Rubric For Grading Artwork

Rubric For Grading Artwork

Rubric: A Guide for Artwork Projects

100  95  90%|————|        AExcellent

Outstanding

Exemplary

89   85   80%|————|        BAbove Average

Very Good

Very Acceptable

79   75   70%|————|        CAverage

Good

Acceptable

69   65   60%|————|        DBelow Average

Needs Improvement

Barely Acceptable

59% 55% 50% 45%|————|        FUnsatisfactory

Poor

Unacceptable

Elements of Art: Form, Shape, Line, Texture, Value, Space;                                           

Principles of Design: Balance, Unity, Contrast, Repetition, Pattern, Emphasis

A:   Project composition/design is drawn and well thought out, made several sketches or models, and showed an understanding of the use of the elements and principles; used balance effectively, chose color scheme carefully, etc.

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; has drawn a simple compositional plan.

C: The student did the assignment adequately, yet it shows lack of planning and little evidence that an overall composition was planned; inadequate understanding of incorporating the elements and principles.

D: The assignment was completed and turned in, but showed little evidence of any understanding of the elements and principles; no evidence of planning the composition.

F: The student did not prepare a plan; did minimal work 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; demonstrated problem-solving skills.

B: The student tried a few ideas before selecting one; or based his or her work on someone else’s idea with some variation; made decisions after referring to only one source; solved the problem in logical way.

C: The student tried an idea, and help out adequately, but it lacked originality; no personal observation; might have copied work.

D: The student fulfilled the assignment, but gave no evidence of trying anything original or unusual.

F: The student showed no evidence of original thought.

Effort/Perseverance

A: The project was continued until it was as complete as the student could make it; gave it effort far beyond that required; reworked project when not satisfied with initial attempt(s).

B: The student worked hard and completed the project, but with slightly more effort it might have been outstanding.

C: The student finished the project, but it could have been improved with more effort; adequate interpretation of the assignment, but lacking attention to detail and finish; chose an easy project and did it indifferently.

D: The project was completed with minimal effort and work in class.

F: The student did not finish/complete the work adequately; student did no work in class.

Craftsmanship/Skill/Consistency

A: The artwork was well made and patiently done; it was as good as hard work could make it; attention to details and finish.

B: 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; careless.

D: The student showed below average craftsmanship; careless and lack of pride in finished work.

F: The student showed poor craftsmanship; sloppy/shoddy work due to laziness or lack of understanding.

Work Table Group/Class Cooperation/Attitude

A: Student works toward worktable group/class goals; performed a variety of roles in the group work; sensitive to the feelings and knowledge level of others; willingly participated in set-up, clean-up and work for classroom.

B: The student participated enthusiastically with the worktable group/class; followed through with commitments, performed more than adequately; assisted in set-up and cleanup.

C: The student mostly allowed others in the worktable group/class to do all the work; share of work for group was barely adequate; assisted in set-up and cleanup only when asked.

D: The student allowed others in worktable group/class to do most of the work; participated minimally in set-up and cleanup.

F: The student was part of the worktable group/class, but did nothing for group goals; no set-up and cleanup.

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