THE ARTS: AN INTERDISCIPLINARY LEARNING EXPERIENCE /Edu

RUBRICS for Interdisciplinary & Expressive Arts - Prof. John Toth, Ph.D. Journal Entry Assessment Tool Class Participation Assessment Tool Hands-On Visual Arts Assessment Tool Reflecting on a Work of Art Assessment Tool
RUBRIC FOR JOURNAL ENTRIES FOR AESTHETIC EDUCATION CLASS
Elements of Standard	Unacceptable		Acceptable		Target
Teacher Candidate describes, analyzes and interprets main topics of each class session.	No reference is made to topics of each class session.		Adequate reference is made to topics of each class session		Illuminating reference is made to topics of each session
TC’s describes his/her personal experience with each class session.	No description of personal experience.		Description of personal experience.		In-depth description of personal experience and new connections to aesthetic experience are eloquently articulated
TC understands connection of aesthetic education with childhood curriculum.	No aesthetic education connections made with childhood curriculum.		Aesthetic education connections made with childhood curriculum		Cogent, creative aesthetic education connections made with childhood curriculum.
TC demonstrates ability to develop a topic, write well, and clarify questions.	Entries are not well organized. Writing is ungrammatical and awkward.		Entries are well organized but the writing is not consistently clear. Few grammatical mistakes are made.		Entries are well organized and written in a clear and accurate manner.
RUBRIC FOR REFLECTION ON WORK OF ART
Elements of Standard		Unacceptable		Acceptable	Target
Teacher Candidate’s ability to describe his/her personal experience with work art (visual, dance, theater, music).		No description of personal experience with work of art or related activities.		Description of personal experience with work of art is articulated.	In-depth description of personal experience with work of art and new connections to aesthetic experience are eloquently articulated
TC describes, analyzes and interprets works of art the four arts disciplines---dance, music, theater, and the visual arts—develops knowledge and skills in the basic vocabularies, materials, traditional and technology-based tools, techniques, and thinking processes of each arts discipline.		No reference is made to art/ performance images, elements, language and so forth.		Adequate reference is made to art/ performance images, elements, language and so forth	Illuminating reference is made to art/ performance images, elements, language and so forth.
TC understands connection of professional art works to classroom activities.		No art/ performance connections made with childhood curriculum.		Art/ performance connections made with childhood curriculum.	Cogent, creative art/ performance connections made with childhood curriculum.
TC demonstrates ability to develop a topic write well, and clarify questions.		Paper is not well organized. Writing is ungrammatical and awkward.		Paper is well organized but the writing is not consistently clear. Few grammatical mistakes are made.	Paper is well organized and written in a clear and accurate manner.

RUBRIC FOR TEACHER CANDIDATE PARTICIPATION IN CLASS DISCUSSION ON ARTS ACTIVITY

Elements of Standard

Unacceptable

Acceptable

Target

Content rating is concerned with the amount of content related to the arts experience, the relevance of the content to the topic and the adaptation of the content to the class and the arts experience.

This rating is concerned with content in terms of quantity, relevance and adaptation.

* Rating is not based on prior knowledge in the arts or experience in the arts.

* The Teacher Candidate says practically nothing.

* The TC focuses primarily on irrelevant content.

* The TC is highly egocentric.

* TC appears to ignore the class and the arts experience.

* The TC provides enough content to meet the topic at hand.

* The TC focuses primarily on relevant content. The TC sticks to the topic.

* The TC adapts the content in a general way to the arts experience.

* The TC uses words & concepts appropriate for the arts experience.

* The TC provides a variety of types of content appropriate for the task, such as generalizations, details, examples and various forms of evidence.

* The TC adapts the content to the class and the arts experience under discussion.

* The TC takes into account the specific arts experience of the class.

The delivery rating is concerned with volume, rate, and articulation of the message. Some examples of poor articulation include mumbling, slurring words, stammering, stuttering. Articulation will be rated with respect to ability to understand the message. * Remember, in this component the TC is rated on how she/he speaks, not what the he/she says.

* The volume is so low that you cannot understand most of the message.

* The rate is so fast.

* The pronunciation and enunciation are so unclear.

* The volume is not too low or too loud.

* The rate is not too fast or too slow.

* Pauses are not too long or at inappropriate spots.

* The pronunciation and enunciation are clear.

* The TC delivers the message in a lively, enthusiastic fashion.

* The volume varies to add emphasis and interest.

* Rate varies and pauses are used to add emphasis and interest.

