RUBRIC FOR GRADING ART
ELEMENTS OF DESIGN: LINE, TEXTURE, COLOR, SHAPE/FORM, VALUE, SPACE PRINCIPLES OF DESIGN: REPETITION, BALANCE, EMPHASIS, CONTRAST, UNITY
A: Planned carefully, made several sketches, and showed an awareness of the elements and principles of design; 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 adequately, 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.
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 adequately, 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; demonstrated understanding problem solving skills.
B: The student tried a few ideas for selecting one; or based his or her work on someone else's idea; made decisions after referring to one source; solve the problem in logical way.
C: The student tried in idea, and help out adequately, but it lacked originality; substituted "symbols" for personal observation; might have copied work.
D: The student fulfill the assignment, but gave no evidence of trying anything unusual.
F: The student showed no evidence of original thought.
B: The student tried a few ideas for selecting one; or based his or her work on someone else's idea; made decisions after referring to one source; solve the problem in logical way.
C: The student tried in idea, and help out adequately, but it lacked originality; substituted "symbols" for personal observation; might have copied work.
D: The student fulfill the assignment, but gave no evidence of trying anything unusual.
F: The student showed no evidence of original thought.
Effort/Perseverance
A: The project was continued until it was complete as the student could make it; gave it effort far beyond that required; to pride in going well beyond the requirement.
B: The student work hard and completed the project, but with a loom or 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 finish; chose an easy project and did it indifferently.
D: The project was completed with minimum effort.
F: The student did not finished the work adequately.
B: The student work hard and completed the project, but with a loom or 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 finish; chose an easy project and did it indifferently.
D: The project was completed with minimum effort.
F: The student did not finished the work adequately.
Craftsmanship/Skill/Consistency
A: The artwork was beautiful and patiently done; it was as good as hard work could make it.
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, a bit careless.
D: The student showed below average craftsmanship, lack of pride in finished work.
F: The student showed poor craftsmanship; evidence of lazy this or lack of understanding.
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, a bit careless.
D: The student showed below average craftsmanship, lack of pride in finished work.
F: The student showed poor craftsmanship; evidence of lazy this or lack of understanding.
Critical evaluation/ response
A. Focused and coherent evaluation of the work against criteria. Highly proficient use of language and terminologies to interpret and respond to a range of visual artworks, issues, and questions.
B. Well-considered evaluation of the work against criteria. Capable use of language and terminologies to interpret and
respond to visual artworks, issues, and questions
C.Considered evaluation of work against criteria. Mostly correct use of language and terminologies to interpret and respond to visual artworks, issues, and questions.
D.Some consideration of against criteria. Occasional use of visual art language or terminologies
F.Limited consideration of visual artwork against criteria.Emerging use of visual art language or terminology.
B. Well-considered evaluation of the work against criteria. Capable use of language and terminologies to interpret and
respond to visual artworks, issues, and questions
C.Considered evaluation of work against criteria. Mostly correct use of language and terminologies to interpret and respond to visual artworks, issues, and questions.
D.Some consideration of against criteria. Occasional use of visual art language or terminologies
F.Limited consideration of visual artwork against criteria.Emerging use of visual art language or terminology.