RUBRIC ONE
Elements of Design: Line, Texture, Value, Color, Shape, Form, Space / Principles of Design: Movement, Balance, Emphasis, Contrast, Unity
_____
A: Planned carefully, made several sketches, and showed an awareness of the elements and principles of design; (i.e.: chose color scheme carefully, used space effectively).
B: The artwork shows that the student applied the principles of design while using one or more elements effectively; showed an awareness of filling the space adequately.
C: The student did the assignment, yet it shows lack of planning and little evidence that an overall composition was planned.
D: The assignment was completed and turned in, but showed little evidence of any understanding of the elements and principles of art; no evidence of planning.
F: The student did the minimum or the artwork was never completed.
Creativity/Originality
_____
A: The student explored several choices before selecting one; generating many ideas; tried unusual combinations or changes on several ideas; made connections to previous knowledge and to project goals; demonstrated outstanding problem solving skills.
B: The student tried a few ideas before selecting one; or based his or her work on someone else's idea, but made creative modifications/decisions after referring this source; solved the problem in logical way.
C: The student worked on an idea adequately, but it lacked originality; substituted "symbols" for personal observation; might have copied work. Chose the “easy” or obvious solution.
D: The student fulfilled the assignment, but gave no evidence of trying anything unusual.
F: The student showed no evidence of original thought.
Effort/Perseverance
______
A: The student worked consistently on the project until it was complete; Demonstrated effort beyond that which was required; took pride in going well beyond the requirements.
B: The student worked hard and completed the project on time.
C: The student finished the project, but it could have been improved with more effort; adequate interpretation of the assignment, but lacking finish; OR chose an easy project and did it indifferently.
D: The project was completed with minimum effort.
F: The student did not finish the work adequately.
Craftsmanship/Skill/Consistency
_____
A: The artwork was beautifully and patiently done; it is obvious that care was taken in the application of the media.
B: Nice job. With a little more effort, the work could have been outstanding; lacks the “finishing touches”.
C: The student showed average craftsmanship; adequate, but not as good as it could have been, a bit careless. Work looks unfinished.
D: The student showed below average craftsmanship, lack of pride in finished work.
F: The student showed poor craftsmanship; evidence of poor work habits or lack of understanding.
Cooperation/Attitude
_____
A: The student worked toward his/her goals effectively, was able to accept and apply constructive criticism, was sensitive to the feelings and knowledge level of others, willingly participated in necessary preparation or work for classroom.
B: The student participated enthusiastically and worked toward individual goals, followed through, performed more than adequately, assisted in preparation and clean-up.
C: The student was often distracted or distracting others, was not fully open to suggestions for improvement: assisted in preparation and cleanup only when asked.
D: The student participated minimally, worked the minimum amount: A great amount of time off task.
F: The student did almost nothing toward his/her goals, did a minimal amount of preparation and cleanup.
PROJECT TOTAL: _____
RUBRIC TWO
Criteria
|
— A —
Superior
|
— B —
Above Average
|
— C —
Average
|
— D —
Weak
|
— F —
Criteria Not Met
|
Composition
Elements and Principles of Design
|
Well Composed
Incorporates elements and
principles in a creative way.
|
Shows Compositional Awareness
Uses one or more of elements and
principles creatively.
|
Acceptable
Composition
Shows awareness of elements and
principles, but not used creatively.
|
Not Composed
Shows effort, but little or no use,
or unsuccessful use, of elements and principles.
|
Unsuccessful
Composition
No evidence of use of elements and
principles.
|
Technical Proficiency
|
Superior Use of Materials
Shows control and understanding of use
of materials and techniques.
|
Good Use of Materials
Use of materials and techniques is generally
well executed; may lack finishing touches.
|
Adequate Use of Materials
Use of materials and techniques is
adequate, but no evidence of exploration.
|
Weak Use of Materials
Use of materials and techniques is
weak; lack of control.
|
Unresolved/ Unfinished
Use of materials and techniques is
careless or disregarded.
|
Creativity and Originality
|
High Degree of Invention
Successfully shows new and unique
solutions.
|
Pushes Existing Ideas
May successfully show one or more
new and unique solutions, but the effort may be incomplete.
|
Solves Problems Conventionally
Solutions are conventional; relies
on the tried and true or the ideas of others.
|
Basic Aesthetic Organization w/o
Creativity
Attempts conventional solutions,
but shows some confusion of ideas.
|
No Evidence of Original Thought
Attempts execution without thought.
|
Work Habits and Effort
(includes clean-up)
|
Superior Use of Time
Met deadline, exceeded requirements,
excellent time management.
|
Worked Effectively to Meet Deadlines
Met deadline and requirements, good
time management.
|
Met Deadline
Met deadline and most requirements,
adequate time management.
|
Did Not Meet Deadline
Completed work shortly after
deadline, met some requirements, weak time management.
|
Did Not Meet Deadline
Handed work in very late or not at
all, disregarded most or all requirements, little or no time management.
|
Critique and Response to Criticism
|
Uses Critique Well
Communicates concepts clearly; uses
critique to improve work in significant ways.
|
Uses Critique Effectively
Communicates some concepts clearly;
uses critique effectively to make some improvements.
|
Uses Critique Adequately
Communicates concepts adequately;
uses critique to improve one element of work.
|
Resists Using Critique
Communicates concepts with
difficulty; resists critique as a means of improving work.
|
Ignores Relevance of Critique
Critiques without regard to concepts;
ignores critique as a means of improving work.
|
Points
|
20 - 18
|
17 - 16
|
15
|
14
|
13 - below
|
