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Re: Questions about Art Ed


From: marcia lavery (marciadotcom_at_TeacherArtExchange)
Date: Thu May 06 2004 - 19:00:27 PDT

I run them off on the copy machine for all the large projects (those that take at least 5 days).. for smaller drawings I will write the requirements/goals on the board and keep a copy for myself to look at when I grade. Or, you could shrink it down to half page or quarter page and cut them up to save paper. I've never tried having the kids make the rubric.
From: Betty Bowen
To: ArtsEdNet Talk
Sent: Thursday, May 06, 2004 6:25 AM
Subject: Re: Questions about Art Ed

I'm a fairly newish teacher (this is my 4th year) and have the goal of using specific rubrics like these for every project. My question is, do you then give each student a copy of this with their work? Do you run 120 or whatever of these off on the computer's printer every project and collate them with the 120 pieces of art every week? I've stopped doing it due to the quantity of copy paper I was using. (And the printer is in the adjoining building, and it is the only printer for the entire building)
I really want to use rubrics for everything next year if I can find a more streamlined way.
----- Original Message -----
From: marcia lavery
To: ArtsEdNet Talk
Sent: Wednesday, May 05, 2004 4:27 PM
Subject: Re: Questions about Art Ed

I create a rubric for every project with these categories (with sample statements)
Concept: the student created a clay house at least 3 inches tall.
Creativity: the student added at least 3 unique design elements (windows, doors, etc) to their clay house and used the sample architectural element sheet for inspiration
Craftsmanship: the clay parts have been properly attached and the clay has been smoothed
Glaze: the student applied glaze evenly and neatly and has thoughtfully chosen colors
Work Ethic: the student worked hard every day and was responsible for cleaning and storing materials properly
I have a template on my computer at school and then just insert and change the statements as needed. For 2-d works, I just change and add certain statements for the concepts I am teaching. I also pay careful attention to the students abilities and score them according to what I know they are capable of.

Melissa Speelman <> wrote:
Each student came to class with a different set of backgrounds,
experiences, and set if skills. I would not want to punish a student
who was not at a particular skill level yet. Rather I hope to reward
incentive, effort and growth. The student who came to class with
a demonstrated high ability level would be held to a higher standard.
Yet, I would not expect the "talented" student to perform at a
top level at all times. I would hope to allow for experimentation and
having the courage to try new things and to fail. -Woody
You really summed up my very philosophy of evaluating artwork. My struggle is how to take this philosophy and create a valid, meaningful system for evaluating student work that also works within our school (I teach 7th and 8th grade). I renovate my grading system almost every year and I'm still not satisfied. Would you mind sharing a little bit about how you have evaluated you students in the past?
Thank You,
Melissa Speelman


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