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Purdue University
Unit Assessment System
Art Education Artifact Rubric
Student’s Name: ______
Course: A & D 202, Introduction to Art Education
Artifact: Lesson Plan
Exemplary / Satisfactory / Poor / Not Addressed / Comments:IPSB Standards for Teachers of Fine Arts, 1998
- Philosophy and Justification.
- Curriculum.
- Instruction.
- Student Learning.
- Assessment.
- Classroom Management.
- Professional Growth and Development.
INTASC Standards, 1992
1. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of the subject matter meaningful for students.
2. The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development.
3. The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
4. The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.
5. The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation.
6. The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
7. The teacher plans instruction based on knowledge of subject matter, the community, and curriculum goals.
8. The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
9. The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professional in the learning community) and who actively seek out opportunities to grow professionally.
10. The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.
Guiding Principles
1. Attention to learners.2. Understanding the curriculum in context.
3. Commitment to professional growth.
Purdue University
Unit Assessment System
Art Education Artifact Rubric
Student’s Name: ______
Course: A & D 202, Introduction to Art Education
Artifact: Issues in Art Education Research Paper
Exemplary / Satisfactory / Poor / Not Addressed / CommentsIPSB Standards for Teachers of Fine Arts, 1998
1. Philosophy and Justification.
Visual arts teachers have developed and can clearly communicate a philosophy of and justification for lifelong learning in the fine arts as well as their specific fine arts discipline.
2. Curriculum.
Visual arts teachers demonstrate knowledge of curriculum theory and structure in their specific fine arts discipline and use skills in development, implementation, and revision to provide arts curricula that meet the educational goals and needs of the learner and the local community.
3. Instruction.
Visual arts teachers understand that many instructional options are available and use a variety of strategies that are developmentally appropriate for students and for their specific fine arts discipline.
4. Student Learning.
Visual arts teachers understand the core concepts and structures of the specific fine arts discipline they teach and are knowledgeable about diverse student learning styles.
5. Assessment.
Visual arts teachers demonstrate knowledge of and skill in assessing curriculum, instruction, programs, and student achievement in their specific fine arts discipline.
6. Classroom Management.
Visual arts teachers understand that classroom management which creates a classroom environment conducive to learning depends on the consistent, objective use of a reasonable system of procedures in a fair and compassionate manner.
7. Professional Growth and Development.
Visual arts teachers understand the importance of continuous professional growth and development, and demonstrate commitment to the profession by participating in personal and professional development activities.
INTASC Standards, 1992
1. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of the subject matter meaningful for students.
2. The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development.
3. The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
4. The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.
5. The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation.
6. The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
7. The teacher plans instruction based on knowledge of subject matter, the community, and curriculum goals.
8. The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
9. The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professional in the learning community) and who actively seek out opportunities to grow professionally.
10. The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.
Guiding Principles
1. Attention to learners.2. Understanding the curriculum in context.
3. Commitment to professional growth.
Purdue University
Unit Assessment System
Art Education Artifact Rubric
Student’s Name: ______
Course: A & D 302, Theory and practice for Elementary Art
Artifact: Multicultural Art Education Unit Plan
Exemplary / Satisfactory / Poor / Not Addressed / Comments:IPSB Standards for Teachers of Fine Arts, 1998
1. Philosophy and Justification.
Visual arts teachers have developed and can clearly communicate a philosophy of and justification for lifelong learning in the fine arts as well as their specific fine arts discipline.
2. Curriculum.
Visual arts teachers demonstrate knowledge of curriculum theory and structure in their specific fine arts discipline and use skills in development, implementation, and revision to provide arts curricula that meet the educational goals and needs of the learner and the local community.
3. Instruction.
Visual arts teachers understand that many instructional options are available and use a variety of strategies that are developmentally appropriate for students and for their specific fine arts discipline.
4. Student Learning.
Visual arts teachers understand the core concepts and structures of the specific fine arts discipline they teach and are knowledgeable about diverse student learning styles.
5. Assessment.
Visual arts teachers demonstrate knowledge of and skill in assessing curriculum, instruction, programs, and student achievement in their specific fine arts discipline.
6. Classroom Management.
Visual arts teachers understand that classroom management which creates a classroom environment conducive to learning depends on the consistent, objective use of a reasonable system of procedures in a fair and compassionate manner.
7. Professional Growth and Development.
Visual arts teachers understand the importance of continuous professional growth and development, and demonstrate commitment to the profession by participating in personal and professional development activities.
