“RESPONDING” Narrative Statement about a Student’s Own Work “CRITIQUE”

RI Visual Art Proficiency Based Graduation Requirements

Criteria

Exceeds Standard

Advanced

4

Meets Standard

Proficient

3

Below Standard

Emerging

2

Beginning

1

Analysis of creating process

PBGR-VA, R2

The student…

Analyzes process in depth by referencing conceptual beginnings and problem solving and decision making strategies and techniques

The student…

Analyzes process by referencing conceptual beginnings and problem solving and decision making strategies and techniques

The student…

Identifies process by referencing conceptual beginnings and problem solving and decision making strategies and techniques

The student…

Identifies some of the process by referencing conceptual beginnings and problem solving and decision making strategies and techniques

Reflecting on meaning of work

PBGR-VA, R2

GSE:

(W-10-6.1, 6.2, 6.4; W-10-7.2, 7.4, 7.5; 10-8.2, 8.3)

Identifies in detail things about the work that can be seen, named, and described with certainty

Analyzes extensively the interrelationships and organization of art elements and subject matter

Interprets based on deep analysis to identify meaning of work

Identifies things about the work that can be seen, named, and described with certainty

Analyzes interrelationships and organization of art elements and subject matter

Interprets based on analysis to identify meaning of work

Identifies some things about the work that can be seen, named, and described with certainty

Analyzes some of the interrelationships and organization of art elements and subject matter

Interprets based on some of the analysis to identify meaning of work

Identifies few things about the work that can be seen, named, and described with certainty

Analyzes a few of the interrelationships and organization of art elements and subject matter

Interprets based on little analysis to identify meaning of work

Assessment of work

PBGR-VA, R2

Evaluates work based on preceding in depth analysis of work’s meaning and with analysis of craftsmanship, design quality, expressiveness, originality, and comparison of similar kind of artwork

Evaluates work based on work’s meaning and describing craftsmanship, design quality, expressiveness, originality, and comparison of similar kind of artwork

Evaluates work based on some of the preceding analysis of work’s meaning and describing some craftsmanship, design quality, expressiveness, originality, and comparison of similar kind of artwork

Evaluates work based on little preceding analysis of work’s meaning and describing little craftsmanship, design quality, expressiveness, originality, and comparison of similar kind of artwork

 

Value gained by personal involvement in visual arts

PBGR-VA, R2)

GSE

(W-10-6.4)

Analyzes a connection of new understanding/appreciation based on new knowledge

Analyzes how reflective process expands personal value of art

Identifies a connection of new understanding/appreciation based on new knowledge

Identifies how reflective process expands personal value of art

Identifies some connection of new understanding/appreciation based on new knowledge

Identifies vaguely how reflective process expands personal value of art

Identifies little connection of new understanding/appreciation based on new knowledge

States that reflective process expands personal value of art

Knowledge of another culture and/or artistic period

PBGR-VA, R2

GSE

(W-10-6.5,6.6)

Analyzes effective use of cultural and/or art historical references in artwork

Effectively supports valid arguments with detailed evidence, citing sources of information when appropriate;

Includes appropriate facts and details, excludes extraneous information

Uses several strategies to inform & defend, such as, anecdotes, statistics, details, descriptions, examples, etc

Identifies effective use of cultural and/or art historical references in artwork

Supports valid arguments with evidence, citing sources of information when appropriate;

Includes appropriate facts and details, excludes extraneous information

Uses at least one strategy to inform and defend, such as, anecdotes, statistics, details, descriptions, examples, etc

Identifies vaguely effective use of cultural and/or historical references in artwork

Attempts to support arguments but some evidence and/or analysis lacks clarity, accuracy or correct citations. Most facts & details are relevant

Some strategies to inform & defend are unclear or ineffective

States that there is effective use of cultural and/or historical references in artwork

Most arguments are not supported with valid or clear evidence and/or most interpretations are inaccurate and/or not correctly cited

Little attempt at using strategies to inform

Connections Between Content/Concepts in other Disciplines

PBGR-VA, R3

Analyze contextual/conceptual connections artwork has in other discipline(s) comparing and contrasting specific correlating examples

Identifies contextual/conceptual connections artwork has in other discipline(s) citing specific correlating examples

Identifies loose contextual/conceptual connections artwork has in other discipline(s) citing general correlating examples

.

States that there is a contextual/conceptual connection artwork has in other discipline(s)

Engages and orients the reader

GSE:

W-10-14.1, 14.2, 14.3

Engages the reader by establishing in depth context

Analyzes the artwork’s significance as the basis for the reflection

Uses an organizational structure that allows for a progression of ideas to develop

Engages the reader by establishing context

Analyzes the artwork’s significance as the basis for the reflection

Uses an organizational structure that allows for a progression of ideas to develop

Engages the reader by establishing context

Analyzes the artwork’s significance as the basis for the reflection

Uses an organizational structure that allows for a progression of ideas to develop

Engages the reader by establishing context

Analyzes the artwork’s significance as the basis for the reflection

Uses an organizational structure that allows for a progression of ideas to develop

Uses a range of writing strategies

GSE:

W-10-14.4

Skillfully uses a range of elaboration techniques (i.e., questioning, comparing, connecting, interpreting, analyzing, or describing) to establish a focus

Uses a range of elaboration techniques (i.e., questioning, comparing, connecting, interpreting, analyzing, or describing) to establish a focus

Uses some elaboration techniques (i.e., questioning, comparing, connecting, interpreting, analyzing, or describing) to establish a focus

Uses few elaboration techniques (i.e., questioning, comparing, connecting, interpreting, analyzing, or describing) to establish a focus

 

Creates an organizing structure

GSE:

W-10-1, 14.5

The narrative is skillfully organized from beginning to end; this organization can be, but is not necessarily, sequential. This includes an opening, body, and closure that are complex

The narrative is clearly organized from beginning to end. This includes an opening, body, and closure

The narrative includes an opening, body, and closure; however, one or more of these elements is not fully developed

The organization is incomplete or one or more of the elements causes confusion

Demonstrates understanding of English language conventions

GSE: W-9

Demonstrates consistent control of grammar, usage, punctuation, sentence construction, and spelling

No errors

Demonstrates control of usage, grammar, punctuation, sentence construction, and spelling

Occasional errors do not usually interfere with meaning

Demonstrates some control of usage, grammar, punctuation, sentence construction, and spelling

Frequent errors interfere with meaning

Demonstrates little control of usage, grammar, punctuation, sentence construction, and spelling

Numerous errors interfere with meaning

Revises to clarify meaning

GSE:

W-10-1

Ample and convincing evidence that the additions, deletions, substitutions and/or rearrangements are substantive and significantly improve the clarity, focus, or impact of the writing

The writer’s understanding of how and/or why the changes were necessary and beneficial is clear, thorough, and insightful

Clear and convincing evidence that the additions, deletions, substitutions and/or rearrangements are substantive and significantly improve the clarity, focus, or impact of the writing

The writer’s understanding of how and/or why the changes were necessary and beneficial is clear and thorough

Some evidence that additions, deletions, substitutions and/or rearrangements are substantive and significantly improve the clarity, focus, or impact of the writing

The writer may not clearly understand what changes were needed or be able to convincingly and accurately explain why or how

Few substantive changes or changes which fail to improve the clarity, focus, or impact of the writing

The writer lacks understanding of what to change and/or why

·          This rubric was developed by a learning community of RI art educators. This rubric is used throughout the state for responding to individual art work through written critique.