Welcome to my art blog!
Welcome to my art blog!
This is a fun way in which I can share all we do in my art room and creative activities and lessons. Please feel free to comment or get inspired by any of the work you see!
This blog is for everyone! Students from my classes can see some of their work.
Parents can have a view of whats being done in Art class and its open to everyone to share ideas and send us some new ones as well!
So let gets Creative!
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Thursday, 9 April 2015
Tuesday, 28 October 2014
RURBIC FOR UNIT 2 - GRADE 5
|
7
|
6/5
|
4/3
|
2/1
|
Elements
and Principles of ART
|
Student planned carefully, showed and awareness of
the elements and principles of design, chose a colour scheme carefully, used
space effectively.
|
Student applied the principles of design and used one
or more elements effectively; showed an awareness of using space effectively.
|
Students did the assignment adequately, but it shows
lack of planning
|
Students completed the project but it showed little
evidence of any understanding of the elements and principles, no evidence of
planning.
|
Creativity/Originality
|
Students
thought of many ideas. Tried unusual combinations, made connections to
previous knowledge, demonstrated outstanding problem solving skills.
|
Student thought of a few ideas or based some of the
work on someone else’s idea, made decisions solved the problem in a logical
way.
|
Student thought of one idea and carried it out
adequately, but it lacked originality, substituted symbols instead of
original thought, might have copied someone else’s work.
|
Student finished the assignment, but gave no evidence
of trying anything unusual.
|
Craftsmanship
and Skill
|
Student artwork was beautifully and patiently done,
using excellent craftsmanship and skill. Shows great understanding of the
task at hand.
|
Student artwork could have been very good with more
hard work. Shows good craftsmanship and skill but lacks the finishing
touches.
|
Student artwork was of average craftsmanship and
skill. Skills shown are a bit careless and could have been better.
|
Student work is below average in craftsmanship and is
lacking in skill, showed a lack of pride or interest in finished project.
|
Material
Application and Techniques
|
Student demonstrates excellent understanding and use
of various media, techniques and processes.
|
Student demonstrates good understanding and use of various media, techniques and
processes
|
Student demonstrates some understanding and use of
various media, techniques and processes.
|
Student demonstrates limited understanding and use of
various media, techniques and processes.
|
Completion
and Presentation
|
All of the steps are completed to the best of
student’s ability. Art work is neat and well presented.
|
Most of the steps are completed. Art work is mostly
well presented but lacks finishing touches.
|
Some steps are completed. Art work is not very neat,
but student has attempted to present it well.
|
Artwork appears to be still in progress. Art work is
not neat or well presented.
|
Participation
and Responsiveness
|
Student displayed a positive response throughout the
lesson and actively participated in discussions and activities.
|
Student displayed a positive response most of the
time and participated in most of the discussions and activities.
|
Student displayed an adequate response during the
lesson and participated in some of the discussions and activities.
|
Student displayed a negative response during the
lesson and did not participate in class discussions or activities.
|
RUBRIC – ART
RUBRIC FOR UNIT 2 - GRADE 2
|
7
|
6/5
|
4/3
|
2/1
|
Planning
|
Students can describe in details at any point how
they envision the final product and how they intend to reach their goal. Very
focused and goal oriented.
|
Student can describe somewhat how they envision the
final product and can describe some steps they will use to reach their goal.
Focused with some planning.
|
Student can describe how they envision the final
product but find it difficult to describe how they will reach their goal. Has
set a goal but lets things evolve in a somewhat random manner.
|
Student has thought very little about the project and
is present but not invested in the artwork.
|
Drawing
skill
|
Drawing is very expressive and detailed. Shapes,
patterns and textures are used to add interest to the piece.
|
Drawing is somewhat expressive and detailed. Little
use of pattern and texture.
|
Drawing has few details and displays very little use
of pattern and texture.
|
Drawing lacks almost all details and is unclear of
what it is intended to be.
|
Colour
application
|
Choice and application of colour shows an advanced
knowledge of colour relationships. Colour choice enhances the idea being
expressed.
|
Choice and application of colour shows knowledge
of colour relationships. Colours are
appropriate for the idea being expressed.
|
Choice and application of colour shows some knowledge
of colour relationships. Colours are not appropriate for the idea being
expressed.
|
Student needs to work on learning colour
relationships and applying that knowledge to work.
|
Creativity/Originality
|
Students
thought of many ideas. Tried unusual combinations, made connections to
previous knowledge, demonstrated outstanding problem solving skills.
|
Student thought of a few ideas or based some of the
work on someone else’s idea, made decisions solved the problem in a logical
way.
|
Student thought of one idea and carried it out
adequately, but it lacked originality, substituted symbols instead of
original thought, might have copied someone else’s work.
|
Student finished the assignment, but gave no evidence
of trying anything unusual.
