V. Assessment and Data Analysis Documentation and Discussion of Student Learning:
- What does this documentation show about the learning that did or did not occur in the unit?
Assessment Data Analysis DOCUMENTATION Of STUDENT LEARNINGFor this Unit we created a number of ways to assess the actual learning which occurred throughout the semester. Daily documentation, rubrics, 2D collages, blueprint drawings, 3D found object sculpture, reflection worksheets, sketchbook drawings and definitions of vocabulary terms, a tool test for safety and proficiency and two critiques including a final Gallery Show of all student work were all used as assessments.
Daily DocumentationThe daily documentation of each class on this website steampunked.weebly.com served as an ongoing portfolio for the entire unit.On the website you will find a weekly account of the lessons we taught and pictures, quotes, assessments and video's of what the students did each day. The use of this type of documentation accomplishes many things. The kids have the opportunity to watch their own and the classes progress. They can review this information and reflect on the learning targets of each lesson at a later time. It helps as a framework from which to scaffold the teaching targets defined within the lesson plans. EX:
The reflective worksheet assessed how the students had chosen their images, which were mechanical and which were organic. It helped them visualize how they wanted their collage to end up. It helped them ideate the background composition by sharing their creatures possible environment
GALLERY OF WORK ART SHOW
-Student Reflection of enduring understandings
Student
Artists compare/contrast ideas for inspiration to create art (GLE 4.1.1)
Artists categorize ideas for inspiration to create art (GLE 4.1.1)
Media properties are explored during the planning process to create successful work (GLE. 5.2.2)
Artists invent by using found objects and materials to make new works of art (GLE 4.3.2)
Artists deconstruct then reconstruct ideas and materials to create something new that allows for interpretation (GLE 4.4.2)
1
3- collage and sketchbook shows comparisons/contrast
3- sketchbook contains categorization of deconstructed material
4-adapted plans to media property for success
4-created in depth creature out of found objects collaboratively
4- demonstrated in all lessons
2
3- collage and sketchbook shows comparisons/contrast
4 sketchbook contains detailed categorization of deconstructed material
3-used media properties accordingly for success
4-created in depth creature out of found objects collaboratively
4- demonstrated in all lessons
3
4 amazing collage and sketchbook shows comparisons/contrast
3- sketchbook contains categorization of deconstructed material
4-adapted plans to media property for success
4-created in depth creature out of found objects collaboratively
4- demonstrated in all lessons
4
2- collage and sketchbook shows some comparisons/contrast
3- sketchbook contains categorization of deconstructed material
2-struggled to consider media property
2-struggled to collect and create
3-demonstrated in most lessons
5
3- collage and sketchbook shows comparisons/contrast
3- sketchbook contains categorization of deconstructed material
3-used media properties accordingly for success
3- collaborated to create
3-demonstrated in most lessons
6
3- collage and sketchbook shows comparisons/contrast
3- sketchbook contains categorization of deconstructed material
3-used media properties accordingly for success
4-created in depth creature out of found objects collaboratively
3-demonstrated in most lessons
7
1- no collage and difficulty contrasting
2- sketchbook contains minimal categorization of deconstructed material
3-used media properties accordingly for success
3- collaborated to create
2-demonstrated in last 2 days
8
3- collage and sketchbook shows comparisons/contrast
3- sketchbook contains categorization of deconstructed material
4-adapted plans to media property for success
4-created in depth creature out of found objects collaboratively
4- demonstrated in all lessons
9
3- collage and sketchbook shows comparisons/contrast
3- sketchbook contains categorization of deconstructed material
2-struggled to consider media property
3- collaborated to create
3-demonstrated in most lessons
10
3- collage and sketchbook shows comparisons/contrast
3- sketchbook contains categorization of deconstructed material
3-used media properties accordingly for success
2-struggled to collect and create
3-demonstrated in most lessons
11
3- collage and sketchbook shows comparisons/contrast
4 sketchbook contains detailed categorization of deconstructed material
4-adapted plans to media property for success
4-created in depth creature out of found objects collaboratively
4- demonstrated in all lessons
12
2-collage and sketchbook show little comparisons
3- sketchbook contains categorization of deconstructed material
2-struggled to consider media property
2-struggled to collect and create
3-demonstrated in most lessons
13
4 collage and sketchbook shows exceptional comparisons/contrast
4 sketchbook contains detailed categorization of deconstructed material
3-used media properties accordingly for success
4-created in depth creature out of found objects collaboratively
4- demonstrated in all lessons
14
3- collage and sketchbook shows comparisons/contrast
