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Teachers > Assessment > Discipline Examples > Music Examples

Rubrics for Singing Performance, Early Elementary

Variations on "This Old Man"

Version 1 -- Children's voices and accompaniment
Version 2 -- Bob Dylan (on the CD FOR OUR CHILDREN, Disney)
Version 3 -- The King's Singers

(Note: All available also in the Grade 1 text and recordings of THE MUSIC CONNECTION, Silver Burdett Ginn/Scott Foresman, Publishers. 1995)

Skills

A. Moving to the steady beat

3. Maintains consistently
2. Mostly consistent; sometimes wavers
1. Cannot yet sustain

B. Singing in tune

3. Sings on pitch
2. Sings above or below pitch
1. Speaks or chants instead of singing
-- No response yet

Knowledge

Comparing and contrasting two versions of the same song

3 Includes all important characteristics

differences: voices, instruments, tempo, style
similarities: "song," melody, words

2 Includes most characteristics, including both

similarities and differences

1 Excludes some critical elements or only a few responses

Not ready to assess

Adapted from Marzano by Sandra Stauffer, ASU School of Music

Instrumental Performance Rubric
Middle School, Julie White- Hester, Tanque Verde Schools, Tucson

Name _________________________ Date _____ Grade ____

Scale: ____ Selection: ______________________

5 4 3 2 1

Rhythm ______ ______ ______ ______ ______

Notes ______ ______ ______ ______ ______

Articulation ______ ______ ______ ______ ______

Tone ______ ______ ______ ______ ______

Steady Beat ______ ______ ______ ______ ______

Posture ______ ______ ______ ______ ______

Rhythm: counting, correct duration of sounds and rests in relation to the beat and to each other.
Notes: correct pitch and fingering, observation of the key signature. Percussion: note reading on bells.
Articulation: tonguing and slurring, observation of staccato, legato, accents, etc.. Percussion: execution of flams, rolls, etc..
Tone: sound production, embouchure (mouth position), playing in tune. Percussion: correct grip on sticks.
Steady Bead: even, appropriate tempo (speed) throughout piece.
Posture: sitting up straight and using correct hand and head positions.

5 = Excellent: no errors or irregularities; continue on present course.
4 = Very Good: no more than 3 errors or minor irregularities; practice performing the test at home.
3 = Good: no more than 5 errors, but skills need refinement; pay closer attention to details while practicing.
2 = Fair: skills need significant work; more consistent practice time is needed at home.
1 = Poor: significant problems with skills; daily practice and private lessons may be a solution.

Behavior

The student: always usually sometimes seldom

is quiet and listens when the teacher is talking ______ ______ ______ ______

demonstrates a positive attitude ______ ______ ______ ______
shows progress and prepares music well ______ ______ ______ ______
is self motivated ______ ______ ______ ______
arrives to class on time ______ ______ ______ ______
works well with others ______ ______ ______ ______

Number of days:

without proper equipment for band _____

sent out of class for improper behavior _____

Generic Music Rubric Assessing Ensemble Performance:
Vocal and Instrumental, Elementary, Middle School and High School (Assessment in Vermont, Tony Pietricola)

Beginner. When playing or singing simple songs, ensemble shows:

little demonstration of pitch rhythm, or technique

Advanced Beginner. When playing or singing simple songs, ensemble shows evidence of:

accurate combinations of pitch and rhythm
characteristic timbre
articulation that is appropriate to piece
rhythmic fluidity

Intermediate. When playing or singing pieces, ensemble demonstrates:

accurate combination of pitch and rhythm
characteristic timbre
articulation that is appropriate to the piece
rhythmic fluidity

And ensemble shows evidence of:

combined use of pitch, rhythm, melody and harmony
intonation
blend
balance
phrasing
dynamic contrast

Advanced Intermediate. When playing or singing increasingly complex pieces, ensemble demonstrates the elements and techniques of the previous levels plus:

well developed ensemble skills

Advanced. When playing or singing increasingly difficult pieces, ensemble demonstrates the elements and techniques of previous levels plus:

advanced ensemble skills as demonstrated by a cohesion of tone, technique and rhythm
employment of all aspects of musical expression to communicate an intended musical outcome

Distinguished. When playing or singing increasingly difficult pieces, ensemble demonstrates the elements and techniques of the previous levels plus:

the entire ensemble functions as one
goes beyond the basics to create a unique, expressive voice

Vocal Music Performance Assessment High School
Glendale Union High School, 2000

Student Directions

The following steps must be completed in class under the teacher's supervision. You will be allowed as much class time as necessary to complete this assignment.

