Tag Archives: rubrics

Artistic Process Reflections

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Our current project in Art 2 is an altered book.  This is one of my favorite projects every year because it introduces some techniques and ways of art making that students may not have thought of.  It really makes them think and make connections.  They have to plan around a theme.  They have to be creative and interpret.  This year I have many kids that are super excited about this project, which makes me super excited about this project.

And, because of the nature of this project, I figured it was a great opportunity to try out a new way of grading…grading the process instead of the product.  I blogged about this in previous posts–here and here.  We are on our third week of altered books, so that means we have reflected twice.  I typed in the questions that Apex HS graciously shared into Socrative.  I asked my students to answer 2 of the questions based on what they did that week in their book.

I finally got around to reading them (I was a little busy with the art show).  I have learned a lot about my students and how they think.  I was nervous that they would just bullshit their way through the questions, and surprisingly I only got a few responses like that.  For the most part, students were very honest about their work and how they get their ideas, what they learn, how they collaborate, etc.  I have never asked many of them before to talk about their art or their choices.  I know I should.   Most jumped right in.  I am proud of them.

Student Response: “My mother nature drawing symbolizes my depiction of what she’d look like. I wasn’t able to add a masquerade mask like I wished I could have. No mask seemed to fit with the face so I just scrapped it. Mother nature is meant to be mysterious and beautiful. All in one. ”

Student Response: “Well my theme is emotions. I’m trying my best to focus more on the happier emotions rather than the sad ones. Because I am one of those “Negative Nelly’s” and with this project im hoping it’ll bring out the positive side of me in some way.”

Student Response:  “Yeah, I always seem to ask James because he sort of see’s things more imaginative/abstract. I usually see the obvious, but I guess thats because I’m a serious person.”

Student Response: “I wanted to convey an image of chaos through unity of concepts on some pages and an image of peace through random markings and chaotic techniques. I had few issues and this mirrors me because I am both peaceful and chaotic.”

Student Response: “I’ve been trying to step back and analyze my work every time I try to add something new to it. I have been really thinking about how to layout each scene in my book. It’s been a little difficult to work on the backgrounds of each scene without having any real plan on where I’m going to put everything.”

I look forward to reading the responses in the upcoming weeks.

Rubrics

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Ah….grading rubrics.  I have a love/hate relationship with grading rubrics.  I love them because they help me to “level” the playing field when trying to grade something that is so subjective.  But I hate them because they are hard to design.

Over the years I have worked with many different rubrics.  I love looking at other people’s rubrics to see if it is something I can work with or steal from to create my own rubric.  I want to include things that are important, but can keep me objective.  I’ve tried some that are wordy and explains every little detail.  I’ve tried different numbering scales.  I’ve got different rubrics for different types of projects.  I don’t know if it is best to have one general one or to be specific for each project.  Is it okay to have a different one for each level of class?  What do you do?  What works best for you?