|
Material
Application and Techniques
|
Student demonstrates excellent understanding and use
of various media, techniques and processes.
|
Student demonstrates good understanding and use of various media, techniques and
processes
|
Student demonstrates some understanding and use of
various media, techniques and processes.
|
Student demonstrates limited understanding and use of
various media, techniques and processes.
|
Completion
and Presentation
|
All of the steps are completed to the best of
student’s ability. Art work is neat and well presented.
|
Most of the steps are completed. Art work is mostly
well presented but lacks finishing touches.
|
Some steps are completed. Art work is not very neat,
but student has attempted to present it well.
|
Artwork appears to be still in progress. Art work is
not neat or well presented.
|
RUBRIC – Drawing and Colouring
RUBRIC FOR UNIT 2- GRADE 1 AND 2 - FINE MOTOR SKILLS
7
|
6/5
|
4/3
|
2/1
|
|
Handling
|
Holds scissors in the correct direction without any
help. Uses the dominant hand for cutting. Hold scissors in correct direction
with the proper fingers.
|
Holds scissors in the correct direction with some
help. Needs some reminders to use the dominant hand for cutting. Hold
scissors in correct direction but not always with the proper fingers.
|
Needs constant help to hold scissors in the correct
direction. Does not know which hand to hold the scissors in. Switches hands
for cutting instead of rotating the paper.
|
Needs assistance to hold the scissors correctly while
cutting. Dies no know which hand to hold the scissors in. Switches hands for
cutting instead of rotating. Does not have control over the scissors.
|
Cutting and
Tearing
|
Makes long smooth cuts and cuts or tears accurately
even with advanced shapes.
|
Makes long smooth cuts but uses small snips on
advanced shapes. Cuts or tears accurately most of the time.
|
Inconsistent cuts or tears. Cutting or tearing is on
either side of the line.
|
Cannot cut or tear along the line. Some shapes have
been cut into half.
|
Focus
|
Stays focused while cutting. Eyes do not wander to
other people or other parts of the paper.
|
Stays focused most of the time. Sometimes distracted
by others and lets eyes wander to other parts of the paper but is able to get
back on track.
|
Often cuts while eyes wander to other before focusing
back on cutting .May need to reminding to pay attention.
|
Cuts while not paying attention. Needs assistance to
focus on cutting or needs to sit on own.
|
Gluing
|
Uses dots or line around the edge of the paper
instead of lines of glue. Uses appropriate amounts of glue.
|
Uses dots or lines around the edge but they are not
appropriate in size.
|
Often uses lines that are too long or blobs of glue.
A little messy.
|
Cannot glue properly, blobs of glue. Very messy.
|
Safety
|
Holds scissors closed in hand does not wave scissors
around near the face. Does not walk around or play with scissors.
|
May need reminding once or twice about scissor safety
rules but follows the rules most of the time.
|
Often needs reminding about scissor safety.
|
Does not follow any of the scissor safety rules even
after repeated reminders.
|
RUBRIC – Fine Motor skills
RUBRICS FOR UNIT 2 - GRADE 2 AND 4
7
|
6/5
|
4/3
|
2/1
|
|
Gesture Drawing
Sketches-Lines
|
Gesture lines are done in a
free and descriptive manner. Gesture lines capture the essential
gesture/movement and are very expressive.
|
Gesture lines are done in a
free and descriptive manner. Gesture lines mostly capture the essential gesture/movement,
but could have been made more expressive.
|
Gesture lines need to be more
fluid in order to fully capture the descriptive details and essential gesture/movement.
Gesture lines lack any expressive qualities.
|
Gesture lines are not utilized.
No evidence of an action line.
|
Gesture Drawing
Sketches-Geometry
|
The student applied gestural
circles/ovals and other shapes to help express the shape and volume.
|
The student mostly applied gestural
circles/ovals and other shapes to help express shape and volume but missed
some areas.
|
Overall, little consideration
and effort was made to build volume with gestural circles/ovals and shapes.
|
The student barely, if at all,
used gestural circles/ovals and other shapes to express volume. Volume is not
really expressed.
|
Finished Figure
Drawings-Proportion
|
The student applied the
guidelines of proportion in a successful manner. The student paid close
attention to the position of the figure and details.
|
The student applied the
guidelines of proportion; however, some of the proportions are not always
accurate. Also, more attention to the position of the figure and details
could have been made.
|
The student drew the figure,
but little consideration was made to portray accurate proportion. A few
details are drawn and the position of the figure is somewhat inaccurate.
|
The student barely attempted to
use proportion and/or they did not complete the assignment.
|
Space and Composition
|
The
student used the space in the paper/canvas; there is a balance between the
figures and the background elements. Careful planning of space is evident is
placing of figures and objects. All elements are unified as one artwork.
|
The
student used most of the space in the paper/canvas. The artwork shows some
evidence of balance between the figures and the background elements. Some
planning of space is evident is placing of figures and objects. Most elements
are unified as one artwork.
|
The
student used some of the space in the paper/canvas; there is a not perfect
balance between the figures and the background elements. Little planning of
space is evident is placing of figures and objects. Some elements are unified
as one artwork.
|
The student used only a small
part of paper/canvas; there
is no balance between the
figures and the background
elements. No planning of
space is evident is placing
of figures and objects.