1. Review the Rubric so that you thoroughly understand the prerequisites and criteria for your evaluation.

2. Listen to the recording of your choir's performance.

3. While listening, pay special attention to the five musical elements of:

diction
dynamics
correct pitch
phrasing
rhythm

4. Choose any two musical elements to evaluate the performance.

5. Note on the musical score, areas where you hear problems in the performance or a good job with the two elements you have chosen to write about.

6. Organize your thoughts using one of the graphic organizers included in this booklet.

7. Write a rough draft of your evaluation on the lined paper at the back of this booklet. Proofread and edit you draft.

8. Refer to the Rubric to be certain that you have satisfied all the criteria.

9. Write your final draft on the district theme paper that your teacher will give you. Be sure that you are writing in blue or black ink.

Vocal Music assessment Musical Elements

Diction

Distinct consonants
Clear beginnings and endings of words
Correct vowels
Correct diphthongs

Dynamics

Appropriate louds and softs
Use of crescendos and diminuendos

Correct Pitches

Singing the written note
Singing the correct part
Singing the correct octave

Phrasing

Breathing at the appropriate punctuation mark
Not breathing in the middle of a musical thought or word
Carries the sound to the cut-off

Rhythm

Appropriate duration of notes and rests
Appropriate attacks and releases

Graphic Organizer

Introduction
Identify the title and composer of the piece of music you performed.
Write a THESIS STATEMENT that mentions the two musical elements you will use to evaluate your performance.

Body

Write a TOPIC SENTENCE that identifies one of the musical elements you chose and how well you performed it.
Give a definition or explanation of the musical element.
Cite an example within the performance (be specific) that demonstrates your evaluation of the musical element.
Explain how your example demonstrates your evaluation of the musical element.
Cite another example within the performance (be specific) that demonstrates your evaluation of the musical element.
Explain how your second example demonstrates your evaluation of the musical element.
Suggest a method to improve or maintain your performance of the musical element.

Body

Repeat the above steps for the second element you are evaluating.

Vocal Music Ruberic

Prerequisites:

Written in a legible hand
Written in blue or black ink
Written on District theme paper

	Outstanding	Highly Successful	Successful	Not Yet Successful
1. Definition or description of the musical elements. The student:	demonstrated a thorough understanding of the musical elements.	demonstrates a good understanding of the musical elements.	demonstrates some general understanding of the musical elements.	demonstrates no understanding or an incorrect understanding of the musical elements
2. Examples and explanation of the musical elements within the performance. The student:	specifically refers to the musical score and thoroughly analyzes the specific strength or weakness in his or her performance.	refers to the musical score and analyzes the strength or weakness in his or her performance.	makes limited reference to the musical score and offers a general analysis of the strength or weakness in his or her performance.	makes incorrect or no reference to the musical score and offers an incorrect or no analysis of the strengths or weaknesses in his or her performance.
3. Suggestions for improvement or maintenance of the musical elements. The student:	gives insightful suggestions for the improvement of weakness or the maintenance of strength.	gives effective suggestions for the improvement of weakness or the maintenance of strength.	give relevant suggestions for the improvement of weakness or the maintenance of strength.	gives irrelevant or no suggestions for the improvement of weakness or the maintenance of strength.
4. Language Conventions	The use of spelling, capitalization and punctuation is virtually free of errors. Sentences are correct and flow smoothly. Vocabulary is appropriate and precise.	The use of spelling, capitalization and punctuation is relatively free of errors. Sentences are correct and flow smoothly most of the time. Vocabulary is appropriate.	The use of spelling, capitalization and punctuation is free of errors, for the most part. Sentences are correct. Vocabulary is acceptable.	Comprehension is difficult because of multiple errors in spelling, capitalization, punctuation or vocabulary. Sentences are incorrect.

Multiple Choice Items

created by the Standards and Assessment Division of the Illinois State Board of Education used musical notation as the motivation for questions. This lead to quite challenging response alternatives that, in some cases, demanded analysis, not just recall/description.

Teachers > Assessment > Discipline Examples > Theater Examples I

Theater Portfolio, High School
Susan Morrell, Peoria School District, AZ

Name _______________________________

Class ______________________________

Sections

I. Performances
II. Reflections
III. Professional Tools
(The subcategories, listed below in the Portfolio Rating Sheet, are listed on this Table of Contents Page. Each section of the portfolio begins with a Table of Contents that lists all the items that are included.

