VISUAL ARTS STUDIO ASSESSMENT CRITERIA - THE 5 "C's"

Concept/Communication: Standards met? Artwork demonstrates understanding & proficiency of methods & processes learned & applied? Suitable evidence of themes, ideas, topics, & content introduced?

Composition: Relevant application of design concepts presented. Design choices work to visually communicate through the use of  2D or 3D space?

Creativity/Visual Voice: Fully developed ideas, displaying the student's personalized interpretation of the project. Conveys themes /  topics uniquely.  Student's own "Visual Voice" evident? Not copied, or plagiarized? 

Craftsmanship/Technique: Sufficient demonstration of learned techniques & processes? Skillful use of the art tools & media? Well crafted? Proficient measure of artisanship displayed? Neat, clean & complete?

Commitment & Challenge: Appropriate level of challenge? Thoughtful project planning & execution. Dedication to progress, perseverance, & participation evident?  (Didn’t rush.) Good use of class time?

VISUAL ARTS RUBRIC SAMPLE

Below is a sample of a project rubric. The image below is from a print copy. Your view of your rubric on Google Classroom will look slightly different, but the criteria will be the same. Rubrics are aligned to project standards. 

PROJECT STANDARDS SAMPLE

Below is a sample of the project standards for a ceramics project for Ceramics class. The slide below does not include all of the other resources and tools students are provided with to be able to create their creature. You can see how the project standards align with the assessment criteria. 

OTHER NOTES ABOUT ASSESSMENT

Regardless a student's content knowledge and ability level concerning the visual arts course he or she is enrolled in, it is my goal that all students have the opportunity to experience visual arts, while exploring his/her own unique visual voice. In doing so students will become familiar with course content and proficient at producing his or her own visual arts pieces using techniques and skills learned. Visual Arts courses have many wonderful moments in which they are "fun", "exciting", "engaging", "liberating", etc. but that doesn't mean they are always easy. On the contrary can at times they can be "frustrating", "difficult", "tedious", "time consuming" etc. However, when being persistent and persevering through both the ups and downs students will genuinely find their experiences "rewarding", "satisfying", "worthwhile", "gratifying" and will have produced art works that they are proud of. When hoping for high achievement levels parental support is greatly beneficial. 

1.) Visual arts education is valuable, and worth fully engaging in. Receiving a proficient grade will require students demonstrate knowledge, appropriate application of concepts and skills learned. Like any other class, visual arts courses are academic in nature and require full effort on a student's part, and that he or she complete all assignments not only to the best of his or her ability. Completed assignment should meet the outlined standards and objectives. The extent to which a finished project or assignment meets, exceeds, or fails to demonstrate a student’s knowledge & execution of the standards and criteria will be reflected in the student’s grade for that project. As in all subject areas some students may find that they need to put in more or less time and effort than their peers for any given assignment or project, depending on how fluid the student is able to apply the content knowledge & skills required. 

2.) Students inherent talents or abilities concerning the visual arts are NOT the most important factor in achieving. My job is to teach and reteach, and the student's job is to engage, and apply. Ideally all students will achieve proficient marks by actively listening to instruction, fully engaging in classroom activities, thoughtfully viewing, perceiving, and interpreting classroom demonstrations or resources, emerging themselves in the research, planning, and development stages of art projects, intently practicing the techniques and methods learned, and fully participating, by staying on task while uniquely executing their project design through demonstrating their knowledge & skills

3.) Students will be provided with instruction, tools, and support for developmentally appropriate assignments and projects. When students are asked to complete a task they are given the tools and resources to do so. If not, all they need to do is ask, and I will do my best to help them learn how or understand. It is important that students are staying on task, engaged in classroom activities, and using their class time effectively. Not doing so is often the reason that students do not achieve at the level they should or want to be. 

4.) Students are not assessed on whether or not the teacher "likes" or "dislikes" a student's artwork or assignment. Grades are a reflection of standards and criteria exceeded, met, or not met. A student will demonstrate his or her knowledge & skills for each assignment & project within the course, as well as participate in classroom activities, discussions, etc. A student who might feel that they inherently struggle with visual arts, may receive strong marks in their course by engaging themselves in class activities and doing what it takes to demonstrate content knowledge, technical skill, art concepts etc. with integrity and perseverance. Likewise, a student can be an amazing artist and still receive a poor grade on one or more assignments due to a lack of demonstrating that he or she is able to and has met the assignment/project/ or course standards & criteria, often due to incomplete work. Additionally, the level of objectivity or subjectivity to which students work is assessed is similar to that of other academic courses, including core subjects such as, english, social studies, science, math, as well as other electives courses.

5.) Courses are designed so that all students should be able to achieve proficiency, however no grade or percentage is guaranteed or given. A failing grade is likely due incomplete or missing assignments often reflecting to a lack of full participation on the part of the student. At times students may "believe", "think" or "say" they are trying their hardest while their actions speak otherwise. At times students are fully aware of a lack of participation, but at times students are not fully aware of how much their habits such such as socializing or being off task during class, and not fully engaging in the lesson or asking the teacher for help when needed are negatively affecting their work.