Art History Exit Tickets for Elements of Art
Looking to teach your classes about the elements of art through art history? These exit slips are a great way to expose children to painters, sculptors, fiber artists, etc. Need a quick and easy formative assessment tool for your SGO or SLO? Have a scheduled observation and want a way to polish off the end of your art lesson? Check out this comprehensive pack of 100 unique art history exit tickets.
This resource also includes a PowerPoint slide to accompany every slip! Each features a large image of the entire artwork, a close-up, and the writing prompt. Post the prompt on your smartboard so students can view it while completing their ticket. I also recommend assigning it via your school’s LMS so students can use laptops or iPads to view them. Moreover, they can enlarge the image themselves to see the details. No more children saying, “I can’t see the picture!”
This assessment tool is designed for students in second grade through eighth grade. If you’re teaching about line, color, shape, texture, value, form, or space, they’re also easy to align to any art lesson. And, they will be an effective tool in your art room no matter where you are on the choice spectrum.
Why Use Art History Exit Tickets?
- Practice, reinforce, and respond to artwork, vocabulary, and art concepts
- Touch upon artists and artisans from diverse cultures
- Encourage expository writing and literacy skills
- Collect data for your SGO or SLO assessment
- Easy to align with any state or local curriculum guides
There are a couple different ways to use these exit slips, whether it be at the end of a lesson or a unit of study.
For example, you could pre-select a slip and give everyone the same prompt to complete during the last few minutes of class. So, if you’re teaching your class about geometric shapes, you might consider selecting the one that reads, “Buildings are made with geometric shapes. Which ones did Red Grooms use in ‘City of Chicago?'”
Or maybe you’ve just completed a lesson on forms and you want your students to demonstrate they can apply what they learned. You might want to use the prompt that reads, “What did Frank Stella do to make the forms in this 3D sculpture appear to have volume?”
Conversely, you could also use an exit ticket as a quick way to introduce art history concepts in small doses. This is especially effective for art teachers who have very short class periods. I’ve broken up each file according to the element of art to make this task easier.
However, if you’re a fully choice-based art teacher, your approach might be different. First, you could print out all 100 writing prompts. Then, put them in labeled folders according to the elements of art, and instruct students to select one from a certain folder.
So if on that day your class is focusing on proportion, each student grabs a prompt in that folder. And with the number of prompts given, it’s likely that you’ll wind up with all types of reflection pieces that are authentic to the learning in your classroom.
Art exit slips are a great way to gauge student learning concepts and assess standards. Each prompt comes 4 to a page. Simply print and go!
Art History Exit Ticket Examples
- Artist Gertrude Abercrombie painted “Self-Portrait of My Sister” with analogous colors. She was, however, an only child. Who is the subject of the piece and what do the colors suggest about her?
- “The Little Pond, Appledore” is painted with tints. How does this painting make you feel? Why?”
- Why is “Skyscraper Cabinet” by Paul Theodore Frankl considered a geometric form?
- This ancient Mexican dog sculpture is a free-form form. What geometric forms might have been used to being the design?
- Is “Standing Woman with Cats” by Alexander Calder an example of a blind contour or a regular contour line drawing? How do you know?
- This ancient Roman mosaic is made up of many broken lines. What challenges might the artist have faced designing it?
- This is a Navajo weaving. It’s made with simple and complex geometric shapes. Can you name them?
- This is a 15th century Islamic window grille. Explain how its tessellated design is created.
- In Joseph Mallord William Turner’s dramatic seascape painting, what is the positive space? Negative space?
- What feeling do you get when looking at Edward Hopper’s “Nightwaks?” How does the space contribute to that feeling?
- If you could touch this sculpture, what do you think it would feel like?
- Study the painting. What looks smooth? What looks rough?
- What did 18th century artist James Durno do to make each area of the drawing look different? Give examples.
- How do you think the woman feels? How do the dark values in tis photograph help determine the mood?
- 2nd Grade – 8th Grade
You Will Receive
- 9 Non-Editable PDFs (One for Each Elements of Art)
- 9 Non-Editable PowerPoint Slides (One for Each Exit Slip)