Portfolio Rating Sheet

Student _____________________________

Teacher _____________________________

Mid-Term ____________ Quarter__________

not done
partially accomplished
accomplished excelled

I. Performances
A. Written Assignments
B. Instructor Critiques
C. Student Critiques
D. Self Critiques

II. Reflections
    (1 due each Friday)
A. Audition Notice
B. Article
C. Stage Directions
    Newspaper Article
    Playbill Article
D. 1 Chap. From
    Theater "Source Book"
E. Life
G. Full Length Play
H. One-Act Play or
    Film from OE
    Film Festival
I. Performance

III. Professional Tools
(3 by midterm)
A. Updated Resume
B. Audio Tape of
    Voice
C. Video Tape of
    Performance
D. One Vocal
    Exercise
E. One Physical
    Warm-up Exercise
F. Head Shot
G. Contact Sheet*

Comments: ________________________________

Grade: ________________________________

*1) Three (3) new ones due each quarter.
2) Include name, affiliation, phone, address
3) How the contact was made.

I. PERFORMANCES
the following were included as Lesson Plans

Audition Notice Reflection

Source: ______________________________

Date: ______________________________

List any parts that seemed interesting to you:

What were you observations about the notice?

Will you or anyone you know audition for any of these?

PLEASE POST YOUR AUDITION NOTICE ON THE BOARD.

Not done___ Partially Accomplished___ Accomplished___
Excelled___
Comments:

Monologue Rating Scale

Name: ______________________________

Selection Title(s): _____________________________

not done partially accomplished excelled

Professionalism:

Arrived with a pencil

Showed a good attitude toward all

Introduction:

Walked up confidently

Name clearly spoken

Author, title & character clearly projected

Paused

Selection(s):

Suited the actor. (age appropriate, showcased talent)

Contrasting in style, period, type and/or character

Performance:

Started with an action

Projected

Clear diction

Acted with the entire body

Focus and concentration

Intents communicated through action

There was a sense of urgency/importance

Motivation communicated (We know why.)

Circumstance (both place & relationship were clear)

Empathy was felt for the character

Additional Comments:

II. REFLECTIONS the following were included as Lesson Plans

Article Reflection

Use for Dramatics, Newspaper, Playbill, Stage Directions, or library article.

Name: ______________________________
Source: _______________________________
Page numbers: _______________________________
Author: __________________________________
Date of Publication: ____________________________

Summary: (5-7 sentences)

What did you learn and how might you apply these concepts? (1 paragraph)

Would you recommend this article? If you would, also please put a note on it and place it in the "To Be Copied" box.

Not done___ Partially Accomplished___ Accomplished___ Excelled___
Comments:

Theater Source Book

Title of Chapter: ___________________________
Name of Book: _________________________________
Author: _____________________________________
Page Numbers: _____________________________________
Date of Publication: _____________________________________

Restate or list the main ideas:

How did you feel about the concepts? Did they apply to you? How? Can they help you? How? Will you apply them?

Would you recommend this chapter or author? If so please also write a note on the book jacket with the date, your name, and a few words of comment.

Not done___ Partially Accomplished___ Accomplished___ Excelled___
Comments:

Life Reflection

Name:____________________________
Date: ___________________________________

Please reflect on your life at home or in class. This is your chance to talk to me privately. Share anything you think I should know about you. You could share how you feel about your growth as an actor and as a person. You could also make suggestions or share activities that you really liked. (One page in length)

Not done___ Partially Accomplished___ Accomplished___Excelled___
Comments:

Play Reflection

Title: __________________________________
Author: __________________________________
Number of Acts: __________________________________
Number of Pages: __________________________________
Type of Play: __________________________________

Summary: (3-5 sentences)

Purpose Statement:

Describe your favorite character or relationship in the play:

Describe any symbolism or foreshadowing.

How did you feel about this play?

What production challenges would this play present?

Would you recommend this play for Olathe East Production?
Explain.

Not done___ Partially Accomplished___ Accomplished___
Excelled___
Comments:

Performance Reflection

Title: ___________________________________
Performance Group: ___________________________________
Date of Production: ___________________________________
(Not accepted past 2 weeks of seeing the performance)
Author: ___________________________________
Type of Play: ___________________________________
Purpose Statement: ___________________________________

What was your overall impression of the production? Please include all aspects of the performance such as the acting, sets, costumes, lights, sound, blocking, make-up, etc.. Would you recommend this play and this particular production? Why? Was there a particular actor/actress who impressed you? Explain. Did the cast seem to work well together? Did you agree with casting? It is very important to support with examples each of the ideas you express. (This paper needs to be a minimum of 2 pages in length, and should be typed or written neatly in ink.) Please staple this cover page to your reflection.