* Pronunciation and enunciation are very clear.

The organization rating focuses on how the content of the message is structured. It is concerned with sequence and the relationships among the ideas in the message.

* Remember the candidate is rated on how she/he organizes the message, not what the student says.

The message is so disorganized you cannot understand most of the message.

The message is organized. You do not have difficulty understanding the sequence and relationships among the ideas in the message. You can put the ideas in the message in an outline.

The message is clearly organized. The TC helps you understand the sequence and relationships of ideas by using organizational aids such as announcing the topic, previewing the organization, using transitions, and summarizing.

The language rating is concerned with grammar and choice of words

* Remember, in this component the candidate is rated on how she/he conveys the message through language, not what the TC says.

The grammar and vocabulary are so poor that you cannot understand most of the message.

* The TC makes few grammatical mistakes.

* The TC uses descriptive language, clear and concise language persuasive language.

* The TC uses complex grammatical structure and abstract vocabulary.

* The TC makes very few grammatical mistakes.

* The TC uses language in highly effective ways.

* The TC uses vivid language, emotional language, humor, imagery, metaphor, and simile.

RUBRIC FOR HANDS-ON ART ACTIVITIES

Elements of Standard	Unacceptable	Acceptable	Target
Elements / Principles/ Expressive Correct use of elements (line, shape / form, value, space, color, texture), principles (balance, harmony, variety, emphasis, rhythm/ movement/ repetition, gradation, proportion and unity) and expressive elements emotions, Concepts, metaphors, etc.)	Finished artwork shows no understanding of elements, principles or expressive elements required to solve problems.	Finished artwork shows understanding of elements, principles or expressive elements required to solve problems.	Finished artwork shows a deeper understanding of elements, principles and expressive elements required to solve problem.
Craftsmanship/Technique Craftsmanship is aptitude, skill, manual dexterity in use of media and tools. Technique is manner and skill with which the TC employs the tools/ materials to achieve the chosen effect.	Finished artwork shows little or no skills in manipulation of media and technique used to express creative idea.	Finished artwork shows skills in manipulation of media and technique used to express creative idea.	Finished artwork shows great skills in manipulation of media and technique used to express creative idea.
Creativity/Elaboration/ Inventiveness/Independence Involves amplification, development of theme in unique manner. Work exhibits a distinctive, individual style (manner of expression) unique to the TC. TC works independently.	Lack of originality, theme is very weak, trite, stereotypical, copied or trace; very little or no initiative; student waits to be told what to do.	Average degree of originality, theme is present with some elaboration; some initiative in working and independent thinking.	Superior degree of originality throughout; very unique solution; theme has been elaborated upon to a high degree; works and thinks independently all the time. Self-initiated.

RUBRIC FOR DREAM COLLAGE: CREATING A BLACK AND WHITE COLLAGE

CRITERIA	BELOW STANDARD Unacceptable (Redo)	MEETS STANDARD Acceptable	ABOVE STANDARD Exceptional
Elements/ Principles/ Expressive Appropriate use of black and white, movement,/ stillness, abstraction, figure/ ground, elements shape/form, space, balance, harmony, variety, emphasis, proportion, unity / disunity, expressive elements emotions, concepts, metaphors, etc.	Black and White Collage shapes do not capture movement and stillness. Difficult to distinguish movement from stillness. The two shapes are not abstract (they look like recognizable imagery) and do not interact with each other.	Black and White Collage capture movement and stillness. The two shapes are abstract and interact with each other.	Black and White Collage images capture convincingly movement and stillness. The two shapes are abstract and clearly interact with each other.
(Less Important) Craftsmanship/Technique Craftsmanship is aptitude, skill, manual dexterity in use of medium (collage) and tools (hands, scissors, glue). Technique (cutting, tearing and pasting) is manner and skill with which the TC employs the tools/ materials to achieve the Black and White Collage.	Little or no skills in manipulation of the two shapes and technique (cutting, tearing, and pasting) used to express the desired goal of collage. Collage is very sloppy and dirty.	Shows skills in manipulation of the two shapes and technique (cutting, tearing, and pasting) used to express movement vs. stillness.	Shows great skills in manipulation of the two shapes and technique (cutting, tearing and pasting) used to express movement vs. stillness.
(Most Important) Creativity / Elaboration/Inventiveness Amplification, development of theme of “Movement vs. Stillness.” Explored the possibilities in expressing movement vs. stillness through abstract shapes.	Lack of originality “Still Vs Moving” theme is weak, stereotypical, copied or trace. Two shapes do not interact with each other.	Average degree of originality. “Still Vs Moving” theme is present with some elaboration. Shapes show interaction with each other.	Superior degree of original nality throughout; very unique solution; “Still Vs Moving” theme elaborated upon to a high degree. Subject is rich in meaning, imaginatively shows shapes interacting with each other.

