Skip to main content
sign in
Username
Password
forgot?
Sign up
Share
help_outline
help
Pricing
Request Info
Please enable JavaScript on your web browser
menu
iRubric: Impossible Spaces in Perspective rubric
find rubric
Your browser does not support iframes.
edit
print
share
Copy to my rubrics
Bookmark
test run
assess...
delete
Do more...
Impossible Spaces in Perspective
Graffiti Alphabet
Students will create a drawing piece to demonstrate an understanding of multi-point perspective and different shading techniques. This will be done considering the works of visual illusions as demonstrated by artists such as M.C. Escher.
Rubric Code:
EX69WC7
By
dteh99
Ready to use
Public Rubric
Subject:
Arts and Design
Type:
Project
Grade Levels:
9-12
Your browser does not support iframes.
Desktop Mode
Mobile Mode
Project
Beginning
2 pts
Developing
4 pts
Approaching
6 pts
Very Good
8 pts
Mastery
10 pts
Background
Beginning
*The student put forth little effort to come up with a background.
Developing
*The student added a background layer.
*It could have been improved upon with little effort.
Approaching
*The student added a background layer.
The background has interesting areas, but is lacking connection to the other layers.
Very Good
*The student did a great job adding a background that complimented their final design.
It did not dominate the piece and added to the overall theme.
Mastery
*Outstanding depth added to the piece by concentrating on a background that supported the overall composition.
Shading and colour
Beginning
*The student used less than four of the shading techniques and little effort was put into the technical application. Shading and colour are inconsistent in the piece.
Developing
*The student used less than four of the shading techniques but put in some effort on the process and understanding techniques.
It had some errors in technique.
Approaching
*The student used four shading techniques and put in good effort in process.
Approaching a good level of understanding shading and colour. A good developing understanding of light source.
Very Good
*The student did a very good job developing the four shading techniques.
The piece demonstrates a strong understanding of shading and colour. The piece demonstrates a very good understanding of light source.
Mastery
*The piece demonstrates a terrific understanding and development of a minimum of four shading techniques and an exceptional use of colour. Outstanding technique and excellent understanding of light source.
Perspective
Beginning
*The student was careless with developing perspective and little effort was put into the technical application.
Developing
*The student struggled with perspective, but put in some effort on the process and understanding techniques.
It had some errors in technique.
Approaching
*The student used perspective techniques and put in good effort in process.
Approaching a good level of understanding of multi-point perspective. Many othagonals lead to the correct vanishing point.
Very Good
*The student did a very good job developing perspective.
The piece demonstrates a strong understanding of the use of the horizon line and vanishing point. Most othagonals lead to the correct vanishing point.
Mastery
*The piece demonstrates a terrific understanding and development of one-point perspective. Outstanding technique. All othagonals lead to the correct vanishing point.
Craftsmanship
Beginning
*The student created a final piece with poor craftsmanship. There are smudges, smears, and it is difficult to understand the difference in layers.
Developing
*The students demonstrated a consideration to craftsmanship.
It is missing the clean edges and definition.
Approaching
*The student began to demonstrate an understanding of craftsmanship.<BR>
There are areas where a little more effort could have improved the final piece.
Very Good
*The student demonstrated an understanding of craftsmanship.
The piece is evidence of time used wisely.
Mastery
*The student demonstrated a terrific understanding of clean craftsmanship.
The piece has no smudges, rips or unclear areas. Each layer supported the other.
Detail
Beginning
No attempt was made to add detail to this drawing. Student has added minimal detail and put in minimal effort on adding detail.
Developing
A few attempts to create a unique drawing are evident. Student is struggling to create detail in this drawing.
Approaching
Some good demonstration of developing detail have been added to the drawing. Student is building a good foundation of developing detail for this drawing.
Very Good
Evidence is clear of a solid attempt to add details to enhance this drawing. Student is developing a good understanding that
the details help to make the drawing unique. A bit more could be done to push the drawing
to its fullest potential.
Mastery
Evidence is clear of strong attention to detail to enhance this drawing. Student understands that
the details help to make the drawing unique, and pushed the drawing
to its fullest potential.
Composition
Beginning
The composition is oversimplified and/or confusing. The full utilization of the space has not been realized in this project.
Developing
The composition is developing, but carries too many white spaces that have been left open and empty. Additional elements could have been used to enhance the artwork.
Approaching
The composition shows good promise in the utilization of space. Some areas could have been improved upon to create a good focal point and add emphasis.
Very Good
The composition shows thoughtful utilization of space, with a good focus on an area of interest. There is a good balance between positive and negative space.
Mastery
Excellent use of drawing area. Good organization, strong focal point and
accents. The piece demonstrates balance between positive and negative space in composition and no information is omitted.
Other:
Beginning
*The student was off task throughout class, which had a major effect on the completion of their design.
The student had a poor attitude throughout.
Developing
*The student put forth some effort to complete the project. Used class time, but was distracted or distracting at times. The student did not apply feedback.
Approaching
*The student put forth the effort required to complete the project. Used class time well most of the time.
Was distracted at times, which hindered their completion time in class. The student accepted and applied feedback sometimes.
Very Good
*The student put forth a good amount of effort to complete the project.Used class time well- with a positive attitude overall. The student accepted and applied feedback most of the time.
Mastery
*The student put forth extraordinary effort to complete the project.
Used class time extremely well- with a positive attitude. The student accepted and applied feedback at all times.
Artist Statement
Beginning
*The student made little attempt to create an artist statement.
Developing
*The student attempted to create an artist statement on graffiti art but more could be done.
Approaching
*The student made an effort to create an artist statement on graffiti art. They made 1 specific references to research from class.
Very Good
*The student worked hard to create a thoughtful artist statement on graffiti art. They made 3 or more specific references to learnings from class with very few errors. The statements were built from the content that has been taught in class.
Mastery
*The student went above and beyond to create a thoughtful artist statement on graffiti. They made 3 or more specific references to research from class with no errors. The statements were built from student knowledge and class content.
Subjects:
Arts and Design
Types:
Project
Discuss this rubric
You may also be interested in:
More rubrics by this author
More Arts and Design rubrics
More Project rubrics
Do more with this rubric:
Preview
Preview this rubric.
Edit
Modify this rubric.
Copy
Make a copy of this rubric and begin editing the copy.
Print
Show a printable version of this rubric.
Categorize
Add this rubric to multiple categories.
Bookmark
Bookmark this rubric for future reference.
Assess
Test run
Test this rubric or perform an ad-hoc assessment.
Grade
Build a gradebook to assess students.
Collaborate
Apply this rubric to any object and invite others to assess.
Share
Publish
Link, embed, and showcase your rubrics on your website.
Email
Email this rubric to a friend.
Discuss
Discuss this rubric with other members.
Do more with rubrics than ever imagined possible.
Only with iRubric
tm
.
Copyright © 2024
Reazon Systems, Inc.
All rights reserved.
n98
Your browser does not support iframes.
Your browser does not support iframes.
Your browser does not support iframes.