Not done___ Partially Accomplished___ Accomplished___Excelled___
Comments:

III. Professional Tools

Assignments

Due Date Type & Description Late Not Done Partially Accomplished Excelled

Four articulation exercise sheets are included

Production Design Portfolio, High School
Barbara Surloff, Deer Valley Schools, AZ

Organization

Black 3 ring binder
Typed
Cover page and table of contents
Organized in sections
Organized within sections
Resume
2 Letters of recommendation

8 designs

Neatness
Typed labels
Quality paper
Size 8 1/2" x 11" minimum
Creative use of design
Contains final product only
Fully developed concept w/production consideration and script analysis

Evaluations

3 -- Written peer evaluations
3 -- Written self evaluations
1 -- Outside production critique
2 -- In-house production critiques
Outside class production hours

Presentation

Speak clearly
Eye contact
Logical flow
Concept evident
Explanation of design
Justification of design
Question and answers

Teachers > Assessment > Discipline Examples > Theater Examples II

Creative Drama Criteria Assessment
Grade 6, (Evanston School District, Illinois)

Skill	Exceeds Expectations	Meets Expectations	Does Not Meet Expectations
1. Demonstrates concentration and believability in drama activities.	Sustains focus and commitment throughout the entire activity.	sustains focus and concentration throughout most of the activity.	breaks concentration and lacks focus.
2. Uses details from sensory recall to create believable pantomime.	draws upon multiple senses when imagining and gives detailed descriptions, creates specific and believable pantomime work.	Draws upon one of the five senses to create recognizable pantomime work.	Sense recall and ability to describe are limited; pantomime does not communicate.
3. Uses language to communicate thought, feeling, and character.	uses language appropriate to character and communicates a high level of information, thought, and feeling.	language is somewhat appropriate to character and communicates a satisfactory level of information about thought and feeling.	Language is inappropriate to character and communicates minimal information.
4. Expresses original and imaginative ideas in discussion and/or drama activities.	work reflects high degree of originality and imagination.	Work reflects satisfactory degree of originality and imagination.	Work lacks originality and imagination.
5. Contributes to the planning and playing of scenes developed by small groups.	assumes positive leadership role in the group while readily accepting the suggestions of others in helping to move the scene forward.	Sustains interest in scene planning process, accepts the suggestions of others, and may offer suggestions sometimes.	interest is low; contribution is negligible.
6. Interacts with and supports peers as co-creators.	readily accepts assigned partners, listens to other group members respectfully, supports group decisions.	accepts assigned partners, listens respectfully to other group members, goes along with group decisions	resists working with partners, does not listen to discussion, fails to go along with group decisions.
7. Develops and maintains character through movement, dialogue, vocal projection, and scene work.	Uses whole body to establish character, sustains dialogue and voice appropriate to character; speech is clear and volume is audible.	Uses body to establish character sometimes; uses voice and dialogue appropriate to character sometimes; speech is clear and volume is audible, usually.	does not use body to establish character, fails to employ character dialogue or voice; speech is unclear and voice inaudible.
8. Uses beginning, middle, end and conflict in scene work.	presents organized scene with a clearly defined conflict.	Presents organized scene with a conflict.	scene is poorly organized, too long or too short, and conflict is poorly defined.
9. Listens and reflects as an attentive audience member.	listens and watches attentively and makes comments demonstrating perceptiveness, specificity, and/or aesthetic judgments.	Listens and watches attentively and comments appropriately.	poor audience member and/or unable to comment on scene.
10. Reflects on their own work in the drama process.	identifies areas of strength and/or directions for future growth in their own work.	comments appropriately about their own work.	unable to reflect on their own work
11. Responds to cultural similarities and differences as a result of participating in drama activities.	Draws upon specific details from the cultural or historical background of the drama activity during playing and discussion.	Draws upon specific details from the cultural or historical background of the drama activity during playing or discussion.	Unable to draw upon specific details from the cultural or historical background of the drama activity during playing and/or discussion.