RUBRIC FOR CREATING A SYMBOLIC LANGUAGE: MIXED MEDIA

CRITERIA	BELOW STANDARD	MEETS STANDARD	ABOVE STANDARD
The TC displays an ability to visually communicate a relationship between an image and an idea.	The use of symbols is obvious and uncreative.	The use symbols communicates a meaningful relationship and shows creativity	The use of symbols establishes a meaningful, challenging relationship that is original or unexpected.
Craftsmanship/Technique: The symbol is executed in a way that communicates an idea in a aesthetically visual manner.	Little or no skills in manipulation symbol. Poor color choice. Inappropriate technique. Traced image. Borrowed icon.	The technique contributes to the meaning of the symbol.	Shows great skills in manipulation of paint and technique used to express
Creativity / Elaboration/ Inventiveness Amplification, development of a symbolic theme occurs in distinct and creative way.	Lack of originality Theme is weak, stereotypical, copied or trace.	Average degree of originality. Theme is present with some elaboration.	Superior degree of originality throughout; very unique solution; theme elaborated upon to a high degree.

RUBRIC: CREATING CONCRETE POEM REFLECTING ON GALLERY VISIT

CRITERIA	BELOW STANDARD	MEETS STANDARD	ABOVE STANDARD
Incorporates some of the following Elements / Principals/ Expressive Elements to integrate the text into a visual composition: balance, harmony, variety, emphasis, rhythm/ movement/ repetition, gradation, proportion, unity, emotions, concepts, metaphors, etc.	Organization and arrangement / design of text communicates no visual reflection of gallery experience.	Organization and arrangement / design of text communicates a reflection of gallery experience.	Organization and arrangement / design of text communicates an enhanced reflection of gallery experience.
Craftsmanship / Technique: Manner and skill with which the TC manipulates (hand-made or computer-made) the text---font/size/color---to visually achieve the chosen effect.	Finished concrete poem shows little or no skills in manipulation of the text and technique used to visually achieve the chosen effect.	Finished concrete poem shows skills in manipulation of the text and technique used to visually achieve the chosen effect.	Finished concrete poem shows great skills in manipulation of the text and technique used to visually achieve the chosen effect.
Creativity / Elaboration/ Inventiveness Amplification, developments of theme in unique manner of the gallery visit.	Lack of originality. Theme is weak, stereotypical, copied or trace.	Average degree of originality. Theme is present with some elaboration.	Superior degree of originality throughout; very unique solution; theme elaborated upon to a high degree.

RUBRIC FOR CREATING A TRANSFORMATION / METAMORPHOSIS

CRITERIA	BELOW STANDARD	MEETS STANDARD	ABOVE STANDARD
Correct use of gradation: Using black, white and red paints create at least five tints and shades of red	Less than five tints and shades red.	Exactly five tints and shades red.	More than five tints and shades of red.
Craftsmanship/Technique: Manner and skill with which the TC employs the tools/ materials to achieve the chosen effect.	Little or no skills in manipulation of paint and technique used to express “Metamorphosis.”	Shows skills in manipulation of paint and technique used to express “Metamorphosis.”	Shows great skills in manipulation of paint and technique used to express “Metamorphosis.”
Creativity / Elaboration/ Inventiveness Amplification, development of theme of Metamorphosis occurs in distinct stages.	Lack of originality Theme is weak, stereotypical, copied or trace.	Average degree of originality. Theme is present with some elaboration.	Superior degree of originality throughout; very unique solution; theme elaborated upon to a high degree.

