Grading Rubrics
Click on the links below to go to your course, then scroll down to find the specific project.
| AP Studio | Advanced Drawing | Visual Studies | Ceramics |
AP Studio Criteria for Independent "Concentration" Work:
| Imagination and Creative Thinking | 35% |
| Persistence in Research | 20% |
| Technical Skill in the Chosen Media(Understanding of the Characteristics and Function of) | 15% |
| Understanding of the Fundamentals of Design | 15% |
| Relevance, Growth and Development | 15% |
AP Studio Criteria for Skeleton Drawing
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AP Studio Criteria for Skeleton Drawing |
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| Accurate Perception of Forms - 20% | |
| 4 | Positive and negative shapes, proportions and angles have been recorded with consistent accuracy. |
| 3 | Positive and negative shapes, proportions and angles have been recorded with accuracy most of the time. |
| 2 | Positive and negative shapes, proportions and angles have been recorded with accuracy sometimes. |
| 1 | Shapes, proportions and angles show that forms have been perceived with difficulty. Student has tried, and made some progress. |
| Creative Thinking within the Guidelines - 10% | |
| 4 | Without deviating from the requirements of the project, the final solution shows exceptional originality and creativity. This may be quite subtle, or it may be obvious. |
| 3 | Without deviating from the requirements of the project, the final solution shows originality and creativity. OR exceptional originality and creativity are present but some of the guidelines have been ignored. |
| 2 | The drawing shows some imagination, but the demands of technique and perception have taken most of the student;s energy. |
| 1 | All the student's efforts have focussed on accurate drawing skills with little regard for individualized expression. The drawing shows little invention or imagination. |
| Technical Skill with Pencil and Graphite - 20% | |
| 4 | Drawing shows exceptional skill having been acquired, enabling ideas and forms to be expressed effectively. Marks show confidence, individuality and consistency. |
| 3 | Good technical quality, skills are solid and student has made progress in refining his/her technique. Marks are consistent but confidence and individuality may be lacking. |
| 2 | Fairly good techincal qulity but work looks forced or "tired" and marks are not consistent or confident. |
| 1 | Work is sloppily or awkwardly executed. Technical skills are undeveloped, although effort to improve is apparent |
| Formal Qualities - 20% | |
| 4 | The elements and principles of design are an integral and consistent part of the work. In particular, the drawing shows: 1. an exceptional ability to use both line and value to create the illusion of space and 3-D form, 2. a full range of values is used, and 3. the composition is deliberate and interesting. |
| 3 | Work shows a good understanding of the fundamentals of design. Line and value have consciously been used to create the illusion of space and 3-D form, a full range of values has been used. The composition is interesting, but perhaps not deliberately planned. |
| 2 | Same as 3 but understanding and/or application of design fundamentals is limited. |
| 1 | Little understanding of the e's and p's of design is evident from the work. The composition and use of the e's and p's is wholly teacher-directed. Student demonstrates little intuitive sense of how formal qulities are used for aesthetic or expressive ends. |
| Self-evaluation of Growth and Development - 5% | |
| 4 | Student has a clear understanding of his/her aesthetic growth and skill development. She/he recognizes shortcomings and is able to articulate ways to improve/overcome limitations. She/he takes the initiative in developing her abilities. |
| 3 | Student has some understanding of his/her growth and devlopment and can identify strengths and weaknesses in both her work and her abilities, but heshe needs teacher prompting to develop her strengths and strengthen her weaknesses. |
| 2 | A combination of 3 and 1. |
| 1 | Student has limited understanding of growth and devlopment. Strengths and weaknesses must be pointed out by the teacher and student must be prompted to work on hisher skills |
| Ability to Focus and Use Right Brain Skills - 10% | |
| 4 | Consistently focussed throughout class, no talking unless necessary for the work at hand |
| 3 | Good effort to focus, although not always successful |
| 2 | 50/50 |
| 1 | 25/75 |
| Care of Studio, Materials and Equipment - 5% | |
| 4 | At the end of class your materials are put in place, your trash in the trashcan, and you help your neighbor to do the same. If you borrowed materials to take home, you returned them promptly. |
| 3 | You did everything in 4 but help your neighbor. |