Theater Rubric for a Folktale Script Writing Assignment
(SCASS/Arts Education Consortium, June 1998)

Students are asked to develop dramatic dialogue from a folktale told in prose. They read the folktale and then write dialogue for the characters. They should have read scripts and seen plays performed, had an introduction to the concept of literary genre, and be able to distinguish prose from drama. They should be familiar with the following vocabulary: script, dialogue, line, actor, playwright, stage directions, character, setting, and plot. This task would be appropriate at the end of a unit on script writing and/or a unit on folktales.
Suggested time: 1 hour.

Level	Qualifiers
Level 4	Dialogue reveals the characters' personalities	Dialogue is sustained throughout the script in a varied and colorful manner	Dialogue reflects a clear "beginning, middle, end" structure	Dialogue includes all the characters mentioned in the stimulus story	Dialogue follows the plot of the stimulus story, enriching the sequence with variety and detail;
Level 3	Dialogue reveals character traits	Dialogue is sustained throughout the script	Dialogue reflects a clear "beginning, middle, end" structure	Dialogue includes all the characters mentioned in the stimulus story	Dialogue follows the plot of the stimulus story
Level 2	Dialogue occasionally reveals the character traits	Dialogue is interspersed with prose	Dialogue reflects a "beginning, middle, end" structure"	Dialogue includes some of the characters mentioned in the stimulus story	Dialogue attempts to follows the plot of the stimulus story
Level 1	Dialogue rarely reveals character traits	Narration (rather than dialogue) communicates the plot	Dialogue does not reflects a clear "beginning, middle, end" structure	Response includes some of the characters mentioned in the story	Response shows significant gaps in comprehension of the plot of the stimulus story`
Not Scoreable	Off task Response too minimal to determine student's performance No dialogue - only one character speaks No dialogue - stimulus story retold in prose

Improvisation Rating Scale
Deer Valley High School, AZ

Name: __________________________________________________
Type: __________________________________________________

Who are you?

What do you want?

Why do you want it?

What is in your way?

Where are you?

	Not Done	Partially Accomplished	Accomplished	Excelled
Preparation
Cooperation
Creativity
Character Intent Motivation Conflict Circumstance
Concentration
Vocal Projection Diction Physicality
Specific Goals:
Over All Comments:

Multiple Choice Items

created by the Standards and Assessment Division of the Illinois State Board of Education used line drawings from director's notebooks as well as quotes from plays as the motivation for the question. This lead to quite challenging response alternatives that, in some cases, demanded analysis, not just recall/description.

Teachers > Assessment > Discipline Examples > Visual Arts Example I

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.

Technique
__ burning/dodging
__ contrast control
__ depth of field
__ freeze motion
__ blur motion
__ pan motion

Subject Matter
__ still life
__ portrait
__ candid
__ landscape
__ architectural
__ animal
__ object study
__ design
__ sports
__ photojournalism
__ advertising

Special Effects
__ solarized
__ hand colored
__ Kodalith
__ soft focus
__ vignette
__ toning
__ distortion
__ reversals
__ selective development
__ photo weaves
__ photo grams
__ screens

Lighting
__ available
    (__ front __ side __ back)
    (__direct __ indirect)
__window light
__artificial
    (__fill flash on camera
    __direct flash on camera
    __studio lights)
__lenses
__camera angle
__camera filters
__paper negatives
__close up
__pushing film

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.

	Outstanding	Highly Successful	Successful	Not Yet Successful
1. Breadth: Technique and Subject Matter	There are at least 4 different, correctly labeled examples from both areas.	There are at least 3 different, correctly labeled examples from both areas.	There are 2 different, correctly labeled examples from both areas.	There is no variety apparent in any area, or the labels are incorrectly labeled.
2. Elements of Art and Principles of Design	Understanding of the element or principle is evidenced by 100% correct labeling.	Understanding of the element or principle is evidenced by 75% correct labeling.	Understanding of the element or principle is evidenced by 50% correct labeling.	Understanding of the element or principle is evidenced by less than 50% correct labeling.
3. Craftsmanship and Portfolio Presentation: Skillful and appropriate use of materials; prints are free of stains, scratches, dust and creases, appropriate focus and use of contrast filter, correct exposure, and clean mounting and labeling.	Work exhibits mastery of skills and materials without error.	Work exhibits appropriate use of skills and materials without significant errors.	Work exhibits a rough approximation of what is appropriate, includes a few errors.	Work exhibits critical errors in the use of materials or skills specific to the task.
4. Artist Statement: Self-reflection of the best work	Insightful examples are explained in depth with many specifics.	Significant items are supported with appropriate examples and are explained with some specifics.	Routine items are supported with two relevant examples and explained with generalities.	Items bear no relationship to the task, examples are not offered or are irrelevant, nor/or is any explanation offered.

