Achievement Levels + Met, in Progress, Not Met

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Performance Task/Category

Achievement levels + Met, In Progress, Not Met

Directions - Simple cut and paste Performance task title and achievement level descriptions into an empty rubric template.

Note: If you develop additional Performance task and achievement level descriptions please send those to me and I will add them to the master Rubric Menu and send you trister updates.

Elements of Art

Line

·  The Artist changed the four properties of line; direction, width, length and color to create the feeling of movement, variety and interest in the composition.

·  The artist changes some of the properties of line to create the feeling of movement, variety and interest in the composition.

·  The use of line in the composition shows that the artist did not understand or know how to change the properties of line to strengthen the composition.

Visual Texture

·  The artist illustrated his/she understanding of creating visual textures by selecting repeated line designs and patterns to represent the surface quality of an object.

·  Some objects and areas of the composition have been rendered without visual textures.

·  The composition shows that the artist did not consider adding texture or did not know how to render the correct texture.

Tactile Texture

·  The artist demonstrated how to manipulate materials to create a tactile quality that represented the surface texture of the object.

·  The artist created limited textures and/or did not reproduce the tactile qualities correctly.

·  The artist did not consider adding texture or did not know the techniques required for creating textures

Shape

·  The shapes in the composition were accurately rendered to depict the objects they represent. Artist paid careful attention to correct proportions and details.

·  Most of the objects in the composition were rendered accurately, with some detail missing.

·  Shapes in the composition were carelessly rendered with little or no attention to details and proportion.

Form – Illusion of

Form – In the Round

Color Value

·  The Artist changed the value of a color by mixing white and black to create tints and shades of colors.

·  The artist

·  The Artist used the combination of two primary colors to create secondary colors.

·  The Artist used combinations of primary and secondary colors to create intermediate colors.

Color Intensity

·  By using a complimentary color the artist was able to dull and decrease the intensity of a color.

·  By using yellow or blue the artist was able to lighten or darken a color’s intensity.

·  The Artist selected colors that were from either the warm or cool families to help communicate an emotional feeling or mood in the work of art.

·  In the composition the artist used warm and cool colors to make objects appear to advance and recede in distance

Space

Principles of Design

Proportional Relationships

·  The Artist rendered objects in the composition in correct proportion and in the proper size and relationship to one another.

·  The objects show some relationship to the real intent, put some proportions are incorrect and slightly distorted.

·  Objects in the composition have been carelessly drawn with little consideration for proportion and size relationships.

Composition

·  The artist created an attractive visual and physical arrangement of element and principles to create a pleasing composition.

·  The artwork in general is visually pleasing but more thoughtful arrangement and development of elements and principles could have improved the overall composition.

·  The artwork in general show s little or no thought to organization of the elements and principles of design.

Color Contrast

·  The Artist used strong light and dark colors values placed close to one another in the artwork to create contrast that helped emphasize shapes and strengthen the composition.

·  Light and dark values where not always placed in relationship to one another to improve contrast and strengthen the composition.

·  Parts of the composition lack clarity because there is poor contrast between color values and composition.

Contrast

·  The artist used strong differences in the visual elements (color, line, texture, space, etc.) of the composition to define and create emphasis in this work of art.

·  Contrast between the visual elements (color, line, texture, space, etc.) were weak. Better choices would have defined the elements of the composition and strengthen the appearance of the work.

·  Work of art showed very little contrast between the elements of the composition causing the work to be appear confusing and it’s parts indistinguishable from a distance.

Shading

·  The artist accurately rendered shading using correct values and transitions of values where they were needed to give shapes volume and depth. Shading is smoothly blended.

·  Shading was not always rendered accurately, sometimes appearing smudged, sketchy, and not accurately placed. Transition from dark to light was sometimes lacking.

·  Shading is smeared pass edges, finger prints and smudge are evident throughout the work, little or no transition is used to give shape and volume to forms. Shading is sketchy and poorly blended.

Highlights

·  The artist correctly rendered and located highlights by leaving the paper showing through the shading and/or adding a light color such as white where needed.

·  Highlights were not always rendered accurately, sometimes being left out or appearing in the wrong place. Artist did not let the lighter value of the paper show through to create volume.

·  Highlights are seldom used or missing completely from the composition.

Formal Balance

·  The artist used formal balance to arrange objects and divide space equally in the composition. All the elements in the composition are physically and visually balance across from one another.

·  Most of the elements and space is balanced in the composition but some have been incorrectly placed.

·  The artist did not use formal balance, objects and space have been arranged at random.

Informal Balance

·  The Artist used informal balance in the composition to arrange objects and space. All the elements in the composition are visually balance to give the work a feeling of order and unity.

·  Most of the elements and space is balanced in the composition but some have been incorrectly placed.

·  The artist did not use informal balance, objects and space have been arranged at random.

Center of Interest/Emphasis

·  The artist created a center of interest through the use of size, color and placement.

·  The composition appears to have more than one clearly defined center of interest.

·  The artist appears to have no understanding of how to create a center of interest and no clear element within the composition is emphasized.

Linear Perspective

·  The artist used converging lines receding to the appropriate vanishing point/s to make objects appear to recede in distance.

·  The artist has used some converging lines receding to correct vanish point/s, while some lines are incorrectly drawn.

·  The objects in the artwork do not appear to recede in distance because the artist did not make use of the vanishing point/s.

Size Relationships in Perspective

·  The artist shows understanding of object placement in a composition by showing objects increasing and decreasing in size in comparison to their placement in the artwork.

·  The artist has not drawn all objects the correct size and placement in relationship to the picture plane.

