ABCDEFGHIJKLMNOPQRSTUVWXYZ
1
1- No/Little Evidence2- Limited Proficiency3- Proficiency4- MasteryI can:
2
ConstructionStructural problems are created by air bubbles because of little wedging and/or cracks and separation in seams where clay has been added. The work is mostly off balance.There may be some problems created by airbubbles because of lack of proper wedging. Claybodies are attached with some separation and cracks. The work is somewhat balanced.There are very few issues created by air bubbles. Claybodies are attached with intent and seams are stable withsome small separation and few cracks. The weight of the work is mostly balanced. There are almost no issues created by air bubbles. Claybodies are attached with intent and seams are stable with little to no cracks. The weight of the work is almost completely balanced. I can wedge and prepare clay so that air bubbles are not an issue. I can attach claybodies together so that the seam is intentional and stable. I can create a ceramic work that is properly balanced.
3
Authentic Application of Studio SkillsStudio activity reflects few to no ability to problem solve independently. Student usually makes multiple attempts to solve drawing problems before seeking help from instructor. Student uses few provided resources to solve problems and increase understanding.Studio activity reflects some to problem solve independently. Student usually makes some attempts to solve drawing problems before seeking help from instructor. Student rarely uses multiple resources provided to solve problems and increase understanding.Studio activity reflects a consistant level of ability to problem solve independently. Student usually makes several attempts to solve drawing problems before seeking help from instructor. Student uses more than one resource provided to solve problems increase understanding.Studio activity reflects a high level of ability to problemsolve independently. Student usually makes multiple attempts to solve drawing problems before seeking help from instructor. Student uses multiple resources to solve problems and increase understanding.I can make several attempts to solve problems independently before asking for help. I can problem solve using video resources, demonstrations, classroom tools and practices, peer and teacher critiques, and trial and error. I can use the provided resources to increase my understanding.
4
TextureTools are rarely used appropriately to create intentional textures. The textures that are present take away and distract from the visual communication of the work. There is little to no evidence of a clear contrast between textures. The textures used and implemented weakens the overall strength of the work.Tools are inconsistantly used appropriately to create intentional textures that usually add to the visual communication of the work. There is some inconsistant evidence of a clear contrast between a variety of textures. In a few instances the textures used and implemented adds overall to the strength of the work.Tools are mostly used appropriately to create intentional textures that usually add to the visual communication of the work. There is mostly a clear contrast between a variety of textures. In most instances the textures used and implemented adds overall to the strength of the work.Tools are used appropriately to create intentional textures that almost always add to the visual communication of the work. There is almost always a clear contrast between a variety of textures. The textures used and implemented adds overall to the strength of the work.I can successfully use appropriate tools to create intentional texture that visually balances the artwork. I can use texture to express a theme, rhythm, or pattern.
5
CraftsmanshipStudent uses materials with little to no acurate application. Edges are unclear due to application of drawing tools. There is little to no evidence of layered applications to create space and depth. The use of tools and applications subtracts from the overall strength of the artwork.Student uses materials with inconsistant application. Edges are somewhat unclear due to application of drawing tools. There is some evidence of layered applications to create space and depth. Sometimes the use of tools and applications somewhat adds to the overall strength of the artwork.Student uses materials with mostly acurate application. Edges and space are mostly communicated acurately and clearly. There is some evidence of layered applications to create space and depth. The use of tools and applications mostly adds to the overall strength of the artwork.Student uses materials with high levels of acurate application. Edges are communicated acurately and clearly. Space is well-defined. There is evidence of consistantly worked, layered applications to create space and depth. The use of tools and applications adds to the overall strength of the artwork.I can use resources and tools to create a work with intentional textures and spaces. I can use tools with an appropriate application so that the usage of these tools adds to the strength of my artwork.
6
DesignThe student rarely uses appropriate tools and the elements and principles to create a work that has a design theme, treatment, rhythm and/or emotional aesthetic.The student sometimes uses appropriate tools and the elements and principles to create a work that has a consistent design theme, treatment, rhythm and/or emotional aesthetic.The student usually uses appropriate tools and the elements and principles to create a work that has a usually present, consistent design theme, treatment, rhythm and/or emotional aesthetic.The student almost always uses appropriate tools and the elements and principles in high level application to create a work that has a consistent design theme, treatment, rhythm and/or emotional aesthetic.I can use appropriate tools and the elements and principles to create a work that has a consistent design theme, treatment, rhythm and/or emotional aesthetic.
7
Problem SolvingThe student rarely attempts to solve problems using available resources and experimentation. They struggle to work toward a solution after an attempt has failed. They struggle to work through the frustration of failure to seek a solution.The student can solve problems a few using available resources and experimentation. With support they can continue to work toward a solution after an attempt has failed. They struggle to work through the frustration of failure to seek a solution with help of the instructor.The student can mostly solve problems using available resources and experimentation. With only a little support they can continue to work toward a solution after other attempts have failed. They work through the frustration of failure to seek a solution with some help of the instructor.The student can almost independently solve problems using available resources and experimentation. They can continue to work toward a solution after other attempts have failed. They work through the frustration of failure to seek a solution with little to no help.Creative Problem Solving: I can solve problems using available resources and experimentation. I can continue to work toward a solution after other attempts have failed.
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100