My students are that much more focused on the lesson when they know it
supports the State Standards. They have a clear sense of the parameters and
feel secure knowing which direction to release their creativity. The rubric
echoes their Self-Evaluation Form. The 4 criteria: the activity
(drawing/sculpture), technique, craftsmanship, followiing directions, then
the self-eval: the same 4 criteria + a place to self-grade and self-reflect.
High level functioning artists listen to the demo/presentation and take
off, conversely lineal, visual, low motivation learners benefit the most
from the use of rubrics and need for structure. They know what needs to be
done to create work worth $100,000 (A), $750,000 (B). The rubric
reiterates the presentation guidelines and expectations with no hidden
surprises.
Creativity, interpretation, expression can be limitless within any given set
of criteria. The process of visual problem solving is an ongoing
negotiation between artist, resource, and creative guide (teacher) and the
outcome - stupendous.
That's my tuppence
from a newby straight out of rubric 'varsity
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