rubrics in the art room
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Rubrics in the Art Room. Nancy Vogel, MA, NBCT World of Wonder School @ Residence Park K-8, Dayton Public Schools Ohio Art Education Association Professional Development Conference Thursday, Nov 10, 2:00-3:00 DCC 204 Friday Nov 11, 10:00-11:00 CP McKinley. How do you choose what is good?. - PowerPoint PPT PresentationTRANSCRIPT
Nancy Vogel, MA, NBCTWorld of Wonder School @ Residence Park K-8, Dayton
Public Schools Ohio Art Education Association Professional Development
Conference Thursday, Nov 10, 2:00-3:00 DCC 204
Friday Nov 11, 10:00-11:00 CP McKinley
HOW DO YOU CHOOSE?Did you admire the author?Did you make a connection to the quote?Are you familiar with the context?Do you have a story you recognize?Are you inspired?Did your table partner want the quote?The quote you wanted was chosen before you
could choose? What makes you want to save and cherish it?
What is your story? Why are you an art teacher? What do you value about teaching art?
Story . Film example
Do you measure process or skill development? How do your children know what you are measuring?
PROCESS SKILL DEVELOPMENT
Follow directions Technical use of materials: pencil/shading, paint/mixing, construction/stability, paper collage/cutting
On task participation Design and creativity
Ability to work with a group Artistic representation
Handling Art Materials Design elements and principals
What is a rubric?A rubric is a scoring tool for subjective
assessments.
Common Features of Rubrics Bernie Dodge and Nancy Pickett
•Measure a stated objective: performance, process, behavior, or quality•Use a range to rate performance•Contains specific performance characteristics arranged in levels.
Teachers need to know….
What does the finished product and/or process look like/sound like?
What would be indicators of success for us to observe?
What mistakes might be made?Do you anticipate, and are you prepared to scaffold
these concepts you know are difficult? What are the group interaction expectations?What are the “big ideas” you are trying to teach
and can students transfer this knowledge to another discipline?
Whose art is it? How can we get students to take ownership of their work and
work to make it better? Students have the opportunity to submit an “earlier” version
and get feedback to allow them to make revisions. Peer review and self evaluation are results of using a rubric.
Advantages of using a Rubric……..
Rubrics provide clear standards. Students know when they have been successful. Feedback is specific.
TIMING IS EVERYTHING WHEN you introduce a theme and a problem
to solve it is sometimes too soon in art. You want students not to think TOO MUCH…but come up with a personal solution . You don’t want their creativity to be influenced too much by outside expectations.
BUT WHEN students have worked on a problem for a class period and some are nearing completion, it is good to introduce the rubric so students are encouraged to STEP BACK AND LOOK AGAIN.
A RUBRIC CAN BE USED FOR BOTH?
SUMMATIVE ASSESSMENT FORMATIVE ASSESSMENT
ASSESSMENT OFLEARNING
ASSESSMENT FOR LEARNING
PRESENTATION RUBRIC PROCESS SKILL DEVELOPMENT
Eye Contact /Elocution Subject knowledge
Followed directions Graphics
Cooperated with the group Organization - Mechanics
PRODUCT RUBRIC PROCESS SKILL DEVELOPMENT
On Time – participated with little distraction
Creative – Original ideas that are personal and specific to the individual. Their connection to the art.
Artistic- materials are skillfully mastered
Neatness –fill the space and use materials skillfully , “how” they will work together
Followed directions: What they will include in the artwork.
RUBISTAR- Project Specific rubrics
RubiStar.4teachers.org. (You don’t have to have an account.)
Create a rubric …look for the subject “art”I like to start from a rubric created and change it to
adapt to the focus of the specific project.If you make it “temporary” it is gone in 20 minutes,
permanent saves it to your account. Be sure to write your name at the top and zip code Save and review it and then …….Copy and paste to a word document to format to one
page (sometimes two to a page) Sometimes I had two columns to the right , one for the
student to self assess and one for me to assess. (If we agree, students earn an A on their rubric grade.)
CONSTRUCUTING A RUBRIC Headings: WOW Accelerated, Proficient, Basic,
and Below Basic (4 categories) It is best to start with Proficient and then
consider what would make the project above your expectations and what makes it below your expectations.
The lowest category shows no consideration was given to expectations.
Choose your categories based on your PROJECT FOCUS or PRODUCT FOCUS…THESE will change as the year progresses and your student’s expectations and yours grow together.
DON’T THINK TOO MUCH…..YOU CAN DO THIS IN 15 MINUTES.
Rubric Template Category 4
WOWAccelerated
3. Proficient
2. Basic
1Below Basic
Student Score
Technical Skill
Use of Materials
Creativity
Time on Task
Design Elements and/or Principals
Creating a Painting : POP art Shoes Teacher Name: Nancy Vogel Student Name: ________________________________________
CATEGORY 4 WOW, accelerated 3 Proficient 2 Basic 1 Below Basic Score
Painting Skill
Application of paint is preplanned and done in a logical, sequential manner.
Paint is applied in a careful, logical manner. Colors remain sharp and texture is evident.
Control is somewhat lacking. Drips, ragged edges are evident..
Student needs to work on controlling paint and preplanning paint application
Use of materials
Student typically keeps painting materials and area clean and protected without reminders. Shows respect for others.
Student adequately cleans materials and work area at the end of the session without reminders. but disregards others.
Student adequately cleans and takes care of materials if reminded. Occasional spills and messy work area may be seen. .
Student deliberately misuses materials AND/OR does not adequately clean materials or area when reminded. Shows little respect for others.
Creativity Student has made the painting technique totally his/her own. The student\'s personality/voice comes through.
Student has taken the technique as a starting place. The student\'s personality comes through in parts of the painting.
Student has copied some painting from others and there is little evidence they have thought about the assignment.
Student has not made much attempt to think about the assignment.
Time/Effort Class time was used wisely. Much time and effort went into the planning and design.
Student could have put in more time and effort on thinking about the painting before they started.
Class time was not always used wisely, but student did work during the period
Class time was not used wisely .
Color Choices
Student mixes tints, tones, and appropriate colors that enhances the idea being expressed.
Students mixed tints, tones, and appropriate colors for the idea being expressed. All parts of the page are painted.
Students mixed colors, however, they are NOT appropriate for the idea being expressed.
Students did not mix tints, tones, or colors. Parts of the page are blank
and colors chosen were not thoughtful.
PRIMARY RUBRICS AND GENERAL RUBRICS
“HOW CAN I MAKE MY ART BETTER” PRIMARY
STUDENT FEEDBACK
STUDENT FEEDBACK WITH COMMENTS
COMPREHENSIVE UNIT PLAN
RUBRIC SHARING :Goal is to create a media specific rubric that identifies the process and skills you would like students to reference with the intention of improving their art during the art making process . (Formative Assessment)
Write your name on the paper. Work with a partner and create a rubric that
is media specific: Collage, drawing, construction, clay building,
jewelry, book making. Painting, etc. Use the format provided and think about the
end product and the process and skills you would like to assess.
Don’t forget to add some specific details in the assessment blocks.
RUBRIC BANK Write your name on a manila folder and turn
in your rubric. If you have turned in a rubric you will get copies of all the rubrics created during the session to take home with you.
Pick up is Friday and/or Saturday morning at hospitality.
References David Silver , [email protected],
powerpoint presentation on Formative Assessment and Rubrics
David Dodge and Nancy Pickett