RUBRIC: CREATING A MANDALA DESIGN

CRITERIA	BELOW STANDARD Unacceptable (redo.)	MEETS STANDARD Acceptable	ABOVE STANDARD Exceptional
(Very Important) Appropriate use of line, color, shapes / forms, balance, composition etc: There should be no bottom, top, or sides. Any way you hold paper will look balanced. There should be at least six sections radiating out from or in to center.	There are less than six radiating sections. There is clearly a top, bottom and sides. There is no flow of imagery/ line or color radiating out or in to center.	There are six radiating sections. There is no top, bottom or sides. There is a flow of imagery/ line or color radiating out or in to center.	There are more than six radiating sections. There is no top, bottom or sides. There is a complex and convincing flow of imagery/ line or color radiating out or in to center.
(Important) Craftsmanship/Technique: Manner and skill with which the TC employs the media (painting, colored drawing, collage) tools (brushes, markers, pencils, scissors etc.) and technique to achieve the Mandala Design.	Shows little or no skills in manipulation of media, tools and technique used to achieve the Mandala Design.	Shows some degree of skills in manipulation of media, tools and technique used to achieve the Mandala Design.	Shows great skills in manipulation of media, tools and technique used to achieve the Mandala Design.
(Most Important) Creativity / Elaboration/ Inventiveness Amplification, development of Mandala: design exhibits a distinctive, individual style, unique to the TC. Shows elaboration and inventiveness in the lines, colors, shapes, forms and imaginary creatures radiating in/out from edge/center of circle.	Mandala is weak, stereotypical, copied or trace lacking originality. Mandala shows no elaboration and inventiveness in use of lines, colors, shapes, forms and imaginary creatures. Parts do not radiate in/out from center of circle.	Mandala has average degree of originality. Mandala shows use of lines, colors, shapes, forms and imaginary creatures. Parts radiate in/out from center of circle.	Mandala shows superior degree of originality throughout; very unique solution; Lines, colors, shapes, forms and imaginary creatures elaborated upon to a high degree. Complex and inventive radiating of parts, in/out from center of circle.

RUBRIC: CREATING CUT-PAPER LETTERING COLLAGE

CRITERIA

BELOW STANDARD
C(1)

MEETS STANDARD
B-(2), B(3), B+(4)

ABOVE STANDARD
A-(5), A(6), A+(7)

(Maximum 3)
Elements/Principles/ Expressive

Correct use of art elements line, shape/form, value, space, color, principles of design (balance, harmony, variety, emphasis, rhythm/ movement/ repetition, proportion and unity) and expressive elements (emotions, concepts, metaphors, etc.)

(.5)

Cut-Paper Lettering Collage shows no understanding of function of color, design, shape/ size of letters, imagery and composition, to express self identity emotionally, conceptually, metaphorically, etc

(1 – 2 )

Cut-Paper Lettering Collage shows understanding of function of color, design, shape/ size of letters, imagery and composition, to express self identity emotionally, conceptually, metaphorically, etc

(2.5 – 3)

Cut-Paper Lettering Collage shows a deep understanding of function of color, design, shape/ size of letters, imagery and composition, to express self identity emotionally, conceptually, metaphorically, etc

(Maximum 2)
Craftsmanship/Technique

Craftsmanship is aptitude, skill, manual dexterity in use of media (collage) and tools scissors and glue. Technique (cutting, tearing and pasting) is manner and skill with which the TC employs the tools/ materials to achieve the chosen effect.

(.5)

Cut-Paper Lettering Collage shows little or no skills in the manipulation of colored paper and technique used to express self-identify.

(1 – 1.5)

Cut-Paper Lettering Collage shows skills in the manipulation of colored paper and technique used to express self-identify.

(2)

Cut-Paper Lettering Collage shows great skills in the manipulation of colored paper and technique used to express self-identify..”

(2) Creativity/Elaboration/
Inventiveness/ Independence

Involves amplification, development of theme (self-identity) in unique manner. Work exhibits a distinctive, individual style (manner of expression) unique to the TC.

(.5)

Collage lacks originality, theme (self-identity) is very weak, trite, stereotypical, copied or trace, very little or no initiative.

(1 – 1.5)

Collage shows an average degree of originality, theme (self-identity) with some elaboration; some initiative in working and independent thinking.

(2)

Collage shows superior degree of originality throughout; very unique solution; theme (self-identity) has been elaborated to a high degree; works and thinks independently all the time. thinking.

