Benchmarks/Content Standards: Specific Product/Performance: General Rubric for Painting Project Criteria Scale
COMPOSITION
COLOR THEORY
PARTICIPATION
CRAFTSMANSHIP
Student's composition displays balance of the overall Elements of Design (line, space, shape, color, value, texture)
Student has clearly applied a color scheme: (ie., monochromatic, analogous, primary, secondary, tertiary, neutral, complementary, split complementary, warm, cool)
Student asks/answers questions; is clearly involved with project from start to finish (on task); responsible for clean-up.
Student displays proper application of paint according to style instructed by teacher to mimic. The overall painting is free from smudges, "dog ears" and tears.
Student's work is highly effective when balancing the Elements of Design Applicable
Student's work is highly effective in defining a clear color scheme; Colors within the scheme mix with one another to create values or in the case of flat application, the colors are used throughout Student's work is effective in displaying color scheme, there is a dominance of some colors but may have neglected some areas. (ie. using black for shadows instead of overlapping color)
Student's participation is highly effective; everyday working dilegently
Student's craftsmanship is highly effective
Student's participation is effective; may be asked once to "get back to work"
Student's craftsmanship is effective (some minute areas of carelessness)
Student's work is moderately effective in displaying a color scheme. The student can name the scheme he/she has chosen but is uncertain how to mix the colors so there is a dominance
Student's participation is moderately effective; is sporadic but participates more than not
Student's craftsmanship is moderately effective, some areas could have adjusted for a better appearance.
Student's work is ineffective in displaying a color scheme
Student's participation is non-existant
Student's craftsmanship is ineffective
4
3
2
1
Student's work is effective when balancing the Elements of Design Applicable; 1 element may need to be worked into (ie., variety of value not clearly defined but other elements have been balanced) Student's work is moderately effective when balancing the Elements of Design Applicable (2-3 elements need to be adjusted) Student's work is ineffective when balancing the Elements of Design Applicable (student is not aware of the elements)
Adapted from materials provided by Jay McTighe.