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iRubric: Shattered Value Drawing, 8th grade 2012 rubric

iRubric: Shattered Value Drawing, 8th grade 2012 rubric

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Shattered Value Drawing, 8th grade 2012 
Shattered Value Drawing, 8th grade 2012
Students will "shatter" a contour drawing which they will then shade, creating a full range of values and a high level of contrast.
Rubric Code: TXBW56X
By ARTExtra
Ready to use
Public Rubric
Subject: Arts and Design  
Type: Project  
Grade Levels: 6-8

Powered by iRubric Shattered Value Drawing
  Level 1

1 pts

Level 2

2 pts

Level 3

3 pts

Level 4

4 pts

Level 5

5 pts

Contour Drawing

Level 1

There is little evidence that much effort went into rendering the drawing. Many problems are apparent and the student is not willing to correct them.
Level 2

The drawing has some problems such as proportion, or neatness, or subject matter, or size and placement.
Level 3

The student created a contour drawing, but parts of the drawing are not proportionate to the whole. An honest effort was made and the student was willing to consider suggestions.
Level 4

The student created a contour drawing from an appropriate resource.
The drawing is well done.
Level 5

Great care was taken to create a strong contour drawing from an appropriate resource. The drawing was accurately rendered with consideration to size and placement.
Creativity/ Originality

Level 1

*The piece shows little or no evidence of original thought.
*There are no preliminary thumbnails or sketches.
Level 2

*The piece shows little evidence of original thought.
*There are minimal attempts at preliminary thumbnails or sketches.
Level 3

*The student's work lacked sincere originality.
*There are attempts at thumbnail sketches but they do not show adequate problem solving efforts.
Level 4

*The student's work demonstrates originality.
*The student has created several sketches or thumbnails in an effort to work through problem solving.
Level 5

*The student's work demonstrates originality.
*Shows evidence of planning and problem solving through complex thumbnails that show the process of thought.
Value and Contrast

Level 1

*The student did not try to use value change.
Level 2

*The student attempted to use value, but most of the drawing was gray.
*The blending was not smooth and only a couple value changes were present.
Level 3

*There are 3 different values present in the drawing.
*The blending is choppy and could have been smoothed out.
Level 4

*At least 5 value changes are present and the drawing did a great job expressing the extreme white and very dark areas.
*The blending is pretty smooth, but still has some stripes visible.
Level 5

*The student did an excellent job using numerous value changes and making certain the light and darks were really evident.
*The blending was outstanding.
Repeated Patterns; composition

Level 1

*No pattern used.
*Designs do not connect with one another. No overlapping or consideration of composition.
Level 2

*There was a pattern used in only a few areas of the drawing.
*Items were very centered in the composition.
*shatter lines go up to the object but not through it.
Level 3

*A few shapes were repeated.
*Student used the whole picture plane.
*Overlapping was started, but could have been more effective. Shatter lines should go through the objects.
Level 4

*Shapes, direction of lines, and variety was considered.
*Student used the entire picture plane and began to consider composition.
Shatter lines go through objects.
Level 5

*The use of pattern is outstanding. The composition is interesting and fun to look at.
P.R.I.D.E.

Level 1

*The student showed negative responses throughout the development of the piece from introduction, demonstrations, studio time, to finish.
*Off task a majority of the time and distracting to others.
Level 2

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

*Off task throughout the project.
Level 3

*The student showed positive response most of the time during the development of the piece.
*The student asked for help when finding something difficult, but kept trying.
*Off task at different times during project.
Level 4

*The student showed positive response all of the time during the development of the piece.
*The student asked for help and responded well to suggestions.
*Seldom off task.
Level 5

*The student showed positive responses all of the time during the development of the piece and was appropriately helpful to others and/ or the teacher during the process.
*The student asked questions and showed their understanding in the work.
*Always on task.



Keywords:
  • Value, Contrast


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