Elements are not unified
as one artwork.
|
Rubric
– Figure Drawing
BULLETIN FOR UNIT 2
GRADE 1
WEEK 1
|
Prior
knowledge assessment – Paper homes. Student ability to move small objects
with relative ease, to fold and crease paper horizontally and tear paper as a
precursor to cutting.
|
WEEK 2
|
Fine
Motor skill activity – Students will apply (paint) colors to areas of work
and use fingers, thumbs and hands to produce work of an interesting nature.
|
WEEK 3
|
Elements
of Art- form, shape and line – Students will
learn the mentioned art elements while creating different types of homes.
|
WEEK 4
|
Elements
of Art- texture and color– students to apply
color and learn how to create texture with paints.
|
WEEK 5
|
Summative
Assessment – Elements of Art. Part 1 - Mixed Media. Drawing and painting
backgrounds. Students will draw and then apply (paint) colors to their background.
|
WEEK 6
|
Summative
Assessment –Fine motor skill development. Part 2 - Paper is used to create
homes by folding, tearing, cutting and sticking on the previously painted
background.
|
GRADE 2
WEEK 1
|
Prior
Knowledge Assessment – Moods- how different experiences influence the
development of art.
|
WEEK 2
|
Expressions
- Students will learn to show differences between the visual characteristics
and how to use visual structures to communicate ideas
|
WEEK 3
|
Body
Movement – Students will learn to use different elements and organizational
principles to cause different responses in the viewer by drawing people in
different movements and emotions. Medium– pencil and pen
|
WEEK 4
|
Body
Movement – Students will learn to use different elements and organizational
principles to cause different responses in the viewer by drawing people in
different movements and emotions. Medium – pencil and pen
|
WEEK 5
|
Summative
Assessment- Elements of Art -Different
parts of me- students will draw a view into their inner me
|
WEEK 6
|
Summative
Assessment- Applying color – Pencil and pen
to previous art
|
GRADE 3
WEEK 1
|
Prior
Knowledge Assessment – School snack box. Students will apply (paint) colors
to areas of work and use fingers, thumbs and fold and crease paper
horizontally and tear and cut paper.
|
WEEK 2
|
Recognizing
different art elements and principles while drawing from imagination.
|
WEEK 3
|
Principle of Art- Pattern – Designer plates-
Students will learn about patterns and how to create patterns and will apply) colors to areas of work to make
a design of a plate.
|
WEEK 4
|
Elements
of Art – Form, Principle of Art – Proportion. Fine motor skills – cutting.
Students will focus on proportion and shape and draw their favorite foods on
colored paper and cut and stick on their plate.
|
WEEK 5
|
Summative
Assessment – Part 1 – Skills – imagination, listening, observation, E and P
of Art – form, line, shape, pattern, proportion. Students will use the above
skills to create a picture on a given topic.
|
WEEK 6
|
Summative
Assessment – Part 2 – Color application. Students will be allowed to choose
their color medium to color the drawing.
|
GRADE 4
WEEK 1
|
Prior Knowledge Assessment –student ability to draw people with
distinctive heads and limbs
|
WEEK 2
|
10 minute sketches – How to draw quick sketches, understanding
spatial relationships in both two and three dimensional work. And how
overlapping is important in life drawing
|
WEEK 3
|
Life drawing – Relationships between space and proportions
|
WEEK 4
|
Life drawing – Relationships between space and proportions
|
WEEK 5
|
Summative assessment – combining space, proportion and life
drawing skills.
|
WEEK 6
|
Summative assessment –combining space, proportion and life
drawing skills.
|
GRADE 5
WEEK 1
|
Drawing good VS bad decisions. Students will focus on the
principles of art and how subject matter, symbols and ideas are used to
convey particular meaning.
|
WEEK 2
|
Drawing good VS bad decisions. Students will focus on the
principles of art and how subject matter, symbols and ideas are used to
convey particular meaning.
|
WEEK 3
|
Poster and Logo design – using symbols and colors to
communicate.
|
WEEK 4
|
Poster and Logo design – using symbols and colors to
communicate.
|
WEEK 5
|
Summative Assessment – T shirt design –Part 1- Sketches,
Composition, Color scheme.
|
WEEK 6
|
Summative Assessment – T shirt design – Part 2- Application of
color – Fabric markers on t shirts
|
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