tn arts scoring guide 2 5

7/28/2019 Tn Arts Scoring Guide 2 5

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TN Fine Arts Growth Measures SystemCopyright 2011 Memphis City Schools. All Rights Reserved.

APPENDIX:

Student Growth Scoring GuideFRAMEWORKThe Fine Arts Student Growth Framework has four state standards categories: Perform, Create, Respond, and Connect. These categories were designed to reflect theTennessee Fine Arts standards. The table below outlines how the subject area standards are organized. Indicators are designed to reflect the performance indicators

from the state standards. Please report any concern regarding the language of the scoring guide indicators to your arts administrator or lead teacher for the 2.0 revision

process. Note that the NCCAS is in the process of revising national standards for arts education. This may have significant implications for later versions of the scoring

guide.

Dance Music Theater Visual Arts

Perform Standards 1, 2 Standards 1, 2, 5 Standards 2, 4 Standards 1, 2

Create Standard 3 Standard 3, 4 Standards 1, 3 Standard 3

Respond Standard 4 Standards 6, 7 Standards 7, 8 Standards 4, 5

Connect Standards 5, 6, 7 Standards 8, 9 Standards 5, 6 Standard 6

DANCEStandard 1.0 Elements and Skills.Standard 2.0 ChoreographyStandard 3.0 Creativity and CommunicationStandard 4.0 Criticism and AnalysisStandard 5.0 Cultural/Historical Contexts

Standard 6.0 HealthStandard 7.0 Interdisciplinary Connections

MUSICStandard 1.0 SingingStandard 2.0 Playing InstrumentsStandard 3.0 ImprovisingStandard 4.0 ComposingStandard 5.0 Reading and Notating

Standard 6.0 Listening and AnalyzingStandard 7.0 regEvaluationStandard 8.0 Interdisciplinary ConnectionsStandard 9.0 Historical and Cultural Relationships

THEATREStandard 1.0 Script WritingStandard 2.0 Character ActingStandard 3.0 Scene DesignStandard 4.0 DirectingStandard 5.0 ResearchStandard 6.0 Theatrical PresentationStandard 7.0 Scene Comprehension

Standard 8.0 Context

VISUAL ARTStandard 1.0 Media, Techniques and ProcessesStandard 2.0 Structures and FunctionsStandard 3.0 Evaluation Students will choose and evaluatea range of subject matter, symbols, and ideas.Standard 4.0 Historical and Cultural RelationshipsStandard 5.0 Reflecting and AssessingStandard 6.0 Interdisciplinary Connections


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1USING THE SCORING GUIDE WHEN COLLECTING EVIDENCE:PRINCIPALS OF SCORING

The inclusion of a student growth component in teacher evaluation, whether it be a value-added measure like TVAAS or a portfolio-based measure like the one

presented here, hinges on the premise that teacher effectiveness can be inferred from student growth. Specifically, effectiveness is understood as the amount of growth

made by a teachers students in one year compared to the growth they would be expectedto make. If a group of students makes more than expected growth, we think of

their teacher as more effective than average. If a group of students makes less than expected growth, we think of their teacher as less effective than average.

Measuring student growth is also a complex process. We measure student growth by examining evidence from two points in time (beginning to end of a year, semester,

unit, etc.). We rate each one of those pieces of evidence on the basis ofachievementand then compare the two scores to determinegrowth. In this way, we are able tomove from measuring student achievement, which is fairly well-accepted and understood, to measuring student growth and eventually teacher effectiveness.

HOW TO SCORE AN EVIDENCE COLLECTION:

While the section above outlines the philosophical framework guiding the scoring process, this section breaks down the process into concrete and clear steps. It is,however, important to use these steps along with the framework in order to score thoughtfully and holistically.

Step 1: IdentifyingStudent Achievement

The scoring guide below contains indicators designed to reflect the performance indicators from Tennessee state standards. These are meant to serve as a as a guide

to rating artifacts. Because the focus areas (Perform, Create, Respond, Connect) contain Checks for Understandingand Student Performance Indicators from a

combination of state standards, this guide should not be understood as a checklistof indicators. Rather, a score should be determined by looking for the performance

level that fits thepreponderance of the evidence and represents the best fit.

