iRubric: 6th Grade Culture Plaque Project rubric

The piece shows little or no evidence of original thought. There are no preliminary thumnails in sketchbook.
Student did not turn in colored pencil drawing of final plaque.
The drawing doesn't show connection to the student's culture.

The piece shows little evidence of original thought. There are mimimal attempts at preliminary thumnails in sketchbook.
Student's final colored pencil drawing is not colored/or very messy in colored pencil application. The drawing appears as if little or no thought went into its plan. There is little or no connection to the student's culture.

The student's work lacked sincere originality.
There are attempts at thumbnails or in sketchbook but they do not show adequate problem-solving efforts. The student put minimum effort into their final colored drawing. There is some connection to the student's culture.

The student's work demonstrates originality. The student has created several sketches in an effort to work though problem-solving in their sketchbook. Their final drawing is neatly colored, and with symbols carefully planned. The student connects the drawings to their culture.

The student's work demonstrates originality and shows evidence of planning and problem-solving through complex thumbnails that show the process of thought. Their final drawing is neatly colored, and sizes, numbers and placement of symbols are carefully planned. The entire piece revolves around the student's culture.

The student disregarded craftsmanship and did not put forth effort for understanding.
They did not ask for help or responded negatively to help to improve their craftsmanship or understanding. The piece is not properly scored, slipped and welded, there is little to no texture, and few if any, additive or reductive sculpture techniques.

The student showed poor craftsmanship or lacked understanding. They did not ask for help or responded negatively at times to help to improve their craftsmanship or understanding.The piece is not properly scored, slipped and welded, there is little to no texture, and few if any, additive or reductive sculpture techniques.

The student showed average craftsmanship and understanding.
They asked minimal questions and made minimal effort to respond to help from the teacher to improve their craftsmanship and understanding.The piece is not properly scored, slipped and welded in areas, there is minimal texture, and few if additive or reductive sculpture techniques.

The student showed average craftsmanship and understanding. The student worked hard to ask questions and respond to help from the teacher to improve their craftsmanship and understanding.The piece is properly scored, slipped and welded, there is texture, and additive or reductive sculpture techniques.

The work shows outstanding craftsmanship and was finished with a great deal of care throughout the artistic process. They asked questions and responded to help from the teacher appropriately.The piece is properly scored, slipped and welded, texture contributes to the asethetics of the piece as does the complex additive or reductive sculpture techniques.

The student showed negative responses throughout the development of the piece from introduction, demonstrations, studio time, to finish.

The student showed negative responses at times throughout the development of the piece.

The student showed positive response most of the time during the development of the piece.

The student showed positive response all of the time during the development of the piece.

The student showed positive response all of the time during the development of the piece and was appropriately helpful to others and/or the teacher during the process.