iRubric: Places to Spaces: Watercolor Landscape rubric

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Places to Spaces: Watercolor Landscape

Rubric Code: B24AB47

By ethandashiell

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Public Rubric

Subject: Arts and Design

Type: Assessment

Grade Levels: 9-12

Places to Spaces: Watercolor Landscape
	Above & Beyond 5 pts	Meets Standard 4 pts	Progressing 3 pts	Not Visible 2 pts
Composition How did the student plan and design the final framing and scale of their painting? Did they use compositional techniques like the rule of thirds, leading lines, or a diagonal/pyramidal arrangement?	Above & Beyond The student has created an effective, eye-catching composition with a strong focal point. (Where applicable) the student has cropped or altered the composition from the original photograph to make the overall design more effective.	Meets Standard The student has created an effective composition with a clear focal point. (Where applicable) the student may have cropped or altered the composition from the original photograph to make the overall design somewhat more effective.	Progressing The student has created a mostly effective composition. The focal point is somewhat unclear. (Where applicable) the student did not alter the composition of the original photograph to make the overall design more effective.	Not Visible The student has created a composition that is crowded, messy, or has too much negative space (emptiness). (Where applicable) the student did not alter the composition of the original photograph to make the overall design more effective.
Use of Materials How well did the student make use of their materials to create the painting? Did they use watercolor techniques to achieve certain effects on purpose?	Above & Beyond The student used a variety of watercolor painting techniques that strongly enhanced the mood/feeling of their painting. Examples of techniques used may include: underdrawing (using a base sketch), color layering (glazing), wet-on-wet, stippling, dry-on-dry, etc.	Meets Standard The student used some watercolor painting techniques that enhanced the mood/feeling of their painting. Examples of techniques used may include: underdrawing (using a base sketch), color layering (glazing), wet-on-wet, stippling, dry-on-dry, etc.	Progressing The student used some watercolor painting techniques to effectively create a painting. Examples of techniques used may include: underdrawing (using a base sketch), color layering (glazing), wet-on-wet, stippling, dry-on-dry, etc.	Not Visible The student used a few watercolor painting techniques to create a partially finished or rushed painting. Examples of techniques used may include: underdrawing (using a base sketch), color layering (glazing), wet-on-wet, stippling, dry-on-dry, etc.
Creativity How well did the student translate their "place" into a "space"? Did the student decide to make changes from their photograph that create a mood or feeling?	Above & Beyond The student has interpreted the original photograph in a highly creative way. They have either intensified, or changed, the colors and textures to create a strong feeling/mood.	Meets Standard The student has interpreted the original photograph in a mostly creative way. They have either intensified, or changed, some of the colors and textures to create a feeling/mood.	Progressing The student has sort of interpreted the original photograph in a creative way. They have intensified, or changed, some of the colors and textures, but the intended feeling/mood is unclear.	Not Visible The student has not interpreted the original photograph in any way. They have replicated the colors and textures from the photograph, and did not attempt to create a specific feeling/mood.

Subjects:

Arts and Design

Types:

Assessment

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