4 sketchbook contains detailed categorization of deconstructed material
4-adapted plans to media property for success
4-created in depth creature out of found objects collaboratively
3-demonstrated in most lessons
15
3- collage and sketchbook shows comparisons/contrast
4 sketchbook contains detailed categorization of deconstructed material
4-adapted plans to media property for success
4-created in depth creature out of found objects collaboratively
4- demonstrated in all lessons
16
2-collage and sketchbook show little comparisons
3- sketchbook contains categorization of deconstructed material
2-struggled to consider media property
3- collaborated to create
2-bad attendance
17
3- collage and sketchbook shows comparisons/contrast
3- sketchbook contains categorization of deconstructed material
4-adapted plans to media property for success
4-created in depth creature out of found objects collaboratively
4- demonstrated in all lessons
18
3- collage and sketchbook shows comparisons/contrast
3- sketchbook contains categorization of deconstructed material
4-adapted plans to media property for success
4-created in depth creature out of found objects collaboratively
4- demonstrated in all lessons
Strengths and Weaknesses of the Learning Experience:
Strengths:
· Overall Strengths: This unit had many strong, achievable goals that were accomplished throughout the semester
o Transferable Skills: Every student who took our class developed multiple skills that are timeless and transferable. Collaboration, planning, observing, and using inventing through recycling are just a few of these skills.
o Strong Theme: All of our lessons focused on the idea of Transformation. Students would take an image or object and reuse it and give it a new purpose. They even transformed their 3D sculpture into a 2D form, which is very innovative as most observational drawings lack personal relevance to the student
o Relatable: Students found the lessons taught very relevant and personal. Steampunk is something these students could really connect to as it has relevance to television, books, and video games that students are currently interested in.
o Relationships: Students understood that we cared about all of them and believed that they could do it. We emphasized that we chose a difficult task for them because we knew they could rise to the occasion and that we could trust them. While we as teachers took every safety precaution as possible and tried to state the rules clearly and repetitively, students understood that we trusted them. As one student put it, “thank you for teaching us like adults.”
o Division of workload: All three of us worked collaboratively to create a well balanced group. We each brought special insight and ideas. We completed work in a timely matter, gave and received feedback from each other in a respectful manner, and all of us were highly invested. Everyone pulled their own weight and then some, so we created a highly successful unit together.
· Lesson 1 Strengths: In this lesson, students explored transformation and comparing and contrasting by creating a collage out of images of both mechanical and biological nature.
o Concept: Students explored the concept of comparing and contrasting biological and mechanical by creating this collage. They demonstrated that they understood this concept when they did their writing reflection t-chart and talked about plans they had for the creature.
o Engaging: We got students attention by creating the short video to introduce ourselves and the project. Throughout the entire lesson, we provided fun, innovative ways to get them to begin thinking. The concept of combining living with mechanical was interesting to students, and they enjoyed looking through magazines for the perfect picture. Overall, they enjoyed this project.
· Lesson 2 Strengths: In lesson 2, students developed many transferrable skills as they deconstructed recycled mechanical objects and formed new creatures out of that material.
o Skills: Students developed many skills throughout this lesson. They learned and demonstrated the proper way to use handtools by not only deconstructing materials, but also completing a safety checklist test as the teachers observed. Students learned how to collaborate and divide tasks by being assigned particular jobs in a group at the very beginning and taking turns, so that all students could develop those skills. They learned more about material by exploration and experimentation, discovering that hot glue doesn’t work metal to metal and that objects need to be heavier on the bottom so it won’t tip over. They developed planning skills by recording information in their sketchbooks, selecting materials that would look well together.
o Material: We as teachers provided material that was interesting and unique. Students enjoyed deconstructing old keyboards and clock parts. To get all the material for 36 students to deconstruct, we tirelessly gathered from local thrift stores and asked local businesses to donate. We had enough supplies for every student to make at least one interesting creature and then some.
o Lesson: Lesson and objectives were clear and thorough. We considered multiple revisions until we had a well polished plan before we actually taught. We researched and found ways to connect what they were learning to artists, vocabulary, and the world around them.