Step 2: CalculatingStudent Growth

Once artifacts have been rated for achievementusing the scoring guidelines below, student growth may be determined. This is essentially a calculation of the growthin achievementfrom the first to the second (or last) artifact. For example, if an early artifact from a student is judged to be a 3, while a later one is judged to be a 5,

this would represent two levels of students growth. Note that evidence collections may include artifacts from multiple students or a group of students in this caseyou would determine the typicalstudent growth across the entire collection.

Step 3: Determining Teacher Effectiveness

The determination of teacher effectiveness results from a comparison of the achievedstudent growth to the expectedstudent growth. We define expected student

growth as one level, or approximately one year, of growth. Based on the effectiveness levels defined by the state of Tennessee and Memphis City Schools, eachevidence collection should receive a score of 1 through 5, according to the following guidelines:

Level 1 Significantly Below Expectations No/Limited student growth

Level 2 Below Expectations On average, less than one level of student growth

Level 3 At Expectations On average, one level of student growthLevel 4 Above Expectations

On average, approximately two levels of student growth

Level 5 - Significantly Above Expectations On average, two levels of student growth, AND demonstration ofsome of the following: meta-cognitive processes;

knowledge and skills; risk taking, imagination and voice; and a range of abilities with technique, problem solving and ideation.

*Please note that these guidelines should be appropriately differentiated for diverse circumstances. For example, students whose early artifacts are deemed a 4 or a 5cannot grow two levels. It is imperative, in such instances, that evaluators not limit their consideration of student growth to these numerical limits, and use their

expertise to consider whether students have demonstrated more or less than expected growth. (This may be accomplished through student interviews or through

examination of the use of metacognition, student voice, and other high-level skills.)

*Additionally, it is important that evaluators consider teaching conditions when scoring. Educators should have access to a satisfactory teaching environmentthat meetsthe desirable minimum standards as outlined in the Opportunity-to-Learn Standards. Where this is not the case, evaluators should consider the impact that challenging

teaching assignments have on expected student growth and differentiate accordingly.


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2TABLE OF CONTENTS

Visual Art

Elementary P. 3-13

Secondary P. 14-23

MusicElementary P. 24-28

Vocal P. 29-38

Instrumental P. 39-49

Theatre P. 50-55

Dance P. 56-61

If your content area is not listed above or the scoring guides do not contain indicators aligned your specific course or grade

level, you may [email protected] assistance.
mailto:[email protected]:[email protected]:[email protected]:[email protected]


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3

Visual Art Scoring Guide-Reference Sheet (Complete Guide Below)

Perform

Media,Techniques, andProcesses

Structure andFunction

1.A Will show students understanding to apply media, techniques, and processes.

Artifacts: Teacher selects any completed project that demonstrates use of materials.

1.B Student will use knowledge of structures and functions.

Artifacts: Teacher can present worksheets, video recording, audio recordings, and photographs of students finished p roducts.

Student portfolios demonstrating growth, Pre and post assessment (projects, tests), Formative student work samples (shading p ractice, color wheels, value scales, etc.),Summative student work samples (still-life, landscape, portrait, etc.)

Projects from displays/exhibitions (ArtsFest, ThinkShow), Contest entries (local, regional, and national)

Rubric/Check-list of standards-based assessment showing significant student growth, Personal assessment (written critique), Peer assessment (video of class critique)

Create 2. Will show students ability to choose, create, and describe matter and symbols in created and viewed art.

Artifacts: Critique Sheets, motif worksheets (teacher has a worksheet with motifs used by a specific artist), video/audio file of students critiquing work.

Student portfolios demonstrating growth, Projects from displays/exhibitions (ArtsFest, ThinkShow!), Contest entries (local, regional, and national), Personal assessment(written critique), Peer assessment (video of class critique)

Respond

Relation to Historyand Cultures

Reflecting andAssessing

3.A Will show student ability to relate the visual arts to history and cultures.

Artifacts: Video/audio recording of students comparing and analyzing artifacts from various cultures, written assessment, creating a classroom timeline.

Pre and post assessment (projects, tests), Student work samples emulating a h istorical/cultural theme, , Class-discussion of historical/cultural contexts (video)

3.B Will show students ability to reflect and assess the characteristics and merits of their work and the work of others.

Artifacts: Personal assessment (written critique), Peer assessment (video/audio recording of class critique).

Pre and post assessment (projects, tests).

Connect

InterdisciplinaryConnections

4. Will show students ability to make connections between the visual arts and other disciplines.

Artifacts: Audio/Video recording of dance/theater performances, interdisciplinary projects, and writing samples.