| 2 | You tried, but were forgetful of some tasks, leaving materials out or desk dirty or paper towels in the sink, etc. and you were no help to your classmates. |
| 1 | ...messy and inconsiderate. |
| Use of Time - 10% | |
| 4 | In seat when bell rings, materials out, ready to work, or working. |
| 3 | seated quietly but must wait for prompting to get started. |
| 2 | Consistently late to class without an excuse, unprepared, and/or wasting time too often. |
| 1 | late, unprepared, wasting time throughout the period. |
Advanced Drawing Criteria for Still Life
| Advanced Drawing Criteria for Still Life | ||||
| Criteria | 4 | 3 | 2 | 1 |
| Drawing shows a practical understanding of "sighting" technique | All lines indicate a consistent viewpoint | Most lines indicate consistency | As many lines are "wrong" as are right. | Most lines indicate that "sighting" is not clearly understood. |
| Drawing shows effective use of value. | Relative values are accurately observed and appropriately exaggerated. A full range of values is used, values are consistent with the light source. | .Most values are accurately observed. A good range is used, although perhaps not as full as 4, values are consistent with light source. | Values drawn are not always those observed. A limited range is used, and the light source is often ignored | |
| Drawing gives the illusion of 3-D form and depth | Use of value, quality of line and linear perspective create deep space and solid mass to a high degree. Depth is maximized, even exaggerated. | Same as 4, but to a lesser degree. | The principles of using value, quality of line and linear perspective are understood, and a good attempt is made, but with less success than 4 or 3. | Limited understanding and/or mastery of the principles of creating depth and volume/mass. |
| Drawing shows skill in using charcoal and chalk | Charcoal, chalk and paper tone are used to best advantage. Marks are consistent but not so uniform as to be boring. | Same as 4, but handling of medium is less skillful, awkward in places, and marks are often inconsistent. | Drawing is smudged, messy, and shows a careless approach to the work. | |
| Drawing shows mastery in using the Elements and Principles of Design | Extra Credit of 1 Point Here Unity is achieved by an overall texture but there is a conscious effort to provide variety by quality of line, diversity of shape. Repetition of similar shapes provides both unity and rhythmic movement. Dominant lines and repeated shapes direct viewers' eyes around the format in an interesting path of movement. Composition is balanced, but not static, and some feeling or mood is generated. | 4 points
Student is aware of these goals but does not always achieve all of them to a high degree. Mood or feeling may be lacking. |
3 points
Some of the goals in 4 have been met to only a minimal degree. |
2 points
Student seems to find the skills in the first four criteria so demanding that he/she isn't able to consider design principles as well. |
| Ability to Focus and Use Right Brain Skills | Consistently focussed throughout class, no talking unless necessary for the work at hand | good effort to stay focussed, though not always successful | about 50/50 | Please be quiet and CONCENTRATE on your work! |
| Care of Studio, Materials and Equipment | At the end of class your materials are put in place, your trash in the trashcan, and you help your neighbor to do the same. If you borrowed materials to take home, you returned them promptly. | You did everything in 4 but help your neighbor. | You tried, but were forgetful of some tasks, leaving materials out or desk dirty or paper towels in the sink, etc. and you were no help to your classmates. | ...messy and inconsiderate. |
| Use of Time | In seat when bell rings, materials out, ready to work, or working. | seated quietly but must wait for prompting to get started. | late to class without an excuse, unprepared | late, unprepared, wasting time throughout the period. |
Self Portraits
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Advanced Drawing Criteria for Self-Portrait Project I |
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| Idea and Expression: | |
| 4 | Drawing clearly expresses an idea or feeling about you beyond your appearance; |
| 3 | Drawing suggests an idea or feeling but not as clearly or intentionally as 4; the final solution shows originality and creativity. |
| 2 | Drawing suggests an idea or feeling but it seems to have resulted from chance rather than intention; the final solution shows minimal originality and creativity. |
| 1 | You were absorbed in drawing a likeness of your face but neglected to give it any feeling or idea. |
| Formal Qualities: Use of Line | |
| 4 | Line has been used with great skill and sensitivity. Your use of line clearly contributes to the feelings or ideas above. |
