main goal to share with the next teacher.
• Discuss/Share (10–12 min)
  • In small groups, students share one strength and one goal, along with a brief description of their Reflection Piece.
  • Group members respond with one encouraging comment about each person’s growth or goal.
• Reflect (3–5 min)
  • Final reflection prompt:
    • “This year, I learned that I am the kind of artist who ___. In Grade 6, I want to keep growing by ___.”

V. Differentiation and Accommodations

Advanced Learners

• Encourage advanced students to write a short artist statement comparing two or three pieces from different times of year and analyzing growth in detail.
• Invite them to integrate multiple symbols and more complex composition strategies into their Reflection Piece.
• Challenge them to identify specific criteria or personal standards they want to use for self-evaluation in Grade 6.

Targeted Support

• Provide a simplified growth timeline organizer with pictures or icons representing “beginning of year,” “middle,” and “end.”
• Use sentence frames to support reflection:
  • “At the start of the year, my art looked ___. Now it looks ___.”
  • “This artwork connects to my life because…”
  • “One goal for next year is to get better at…”
• Conduct small-group guided portfolio reviews where the teacher models noticing growth and connections to experiences.

Multilingual Learners

• Offer a visual vocabulary chart for key terms (growth, reflection, criteria, craftsmanship, composition, message).
• Allow students to respond to some prompts in their home language, especially when describing personal experiences, then add a short English note or summary.
• Accept mixed responses (drawings with arrows/labels + short phrases) that clearly show connections and goals.
• Pair multilingual learners with supportive peers to help translate or rephrase ideas for the final self-evaluation sheet.

IEP/504 & Accessibility

• Break tasks into smaller steps with clear checklists (e.g., Step 1: Choose 3 artworks. Step 2: Fill in one row of rubric. Step 3: Write one sentence about growth).
• Provide enlarged, easy-to-read rubrics and organizers for students with visual or processing needs.
• Allow oral reflections recorded on a device or shared with the teacher in place of longer written responses, if needed.
• Provide extra time or alternative materials (e.g., markers instead of colored pencils) to support fine-motor needs in the Reflection Piece.

VI. Assessment and Evaluation

Formative Checks (each session)

• Session 1 — Portfolio reviews and self-evaluation rubrics show students using criteria to notice growth and connections to personal experiences.
• Optional Session 2 — Planning sketches and Reflection Pieces show students drawing on personal interests/experiences and applying composition and craftsmanship.
• Optional Session 3 — Reflection & Goal Setting sheets show students identifying strengths and goals based on their evaluations.

Summative — Artistic Growth Reflection Task (0–2 per criterion, total 10)

1. Use of Evaluation Criteria (VA:Re9.5a)

• 2: Student uses craftsmanship, composition, and clarity of message thoughtfully to evaluate at least two artworks.
• 1: Student uses some criteria but in a general or incomplete way.
• 0: Student does not meaningfully use criteria to evaluate their work.

2. Connection to Personal Experience/Interest (VA:Cn10.5a)

• 2: Student clearly explains how at least one artwork (including the Reflection Piece) is inspired by personal experiences or interests.
• 1: Student mentions a connection but with limited detail or clarity.
• 0: No meaningful connection to personal experience or interest is described.

3. Reflection Piece Quality & Meaning (VA:Cn10.5a, VA:Re9.5a)

• 2: Reflection Piece shows thoughtful composition and craftsmanship and clearly represents the student’s artistic identity or growth.
• 1: Reflection Piece is complete and somewhat connected to growth or identity but lacks clarity or care in places.
• 0: Reflection Piece is incomplete or does not clearly relate to growth or personal experience.

4. Artistic Growth Analysis

• 2: Student identifies specific areas of growth (skills, risk-taking, ideas) with concrete examples from their work.
• 1: Student mentions growth in general terms with limited examples.
• 0: Student does not articulate meaningful growth.

5. Grade 6 Goals & Readiness

• 2: Student sets at least one clear, realistic goal for Grade 6 art that connects to their reflection and self-evaluation.
• 1: Student states a goal that is vague or loosely connected to their reflection.
• 0: No meaningful goal is stated.

Feedback Protocol (TAG)

• Tell one strength (e.g., “You clearly showed how your color choices changed over the year to better match your mood or message.”).
• Ask one question (e.g., “Is there another artwork that also shows your personal interests?”).
• Give one suggestion (e.g., “Next year, you might focus on strengthening your composition by planning where the viewer’s eye will go first.”).

VII. Reflection and Extension

Reflection Prompts

• When you compare your early and recent artworks, what are you most proud of?
• Which artwork feels most personal to you, and why?
• How has learning to use criteria changed the way you look at your own art?
• What do you hope your Grade 6 art teacher understands about you as an artist?

Extensions

• Letter to Future Self: Students write a short letter to their Grade 6 self (or teacher) describing who they are as an artist now and what they hope to accomplish next year.
• Growth Gallery Wall: Create a small display that pairs “early work + later work” for each student with a short caption about growth.
• Digital Portfolio Snapshot: Photograph selected artworks and reflection statements to create a simple digital slideshow or portfolio that can be shared with families and future teachers.

Standards Trace — When Each Standard Is Addressed

• VA:Cn10.5a — Session 1 (identifying personal experiences/interests behind selected artworks), Optional Session 2 (designing a Reflection Piece inspired by personal experiences and growth), Optional Session 3 (explaining how the Reflection Piece connects to the student’s life and goals).
• VA:Re9.5a — Session 1 (using criteria to evaluate multiple artworks and notice growth), Optional Session 2 (informally applying criteria while planning and creating the Reflection Piece), Optional Session 3 (self-evaluating the Reflection Piece and using results to set Grade 6 goals).