Sixth Grade Portfolio

From Gay Kohl, Paradise Valley Schools, AZ

Content of Portfolio

Date Due	Assignment	Student	Teacher Signature
	Wegman Dog
	Geometric Design
	Line Design, etc.

Extra Credit:

Report/written visual museum visit
Mentor situation
Student interview
Art game
Contest entry, etc.

Portfolio Summary Form:

Name ________________________________________

1. Describe in two different projects how you interpreted a theme of those projects.

2. Relate specific examples in media technique where you

a. gained confidence (state why)
b. need more information and practice

3. What time period or styles of art made an impression on you and why?

4. Did this style have any affect on your own artwork?

5. Circle the number that shows how much art understanding was caused by these six topics. Number 3 is the highest.

Art project	3	2	1	0
Media	3	2	1	0
Art period	3	2	1	0
Peer comment	3	2	1	0
Mentor	3	2	1	0
Self-reflection	3	2	1	0

6. What project, media, art period studied, peer comment, mentor situation, or self-reflection this year, caused the most growth in your own artwork or understanding of what art is? (That impressive Ah! Ha! revelation). Explain:

Project Evaluation Form:

Project ________________________
Name _____________________________
Grade/Teacher ______________________

5=Advanced
4=Proficient
3=Basic
2=In progress
1=Incomplete/missing

	Criteria	Student Rating	Peer Rating	Teacher Rating
Technical
Creativity/ Originality
Composition
Work Habits

1) What artist, culture, or artistic period was discussed?

2) What part of this project was most challenging and why?

3) What is the strongest part of your project and why?

Thumbnail Sketch

Teachers Comments ____________________________
Total Points ______________________________

From Gay Kohl, Paradise Valley Schools, AZ


Photography Portfolio: High School
Student Guide, Glendale Union High School District, Performance Based Assessment, 2000

Photography 1-2 Portfolio Assessment

All students in Photography 1-2 are being asked to create a portfolio of the work they've created throughout this school year. This portfolio will contain (1) your artist's statement and (2) examples your own original photography, correctly labeled. (The photograph must be conceived, composed, executed and printed by you.) All prerequisites must be met or you will fail the assessment. Every photo must be labeled and every blank must be filled in completely.

1. Artist's Statement

The portfolio will not be complete without a statement from you describing your work. In your artist's statement, you will need to discuss two points. 1) After reviewing all of the photographs in the portfolio, which is your best? Explain what makes it your best. You may discuss any of these areas that are relevant:

• Technique -- handling or use of media
  
• Creativity -- originality, innovation, different use of materials, experimental, exploration
  
• Elements of Art or Principles of Design -- line, texture, shape, form, space, value, color, rhythm, movement, balance, proportion, variety, unity, emphasis
  
• Growth -- progress, improvement, greater understanding
  
• Feeling/Mood -- use of line, color, lighting, subject matter, composition, emphasis, exaggeration
  
• Craftsmanship -- neatness, show ready, overall presentation, handling of media
  
• Concept -- content of photo achieves desired outcome in a masterful way

After you choose what makes this your best, be sure to define your terms and support your statements with details.

2) Secondly, you will determine which photograph(s) mean(s) the most to you and why.

If the statement is written, it must be word processed to the Glendale Union High School District's Style Sheet or written neatly. If your teacher permits, you may decide to make your artist's statement orally, but you must have notes to refer to during the presentation.

2. Photographs

Select 6-10 photographs that demonstrate breadth and skill in your work.

• All work is the photographer's own.
• Appropriate elements and principles are selected and correctly labeled on each photo tag.
  
• Examples of best craftsmanship are selected.
  
• Examples demonstrate quality presentation.
  
• All work must be THE STUDENT'S ORIGINAL PHOTOGRAPHIC PRINTS.
  
• Breadth is demonstrated by a minimum of two pieces in the following areas: technique and subject matter.

Rubric

An OUTSTANDING will have at least 4 check marks in each of the following two columns.
A HIGHLY SUCCESSFUL will have at least 3 check marks in each of the following two columns.
A SUCCESSFUL will have at least 2 check marks in each of the following two columns.
A NOT YET SUCCESSFUL will have less than two check marks in each of the following two columns.

Each photograph will be mounted on 8 1/2 x 11" grey paper. A window cut is acceptable as well as dry mounted print or unmounted 8 x 10."

Each piece of work will be labeled. The label will be placed with tape on the back of the photo or mount so that the information hangs down below the photo and is clearly visible while viewing the photo. An example of a correctly complete photo tag is given below.

Title of Photo -- Sunny Day
Photographer -- Karmeron Kerger
Breadth -- Subject Matter/Portrait
Element/Principle -- Emphasis
Technique/Vignette
(both category & subcatagory need to be on these lines)

NOTE: Be sure that all tags are completely filled in or you will fail the assessment.

(See rubric used to judge the quality of your portfolio at the end of these directions.)

Artist's Statement Planning Sheet

Thesis statement

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

First body paragraph -- topic sentence about best work Define terms next: Support details:

Second body paragraph -- topic sentence about most meaningful piece Explain why it's meaningful

Conclusion statement

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

Model Artist Statement

The photograph I am critiquing is a 3 1/2 x 5" vertical black and white photograph of the Desert Storm roller coaster at Metro Center. In the foreground of the picture is a white car and in the background is a sky filled with puffy clouds.

To make this image I used the techniques of deep depth of field, blurring of motion, back lighting, low camera angle and burning in. I used a small lens opening (f16) to get deep depth of field and put everything into sharp focus. The car in the foreground as well as the furthest lights on the roller coaster are all clearly visible. In order to blur the fast moving cars on the ride I chose a slow shutter speed to give the feeling of motion. I shot the picture in the late afternoon looking west so the subject is backlit and the shapes in the picture are emphasized. Because I had to point the camera up, I made the structure look taller -- a technique called low camera angle. Finally, because the sky was too light at the top edge of the picture, I used burning-in to darken it and create a mood of late afternoon fun. Because of these techniques, I consider "Desert Storm: to be the best photo in my portfolio.

The photograph that means the most to me is the school track at sunset. Since I run on the varsity team, I'm often at school until after dark. My photo captures the long shadows of late afternoon and makes me think of the time I'm done with my homework. I like the school better when there aren't alot of people around and my picture shows this.

Photography 1-2 Portfolio Rubric
Prerequisites

• The artist's statement is word processed or hand written legibly OR
  
• If the artist's statement is delivered orally, notes are referred to.
  
• The student explains which piece or pieces are most meaningful.
  
• The contents of the portfolio are complete and are the student's own original work.

The Art Portfolio also requires the student artist's resume.

Copyright © 2002 by Arizona State University and the Arizona Board of Regents.