As requested, I have included the H.E.A.T. look-fors as well as the vertical alignment for a sample Visual Arts instructional unit addressing art principles and elements.
H.E.A.T. Analysis
High level processes (1-Low; 5-High):
Criteria Score
Student learning at knowledge level 1
Student learning at comprehension level 2
Student learning at application level 3
Student learning at analysis level 4
Student learning at synthesis/
evaluation level 5
Engaged learning (1-Low; 5-High):
Criteria Score
Students report what they have learned only 1
Students report what they have learned with
collaboration from others 2
Students given options to solve a problem 3
Students given options to solve a problem with
collaboration from others 4
Students help define the task, the process,
and the solution 5
Authenticity (1-Low; 5-High):
Criteria Score
No real world application 1
Limited real world relevance, but no applied
learning 2
Extensive real world relevance, but no applied
learning 3
Real world relevance and applied learning 4
Extensive real world relevance and applied
learning that has a purpose beyond classroom 5
Technology use (1-Low; 5-High):
Criteria Score
Unrelated to the task 1
Appears to be an add-on to task 2
Somewhat connected to task completion 3
Directly connection to task completion using
one or two applications 4
Directly connected to task completion and
students determine the best applications to
use 5
Visual Arts Vertical Alignment
2nd 6 Weeks - Grades K-5
Kindergarten: L2
Students will create a collage depicting some of the elements and principles of design including texture, pattern, and shape.
H - 2/6 - Students will be identifying the elements and principles of art
E - 2/6 - Students will be displaying elements and principles of art via collaboration
A - 3/6 - The learning experience provides limited real world relevance
T - 0/6 - Use of interactive white board
First Grade: L3
Students will produce a realistic piece of art for a first grade digital art gallery.
H - 6/6 - Students will be operating at the synthesis level relating to a rendition of a realistic piece of art
E - 3/6 - Students will be given limited options to create their piece of art
A - 5/6 - The learning experience provides real world relevance, and provides opportunity for students to apply their learning in a real-world context
T - 3/6 - Teacher using a digital photo for the digital art gallery; use of interactive white board
Second Grade: L3
Students will produce a rendition of abstract art for a second grade digital art gallery.
H - 6/6 - Students will be operating at the synthesis level relating to a rendition of an abstract art
E - 3/6 - Students will be given limited options to create their piece of art
A - 5/6 - The learning experience provides real world relevance, and provides opportunity for students to apply their learning in a real-world context
T - 3/6 - Teacher using a digital photo for the digital art gallery; use of interactive white board
Third Grade: L3
Students will produce a rendition of non-objective (non-representational) abstract art for a third grade digital art gallery.
H - 6/6 - Students will be operating at the synthesis level relating to a rendition of non-objective (non-representational) abstract art
E - 5/6 - Students will be given options involving the process as well as the final product to create their product/design
A - 5/6 - The learning experience provides real world relevance, and provides opportunity for students to apply their learning in a real-world context
T - 4/6 - Teacher using a digital photo for the digital art gallery as well as a Focus activity.
Fourth Grade: L3/4
Based on a target audience of fourth grade students, students will apply the principles of texture, pattern, and shape to create a T-Shirt design.
H - 6/6 - Students will be operating at the synthesis/evaluation level relating to the creation of their school shirt.
E - 4/6 - Students will be given options for designing their final product with collaboration
A - 5/6 - Students would be apply the art principles to the creation of a commercially-viable product/design
T - 5/6 - Students can use KidPix for their design
Fifth Grade: L4
Students will select their audience and then use the principles of texture, pattern, and shape to create a commercially-viable product or design.
H - 6/6 - Students will be operating at the synthesis/evaluation level relating to the creation of their product/design
E - 5/6 - Students will be given options involving the process as well as the final product to create their product/design
A - 5/6 - Students would be apply the art principles to the creation of a commercially-viable product/design
T - 5/6 - Students can use KidPix for their design