Class-discussion of interdisciplinary contexts (video), Student work samples emulating inter-disciplinary themes,

Projects from displays/exhibitions (ArtsFest, ThinkShow!) Contest entries (local, regional, and national)


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4

VISUAL ART ELEMENTARY - GRADE K-2

PERFORM

5 4 3 2 1

A. MEDIA, TECHNIQUES, &

PROCESSES


PROCESSES


PROCESSES


PROCESSES


PROCESSES

Consistently and independentlydemonstrates precision in the use oftools and media well above theexpected developmental level.

Demonstrates precision in the use oftools and media above the expecteddevelopmental level.

Consistently demonstrates withprecision developmentallyappropriate uses of tools and media.(e.g., Scissors, glue, pencils,markers, crayons, paint brushes,paint, and paper).

Inconsistently demonstratesdevelopmentally appropriate uses oftools and/or media.

Little or no evidence ofdevelopmentally appropriate use oftools and/or media.

Consistently and independently usestools in a safe and responsiblemanner without reminders.

Consistently uses tools in a safe andresponsible manner.

Uses tools in a safe and responsiblemanner.

Sometimes uses tools in a safe and

responsible manner.Little or no evidence of use of tools ina safe and responsible manner.

Consistently and independentlyexplores the use and application oftools and media that are madeavailable.

Consistently explores the use andapplication of tools and mediaprovided by the teacher.

Explores the use and application oftools and media provided by theteacher.

Inconsistent exploration of the use oftools and media provided by theteacher.

Little or no exploration of the use oftools and media provided by theteacher.

Consistently and independentlypaints, glues, cuts, sculpts, andprints well above developmentallevels.

Consistently paints, glues, cuts,sculpts, and prints abovedevelopmental levels.

Paint, glue, cut, sculpt, draw, collage,and print at a developmentallyappropriate level.

Inconsistently paints, glues, cut,sculpt, draws, collages, and prints ata developmentally appropriate level.

Little or no evidence of the ability topaint, glue, cut, sculpt, draw, collageand/or print at a developmentallyappropriate level.

Consistently uses appropriatevocabulary to describe a variety oftechniques.

Consistently uses appropriatevocabulary to describe a technique.

Use appropriate vocabulary todescribe a technique.

Inconsistently uses appropriatevocabulary to describe a technique.

Little of no evidence of theappropriate use of vocabulary.

Consistently demonstratesknowledge of art processes wellabove the expected developmentallevel.

Consistently demonstratesknowledge of art processes abovethe expected developmental level.

Demonstrates developmentallyappropriate knowledge of artprocesses (e.g., painting, printing,mixed media).

Sometimes demonstratesdevelopmentally appropriateknowledge of art processes.

Little or no evidence ofdevelopmentally appropriateknowledge of art processes.

Consistently and independentlydemonstrates quality craftsmanshipwell above the appropriatedevelopmental level.

Consistently demonstrates qualitycraftsmanship above the appropriatedevelopmental level.

Produce artwork withdevelopmentally appropriate levels ofcraftsmanship.

Inconsistently produces artwork withdevelopmentally appropriate levels ofcraftsmanship.

Little or no evidence ofdevelopmentally appropriatecraftsmanship.

Consistently and independentlyidentifies and applies appropriatelevels of craftsmanship.

Consistently identifies and appliesappropriate levels of craftsmanship.

Identify and apply appropriate levelsof craftsmanship.

Inconsistently identifies and/orapplies appropriate levels of

craftsmanship.

Little or no evidence of the ability toidentify appropriate levels ofcraftsmanship.


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5VISUAL ART ELEMENTARY - GRADE K-2

PERFORM

5 4 3 2 1

B. STRUCTURES & FUNCTIONS B. STRUCTURES & FUNCTIONS B. STRUCTURES & FUNCTIONS B. STRUCTURES & FUNCTIONS B. STRUCTURES & FUNCTIONS

Consistently and independentlyclassifies, selects, and demonstratesthe elements of art well above adevelopmentally appropriate level.

Consistently classifies, selects anddemonstrates the elements of artabove a developmentally appropriatelevel.

Classifies, chooses, anddemonstrates the elements of art ata developmentally appropriate level.

Inconsistently classifies and/ordemonstrates the elements and ofart at a developmentally appropriatelevel.

Little or no evidence of therecognition or use of the elements ofat a developmentally appropriatelevel.

