Perhaps have the students develop a rubric that will help with the
assessment...for instance:
A= 20 drawings, at least three different drawing media used, three different
drawing styles attempted, minimum of 10 different subject matter. 4
elements/principals shown (shadow, texture, line, value, etc.)
B= 20 drawings, at least 2 different drawing media used, 2 different drawing
styles attempted, minimum of 5-9 different subject matter, 3
elements/principals demonstrated
C= 20 drawings, one drawing medium used, one drawing style attempted, 3-5
different subject matter, 1-2 elements/principals demonstrated.
D= 15-20 drawings, one drawing medium used, little attempt was made to
choose appropriate subject matter, no elements or principals were
demonstrated.
Incomplete= less than 15 drawings, no attempt made to complete assignment.
This is an example, but have the students help write the assessment criteria
or you can do one assignment with a rubric to give students the
objectives/expectations, then the next lesson the students write part and you
write part, etc. Doing a rubric and sharing the expectiations ahead of time,
takes the mystery out of grading artwork. The students understand exactly
what they have to do to get an A, B or C, etc. You can also give extra
points for those students who even go above the expectations or show
inovative ideas in their work.
In all honesty, grading does not have to be a dirty word in art. Assessment
is a good thing and involving the students in this type of holistic
assessment can be a valuable teaching tool and a way to teach art criticism.
Also if you hold class critics (sp?) then this can help students who might
otherwise not know how to discuss their classmates work objectively.
