iRubric: Artist Statement rubric

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Artist Statement

A reflective written piece that states the process of creating art, the message, purpose, and personal connection between the art and artist. An artist's statement is personal, inspirational, open for interpretation and meant to connect visual creativity and written creativity.

Rubric Code: AXC9XB9

By mconner_ncs

Ready to use

Public Rubric

Subject: Arts and Design

Type: Assessment

Grade Levels: 9-12

Artist Statement
	Developing (C) 1 pts	Good (B) 2 pts	Excellent (A) 3 pts
1. Description	Developing (C) Student used one or two artistic terms (elements or principles of design) but no clear description of what they created was made, only vague references.	Good (B) Student used 4-5 artistic terms (elements or principles of design) to describe the work.	Excellent (A) Student used 6 or more artistic terms (elements or principles of design) to describe the work. The reader could imagine the artwork (without seeing it) based on the description.
2. Creation process	Developing (C) Student made obvious statements about their actions (i.e. 'I painted the background then I drew a person') but no explanation of thought processes or choices.	Good (B) Student provided some explanation of their process, thinking, and artistic choices but could provide more details or evidence.	Excellent (A) Student clearly explained their artistic process and choices of materials including things like experimenting or comparing options. Student explains the thought process that guided their artistic choices. Student refers to evidence in the artwork of their choices.
3. Big Idea	Developing (C) Student did not include reasons for creating artwork work other than to fulfill the assignment. Ideas are vague and unspecific.	Good (B) Student provides some description of their 'big idea' or reason for creating their artwork. Few details provided.	Excellent (A) Student clearly conveys the purpose, message, or reason for creating their work of art. Details are provided to help the reader understand details, such as symbolism or metaphor in the work. The writing helps the reader understand something about the work that is not obvious simply by looking at the artwork.
4. Goals	Developing (C) Student did not describe any artistic goals. The main goal was completion without any attempt to improve skills.	Good (B) Student described some artistic goals that were attempted with this artwork but little personal relevance is explained.	Excellent (A) Student clearly describes their artistic goal(s) and how the work helped them achieve it/them. The essay helps the reader understand something about the work that is not obvious simply by looking at the artwork.
5. Overall thoughts/Reflection	Developing (C) Writing shows no evidence of personal growth or learning. Art was simply made to fulfill a requirement. Statements are generic and do not refer to the artwork.	Good (B) Writing shows some evidence of personal growth or learning by reflecting on the process and/or the finished artwork.	Excellent (A) Writing shows clear evidence of personal growth or learning by reflecting on the process as well as the finished artwork. Student explains how the artwork reflects learning (i.e. refers to things in the artwork that show personal growth).
Grammar and editing	Developing (C) Student used "text talk" with more than 5 spelling or grammatical errors. No evidence of proof-reading and/or editing.	Good (B) The artist's statement includes between 2-4 spelling or grammatical errors.	Excellent (A) Student has less than two grammatical or spelling errors. Writing shows evidence of proof-reading and editing. Sentences and paragraphs flow smoothly and make sense without needing to refer to the flowchart questions.

Keywords:

artist statement

Subjects:

Arts and Design

Types:

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