iRubric: 3D Lettering, Perspective and Shading rubric

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3D Lettering, Perspective and Shading

This rubric will indicate the students knowledge of 3D lettering and line techniques to create a name card.

Rubric Code: FXBW262

By mariapgo

Ready to use

Public Rubric

Subject: Arts and Design

Type: Assessment

Grade Levels: 6-8, 9-12

3D Name Tag Student shows the ability to draw a 3D name tag.
	Student is at the Analytical level 4 pts	Student is at the Application level 3 pts	Student is at the Comprehension level 2 pts	Student is at the Knowledge level 1 pts
Freehand Lettering 25 % Have even spacing and even weighting of the letters.	4 ( x 25 %) Student is able to produce neat and accurate freehand lettering on detailed drawings and sketches.	3 ( x 25 %) Student is able to produce neat and accurate freehand lettering on detailed drawings and sketches with few errors.	2 ( x 25 %) Student is able to produce somewhat neat and accurate freehand lettering on detailed drawings and sketches.	1 ( x 25 %) Student does not grasp the concept of neat and accurrate freehand lettering on detailed drawings and sketches.
Linework 25 % Ability to show perspective with a left or right slant.	4 ( x 25 %) Student is able to display the difference between construction lines and object lines. Student is able to use the tools provided to create parallel or perpendicular lines.	3 ( x 25 %) Student usually shows both construction and object lines and usually is able to create lines that are parallel or perpendicular when necessary.	2 ( x 25 %) Student sometimes shows both construction and object lines and sometimes is able to create lines that are parallel or perpendicular when necessary.	1 ( x 25 %) Student is showing one thick or thin line without relation to const. or object surfaces and does not use the tools provided to create parallel or perpendicular lines.
Object Information 25 % Students show balance of line length, thickness and value.	4 ( x 25 %) Student measures and draws objects accurately and object lines are shown with their proper linetypes. Students understands why each line displays necessary information.	3 ( x 25 %) Student will usually get the proper measurements and uses the proper lintypes for objects. Student usually understands why certain linetypes are displayed on objects.	2 ( x 25 %) Student sometimes uses accurate measurements and sometimes uses the proper linetypes, but doesn't seem to understand why those linetypes are necessary.	1 ( x 25 %) Students improperly measures objects and doesn't seem to understand why the object linetypes are necessary to show properly. Student can't visualize 3-D.
Creativity 10 % Students show added creativity in their creation.	4 ( x 10 %) Student always show additional creativity in their art piece and use techniques in unique and interesting ways.	3 ( x 10 %) Student usually uses creativity to create the third view and seems to understand how each view relates to the other.	2 ( x 10 %) Student sometimes uses creativity to create the third view but shows some difficulty in understandind how each view relates to the other.	1 ( x 10 %) Student rarely uses creativity to create the third view and doesn't seem to understand how each view relates to the other.
Shading 15 % Students use shading to add visual depth to their piece.	4 ( x 15 %) Student has a solid understanding of shading and where the light source is coming from. The demonstrate their ability to show shading in an appropriate way.	3 ( x 15 %) Student usually uses shading to create depth and seems to understand how directionality affect the location.	2 ( x 15 %) Student sometimes uses shading to create depth and seems to understand how directionality affect the location.	1 ( x 15 %) Student rarely uses shading to create depth and seems to understand how directionality affect the location.

Keywords:

3D, Shading, Perspective, Line

Subjects:

Arts and Design

Types:

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