rubric gallery

The students learned about the tradition of the Hichol God's Eyes. The eyes are used so that God may see into the world and give protection to those in need.

In this lesson, the students learned about the Mexican Sun Mirror.They then created their own unique sun mirror using heavy gauged foil and adding color with a choice of markers, craypas, or construction paper crayons and markers.

The students will use their creativity to design an underwater fantasy landscape using a fore, middle, and back ground and objects to scale. They will outline with black marker and color with watercolor paints while adding textures.

The students learned about the artist Tyree Guyton who was famous for his Heildelburg project in Detroit City. He added color and form to a run down neighborhood to bring it to life! Once his style was viewed, the students worked as teams and glued together recycled trash pieces to create a nonobjective sculpture. The sculpture was then decorated with paint and other decorative materials making the everyday trash pieces come alive with excitement.

Individual Student Accountability- Working in a Cooperative Learning Group. Collaborative Art Project.

The student will create an original artwork of a town or city using one point perspective.

The students learned about the artist Tyree Guyton who was famous for his Heildelburg project in Detroit City. He added color and form to a run down neighborhood to bring it to life! Once his style was viewed, the students worked as teams and glued together recycled trash pieces to create a nonobjective sculpture. The sculpture was then decorated with paint and other decorative materials making the everyday trash pieces come alive with excitement.

The students learned about the artist Louise Nevelson who was famous for her wood sculptures. Once her technique was viewed, the students gathered and glued together their own wood pieces to create their own wood sculpture. All the principles of design were focused on while putting together the wood pieces. Lastly, the students painted the sculptures black to unify the pieces.

The students listened to the book THE DOT. It is a story about a student who felt he could not make art. He hands in a dot as his project, and from there his artistic style takes off! With this story as an inspiration, the students created their own dot designing while adding personal flare. A black marker is then used to create textures plus thin and thick lines. The students are encouraged to choose a pair of complimentary colors to show several different values using watercolors.

The student learned a brief history of stain glass windows and reflected on the use of stain glass as a historical teaching tool. The options of using stencils or creating symbols to create a design were given. The last part of the project was to frame their art work onto a piece of paper with a bible verse reflection added connecting to their stain glass.

In this lesson, the students learned about the history of mandalas.They then created their own unique mandalas using mix media of sand, gel pens, construction paper crayons and pencils, and glitter glue.

The students will use learned clay building skills to create a character mug or a 3 piece set expressing their own unique creativity. Art standard: S1B1 Incorporate a variety of technical skills for personal expression.

This project is connected to the second grade's science unit on weather. The unit begins with a class discussion of comparing Georgia O'Keffee's and Wissaly Kindinsky's are works of storms. The students then make their own paper with expressive textures. The paper is used to cut and collage shapes expressing their own storm. The art standards covered are: S2B1: Apply color, shape, and line to create textures S4B1: Compare and contrast works of art

A rubric that properly evaluates the artistic process. It measures the various phases and approaches that are necessary in the assessment of a project or a work of art.

The students will use their creativity to design a fantasy landscape using a fore, middle, and back ground and objects to scale. They will make a crayon resist by adding textures with crayon and color with watercolor paints. The art standards for this project are S1B1 Manipulate elements and principles of art to express a mood or idea and S1B2 Create sketches for artwork

In this lesson, we will be drawing with the attempt to show atmospheric space relation of fore, middle, and background with emphasis on a main character while incorporating the hatching and pointillism shading techniques in the use of color and regular pencil, pen, and or marker or watercolor pencils.

This rubric evaluates skill in drawing 2 still lifes and adding color with marker using pointillism and watercolor paints.

People often express their feelings about historical issues or events through artwork such as songs, novels, short stories, paintings, sculptures and movies. A large portion of your American History Project will consist of one of two art related topics: 1. You will choose a work of art which someone else has created to interpret an event or issue in American history. You will research the event or issue related to the artwork then analyze the artist's interpretation of the the event or issue through their artwork. 2. You will create your own work of art which is your interpretation of an event or issue in American history. You will research the event or issue, come up with your own interpretation of the event or issue then express that interpretation in a work of art of your own in any medium you choose. Be prepared to answer questions about your chosen artwork from the class or the teacher.

Religion has inspired great works of art throughout mankind's history. Jews crafted the golden Ark of the Covenant to carry the Ten Commandments; Christians composed great pieces of music in celebration of Christ; Muslims constructed mosques with beautiful tiled domes; Hindus built temples with extraordinary carvings depicting their gods and Buddhists sculpted lifelike statues of the Buddha. For this project you will do one of two things. You may research a work of art that was inspired by the artist's religion or you may create your own work of art inspired by your own religion. You will present the artwork, either your own or the artist's to the class. If you present someone else's artwork, you also have to present your research on the work of art. If you present your own artwork, you need only explain how your religion inspired your work of art.

A rubric that properly evaluates the artistic process. It measures the various phases and approaches that are necessary in the assessment of a project or a work of art.