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

Teachers > Assessment > Discipline Examples > Visual Arts Example II

Qualitative Questions, Elementary School

1. List the primary colors.

2. List the secondary colors.

3. Create three different patterns.

4. List your favorite artist or period of Art. Explain why.

5. What is your favorite media?

6. If you want to use the color brown in a painting, what colors do you mix together to create brown?

7. Create a geometric design.

8. Create a curvilinear design.

Positive-Negative Design Assessment
Elementary School

1. Draw a CURVILINEAR SHAPE in the box below.

2. Draw a GEOMETRIC SHAPE in the box below.

3. Color in the POSITIVE AREA in the box below.

4. Color in the NEGATIVE AREA in the box below.

5. The COMPLIMENT color of orange is _____________ .

6. The COMPLIMENT color of purple is _____________ .

Mask

Name _____________________________

Class ___________________

Date ___________________

1. Identify which cultural group your mask resembles or which one influenced your design. (Northwest Indian, Mexican or African). Explain why it does.

2. Describe the highlights of your plaster personal mask experience. Include perceptions, sensations, and skills gained as a model and a sculptor.

3. What construction technique skills did you learn while doing this project? For example, what did you have to do in order to add an ear to the mask?

4. Which element of design was the most important in creating your mask? (Line, shape, color or texture) Explain why it was important.

5. Explain you "artistic heart" impressions during this project.

(From Gay Kohl, Paradise Valley Schools, AZ)

Teachers > Assessment > Discipline Examples > Visual Arts Example III

Multiple Choice Questions, Color, Elementary School

1. How many primary colors are there?

a. two
b. six
c. three
d. four

2. Which list is the correct primary color list?

a. red, white, blue, yellow
b. blue, red, yellow
c. blue, green
d. blue, green, yellow, red, white and black

3. How may secondary colors are there?

a. three
b. four
c. two
d. five

4. What are the correct secondary colors?

a. green, orange
b. orange, green, white
c. orange, green, purple
d. black, green, orange and purple

5. What color would you get if you mixed red and yellow?

a. blue
b. orange
c. green
d. purple

6. What color would you get if you mixed red and blue?

a. black
b. brown
c. purple
d. orange

7. What color would you get if you mixed blue and yellow?

a. green
b. red
c. brown
d. black

8. What colors do you use to mix brown?

a. red, green, black
b. red, blue, white, yellow
c. red, orange, green
d. red, yellow, blue

9. What is the most effective way to mix brown?

a. a lot of red, little yellow and tiny blue
b. a lot of yellow, little red and tiny blue
c. a lot of blue, little red, tiny yellow
d. a lot of yellow, little red, tiny white, tiny blue

10. What is the correct definition for complementary colors?

a. colors near each other on the color wheel
b. colors directly opposite from each other on the color wheel
c. colors next to each other on the color wheel
d. colors mixed together

11. What happens when complementary colors are mixed together in equal amounts?

a. they produce a white color
b. they produce a black color
c. they produce a black or dark grey color
d. they produce a dark grey color

12. What is the complement of blue?

a. green
b. violet
c. red
d. orange

13. When you add white to a color what is that color called?

a. tone
b. tint
c. shade
d. tertiary

14. When you add black to a color what is that color called?

a. tone
b. tint
c. shade
d. tertiary

Color Talk

Color Wheel

Name ________________________________

Class _______________________________

Hue -- refers to the name of a color. "Hey color, who are Hue?"
Write six hues: _____________, _______________, ___________, _______________, __________________, __________________

Value -- is the lightness or darkness of a color.
White will lighten a color to make a TINT.
Black will darken a color to make a SHADE.

Intensity -- is how bright or dull a color is. Pure colors are very bright. To dull a color you add some of the color's COMPLIMENT. (A compliment is the opposite color on the color wheel.)

What is the compliment of red? _______________________

blue? ______________________

violet? ____________________

Orange said to Blue, "You
have the loveliest eyes
I've ever seen!"

Neutrals -- black, white and gray. They are not on the color chart. "We just came along for the tints and shades."

(From Gay Kohl, Paradise Valley Schools, AZ)

Multiple Choice Items

created by the Standards and Assessment Division of the Illinois State Board of Education used images of four masterworks as motivation for the questions. This lead to quite challenging response alternatives that, in some cases, demanded demonstration of understanding and analysis.