INTASC Standards, 1992
1. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of the subject matter meaningful for students.
2. The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development.
3. The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
4. The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.
5. The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation.
6. The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
7. The teacher plans instruction based on knowledge of subject matter, the community, and curriculum goals.
8. The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
9. The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professional in the learning community) and who actively seek out opportunities to grow professionally.
10. The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.
Guiding Principles
1. Attention to learners.2. Understanding the curriculum in context.
3. Commitment to professional growth.
Purdue University
Unit Assessment System
Art Education Artifact Rubric
Student’s Name: ______
Course: A & D 303, Art in the Middle /Junior High School
Artifact: Art Criticism Unit
Exemplary / Satisfactory / Poor / Not Addressed / Comments:IPSB Standards for Teachers of Fine Arts, 1998
1. Philosophy and Justification.
Visual arts teachers have developed and can clearly communicate a philosophy of and justification for lifelong learning in the fine arts as well as their specific fine arts discipline.
2. Curriculum.
Visual arts teachers demonstrate knowledge of curriculum theory and structure in their specific fine arts discipline and use skills in development, implementation, and revision to provide arts curricula that meet the educational goals and needs of the learner and the local community.
3. Instruction.
Visual arts teachers understand that many instructional options are available and use a variety of strategies that are developmentally appropriate for students and for their specific fine arts discipline.
4. Student Learning.
Visual arts teachers understand the core concepts and structures of the specific fine arts discipline they teach and are knowledgeable about diverse student learning styles.
5. Assessment.
Visual arts teachers demonstrate knowledge of and skill in assessing curriculum, instruction, programs, and student achievement in their specific fine arts discipline.
6. Classroom Management.
Visual arts teachers understand that classroom management which creates a classroom environment conducive to learning depends on the consistent, objective use of a reasonable system of procedures in a fair and compassionate manner.
7. Professional Growth and Development.
Visual arts teachers understand the importance of continuous professional growth and development, and demonstrate commitment to the profession by participating in personal and professional development activities.
INTASC Standards, 1992
1. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of the subject matter meaningful for students.
2. The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development.
3. The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
4. The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.
5. The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation.
6. The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
7. The teacher plans instruction based on knowledge of subject matter, the community, and curriculum goals.
8. The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
9. The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professional in the learning community) and who actively seek out opportunities to grow professionally.
10. The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.
Guiding Principles
1. Attention to learners.2. Understanding the curriculum in context.
3. Commitment to professional growth.
Purdue University
Unit Assessment System
Art Education Artifact Rubric
Student’s Name: ______
Course: A & D 402, Art in the Secondary School
Artifact: Art History Unit
Exemplary / Satisfactory / Poor / Not Addressed / Comments:IPSB Standards for Teachers of Fine Arts, 1998
1. Philosophy and Justification.
Visual arts teachers have developed and can clearly communicate a philosophy of and justification for lifelong learning in the fine arts as well as their specific fine arts discipline.
2. Curriculum.
Visual arts teachers demonstrate knowledge of curriculum theory and structure in their specific fine arts discipline and use skills in development, implementation, and revision to provide arts curricula that meet the educational goals and needs of the learner and the local community.
3. Instruction.
Visual arts teachers understand that many instructional options are available and use a variety of strategies that are developmentally appropriate for students and for their specific fine arts discipline.
4. Student Learning.
Visual arts teachers understand the core concepts and structures of the specific fine arts discipline they teach and are knowledgeable about diverse student learning styles.
5. Assessment.
Visual arts teachers demonstrate knowledge of and skill in assessing curriculum, instruction, programs, and student achievement in their specific fine arts discipline.
6. Classroom Management.
Visual arts teachers understand that classroom management which creates a classroom environment conducive to learning depends on the consistent, objective use of a reasonable system of procedures in a fair and compassionate manner.
7. Professional Growth and Development.
Visual arts teachers understand the importance of continuous professional growth and development, and demonstrate commitment to the profession by participating in personal and professional development activities.
INTASC Standards, 1992
1. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of the subject matter meaningful for students.
2. The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development.
3. The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
4. The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.
5. The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation.
6. The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
7. The teacher plans instruction based on knowledge of subject matter, the community, and curriculum goals.
8. The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
9. The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professional in the learning community) and who actively seek out opportunities to grow professionally.
10. The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.
Guiding Principles
1. Attention to learners.2. Understanding the curriculum in context.
3. Commitment to professional growth.
Purdue University