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

UNIT 2- Grade 5 - Decisions Decisions

This unit the Grade 5's will be learning how to use symbols and how to communicate through art. we will focus on using speech and thought bubbles, action words and LOGO design. We will even do some T shirt designing ( so dont forget to bring your t shirt)

I found some very nice art work to help us a long with our unit. Have a look!

UNIT 2 - Grade 4 - the Human Body Machine

Guess what - the ones that you hate the most, the one I pick on you the most about- Drawing people. Figure Drawing/ Life drawing... whatever you call it its very important. This entire unit we will focus on body movement, body proportions and how to draw figures with gestures lines, shapes and contours. Big scary words... but very easy once you get the hang of it. But once again. All about PRACTICE! 

Take a look at these...