| Criterion | 4 — Exceeds (90–100) | 3 — Meets (75–89) | 2 — Approaching (60–74) | 1 — Beginning (0–59) | Score |
|---|---|---|---|---|---|
| Concept & Intent Ideas are purposeful and clearly communicated |
Work demonstrates original, well-developed concept with clear visual intent and personal voice. | Concept is evident; intent communicated with minor inconsistencies. | Concept is present but underdeveloped or unclear in execution. | Concept is vague or absent; intent not communicated. | ___/4 |
| Craft & Technique Skill with materials, tools, and process |
Skilled, intentional use of materials; strong command of technique appropriate to medium. | Competent use of materials with occasional technical errors that don't undermine the work. | Limited technical control; medium used inconsistently or carelessly. | Poor material control; evidence of little or no practice with medium. | ___/4 |
| Composition Organization of visual elements |
Strong compositional decisions; deliberate use of space, scale, and visual hierarchy. | Composition is effective; some areas feel unresolved or accidental. | Composition shows awareness but lacks visual coherence or intention. | Composition appears unconsidered; visual elements compete without resolution. | ___/4 |
| Process & Revision Sketchbook, drafts, and development |
Rich process record; multiple revisions and genuine exploration of ideas visible. | Adequate process work; some revision evident, ideas developed. | Minimal process work; little evidence of revision or development. | No process record; work appears to be first attempt with no revision. | ___/4 |
| Completion & Care Work submitted on time, clean, resolved |
Work fully resolved, submitted on time, handled with care throughout process. | Work mostly complete; minor unresolved elements or slight lateness. | Work incomplete or shows careless handling of materials or surface. | Significantly incomplete; late without communication, or damaged. | ___/4 |
| Total | ___/20 | ||||
| Criterion | 4 — Exemplary | 3 — Proficient | 2 — Developing | 1 — Beginning | Score |
|---|---|---|---|---|---|
| Quantity & Effort | All assigned pages complete; extra work/exploration evident. | All or nearly all assigned pages complete. | Several pages missing; effort inconsistent. | Most pages blank or barely started. | ___/4 |
| Observational Drawing | Strong observational drawing; careful attention to line, proportion, and form. | Observational drawing present; proportion and line mostly controlled. | Observation attempted but largely symbolic or flat. | Little or no observational drawing; relies on symbols only. | ___/4 |
| Experimentation | Multiple media and techniques explored; risk-taking evident. | Some variety in media or approach; occasional experimentation. | Same medium used repeatedly; little exploration. | Minimal use of sketchbook for exploration. | ___/4 |
| Written Reflection | Thoughtful written notes accompany drawings; ideas articulated clearly. | Some written reflection; not always connected to visual work. | Minimal writing; captions only or very brief notes. | No written reflection. | ___/4 |
| Total | ___/16 | ||||
| Criterion | 4 — Exceeds | 3 — Meets | 2 — Approaching | 1 — Beginning | Score |
|---|---|---|---|---|---|
| Observation Describes what is seen |
Specific, detailed observations using formal art vocabulary (line, value, form, space, etc.). | Observations are generally accurate; some art vocabulary used. | Observations are vague or use minimal descriptive language. | Little to no observation; responds only to subject matter or "like/don't like." | ___/4 |
| Analysis Discusses how it works |
Analyzes how formal elements create meaning, mood, or emphasis with specificity. | Attempts to connect visual elements to effect; reasoning mostly sound. | Analysis is surface-level; connections between elements and effect are unclear. | No analysis; evaluates without evidence. | ___/4 |
| Constructive Feedback Supports growth of peers |
Offers specific, actionable, respectful feedback grounded in visual evidence. | Feedback is relevant and respectful; could be more specific or actionable. | Feedback is general or only positive; not actionable. | No feedback offered, or feedback is inappropriate/off-topic. | ___/4 |
| Engagement Listens and responds |
Actively engaged throughout; listens carefully, builds on peers' comments. | Generally attentive; contributes at least once with substance. | Present but passive; distracted or contributes only when called on. | Disengaged, absent, or disruptive during critique. | ___/4 |
| Total | ___/16 | ||||
| Criterion | 4 | 3 | 2 | 1 | Score |
|---|---|---|---|---|---|
| Clarity of Intent | Clearly articulates what the work is about and why it was made. | Intent evident with minor ambiguity. | Intent present but difficult to identify. | Intent not communicated. | ___/4 |
| Process Description | Accurately and specifically describes materials, techniques, and choices made. | Process described; some specificity missing. | Process mentioned but vague or inaccurate. | No process description. | ___/4 |
| Connection to Influences | Thoughtfully references artists, movements, or personal experiences that shaped the work. | References present; connection to work partially developed. | References generic or unrelated to specific work. | No references or connections made. | ___/4 |
| Voice & Precision | Distinctive student voice; language is precise, specific, and original. | Voice present; language occasionally vague or generic. | Generic language; could describe anyone's work. | No distinct voice; unclear or copied language. | ___/4 |
| Total | ___/16 | ||||