rubric gallery

Research one lifestyle related condition/disease from the list of top 10 preventable diseases, how it impacts Canadians and how lifestyle change can prevent it OR Research a Canadian(s) who have developed innovations that have impacted Canadian (world) health care.

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.

Students were randomly given a photographic landscape image. Their job was to expand it into a greater landscape in which the original image will become a small, though integral part of the larger image.

Students will recognize the differences between two- dimensional and three-dimensional art, realistic vs. abstract art, as well as develop their own interpretation to create a 3-D image.

Create a 8X11 full page zentangle design to include both geometric and organic shapes; implementing line, shape, balance, unity and emphasis.

Each student will sketch, shade and render a realistic, 3-D reproduction of a portrait of their choosing.

Line / Color / Texture Elements of Art. Students used heavy, bold colors and line designs and patterns compatible with the colors under the black tempura.

Students given a papers, straws, watercolor paints, paintbrushes, and a cup of water. Students use a technique to spread the paint across the paper by getting the paintbrushes fairly soaked in the water then the paint. Students dab area desired with the paintbrush and use the straws to blow the paint around. (Part 1). part 2: after the paint has dried, the students will complete the picture. The students are adding on to the blow-paint to create an image.

Students will create an abstract composition using circles to effectively break up the space of two 9 x 12 inch water color surfaces. Students will choose a color scheme using tints and shades to create a variety of values. Students will then cut and weave the 2 surfaces together.

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.

After studying the work of Alberto Giacometti, students will create a work of three-dimensional figure art inspired by Giacometti’s unique, surrealistic style of the "Walking Man". Students will recognize the differences between two- dimensional and three-dimensional art, realistic vs. abstract art, as well as develop their own interpretations of showing the human figure through sculpture.

Students used one point perspective to create a city street sketch.

This rubric will assess a student's final grade on their Artistic Masterpiece.

After studying Thiebaud's style of Pop Art, create a drawing using an everyday food. Media includes oil pastels, pencil crayon, marker, and pencil. Work to develop a connection to the icon when planning the composition .

Using a digital photo/picture, grid the photo in a no more than 1.5 cm grid. Create a similar grid on your 9X12 sketch paper to transfer your drawing. You may transfer the outline ONLY of your photo. After drawing the outline (if you choose) transfer your photo using Chuck Close's style (a different design in each grid). You may use the medium of your choice in color or black & white. You will be graded on your own personal artistic style, and use of the line, color and shape elements of art.

Student will find and copy a learning styles assessment for their grade level. Student will administer the assessment to their intern class. Student will score and tabulate results. Student will share the results with their students, parents, intern teacher and instructor.

Students worked in groups to design a presentation that answers questions grade 6 students may have prior to entering junior high.