8th art. Here we are again. Students are expected to know whats going on and how the classroom functions by now. They have been trained up to this point to guage their time, use research and peer input to develop an idea, make their plan, and see it through Just making sure everyone is aware. Project grades for the 8th grade will not be showing up until later in the MP. Due to the nature of the projects and the horribly segmented nature of the second marking period going right through most of the holidays we get off school for the students will be not handing in most of their projects till well into the MP. Ceramic projects will be started, fired, then finished and handed in later in the MP. Yearbook projects will be finished while we are waiting for the clay to be fired. 1point perspecitve and the Graffiti studies will be allong later in the marking period. Its a lot to slam into a short period so students need to keep on task and keep track of their artwork inside the classroom all marking period.
Welcome Back to School Grade 7. You have all been here before and you know the drill. We will start on day one with an intro to the art room that you shoud be pretty familiar with by now but a little refresher is never a bad idea. That way you are all familiar with your surroundings and can work more efficiently. Then everyone makes the name tags for your bins then the projects start to roll. On the menu for this year are a few interesting projects that the students tend to look forward to when they see them on display in the lower grades. Students will work on sculptures this year, portraits, a study of the pop art movement, and several other projects and activities to keep their creative side working.All students at the beginning 7th grade are informed that getting a another year older carries with it a few more expectations. Projects are introduced with looser guidelines to further allow for higher levels of thought and creativity while making sure to hit the points in the rubric. Students are always encouraged to put their own touch on any project and add their own creative flair to everything but 7th grade curriculum attempts to push that point a little more. This class is designed to teach skills like creative thought, independent work ethic, problem solving, pride in their work, visual awareness, and an ability to seek out answers and solve their own problems, all while still working and coexisting in a busy working environment with other people doing the same (just to name a few). Expectations to perform these skills that they have been working with since 5th grade art are put to the test in the tasks and projects they must complete. Hopefully these are skills they will take with them to high school, college, to the workforce, and to other portions of their life.And you thought this class was only drawing and painting...Looking forward to another great MP.Thank you,DR
I just posed this on the documents page but thought it would be a good thing to have up here too. This is the format I use to grade anything that comes across my desk. Its all here. This is whats running through my mind when I look at a project and fill out the grading rubric for each assignment. Like I said its also in the documents section as an excel file so it might be a little easier to see in that format but here it is!
Fine Arts Grading Rubric
Above Average Work
Below Average Work
Elements of Design: Line, Texture, Color, Shape/Form, Value, Space
Principles of Design: Repetition, Balance, Emphasis, Contrast, Unity
A. Planned Carefully, made several sketches, and showed an awareness of the elements and principles of design; Chose color scheme carefully used space effectively.
B. The artwork shows that the student applied the principles of design while using one or more elements effectively; showed an awareness of filling the space adequately.
C. The student did the assignment adequately, yet shows lack of planning and little evidence that an overall composition was planned.
D. The assignment was completed and turned in, but showed little evidence of any understanding of the elements and principles of art; no evidence of planning
F The student did the minimum or the artwork was never completed.
A. The student explored several choices before selecting one; generated many ideas; tried unusual combinations or changes on several ideas; made connections to previous knowledge; demonstrated outstanding problem solving skills.
B. The student tried a few ideas before selecting one; or based his or her work on someone’s idea: made decisions after referring to one source; solved the problem in a logical way.
C. The student tried one idea, and carried it out adequately, but lacked originality; substituted someone else’s ideas or observations for personal observation: might have copied work.
D. The project was completed with minimum effort.
F The student did not finish the work adequately.
A. The project was continued until it was as complete as the student could make it; gave effort far beyond that required; took pride in the work.
B. The student worked hard and completed the project, but with a little more effort it might have been outstanding.
C. The student finished the project, but it could have improved with more effort; adequate interpretation of the assignment but lacking finish; chose an easy project and did it indifferently.
D. The project was completed with minimum effort.
F The student did not finish the work adequately.