Consistently and independently usesappropriate vocabulary to identify theelements of art and principles ofdesign.

Consistently uses appropriatevocabulary to identify the elements ofart and principles of design.

Uses appropriate vocabulary toidentify the elements of art andprinciples of design.

Inconsistently uses appropriatevocabulary to identify the elements ofart and principles of design.

Little or no evidence of appropriatevocabulary to identify the elements ofart and principles of design.

Consistently and independentlyrecognizes, describes, classifies, and

explains the principles of design wellabove a developmentally appropriatelevel.

Consistently recognizes, describes,classifies, and explains the principles

of design above a developmentallyappropriate level.

Recognizes, describes, andclassifies the principles of design at

an appropriate developmental level.

Occasionally recognizes, describes,and classifies the principles of design

at an appropriate level.

Little or no evidence of therecognition of the principles of

design.

Consistently and independentlyclassifies, implements, and explainsthe purposes of individually createdand teacher selected artworks wellabove a developmentally appropriatelevel.

Consistently classifies, implements,and explains purposes of individuallycreated and teacher selectedartworks above a developmentallyappropriate level.

Classifies, implements, and explainspurposes of individually created andteacher selected artworks at adevelopmentally appropriate level.

Inconsistently classifies, implements,and/or explains purposes ofindividually created and teacherselected artworks at adevelopmentally appropriate level.

Limited or no evidence ofrecognizing or using the purposes ofart for individually created and/orteacher selected artworks at adevelopmentally appropriate level.

Consistently and independentlyidentifies and implements selected

context in works of art well above anappropriate developmental level.

Consistently identifies andimplements selected context in

works of art above an appropriatedevelopmental level.

Identifies and implements selectedcontext in works of art at an

appropriate developmental level.

Sometimes implements selectedcontext in works of art at an

appropriate developmental level.

Limited or no evidence of the abilityto identify or use selected context in

a work of art.

Consistently and independentlyidentifies context of artwork selectedby the teacher.

Consistently identifies context ofartwork selected by the teacher.

Identifies context of artwork selectedby the teacher.

Inconsistently identifies context ofartwork selected by the teacher.

Limited or no evidence of the abilityto identify context of artwork selectedby the teacher.


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CREATE

5 4 3 2 1

Consistently and independently

chooses and applies subject matter,symbols, and ideas in the studentsown art above developmentallyappropriate levels.

Consistently chooses and applies

subject matter, symbols, and ideas inthe students own art at orabovedevelopmentally appropriate levels.

Chooses and applies subject matter,

symbols, and ideas in the studentsown art at a developmentallyappropriate level.

With teacher guidance, chooses and

applies subject matter, symbols, andideas in the students own art at adevelopmentally appropriate level.

Even with teacher guidance,

inconsistently chooses and/orapplies subject matter, symbols andideas for student artwork at or belowdevelopmentally appropriate levels.

Consistently and independentlyrecognizes, identifies, andsummarizes subject matter, symbols,and ideas in students own art.

Consistently recognizes, identifies,and summarizes subject matter,symbols, and ideas in students ownart.

Recognizes, identifies, andsummarizes subject matter, symbols,and ideas in students own art.

Inconsistently recognizes, identifies,and summarizes subject matter,symbols, and ideas in students ownart.

Rarely recognizes, identifies, andsummarizes subject matter, symbols,and ideas in students own art.

Consistently and independentlyexplains, analyzes, and evaluates ator above a developmentallyappropriate level subject matter,symbols, and ideas in others art.

Consistently explains, analyzes, andevaluates at or above adevelopmentally appropriate levelsubject matter, symbols, and ideas inothers art.

Explains, analyzes, and evaluates ata developmentally appropriate levelsubject matter, symbols, and ideas inothers art.

Inconsistently describes, explains,and summarizes at adevelopmentally appropriate levelsubject matter, symbols, and ideas inothers art.

Little or no evidence of the ability toidentify, describe and explain at orbelow a developmentally appropriatelevel subject matter, symbols, andideas in others art.


RESPOND

5 4 3 2 1

A. RELATION TO HISTORY &CULTURES





Using teacher-selected examples,independently and preciselydemonstrates at or above adevelopmentally appropriateknowledge of art by identifying,comparing, and analyzing artifacts fromdifferent cultures, times, and places.

Using teacher-selected examples,consistently demonstrates at orabove a developmentally appropriateknowledge of art by identifying,comparing, and analyzing artifactsfrom different cultures, times, andplaces.

