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iRubric: Revival Field: Revival Classroom Performance rubric

iRubric: Revival Field: Revival Classroom Performance rubric

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Revival Field: Revival Classroom Performance Performance-based assessment of Revival Classroom, lesson 3. http://tahoart.weebly.com Rubric Code: SB3438 By TammyHoppe Ready to use Public Rubric Subject: Arts and Design Type: Assessment Grade Levels: K-5

Revival Field: Revival Classroom Enter rubric description
	Poor 1 pts	Fair 2 pts	Good 3 pts
Art in Nature -Brandenburg Gallery field trip, find 4 seasons to sketch -sketch 2 nature sites -revisit Brandenburg work online -create watercolor painting from thumbnail of a Brandenburg -present a painting to class	Poor student did not make required thumbnail sketches sketches are too sloppy to understand student did not make and present to class a watercolor painting based on a Brandenburg thumbnail sketch student did not attempt to use new watercolor painting techniques	Fair student made most of the required thumbnails student made sloppy, careless sketches student made watercolor based on a Brandenburg image student gave a minimal presentation of an artwork to the class student attempted to use new watercolor painting techniques	Good student made careful, easy to read sketches student made watercolor painting that is very obviously based on a Brandenburg image student presented quality information about an artwork to the class student carefully and intentionally used the new watercolor painting techniques
Nature in Art -find natural items for making natural dye -make natural dye -use natural dye 2 different ways: batik and dye bath -compare/contrast qualities and effects of different uses of natural dyes	Poor student did not find items for making natural dyes student did not participate in making natural dye student did not use natural dyes 2 different ways student did not compare/contrast the qualities and effects of different uses of natural dyes	Fair student found one item that can be used for making natural dyes student helped a little bit with making natural dyes student used natural dyes two different ways student compared/contrasted some qualities and effects of different uses of natural dyes	Good student found several items to be used for making natural dyes student helped safely and responsibly with making natural dyes student purposefully used natural dyes two different ways student compared/contrasted several qualities and effects of different uses of natural dyes
Revival Classroom -wrap jute or hemp rope with dyed fibers -connect wrapped jute to create thicker positive spaces and various sizes of negative spaces -tie abstract sculpture together -hang from ceiling	Poor student did not wrap rope with dyed fibers student did not connect wrapped pieces to create thicker positive spaces and various sizes of negative spaces student did not complete abstract sculpture	Fair student wrapped most of the rope with dyed fibers student created some variety in sizes and shapes of positive and negative spaces student completed abstract sculpture and tied everything together student's sculpture is hanging from classroom ceiling	Good student carefully and intentionally wrapped rope with dyed fibers student created interesting variety in positive and negative shapes and spaces student tied sculpture together in an interesting, lasting way student helped teacher plan a meaningful way to hang sculpture from ceiling
Hyperaccumulation -make wordart representing negative (toxic) ideas and positive (cleansing) ideas -feed negative, toxic thoughts and behaviors into roots -harvest positive, cleansing thoughts and behaviors from roots after hyperaccumulation process	Poor student did not make wordart representing toxic and cleansing ideas or it was very sloppy and careless student did not participate in hyperaccumulation process of feeding toxic things into the abstract sculpture (roots) and harvesting the cleansed results	Fair student made wordart representing toxic and cleansing ideas to be used for hyperaccumulation process student participated in hyperaccumulation process of feeding toxic things into the abstract sculpture (roots) and harvesting the cleansed results	Good student made visually representational toxic and cleansing wordart ideas student participated enthusiastically in hyperaccumulation process of feeding toxic things into the abstract sculpture (roots) and harvesting the cleansed results student generated and shared new ideas throughout the process experience
Reflections -use positive, cleansing word art to create whole group mural -record description and post online explanation of hyperaccumulation process -make QR code business cards that reference informational web site -display business cards by mural where viewers can take them for future reference	Poor student did not help make the whole-group mural about the revival of a toxic atmosphere into a cleansed, positive atmosphere student did not help generate a description of how the hyperaccumulation process helped cleanse the classroom atmosphere or did not post it to web site student did not help design a QR code business card about informative web site	Fair student helped make whole-group mural about revival of a toxic atmosphere into a cleansed, positive atmosphere student helped generate a description of how the hyperaccumulation process helped cleanse the classroom atmosphere and posted it to web site student helped design a basic QR code business card about informative web site	Good student enthusiastically helped make whole-group mural about revival of a toxic atmosphere into a cleansed, positive atmosphere student helped generate a description of how the hyperaccumulation process helped cleanse the classroom atmosphere and added relevant thoughts on other ideas about hyperaccumulation student helped design a visually interesting QR code business card about informative web site

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