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iRubric: POP ART PAINTING RUBRIC

iRubric: POP ART PAINTING RUBRIC

 
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POP ART PAINTING RUBRIC 
Rubric Code: X5X4C6
Ready to use
Public Rubric
Subject: Arts and Design  
Type: Project  
Grade Levels: 9-12


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4 pts


3 pts


2 pts


1 pts

Score

(N/A)

Creative Expression

4

Student has taken the technique being studied and applied it in a way that is totally his/her own. The student's personality/voice comes through.
3

Student has taken the technique being studied and has used source material as a starting place. The student's personality comes through in parts of the painting.
2

Student has copied some painting from the source material. There is little evidence of creativity, but the student has done the assignment.
1

Student has not made much attempt to meet the requirements of the assignment.
Score

Capturing a Style/Artist

4

Paint is applied in a manner very consistent with the technique or artist being studied.
3

Paint is applied in a manner that is reasonably consistent with the technique or artist being studied.
2

An attempt has been made to apply paint in a manner that is consistent with the technique or artist being studied, but it is not effective.
1

No attempt has been made to apply paint in a manner that is consistent with the technique or artist being studied.
Score

Painting Skill

4

Application of paint is preplanned and done in a logical, sequential manner.
3

Paint is applied in a careful, logical manner. Colors remain sharp and texture is evident.
2

Control is somewhat lacking. A few drips, ragged edges and failure of certain areas of pattern/texture may be evident.
1

Student needs to work on controlling paint and preplanning paint application. Muddy colors, ragged edges, lack of texture, drips and/or blobs are evident.
Score

Design/ Composition

4

Student applies design principles (such as unity, contrast, balance, movement, direction, emphasis, and center of interest) with great skill.
3

Student applies design principles (such as unity, contrast, balance, movement, direction, emphasis, and center of interest) with fair skill.
2

Student tries to apply design principles (such as unity, contrast, balance, movement, direction, emphasis, and center of interest) but the overall result is not pleasing.
1

The student does not appear to be able to apply most design principles to his/her own work.
Score

Color Theory

4

The student understood and applied correctly the concepts tint and shade. He/she represented 5 values as required.
3

The student understood and somewhat applied the concepts tint and shade. He/she represented 3 to 4 values.
2

The student barely applied the concepts of tint or shade on their work. He/she represented contrast rather than values.
1

Student needs to work on learning color relationships and using that knowledge in his/her work. Plain use of color without applying the concepts of tint or shade.
Score

Use of materials

4

Student typically keeps painting materials and area clean and protected without reminders. The student shows great respect for the materials and his fellow students.
3

Student typically adequately cleans materials and work area at the end of the session without reminder, but the area may be messy during the work session. Student shows respect for materials and fellow students.
2

Student adequately cleans and takes care of materials if reminded. Occasional spills and messy work area may be seen. Shows some respect for materials and fellow students.
1

Student deliberately misuses materials AND/OR does not adequately clean materials or area when reminded. Shows little respect for materials or fellow students.
Score

Time/Effort

4

Class time was used wisely. Much time and effort went into the planning and design of the painting.
3

2

1

Class time was not used wisely.
Score

Planning and Explanation

4

Student can describe in detail at any point during the painting process how s/he envisions the final product and how they intend to reach their goal. Very focused and goal-oriented.
3

Student can somewhat describe how s/he envisions the final product and can describe some of the steps s/he will use to reach the goal. Focused with some planning.
2

Student can describe how s/he envisions the final product but finds it difficult to describe how s/he will reach that goal. Has set a goal, but let's things evolve in somewhat random manner.
1

Student has thought very little about the project. Is present but is not invested in the product.
Score






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