03 Jun 2013
by mspdgtt
in assessment
Tags: Advanced Art, art rubric, assessment, assessment AS learning, grades, grading, proposal, proposals, rubric, self assess, shaping classroom culture
Proposals
| Above Standard |
Student is choosing challenging and relevant artists to reference in his/her work. Student is completing 3 sets of thumbnail sketches—all good strong ideas for planned work. Students finished work demonstrates a clear relationship to the inspiration art. Student chooses an appropriate standard and shows evidence of accomplishing the essential standard through the process or product. Student understands how he/she accomplished the standard. Student consistently chooses challenging and varied subjects and media in his/her proposals. |
| At Standard |
Student is choosing challenging and relevant artists to reference in his/her work. Student is completing 3 sets of thumbnail sketches—all viable ideas for planned work. Students finished work references the inspiration art. Student chooses an appropriate standard and shows evidence of accomplishing the essential standard (or making significant progress toward accomplishing the standard) through the process or product, but student may not fully understands how he/she accomplished the standard or may minimal need additional instruction to meet the standard. Student consistently chooses challenging and varied subjects and media in his/her proposals. |
| Approaching Standard |
Student is choosing relevant artists to reference in his/her work. Student is completing 3 sets of thumbnail sketches—all viable ideas for planned work. Students finished work may need explanation to link the inspiration art. Student chooses a viable standard and makes significant progress toward accomplishing the standard through the process or product, but student does not fully understands how he/she accomplished the standard or needs additional instruction to meet the standard. Student sometimes chooses challenging AND/OR varied subjects and media in his/her proposals. |
| Below Standard |
Incomplete proposals. Proposals do not address required criteria, do not include all required thumbnails, reference artists, research. Student does not address or make progress toward essential standards his/her work. Student chooses the same subject matter repeatedly regardless of its contribution to his/her growth as an artist. Student does not challenge themselves. |
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03 Jun 2013
by mspdgtt
in assessment, sketchbook
Tags: art rubric, assessment, grades, grading, rubric, self assess, sketchbook
Sketchbook
| Above Standard |
Student sketchbook is complete, organized and has all required warm-ups, assignments, proposals, homework, etc. Sketchbook shows extensive evidence of planning extensive independent pursuit of art. |
| At Standard |
Student sketchbook is complete, organized and has all required warm-ups, assignments, proposals, homework, etc. Sketchbook shows extensive evidence of planning and some independent pursuit of art. |
| Approaching Standard |
Sketchbook shows great evidence of planning, but is messy, unorganized or missing occasional components. All proposals are present and most of classwork, notes, homework, warm-ups, etc. There may or may not be some independent pursuit of art. |
| Below Standard |
Sketchbook shows limited evidence of planning. Sketchbook is very messy, unorganized or missing components. AND/ORIf ANY proposals are not present AND/OR
Sketchbook is missing a significant amount of classwork, notes, homework, warm-ups, etc. There may or may not be some independent pursuit of art. |
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03 Jun 2013
by mspdgtt
in assessment
Tags: art rubric, assessment, assessment AS learning, critique, grades, grading, participation, rubric, self assess, shaping classroom culture
Participation in Critique/Analyzing work
| Above Standard |
*Student is a solution oriented leader in critiques, frequently offering construction feedback without prompting. Student offers specific suggestions and comments on observations using appropriate art language. Student analyzes multiple aspects of the work, including composition, skill in medium, artists intent, mood, looks for a focal point, etc. Comments demonstrate an understanding of the elements & principles of design, compositional strategies and base level artistic skills.
*Student work is always presented for critique. |
| At Standard |
*Student offers specific suggestions and comments on observations using appropriate art language throughout critique. Comments demonstrate an understanding of the elements & principles of design, compositional strategies and base level artistic skills. Student always participates when prompted and occasionally voluntarily.
*Student work is always presented for critique. |
| Approaching Standard |
Student offers observations and suggestions during critique, but participation is infrequent and may not always use appropriate art language. Student always participates when prompted.
*Student work is presented for critique, but student may have missed a critique due to work being incomplete at the time of critique. |
| Below Standard |
Student does not participate during critique, or participation is infrequent. Student declines to participate when prompted. Suggestions are opinion based (like, dislike, good, bad as opposed to strengths, weaknesses)
*Student work is not presented for critique on multiple occasions. |
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03 Jun 2013
by mspdgtt
in assessment
Tags: art rubric, assessment, assessment AS learning, evaluation, grades, grading, rubric, self assess, shaping classroom culture, success, time management
Time Management
| Above Standard |
Student is using all class time to maximum efficiency. Student is working independently outside of class. Student is able to help others without getting behind or distracted. Student makes incremental progress on artwork throughout the entire project. Student uses excess time gained on independent pursuits in art to better their skill level or portfolio. |
| At Standard |
All assignments are completed at high quality and on time. Student makes incremental progress on artwork throughout, but may occasionally have to cram and rush through at the end. Overall, student uses class time well. |
| Approaching Standard |
Student is behind on class assignments, but is working to get caught up. Student may be missing an assignment, but intends to complete it and has shown increasing progress towards all assignments being successfully completed.
Suggestions: student should focus on time management strategies, such as setting goals for studio time each day. It may help to have designated time at home each week for art classwork. As little 30 minutes a couple nights a week and an hour and a half on the weekend can make a big difference. |
| Below Standard |
Student is behind on class assignments and is not putting forth necessary effort to complete assignments. Student does not make effective use of class/studio time. |
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03 Jun 2013
by mspdgtt
in assessment
Tags: art production, assessment AS learning, evaluation, grade, grading, rubric, self assess, shaping classroom culture, skill
Art Produced/Skill Level
| Above Standard |
Student consistently chooses to challenge themselves. Artwork consistently shows exceptional craftsmanship. Student works out challenges with a material through practice. Once mastered, student re-works the final piece so that what is seen in the work is refined skills. |
| At Standard |
Artwork consistently shows good craftsmanship. Finished work shows successfully implemented, art specific skills (such as accuracy of drawing, well planned compositions). Student is consistently able to find a solution to artistic problems presented. Solutions may be refining techniques or through work-arounds. Finished artwork is resolved. |
| Approaching Standard |
Student work is resolved, but the student is not choosing to challenge themselves. AND/OR
Finished artwork consistently shows the use of art specific skills. The majority of work shows good craftsmanship. Student shows continued improvements, but evidence of the challenges with materials/media/techniques are present in the finished work. Work may be very successful in some aspects, but have unresolved weaknesses with no work-around (examples: addressed but unrefined backgrounds, awkward drawings that are not changed into a stylized version, a well-drawn image that with little thought to composition). |
| Below Standard |
Artwork does not successfully demonstrate art specific skills. Work exhibits poor craftsmanship. Work is unfinished or rushed to an unsuccessful solution. Student does not challenge themselves. |
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Art Is Good 