Prof. John Toth / HUNTER COLLEGE

RUBRIC FOR COLLABORATIVE PARTICIPATION WITHIN AESTHETIC EDUCATION

Elements of Standard	Unacceptable	Acceptable	Target
Research & Gather Information Share Information	* Does not collect any information that relates to the topic. * Does not relay any information to teammates.	* Collects some basic information--most relates to the topic. * Share some basic information--most relates to the topic.	* Collects a great deal of information--all relates to the topic. * Share a great deal of information--all relates to the topic.
Commitment to the tasks and goals	* Rarely focuses on tasks and goals;	* Focuses on task and goals most of the time;	* Almost always focuses on tasks and goals.
Meaningful contribution	* Rarely contributes useful ideas/ solutions.	* Sometimes contributes useful ideas/solutions	* Routinely contributes useful ideas/solutions.
1. Fulfilling responsibilities to the group. 2. Share Equally	* Fulfills assigned responsibilities with minimal effectiveness.* Does not perform any duties of assigned team role.	* Fulfills assigned responsibilities with moderate effectiveness. * Performs nearly all duties.	* Fulfills assigned responsibilities with a high degree of effectiveness. * Performs all duties of assigned team role.
Working with others	* Rarely listens to, shares with, or supports others.	* Frequently listens to, shares with, and supports others. Does not cause "waves" in the group.	* Routinely listens to, shares with, and supports others. Tries to keep people working well together

RUBRIC FOR PRIME COMMUNICATION

CRITERIA Equally weighted 33.3%	BELOW STANDARD C+	MEETS STANDARD B- > B+	ABOVE STANDARD A- > A+
Elements/Principles/ Expressive Correct use of the art element of line: Understands the language and differences between curvy, straight, parrellel, shaped to make forms or outlines. Controls pressure to illustrate light and dark values, space, color…	< 79.9 Drawing shows no understanding of the use and function of line.	80 > 89.9 Drawing shows understanding of function of line in the imagery and composition, to express self identity emotionally, conceptually, metaphorically, etc	90 > 100 Drawing shows a deep understanding of function of line in the imagery and composition, to express self identity emotionally, conceptually, metaphorically, etc
Craftsmanship/Technique Drawing aptitude, skill, manual dexterity in use of drawing media: pencils, craypas, colored pencils, markers. Drawing technique displays a skill with which the TC employs the tools/ materials to achieve the chosen effect.	Drawing shows little or no skills in the manipulation and technique used to express self-identify.	Drawing shows skills in the manipulation and technique used to express self-identify.	Drawing shows great skills in the manipulation and technique used to express self-identify.
Creativity/Elaboration/ Inventiveness/ Independence Drawing Involves amplification, development of theme (self-identity) in unique manner. Work exhibits a distinctive, individual style (manner of expression) unique to the TC.	Drawing lacks originality, theme (self-identity) is very weak, trite, stereotypical, copied or trace, very little or no initiative.	Drawing shows an average degree of originality, theme (self-identity) with some elaboration; some initiative in working and independent thinking.	Drawing shows superior degree of originality throughout; very unique solution; theme (self-identity) has been elaborated to a high degree; works and thinks independently all the time. thinking.
HUNTER COLLEGE

RUBRIC FOR PORTFOLIO PRESENTATION
Elements of Standard 150 points or 15% of total grade	BELOW STANDARD B- and below 0 – 125 points	MEETS STANDARD B, B+, A- 126 – 140 points	ABOVE STANDARD A, A+ 141 -150 points
Presentation: 50 points How well do you present the portfolio?	Awkward presentation. Fumbles page turns. Poor train of thought	Presentation is adequate. Good posture. Speaks clearly.	Enthusiastic presentation. Excellent language and communication skills.
Concepts and ideas: 50 points Is there an idea or theme that holds the work together with quotes or design? Does the portfolio contain examples of artworks under study?	The portfolio is not laid out in a manner that communicates a flow of ideas. Portfolio is designed in a manner that does show a sequence of ideas.	Content of the portfolio is laid out in a clear sequential manner. Good support context, quotes and art images that form the portfolio content. The portfolio has a table of contents.	Exceptional connections between the generated artwork and clarity of ideas, contextual info. and curricular connections. Portfolio shows a clear connection between the studied artworks, activities and the assigned reading articles.
Skills in visualization: 50 points Is the portfolio laid out and composed in a manner that is visually easy to read)	The portfolio is visually hard to read. The art is not framed and matted. The artwork looks awkwardly placed. Graphic display of text, visual motifs and context interfere with the artwork. Poor choice of portfolio materials.	The portfolio is visually easy to read. The framing of art makes the artwork look good. Ideas and context do not interfere with the artwork. Color choice of portfolio materials enhance the artwork and visual content.	The portfolio is visually exciting to look at. The framing of art makes the artwork look exceptional. Ideas and context enhance the artwork. Exceptional design of paper and color choices of portfolio materials.
Prof. John Toth, Ph.D. School of Education Department of Curriculum and Teaching Hunter College 695 Park Avenue New York, NY 10021