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Art Critique
Art Critique
Using Feldman's Four steps to Art Criticism and its conventions in writing about Art
Rubric Code:
E2W68X6
By
ESUHSDArtPhoto
Ready to use
Public Rubric
Subject:
Arts and Design
Type:
Writing
Grade Levels:
9-12
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Art Critique
Advanced A
(N/A)
Accomplished B
(N/A)
Proficient C
(N/A)
Developing D
(N/A)
Student Evaluation
(N/A)
Teacher Evaluation
(N/A)
Content:
25 %
Advanced A
Critique includes all four steps of art criticism: general information, techniques/inspiration, analysis and judgment. Description and interpretation are very thorough, allowing the reader to visualize and understand the meaning of the artwork. WHST.11-12.7 WHST.11-12.8 WHST.11-12.9
Accomplished B
Critique includes all four steps of art criticism, but supporting details are somewhat lacking. The reader may not fully visualize or understand the meaning of the artwork.
Proficient C
Critique includes most steps of the art criticism process, but supporting details are lacking, so the reader cannot visualize or understand the meaning of the artwork.
Developing D
Critique only includes one or two steps of the art criticism process, and significantly lacks supporting details. It is very difficult for the reader to clearly visualize the image or understand its meaning.
Student Evaluation
Teacher Evaluation
Organization:
25 %
Advanced A
The first paragraph introduces the artist, title and year of the artwork, leading into the complete description and analysis. The second and third paragraphs include interpretation and judgment with appropriate supporting information including image of artwork. No redundant information. WHST.11-12.7 WHST.11-12.8 WHST.11-12.9
Accomplished B
The first paragraph introduces the artist, title and year of the artwork. leading into the description. The interpretation and judgment follow, with some supporting information and image. Some of the information is redundant or unnecessary.
Proficient C
The artist and title are introduced, but there is a lack of logical flow of the steps of art criticism. The information "jumps" around among the different steps, and a lot of information is unnecessary or redundant.
Developing D
The artist, title and year are not introduced in the body of the critique. There is no logical flow of information or lacks image. The steps of art criticism "jump" around severely, making the critique difficult to follow and understand.
Student Evaluation
Teacher Evaluation
Convention:
25 %
Advanced A
There is correct capitalization, spelling, punctuation and grammar throughout WHST.11-12.7WHST.11-12.8 WHST.11-12.9
Accomplished B
There are a few minor errors in grammar and punctuation.
Proficient C
Spelling is mostly correct. There are a lot of grammatical errors, but the reader can understand what is being said.
Developing D
There are so many spelling, punctuation and grammatical errors that the paper is difficult to read and understand.
Student Evaluation
Teacher Evaluation
Language and Style:
25 %
Advanced A
Writing is professional and grabs the reader's attention. The writing makes the image come to life through elaborate descriptions, similes and metaphors. It is not written in first person. WHST.11-12.7 WHST.11-12.8 WHST.11-12.9
Accomplished B
Writing is of a professional level and is not written in first person.
Proficient C
Writing is simple, and to the point, but lacks impact. Some areas utilize first person references.
Developing D
Lack of style: writing is dull and doesn't grab the reader's attention. First person is often utilized, making the writing seem too casual and unprofessional.
Student Evaluation
Teacher Evaluation
Subjects:
Arts and Design
Types:
Project
Assignment
Writing
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