| 3 | Line has been used with skill and sensitivity. Your use of line somewhat contributes to the feelings or ideas above. |
| 2 | You paid attention to your use of line but it doesn't add anything to your ideas or feelings. |
| 1 | You only used line minimally. |
| Formal Qualities: Use of Other Elements and Principles of Design | |
| 4 | The E's and P's of Design have been used with skill and sensitivity. Use of the E's and P's clearly contributes to your concept. The composition is deliberate and interesting. |
| 3 | Obvious care has been taken with formal concerns, but with less skill and sensitivity than in 4. The composition is interesting, and contributes to your concept, but perhaps is not deliberately planned. |
| 2 | Use of the E's and P's and the composition contribute somewhat to your concept. The work demonstrates little intuitive sense of how formal qualities are used for aesthetic or expressive ends. |
| 1 | Some care has been taken with formal concerns, but it seems haphazard or accidental. The composition and use of the e's and p's is wholly teacher-directed and doesn't contribute to your concept. |
| Use of Negative Space | |
| 4 | You have given equal attention to areas outside your face; they are interesting and contribute to your idea. |
| 3 | You have given some attention to areas outside your face but they were done more as an afterthought and with more (3, 2) or less (1) success. |
| 2 | |
| 1 | |
| Willingness to Experiment | |
| 4 | You tried several media, did several drawings, filled at least 4 sketchbook pages or more with ideas and thumbnail sketches. |
| 3 | You tried more than two media, did at least two drawings, filled at least 3 sketchbook pages with ideas and thumbnail sketches. |
| 2 | You tried only two media, did only one drawing, filled two sketchbook pages with ideas and thumbnail sketches. |
| 1 | You tried only two media, did only one drawing, did not work in your sketchbook. |
| Effort and Work Ethic | |
| 5 | In seat when bell rings, materials out, ready to work, or working. Consistently focussed throughout class. At the end of class your materials are put in place, your trash in the trashcan, and you help your neighbor to do the same. |
| 4 | Seated quietly but must wait for prompting to get started. Good effort to focus, although not always successful. Good cleanup but not helpful to classmates. |
| 3 | Sometimes late to class without an excuse, unprepared, and/or wasting time too often. |
| 2 | Consistently late to class without an excuse, unprepared, and/or wasting time too often. |
| 1 | Late, unprepared, wasting time throughout the period. No help in cleaning up, leaving mess for others to clean. |
| Advanced Drawing Criteria for Self-Portrait Project II | |
| EXPRESSION AND IMAGINATION: 1 to 6 points (6 is best) | |
| Drawing goes beyond the "mug shot" to show something about your personality or your imagination. You courageously show something of your inner self, not just your outer appearance. | |
| ACCURATE OBSERVATION: 1 to 5 points | |
| Drawing shows, in detail, accurate observation of forms. Some forms may be distorted but this is done consciously for specific reasons. Lower marks indicate there was less detail, or some forms were unintentionally distorted. | |
| FORMAL QUALITIES: 1 to 5 points | |
| Drawing shows good use of the Elements and Principles of Design. It has a strong, effective composition. | |
| TECHNIQUE AND SKILL WITH THE MEDIUM: 1 to 4 points | |
| Marks are consistent and purposeful. A full range of value is used for expressive ends. | |
| Effort and Work Ethic: 1 to 5 points | |
| See rubric for Self Portrait Project I | |
Visual Studies Weekly Classroom Behavior and Effort Grade
| Visual Studies
Weekly Classroom Behavior and Effort
Name: Week: Grade: Behavior |
always- you never slip up. | Almost always- you slipped up only a few times | Try harder- you can improve. | You are having a hard time in this area and slipped up nearly every day. We need to talk... |
| You stayed involved and focussed in the "right side of your brain" whenever working on your artwork. (Talking while working indicates that you are in "left brain mode.") | 5 | 4 | 3 | 2 |
| You were respectful of your classmates, your teacher, and the studio equipment, tools and supplies. This means you listened when others spoke and helped in the general clean-up. You took care of all tools, etc. | 5 | 4 | 3 | 2 |
| You got to class on time,
had your materials out and were ready to begin when the bell rang. You
made the most of your class time and saved socializing for
breaks and lunch. If you must missed class you took responsibility for finding out what you missed. |
5 | 4 | 3 | 2 |
| You participated during discussions and critiques, and asked questions when needed. | 5 | 4 | 3 | 2 |