· Lesson 3 Strengths: In this lesson, students observed their creature from different perspectives and drew from life on a blueprint paper.
o Response to Need: We learned from the student’s home teacher that most of our students had not had a drawing lesson before. We responded to this by creating a “drawing fundamentals” lesson, where we taught drawing complex forms from simple shapes, how objects change when viewed from different angles, and how shading can create depth. Students learned so much as made evident by how their blueprints demonstrated observation, perspective, details, and shading.
o Connecting to previous learning: While this project dealt mainly with drawing, it connected with to the previous projects because it still had the same subject matter. Students were really attached to their creatures and by drawing it they were able to better understand how their creature looked like.
Weaknesses:
· Overall weakness: While this unit went very well, there were some overarching things that were large challenges:
o Transportation: We were visiting teachers who came into the classroom every Friday, but that also meant that we had no storage at the school. This meant all supplies need to be stored in our cars, carted from our cars to the classrooms, and carted back after the 90 minute lesson. Supplies included several 50 gallon “junk” boxes, around 25 individual boxes with their creatures inside, and all tools and other supplies for the day. It took us on average 20 minutes just to cart everything in and set them in the appropriate classroom every day, and 20 minutes to pack it back into our cars. This time did not include the set up or take down of the classroom. Overall, this challenge was unavoidable for this project. We could have made them make smaller creatures only out of bolts, but we understood that half the excitement was deconstructing medium sized mechanical objects and making a medium sized creature out of it.
o Time: We still were trying to understand how to space lessons and understand how much time we needed for each lesson, and because of this some things became rushed.
o
· Lesson 1 weakness: The collage piece was challenging as it was our first lesson and we hadn’t really gotten to know our class yet, so there are definitely some changes that should be made for next time:
o Clear Expectations and samples: Students didn’t really understand what they were doing as demonstrated by how many of their final collages had lots of images that didn’t make up a whole picture, or they had a lot of empty space. If we were to give them more concrete examples and expectations and remind them of those examples throughout the entire lesson, things would have gone differently.
o Time management: We did not want to spend too much time on this project as we wanted plenty of time for lesson 2, so we tried to speed the process up. The problem occurred when we really only gave them one day to take all the images they had collected and create a piece. We didn’t give them much time or many reminders about what that should look like.
· Lesson 2 weakness: This lesson was very fun and challenging to both the teachers and the students, but it did have some things that could be fixed for next time:
o Setting up collaborative groupings: Group projects are always a challenge, and most people don’t really like them because of the challenges they possess. However, if the teacher is able to set expectations clearly for the group and demonstrate what good group skills are then it is setting them up for success. We let students choose their group, and then we did not give them much support with working in a group. We should have taught them the life skills of what it meant to delegate, listen to everyone’s opinion, and compromise. There were only a few classroom management issues in both classrooms, and they mainly were rooted in groups having different opinions.
· Lesson 3 weakness: This lesson was integral to teaching the students traditional art. While it went relatively well, there were some things that could have changed:
o Time: There was so much information that we packed into the first day of this lesson that students were overwhelmed. While I’m glad we got to briefly scratch the surface on what students need to know about drawing, I do not know how much of that information will stick with them because of how quick we talked about it. Hopefully the information peaked their interest and they shall look into more information on their on time. The blueprints also did not have enough time as some o f the students were still trying to finish their creature and didn’t have time to draw a blueprint.
o Setting clear expectations: Students weren’t really sure what their blueprints should look like. They didn’t understand that if they were working in a group, each one should choose a different perspective to draw to put on the outside of their box. Not all of them understood the concept of observing before drawing. Due to this, many of the drawings were not as detailed as they could have been.
- What does this documentation show about the learning that did or did not occur in the unit?
Assessment Data Analysis DOCUMENTATION Of STUDENT LEARNINGFor this Unit we created a number of ways to assess the actual learning which occurred throughout the semester. Daily documentation, rubrics, 2D collages, blueprint drawings, 3D found object sculpture, reflection worksheets, sketchbook drawings and definitions of vocabulary terms, a tool test for safety and proficiency and two critiques including a final Gallery Show of all student work were all used as assessments.
