Note: To protect the privacy of our members, e-mail addresses have been removed from the archived messages. As a result, some links may be broken.
> In a message dated 98-12-11 23:31:02 EST, you write:
> << I teach Elementary Art like Linda, and agree that rubrics are great but
> not feasible for the elementary level. I teach art on a cart, which is
> hard enough without a room. >>
> The content of this includes my way of a fun assessment in the form of
> transfer of knowledge and skill by making a gift: COUPONS for services to be
> given by student to mom.
> My teacher evaluation came up satisfactory for "assesment at the end of EACH
> class period". I inquired why, I now wrap up the class before clean up by
> questioning the kids, using what was in the objectives for the DAY, a brief
> At the START of the PROJECT, the kids write in their art sketch or notebook
> the rubric. They also write the rubric on the back of their project where I
> put a grade for each item. Everyday, I briefly review the rubric and artist's
> reproductions, while I distribute supplies, and question them.
> READINESS at start of class:
> Project: Calligraphy (manuscript style), 6th grade.
> I point to any poster\chart posted in the classroom (I'm art on a cart) and
> question students, so they will tell me the lines are centered, the letters
> are uniformly spaced, height is uniform and about the letter formation. I
> show them pictures of posters by an artist in a graphic arts book, ask about
> the letters on his posters,
> We discuss food labels in their food pantry, hold up a magazine, flip through
> to ads of teen interest, ask about the letters. I inquire if assignments given
> by other teachers require uniform lettering, can they use this later in JH or
> HS to do their assignments?
> The RUBRIC:
> Letter FORM is thick/thin manuscript style
> Letter and word SPACING is uniform
> Letter HEIGHT is uniform
> Lines are CENTERED
> BORDER is MEASURED, with alternated pattern or combined line with variation.
> They write on their artwork the rubric, the 5 capitalized words, I grade each.
> While they are working, when they express frustration, I say, you get 5 grades
> on this, if you worked hard, only your form grade will be a little lower.
> Look at your centering, uniformity, border, how well you did that.
> The choice of content is theirs. I provide some verses about moms, many choose
> this and plan to give it to mom for Christmas. Some write their own verse
> about themselves.
> I demo on the overhead, all aspects of the lesson. At end, I collect their
> artwork, document by highlighting correct formations, give them a handout with
> stroke by stroke directions, tell them to check non highlighted letters
> against this.
> I pass out the work of those who "got it" first and do small group demos for
> those who didn't. I make them rewrite the "penciled in" layout before using
> calligraphy pens, if it is not correct. I give them guidelines that I made in
> the computer to tape underneath their sulphite paper. They choose which size
> paper they want to use. They learn to predict what will fit on each paper
> size. (Don't try to get them to draw their own guidelines for upper & lower
> case now.)
> For the ASSESSMENT--Transfer of Knowledge and Skill
> Christmas gift coupon book of coupons for mom, grandpa, friend, whoever.....
> ONE service is listed on each coupon (vacuum the car, have lunch at grandma's
> house, clean my room, drive mom to the store) (joke-they are 11 yrs old)
> A student records all brainstomed ideas on the board.
> The lettering must have top and bottom guidelines for the letters, spacing and
> lines centered. They hole punch the book, yarn through holes and decorate the
> This book is being created, instead of a written Q & A test.