DRHSART: Student Growth Measures
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Student Growth MeasuresTarget / Ideal (7-6)Approaching (5-4)Developing (3-2)Entry (1)
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Comprehension and Application of the Elements and Principles of Design. The student demonstrates a clear understanding of the elements and principles of design, and has very strong aesthetic intuition. Most works by this student are seen as compositionally well-arranged and aesthetically pleasing. Often, these Target/Ideal students have taken courses in both Studio Art and Digital Media Art and Design. Students at this level go beyond the classroom instruction to inform their design knowledge by taking external classes, and often research current design trends in their own time. Students at this level are seen as design leaders in our program.The student seems to understand the elements and principles of design, and makes most decisions independently of the instructor. The work is of good quality, but there are still inconsistencies in the use of space and the overall unity of compositional structure and arrangements. This student sometimes dedicates time outside of the classroom to developing his or her design skills.The student shows some understanding of the elements and principles of design, but still requires a lot of teacher guidance. Some of the work is outstanding, but there is a noticeable lack of consistency between finished works of art. The student does not yet have an understanding of the elements and principles of design. This student has either not been taught or has not practiced the fundamentals of design. Most students graduate beyond this stage by the end of Art 1.
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Personal Vision, Independence, Risk-Taking, Art Criticism, and Critical Thinking The student embraces and craves constructive criticism from the instructor and peers, yet makes intuitive aesthetic decisions with confidence and independence. The student's body of work showcases a clear personal vision or style, and expresses tone, form, critical-thinking, and meaningful concepts. He or she is consistently proficient in a variety of media, willingly takes risks, and is experiments with materials, form, and content. During verbal and written critiques, the student provides meaningful and thoughtful feedback to his or her peers, and is seen as a creative and intellectual leader of the class.The student is able to handle constructive criticism, and collaborates with instructors and peers to enhance the aesthetics of the work created. This student is beginning to demonstrate independent and critical thought in the work, while a personal vision is starting to emerge. During verbal and written critiques, the student is proactive in providing meaningful and thoughtful feedback to his or her peers. There is a lack of consistency with this student's creative leadership, and quality of work is not consistent. The overall vision of this student shows tremendous potential, but is not quite as developed as those students who measure at Target / Idea in this program. There is no clear personal vision developed yet, but there is potential for the artist to find that voice with more practice and time. This student still relies heavily on constructive criticism from the instructor and peers. This student participates in verbal and written critiques, and often provides insightful commentary. Major risks are avoided in this student's work, and there is a lack of true investigation with materials, form, and content. Most often, this student will wait to be called upon during critiques, as his or her creative confidence is not fully developed. There are occasions where this student's critical thinking is quite clear, but it is not consistent from project to project.The student depends on the teacher for guidance, and struggles to independently create meaningful works of art with aesthetic value. He or she provides some feedback during written and verbal critiques, but usually only participates when called upon. This student is not yet creatively confident, and often explores ideas without a deep investigation of form, materials, or content. This student is often just entering the program and has yet to be taught the critical thinking skills we provide our students. Most students graduate beyond this stage by the end of Art 1.
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Use of the Visual Journal for Idea Development, Self Reflection, and ResearchThe student frequently uses a visual journal for idea develpment and research. The student does not depend on assignments by the instructor to fill the journal with rich content. When assigned research, drawing, or brainstorming tasks, the student completes the work with great skill and careful consideration of both design and content. Above all else, the student is a reflective practitioner who consistenly uses the journal as a source for self-reflection and improvement. The student often uses a visual journal for idea develpment and research. He or she completes all assigned research, drawing, and brainstorming with consideration of design and content, and sometimes works in the journal without being prompted.The student uses a visual journal for idea develpment and research when assigned. The work in the book is mostly completed with careful craftsmanship, and the content is often thoughtful. Though this student completes all assigned research and brainstorming, he or she is rarely uses the journal unless prompted with an assignment by the instructor.The student only uses the visual journal for idea develpment and research when it is assigned. The work is sometimes done with careful craftsmanship, and the content is sometimes thoughtful, but more often the work is rushed and the craftsmanship is weak. Sometimes, this student fails to turn research and brainstorm assignment in on time, and may even forget to turn the work in at all.
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Portfolio Development, Artist Statement, and Online Professional PresenceThe student's portfolio is prepared for submission to the Scholastics Art Competition, and is worthy of acceptance among the top art schools in the nation. The student has crafted succinct and grammatically sound artist's statement that clearly summarizes the processes, philosophies, and concepts embodied by the work. The design of this student's portfolio website enhances his or her professional appearance, and demonstrates an understanding of the elements and principles of design. The flow of the website is intuitive, simple, easy to navigate, and provides rich content. The images that represent the student's work have been photographed and edited with consistency of exposure, white balance, contrast, staturation, and clarity of focus. Those images are also arranged thoughtfully to emphasize the most impressive work, while understating the weaker work. The work in this portfolio is high quality, but not ready for submission to the Scholastics Art Competition, and not yet of the quality needed for acceptance into the nation's top art schools. The artist statement may contain grammatical errors or is not specific or succinct enough to adequately summarize the proccesses and philosophies, or concepts embodied in the work. Most of the work, but not all, appears to go beyond the perameters of a "classroom assignment". The design of the portfolio website is good, but does not feel complete, as there are some elements that do not seem deliberately designed or intuitive to the user. The navigation of this site is good, but could be more organized, and the content of the site could be richer. There may be inconsistencies in the way the work has been documented, and the work may not be arranged to emphasize the best work and understate the weaker work. Overall, the portfolio needs more time to be fully developed.This student's portfolio still looks like a collection of classroom assignments, and does not yet indicate a personal vision. The work is thoughtful and of good quality, but presentation of the work on the portfolio website looks unfinished or not fully considered. There is something "empty" aobut the online presence with the portfolio, which causes it to feel undeveloped. This portfolio does not indicate the student's individual vision or mastery of materials. The portfolio is a basic collection of individual classroom assignments with varying degrees of success. The student's online website is very empty, and needs time to be developed. This is where most student portfolios will remain until students enter the 3rd level of Studio Art or Digital Media + Design.
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Technical Control and Ability to "See".The student has a clear command of the media he or she uses, and demonstrates the ability to truly observe the subtlety of references used in the work. The proportions and level of craftsmanship are outstanding, while the detail presented in the work indicates patience, dedication, and focused observation. This student cares deeply for the work and presents it with technical precision. The student usually has a command of the media he or she uses, and mostly demonstrates the ability to observe the references used in the work. The level of craftsmanship is good, but there are some inconsistencies within the body of work presented. Most of the detail presented in the work is above average and shows the potential to reach the target stage with more time and practice. This student cares for his or her work, and often presents technically sound work.The student sometimes has a command of the media he or she uses, and occasionally demonstrates the ability to observe the references used in the work. The level of craftsmanship is very inconsistent, varying greatly in quality from one work of art to the next. Most of the detail presented in the work is of average quality with a few highlights that demonstrate potential for improvement over time. This student does care for his or her work, and show effort in wanting to improve technically. The student does not have a command of the media he or she uses, and mostly symbolizes things the way he or she thinks things ought to look when working from a reference. The level of craftsmanship is very inconsistent, varying greatly in quality from one work of art to the next. Most of the detail presented in the work is below average quality that lacks the attention to detail required. This student does not demonstrate care for his or her work, and may even show little effort or desire to improve technically.
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