A. The artwork was beautifully and patiently done; it was as good as hard work could make it.
B. With a little more effort the work could have been outstanding; lacks the finishing touches.
C. The students showed average craftsmanship; adequate, but not as good as it could have been, a bit careless.
D. The project was completed with minimum effort
F The students showed poor craftsmanship; evidence of laziness or total lack of understanding.
Group Cooperation/Attitude (Classroom Attitude)
A. The student worked toward group goals, effectively performed a variety of roles in a group work, followed through on commitments, was sensitive to the feelings and knowledge of others, willingly participated in necessary preparation or work for the classroom.
B. The student participated enthusiastically, followed through on commitments, and assisted in preparation and clean up.
C. The student mostly allowed others in the group to make all the decisions, did his or her share of the work adequately, assisted in preparation and clean up when asked.
D. The student allowed others to do most of the work, died participate minimally, did the minimum amount.
F The student was part of the group, but did almost nothing toward group goals, did a minimum amount of work preparation and cleanup.
My class runs as a busy and productive studio environment. That said there is little to no time for down time with what we need to accomplish every day. Students are encouraged to come, in put their books down, take out their projects, and get straight to work without any instruction from me (once they have been introduced to the project). Projects are worked on at the students pace until completion of all the points given in the demonstration and on the grading rubric which is posted on the wall for all students to see and check regularly.Once a few students finish the project the new project will be introduced. Students are instructed to complete the initial project completely, hand it in, and go straight on to the next project that was recently introduced. If they take extra time on one project they need to push themselves to catch up on the next one because every project has a hard deadline at the end of the marking period. Due dates posted during the marking period are guidelines for the students to keep pace of their progress throughout the marking period.Just like for every other teacher in the school there is a beginning and an end to the marking period all projects are due by the date given at the end (usually about two days before the actual end of the MP). I cannot move the end of the Marking period I can't move the due date. Students must learn to manage their time accordingly to get all the projects completed in that time.The actual rubric that I use to grade every project is posted at the front of the room after a project is introduced for all students to see and check. The materials from the project demonstration are also posted on the wall at the front of the room. Any questions about projects students are encouraged to either ask each other, do some research, or ask me to help them work out problems, expand on ideas, complete designs, etc. There are not many surprises in this class everything is laid out quite plainly for the students on day one and is up for view throughout the classroom.Projects are 75% of the grade and are graded with the rubric mentioned in the previous paragraph. Classwork makes up the additional 25%. Classwork grade consists of classroom conduct. Students are required to maintain a reasonable volume, clean up after themselves, work consistently on their art assignment, and not distract or harm any of their fellow students, and generally respect the classroom, supplies, each other, and myself. If all of these are followed students will maintain a 100 for classwork throughout the year. Any issues with classwork conduct result in a 10 point loss of the classwork grade for each infraction. Classwork points are not returned.Students are encouraged to think creatively and put forth their best work on each assignment. I do not expect all of my students to become artists, although if they listen and do the projects to the best of their abilities they will improve, and should, in their artistic ability. I do expect the students to learn to think creatively, that is the life skill I am here to teach. I want my students to challenge themselves not just give me the minimum requirement on everything. This is Art Class! There is always room for creative thinking. Expanding on ideas, projects, materials, is always encouraged as long as the project fits the points outlined in the grading rubric. Any students who has an idea they wish to work on or something they want to expand on for a project that they are worried may not fit in the constraints of the rubric should speak to me first in order to be sure it will will still be receive the points worthy of the effort.Creativity is a skill that can be translated into any professional position and can only make students a better more resourceful version of themselves. A job candidate capable of solving a problem nobody else can solve because they can think past the problem to the solution is always a more valuable employee to any establishment.Thank you for reading my rant of a course description and I hope to have a great year working with this years students. If you have any questions on anything I posted up here please do not hesitate to ask.Thank you,D. ReinertsenFrankford Township Middle SchoolTeacher of Art