Daily DocumentationThe daily documentation of each class on this website steampunked.weebly.com served as an ongoing portfolio for the entire unit.On the website you will find a weekly account of the lessons we taught and pictures, quotes, assessments and video's of what the students did each day. The use of this type of documentation accomplishes many things. The kids have the opportunity to watch their own and the classes progress. They can review this information and reflect on the learning targets of each lesson at a later time. It helps as a framework from which to scaffold the teaching targets defined within the lesson plans. EX:
- Explore what it means to be an artist working in a shared work space and define and explore collage as an artistic form of expression. Here we shared the work of found object artists Bill Swet, John McHale, Claudio Garzón and many others in a PowerPoint Presentation. We explained the expectations of planning and clean-up which they would need to be aware of in order to stay on task. Here we see the pockets which the students created to keep their images for their collages organized.
- What is the difference between animal and machine? What happens when you combine animal and machine? Students will be inspired to create their own creature out of mechanical images found in magazines.
The reflective worksheet assessed how the students had chosen their images, which were mechanical and which were organic. It helped them visualize how they wanted their collage to end up. It helped them ideate the background composition by sharing their creatures possible environment
- The main objective of the day is to finish the collage and participate in the critique using vocabulary terms including form, collage, abstract, and composition. The students used their sketchbooks to define vocabulary terms. They participated in a "sandwich" critique about each others art.
- To take apart common household items using workshop tools, then categorize those pieces and parts to have a new purpose in their art. This lesson required us helping the students learn new skills in handling tools. They were given a "tool Test" which assured their knowledge and safety.
- To assemble found objects using preliminary plans sketched in their sketchbook. Students will be able to use a variety of assembling materials including wire, duct tape turtlenator
and hot glue. Learning to be flexible when working out their found object sculptures.
- Students will be able to draw an image of their 3D creature using form and shape identification. We added a drawing lesson which included teaching on shapes as an under structure. The students completed a worksheet of animal structures and drew organic lines around them. Below you see a video of the lesson on shadingshading
- Blueprint, perspective, drawing from life, shape identification, value, deconstruction.
GALLERY OF WORK ART SHOW
-Student Reflection of enduring understandings
Student
Artists compare/contrast ideas for inspiration to create art (GLE 4.1.1)
Artists categorize ideas for inspiration to create art (GLE 4.1.1)
Media properties are explored during the planning process to create successful work (GLE. 5.2.2)
Artists invent by using found objects and materials to make new works of art (GLE 4.3.2)
Artists deconstruct then reconstruct ideas and materials to create something new that allows for interpretation (GLE 4.4.2)
1
3- collage and sketchbook shows comparisons/contrast
3- sketchbook contains categorization of deconstructed material
4-adapted plans to media property for success
4-created in depth creature out of found objects collaboratively
4- demonstrated in all lessons
2
3- collage and sketchbook shows comparisons/contrast
4 sketchbook contains detailed categorization of deconstructed material
3-used media properties accordingly for success
4-created in depth creature out of found objects collaboratively
4- demonstrated in all lessons
3
4 amazing collage and sketchbook shows comparisons/contrast
3- sketchbook contains categorization of deconstructed material
4-adapted plans to media property for success
4-created in depth creature out of found objects collaboratively
4- demonstrated in all lessons
4
2- collage and sketchbook shows some comparisons/contrast
3- sketchbook contains categorization of deconstructed material
2-struggled to consider media property
2-struggled to collect and create
3-demonstrated in most lessons
5
3- collage and sketchbook shows comparisons/contrast
3- sketchbook contains categorization of deconstructed material
3-used media properties accordingly for success
3- collaborated to create
3-demonstrated in most lessons
6
3- collage and sketchbook shows comparisons/contrast
3- sketchbook contains categorization of deconstructed material
3-used media properties accordingly for success
4-created in depth creature out of found objects collaboratively
3-demonstrated in most lessons
7
1- no collage and difficulty contrasting
2- sketchbook contains minimal categorization of deconstructed material
3-used media properties accordingly for success
3- collaborated to create
2-demonstrated in last 2 days
8
3- collage and sketchbook shows comparisons/contrast
3- sketchbook contains categorization of deconstructed material