·  The artist shows no understanding of how objects in a composition should be sized and placed within the composition.

Overlapping in Perspective

·  The artist shows an understanding of overlapping by placing objects higher and lower on the page in their correct relationship to one another.

·  Some objects have been placed correctly in relationship to one another will other seem to float in the air because they are overlapped incorrectly.

·  The overlapping of objects in the composition shows that the artist does not have a clear understanding of object placement.

Landscape Division

·  The artist shows understanding of foreground, middle ground, background and sky by the arrangement and division of space in the artwork.

·  The artist omitted one of the divisions of space in the landscape (foreground, middle ground, background, sky) that would have added to the illusion of depth in the composition.

·  The Artist did not demonstrate clear divisions of space in the landscape (foreground, middle ground, background, sky) that would have added to the illusion of depth in the composition.

Aerial Perspective

·  The artist used muted and receding colors in the background and intense and advancing colors in the foreground to give the composition the illusion of depth.

·  The artist did not always use advancing and receding colors in the composition to develop the illusion of depth.

·  The artist did not demonstrate an understanding of how advancing and receding colors in a composition can add to the illusion of depth.

Group Cooperation/Attitude

·  The student work toward group goals, effectively performed a variety of roles in group work, followed through on commitments, was sensitive to the feelings and knowledge level of others, willingly participated in necessary preparation or work for classroom.

·  The student participated enthusiastically, followed through with commitments, performed more than adequately, assisted in preparation and cleanup.

·  The student mostly allowed others in the group to make all the decisions, did his or her share of work adequately, assisted in preparation and cleanup when asked.

·  The student allowed others to do most of the work, did participate minimally, did the minimum amount.

·  The student was part of the group, but did almost nothing toward group goals, did a minimal amount of preparation and cleanup.

Aesthetics

Description

·  Makes a complete detailed description of the subject matter and/or elements seen in a of art work.

·  Makes a detailed description of most of the subject matter and/or elements seen in a work.

·  Makes a detailed description of some of the subject matter and/or elements seen in a work. Descriptions are not detailed or complete.

Analysis

·  Accurately describes several dominant elements or principles used by the artist and accurately relates how they are used by the artist to reinforce the theme, meaning, mood, or feeling of the artwork.

·  Accurately describes a couple of dominant elements and principles used by the artist and accurately relates how these are used by the artist to reinforce the theme, meaning, mood, or feeling of the artwork.

·  Describes some dominant elements and principles used by the artist, but has difficulty describing how these relate to the meaning or feeling of the artwork.

·  Has trouble picking out the dominant elements.

Interpretation

·  Forms a somewhat reasonable hypothesis about the symbolic or metaphorical meaning and is able to support this with evidence from the work.

·  Student identifies the literal meaning of the work.

·  Student can relate how the work makes him/her feel personally.

·  Student finds it difficult to interpret the meaning of the work.

Evaluation

·  Uses multiple criteria to judge the artwork, such as composition, expression, creativity, design, communication of ideas.

·  Uses 1-2 criteria to judge the artwork.

·  Tries to use aesthetic criteria to judge artwork, but does not apply the criteria accurately.

·  Evaluates work as good or bad based on personal taste.

Color Choices

·  Choice and application of color shows an advanced knowledge of color relationships. * Color choice enhances the idea being expressed.

·  Choice and application of color shows knowledge of color relationships. Colors are appropriate for the idea being expressed.

·  Choice and application of color shows knowledge of color relationships. Colors are, however, NOT appropriate for the idea being expressed.

·  Student needs to work on learning color relationships and using that knowledge in his/her work.

Knowledge Gained of Technique

·  Student can accurately name 5 characteristics of the technique being studied and describe how these 5 characteristics are used in his/her own paintings.

·  Student can accurately name 4 characteristics of the technique being studied and describe how these 4 characteristics are used in his/her own paintings.

·  Student can accurately name 3 characteristics of the technique being studied and describe how 2-3 of these characteristics are used in his/her own paintings.

·  Student cannot accurately name 3 characteristics of the technique being studied OR cannot describe how characteristics relate to his/her own work.

Capturing Style

·  Media is applied in a manner very consistent with the technique or artist being studied.

·  Media is applied in a manner that is reasonably consistent with the technique or artist being studied.

·  An attempt has been made to apply media in a manner that is consistent with the technique or artist being studied, but it is not effective.

·  No attempt has been made to apply media in a manner that is consistent with the technique or artist being studied.

Creativity

·  Artist has taken the technique being studied and has used source material as a starting place. The student’s personality comes through in parts of the painting.

·  Artist has copied subject matter and technique from the source material. There is little evidence of creativity, but the student has done the assignment.

·  Artist has not made much attempt to meet the requirements of the assignment.

Painting Skills

·  Paint is applied in a careful, logical manner. Colors remain sharp and texture is evident.

·  Control is somewhat lacking. A few drips, smears and ragged edges appear throughout the work.

·  Artist needs to work on controlling paint and preplanning paint application. Muddy colors, ragged edges, lack of texture, drips, and/or blobs are evident throughout the painting.

Drawing Skills

·  The drawing has been rendered in a careful, logical manner. Objects remain sharp and texture is evident. Quality has been a priority, with no smudges and eraser marks.

·  Control is somewhat lacking. A few smudges, smears and ragged edges appear throughout the work keeping the objects rendered from being sharp and clear.

·  Artist needs to work on controlling the drawing media and preplanning the execution. Smudging, ragged edges, lack of texture, and eraser marks are evident throughout the drawing.