Fine Arts Performance Descriptors and Classroom Assessments

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NAME__________________ DATE______________________ CONTOUR DRAWING ! Exceeds 22 - 24 total points ! Approaches 12 - 16 total points ! Meets 17 - 21 total points ! Begins 1 - 11 total points KNOWLEDGE/PROCESS CREATIVE EXPRESSION Technique, Line Quality, Shading Proportion Realism Craftsmanship Expression Mood Hand Position Detail, Elaboration, Embellishment Creativity 4 •Line quality is varied to a high degree •Might have accented corners, thick/thin, dark/light, varied textures •Shading shows complex definition of light and shadow, areas of emphasis •Shows ONE source of lighting •Looks like a real hand, accurately drawn, no errors in proportion •Neat, no smudges, folds, tears or creases. Erasures are invisible •Uses light and dark lines, or delicate and strong lines, broken or repetitious line to express a mood •May use humor, a theme, mood •Highly unique style consistent throughout the drawing •Hand is other than flat position (fingers overlapped, bent, palm showing, fingers coming toward the viewer, etc.) AND hand is holding something •Additional elements such as background, objects, shadows, clothing, jewelry, hair, scars; developed to a high degree and very detailed •Hand may be holding objects or have objects around it in the background •Hand and wrist are drawn •Wrinkles are drawn very accurately, line quality of details varies •Shadows are included and are accurate and consistent 3 •Line quality varied but only in a few places •Shading shows simple definition of light and shadow, areas of emphasis •Source of light not as obvious with some deviation •Looks real, good proportion but may have an error or two •Neat, no smudges, folds, tears or creases •Erasures are barely visible •May use humor, light and dark lines, theme to a lesser degree •Style is unique but may be inconsistent or vary throughout the drawing •Hand is other than flat position (fingers overlapped, bent, palm showing, fingers coming toward the viewer, etc.) •Hand is NOT holding anything •Included elaboration of shadows, clothing, jewelry, objects, but details are less well defined or carefully done •Hand and wrist are drawn •Contains good detail, knuckles, nails, wrinkles •Details are not as finely rendered See Fine Arts assessments on www.isbe.net for task specific RUBRIC’s 14
Group Activity One In your group: • Choose one of the following four examples given in this power point (Stage C – Masks, Stage C – Fruit Salad, Stage D – The Three Pigs, Stage G – Choreographic Principles, Stage G – Contour Drawing, Stage G – Ensemble); • read the task; • review the rubric and identify the dimensions used in this task. Look at the evaluation procedure (last step) in the assessment; • evaluate the two student work samples using the rubric provided with the assessment item; and • determine which sample meets the criteria and which sample exceeds the criteria. 15
Page 1 and 2: Performance Descriptors and Classro
Page 3 and 4: Topics In This Presentation !Standa
Page 5 and 6: • Goals are the most general of t
Page 7 and 8: Performance Descriptors for Illinoi
Page 9 and 10: Stage B: Goals, Standards and Perfo
Page 11 and 12: Performance Standards Performance S
Page 13: Exceeds RUBRIC: Continuum of Eviden
Page 17 and 18: Masks Across Cultures Procedures 1.
Page 19: Masks Across Cultures Examples of S
Page 22 and 23: Masks Across Cultures Student Work
Page 24 and 25: Masks Across Cultures “Meets” T
Page 26 and 27: Masks Across Cultures “Exceeds”
Page 28 and 29: Fruit Salad Procedures Using the me
Page 30 and 31: Fruit Salad Examples of Student Wor
Page 32 and 33: FRUIT SALAD Name __________________
Page 34 and 35: Fruit Salad Student Work Samples Wa
Page 36 and 37: Fruit Salad “Meets” The field t
Page 38 and 39: Fruit Salad “Exceeds” The field
Page 40 and 41: Procedures Three Pigs 1. In order t
Page 42 and 43: Three Pigs Examples of Student Work
Page 44 and 45: NAME ______________________________
Page 46 and 47: Three Pigs Student Work Samples Wai
Page 48 and 49: Three Pigs “Meets” The field te
Page 50 and 51: Three Pigs “Exceeds” The field
Page 52 and 53: Choreographic Principles and Form P
Page 54 and 55: Choreographic Principles and Form
Page 56: Choreographic Principles and Form E
Page 64 and 65:
Contour Drawing Performance Standar
Page 66 and 67:
Contour Drawing 2 Have students rev
Page 69 and 70:
Contour Drawing Student Work Sample
Page 71 and 72:
Contour Drawing “Meets” The fie
Page 73 and 74:
Contour Drawing “Exceeds” The f
Page 75 and 76:
Ensemble Rehearsal Techniques Proce
Page 77:
Ensemble Rehearsal Techniques Examp
Page 81 and 82:
Ensemble Rehearsal Techniques “Me
Page 83 and 84:
Ensemble Rehearsal Techniques “Me
Page 85 and 86:
Ensemble Rehearsal Techniques Excee
Page 87 and 88:
Should You Try This At Home? Group
Page 89:
If you have questions or ideas abou
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Fine Arts Performance Descriptors and Classroom Assessments

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