4-adapted plans to media property for success
4-created in depth creature out of found objects collaboratively
4- demonstrated in all lessons
9
3- collage and sketchbook shows comparisons/contrast
3- sketchbook contains categorization of deconstructed material
2-struggled to consider media property
3- collaborated to create
3-demonstrated in most lessons
10
3- collage and sketchbook shows comparisons/contrast
3- sketchbook contains categorization of deconstructed material
3-used media properties accordingly for success
2-struggled to collect and create
3-demonstrated in most lessons
11
3- collage and sketchbook shows comparisons/contrast
4 sketchbook contains detailed categorization of deconstructed material
4-adapted plans to media property for success
4-created in depth creature out of found objects collaboratively
4- demonstrated in all lessons
12
2-collage and sketchbook show little comparisons
3- sketchbook contains categorization of deconstructed material
2-struggled to consider media property
2-struggled to collect and create
3-demonstrated in most lessons
13
4 collage and sketchbook shows exceptional comparisons/contrast
4 sketchbook contains detailed categorization of deconstructed material
3-used media properties accordingly for success
4-created in depth creature out of found objects collaboratively
4- demonstrated in all lessons
14
3- collage and sketchbook shows comparisons/contrast
4 sketchbook contains detailed categorization of deconstructed material
4-adapted plans to media property for success
4-created in depth creature out of found objects collaboratively
3-demonstrated in most lessons
15
3- collage and sketchbook shows comparisons/contrast
4 sketchbook contains detailed categorization of deconstructed material
4-adapted plans to media property for success
4-created in depth creature out of found objects collaboratively
4- demonstrated in all lessons
16
2-collage and sketchbook show little comparisons
3- sketchbook contains categorization of deconstructed material
2-struggled to consider media property
3- collaborated to create
2-bad attendance
17
3- collage and sketchbook shows comparisons/contrast
3- sketchbook contains categorization of deconstructed material
4-adapted plans to media property for success
4-created in depth creature out of found objects collaboratively
4- demonstrated in all lessons
18
3- collage and sketchbook shows comparisons/contrast
3- sketchbook contains categorization of deconstructed material
4-adapted plans to media property for success
4-created in depth creature out of found objects collaboratively
4- demonstrated in all lessons
Strengths and Weaknesses of the Learning Experience:
Strengths:
· Overall Strengths: This unit had many strong, achievable goals that were accomplished throughout the semester
o Transferable Skills: Every student who took our class developed multiple skills that are timeless and transferable. Collaboration, planning, observing, and using inventing through recycling are just a few of these skills.
o Strong Theme: All of our lessons focused on the idea of Transformation. Students would take an image or object and reuse it and give it a new purpose. They even transformed their 3D sculpture into a 2D form, which is very innovative as most observational drawings lack personal relevance to the student
o Relatable: Students found the lessons taught very relevant and personal. Steampunk is something these students could really connect to as it has relevance to television, books, and video games that students are currently interested in.
o Relationships: Students understood that we cared about all of them and believed that they could do it. We emphasized that we chose a difficult task for them because we knew they could rise to the occasion and that we could trust them. While we as teachers took every safety precaution as possible and tried to state the rules clearly and repetitively, students understood that we trusted them. As one student put it, “thank you for teaching us like adults.”
o Division of workload: All three of us worked collaboratively to create a well balanced group. We each brought special insight and ideas. We completed work in a timely matter, gave and received feedback from each other in a respectful manner, and all of us were highly invested. Everyone pulled their own weight and then some, so we created a highly successful unit together.
· Lesson 1 Strengths: In this lesson, students explored transformation and comparing and contrasting by creating a collage out of images of both mechanical and biological nature.
o Concept: Students explored the concept of comparing and contrasting biological and mechanical by creating this collage. They demonstrated that they understood this concept when they did their writing reflection t-chart and talked about plans they had for the creature.
o Engaging: We got students attention by creating the short video to introduce ourselves and the project. Throughout the entire lesson, we provided fun, innovative ways to get them to begin thinking. The concept of combining living with mechanical was interesting to students, and they enjoyed looking through magazines for the perfect picture. Overall, they enjoyed this project.