You demonstrated
commitment and perseverance by:
|
5 | 4 | 3 | 2 |
Visual Studies Criteria for Hand and Object Drawings - Project 1
| Criteria | 4 | 3 | 2 | 1 |
| Use of plastic picture plane | You used the pp according to directions, at the beginning of the drawing and whenever needed to check for accuracy | You used the pp according to directions, at the beginning of the drawing but got tired of using it as you went along and didn't refer to it as often as you should have. | You used the pp ineffectively, either because you didn't like it or you didn't understand how to use it | You didn't use the pp at all. |
| Use of medium | Your "tone" for the background
was a middle value, and you used a full range of values for your drawing of
the hand and object. You used a range of pencils, from 2H to 8B |
Your background tone was either too light or too dark and you could have used a wider range of values. | Your background tone was much too light or dark and you used a limited range of values. | No background tone and a very limited value range. |
| Accuracy of Perception | Excellent perception of lines and shapes as evidenced by a natural-looking, life-like image. | Good observation, obvious effort to perceive lines and forms, but some parts are a little distorted. | Somewhat distorted. Seems to be hastily or carelessly observed. | Little evidence of having accurately perceived lines and forms. |
| Attention to details | The picture is full of detail. You have chosen an object that contains small details or parts. You have as much detail on the object as you do on the hand (or vice-versa) | Good attention to detail in most of the drawing, but some areas are hastily drawn or lack attention. | Hand and object are simplified, little detail overall, or detail only on a small part of the drawing. | Very little detail. The drawing is mostly an outline of the hand and/or object. |
| Quality of line | You have paid careful attention to the quality of your line. Sensitive, confident, expressive lines are used. Your lines not only accurately record edges, but it give a sense of volume and mass by varying width and weight. | Obvious attention to line quality, but less sensitive, confident and expressive than 4. Your lines may tend to flatten the form rather than describe its volume and mass. | Your line lacks variety of width and weight, or the use of line has little relationship to the forms of hand and object. | Very little attention to the quality of line. |
| Composition | You have place your hand and object in the format in a way that shows you understand the principles of design. Your composition has balance, a variety of lines, shapes and values, and a point of focus. The viewer's eye moves around the composition in an effective manner (doesn't run off the page or get stuck on one point.) | You have made a good effort to achieve 4 but have fallen a bit short. | Your drawing falls shorter than 3 but you tried! | Your drawing shows that you have given little or no consideration to the composition. You focused only on the hand and object, but not at all on their placement in the format. |
VISUAL STUDIES GRADING RUBRIC FOR NEGATIVE SPACE/STILL LIFE PROJECT
| You have six, well-done, thumbnail sketches. 6 possible points |
| You have focused on the negative shapes. 10 points |
| You have kept the same format proportions when you enlarged the thumbnail sketch for your final drawing. 2 |
| You have an area of emphasis or focus in your composition. 5 |
| You have a variety of shapes in your composition. 5 |
| You have a variety of rhythms, a variety of lines, if you have used line, or a variety of patterns if you have used pattern. 5 |
| You have unity in your composition. 5 |
| You have created a deliberate sense of movement in your composition. 5 |
| You have rhythms in your composition, and you have emphasized the rhythms with your use of color. 7 |
| Your composition is balanced, but not symmetrical. 5 |
| Your composition is interesting. 10 |
| You have used good craftsmanship: your work is neat, clean, well put together, not sloppy. 10 |
| You have completed your picture on time. 5 |
| You have worked diligently, using the right side of your brain. 20 |
Effigy Pot Rubric
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Criteria |
Rating from 1-5 (5 is best) |
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The pot has sculptural additions |
5% |
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It was completed on time |
5% |
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Preparation, planning, research |
20% |
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Technique and craftsmanship |
20% |
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Effort and work ethic |
25% |
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Creativity |
25% |