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Lesson Plans

Re: grading art

[ Thread ][ Subject ][ Author ][ Date ]
Deborah Gilbert (
Sun, 28 Sep 1997 17:43:30 -0600 (MDT)

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>I sincerely do not wish to upset anyone or sound like a ranting maniac. But I
>simply have to sound off on this business of grading. If we continue to say
>that we do not have anything to grade how are we going to convince anyone to
>take what we do seriously.

I could not agree with you more!!!! If we are to be taken seriously and
considered a valid area of study, we *have* to have objectives that are
measurable. It was be the mechanics of the project.. ie. the skills of
joining coils in making a clay pot, the understanding of patterning, the
use of lines to make texture. In my school district, we have rubrics that
the students are graded on (the student can recognize and respond to the
elements of art in an artwork, for example). For example, I was doing a
beginning perspective lesson with my 4th graders and after going over the
mechanics of creating space in a picture, I told them their project had to
have a horizon line and a path and all objects in their composition had to
adhere to the rules of placement and size to show distance. When the hands
went up and I got the questions, "Can I draw a picture with dinosaurs in
it?" "Can I do racing cars?"... I merely repeated the rubrics , which
minimalistically were that the picture had to have a horizon line, a path,
and show correct usage of placement and size to show distance. And then
*that* is all I graded them on. We have to have some basis for our grades
or how can *we* even take our profession seriously. If it is just a
touchy-feely sort of subject, then what is the point?


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