· Lesson 2 Strengths: In lesson 2, students developed many transferrable skills as they deconstructed recycled mechanical objects and formed new creatures out of that material.
o Skills: Students developed many skills throughout this lesson. They learned and demonstrated the proper way to use handtools by not only deconstructing materials, but also completing a safety checklist test as the teachers observed. Students learned how to collaborate and divide tasks by being assigned particular jobs in a group at the very beginning and taking turns, so that all students could develop those skills. They learned more about material by exploration and experimentation, discovering that hot glue doesn’t work metal to metal and that objects need to be heavier on the bottom so it won’t tip over. They developed planning skills by recording information in their sketchbooks, selecting materials that would look well together.
o Material: We as teachers provided material that was interesting and unique. Students enjoyed deconstructing old keyboards and clock parts. To get all the material for 36 students to deconstruct, we tirelessly gathered from local thrift stores and asked local businesses to donate. We had enough supplies for every student to make at least one interesting creature and then some.
o Lesson: Lesson and objectives were clear and thorough. We considered multiple revisions until we had a well polished plan before we actually taught. We researched and found ways to connect what they were learning to artists, vocabulary, and the world around them.
· Lesson 3 Strengths: In this lesson, students observed their creature from different perspectives and drew from life on a blueprint paper.
o Response to Need: We learned from the student’s home teacher that most of our students had not had a drawing lesson before. We responded to this by creating a “drawing fundamentals” lesson, where we taught drawing complex forms from simple shapes, how objects change when viewed from different angles, and how shading can create depth. Students learned so much as made evident by how their blueprints demonstrated observation, perspective, details, and shading.
o Connecting to previous learning: While this project dealt mainly with drawing, it connected with to the previous projects because it still had the same subject matter. Students were really attached to their creatures and by drawing it they were able to better understand how their creature looked like.
Weaknesses:
· Overall weakness: While this unit went very well, there were some overarching things that were large challenges:
o Transportation: We were visiting teachers who came into the classroom every Friday, but that also meant that we had no storage at the school. This meant all supplies need to be stored in our cars, carted from our cars to the classrooms, and carted back after the 90 minute lesson. Supplies included several 50 gallon “junk” boxes, around 25 individual boxes with their creatures inside, and all tools and other supplies for the day. It took us on average 20 minutes just to cart everything in and set them in the appropriate classroom every day, and 20 minutes to pack it back into our cars. This time did not include the set up or take down of the classroom. Overall, this challenge was unavoidable for this project. We could have made them make smaller creatures only out of bolts, but we understood that half the excitement was deconstructing medium sized mechanical objects and making a medium sized creature out of it.
o Time: We still were trying to understand how to space lessons and understand how much time we needed for each lesson, and because of this some things became rushed.
o
· Lesson 1 weakness: The collage piece was challenging as it was our first lesson and we hadn’t really gotten to know our class yet, so there are definitely some changes that should be made for next time:
o Clear Expectations and samples: Students didn’t really understand what they were doing as demonstrated by how many of their final collages had lots of images that didn’t make up a whole picture, or they had a lot of empty space. If we were to give them more concrete examples and expectations and remind them of those examples throughout the entire lesson, things would have gone differently.
o Time management: We did not want to spend too much time on this project as we wanted plenty of time for lesson 2, so we tried to speed the process up. The problem occurred when we really only gave them one day to take all the images they had collected and create a piece. We didn’t give them much time or many reminders about what that should look like.
· Lesson 2 weakness: This lesson was very fun and challenging to both the teachers and the students, but it did have some things that could be fixed for next time:
o Setting up collaborative groupings: Group projects are always a challenge, and most people don’t really like them because of the challenges they possess. However, if the teacher is able to set expectations clearly for the group and demonstrate what good group skills are then it is setting them up for success. We let students choose their group, and then we did not give them much support with working in a group. We should have taught them the life skills of what it meant to delegate, listen to everyone’s opinion, and compromise. There were only a few classroom management issues in both classrooms, and they mainly were rooted in groups having different opinions.
· Lesson 3 weakness: This lesson was integral to teaching the students traditional art. While it went relatively well, there were some things that could have changed:
o Time: There was so much information that we packed into the first day of this lesson that students were overwhelmed. While I’m glad we got to briefly scratch the surface on what students need to know about drawing, I do not know how much of that information will stick with them because of how quick we talked about it. Hopefully the information peaked their interest and they shall look into more information on their on time. The blueprints also did not have enough time as some o f the students were still trying to finish their creature and didn’t have time to draw a blueprint.
o Setting clear expectations: Students weren’t really sure what their blueprints should look like. They didn’t understand that if they were working in a group, each one should choose a different perspective to draw to put on the outside of their box. Not all of them understood the concept of observing before drawing. Due to this, many of the drawings were not as detailed as they could have been.