Using teacher-selected examples,demonstrates developmentallyappropriate knowledge of art byidentifying, comparing, and analyzingartifacts from different cultures,times, and places.

Using teacher-selected examples,inconsistently demonstratesdevelopmentally appropriateknowledge of art by identifying,comparing, and analyzing artifactsfrom different cultures, times, andplaces.

Using teacher-selected examples,rarely demonstrates developmentallyappropriate knowledge of art byidentifying, comparing, and analyzingartifacts from different cultures,times, and places.

Using teacher-selected examples, Using teacher-selected examples, Using teacher-selected examples, Using teacher-selected examples, Using teacher-selected examples,


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RESPOND

5 4 3 2 1

independently and consistentlyidentifies and discusses at or above a

developmentally appropriate level theinfluences culture, history, and arthave upon each other.

consistently identifies and discussesat or above a developmentally

appropriate level the influencesculture, history, and art have uponeach other.

identifies and discusses at adevelopmentally appropriate level

the influences culture, history, andart have upon each other.

inconsistently identifies anddiscusses at or below a

developmentally appropriate levelthe influences culture, history, andart have upon each other.

rarely identifies and/or discusses ator below a developmentally

appropriate level the influencesculture, history, and art have uponeach other.

B. REFLECTING & ASSESSING B. REFLECTING & ASSESSING B. REFLECTING & ASSESSING B. REFLECTING & ASSESSING B. REFLECTING & ASSESSING

Consistently and independentlyrecognizes, explains, and analyzesthe characteristics and merits ofstudents own artwork as modeled bythe teacher.

Consistently recognizes, explains,and analyzes the characteristics andmerits of students own artwork asmodeled by the teacher.

Recognizes, explains, and analyzesthe characteristics and merits ofstudents own artwork as guidedand/or modeled by the teacher.

Sometimes recognizes, explains,and/or analyzes the characteristicsand merits of students own artworkas guided and/or modeled by theteacher.

Inconsistently recognizes and/orexplains the characteristics and/ormerits of students own artwork asguided and/or modeled by theteacher.


recognizes, explains, and analyzesthe characteristics and merits ofothers artwork as modeled by theteacher.

Consistently recognizes, explains,

and analyzes the characteristics andmerits of others artwork as modeledby the teacher.

Recognizes, explains, and analyzes

the characteristics and merits ofothers artwork as guided and/ormodeled by the teacher.

Sometimes recognizes, explains,

and/or analyzes the characteristicsand merits of others artwork asguided and/or modeled by theteacher.

Inconsistently recognizes and/or

explains the characteristics and/ormerits of others artwork as guidedand/or modeled by the teacher.

Consistently and independentlyrecognizes, compares and explainsvarious responses to art as modeledby the teacher.

Consistently recognizes, comparesand explains various responses to artas modeled by the teacher.

Recognizes, compares and explainsvarious responses to art as guidedand/or modeled by the teacher.

Inconsistently recognizes, comparesand explains various responses to artas guided and/or modeled by theteacher.

Inconsistently recognizes and rarelycompares and/or explains variousresponses to art as guided by theteacher.


CONNECT

5 4 3 2 1

A. INTERDISCIPLINARYCONNECTIONS





Consistently and independentlyrecognizes, compares, and explainsconnections between music, theater,dance and visual art.

Consistently recognizes, compares,and explains connections betweenmusic, theater, dance and visual artas guided by the teacher.

Recognizes, compares, and explainsconnections between music, theater,dance and visual art as guided bythe teacher.

Inconsistently recognizes, identifiesand explains connections betweenmusic, theater, dance and visual artas guided by the teacher.

Rarely recognizes and identifiesconnections between music, theater,dance and visual art as guided bythe teacher.

Consistently and independently As guided by the teacher, As guided by the teacher, recognizes, As guided by the teacher, As guided by the teacher, rarely


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CONNECT

5 4 3 2 1

recognizes, compares, and explainsconnections between visual art and

other standards based disciplines thatare included in the curriculum.

consistently recognizes, compares,and explains connections between

visual art and other standards baseddisciplines that are included in thecurriculum.

compares, and explains connectionsbetween visual art and other

standards based disciplines that areincluded in the curriculum (e.g.,language arts, physical education,mathematics, social studies, science,technology, career guidance, healtheducation, and world languages).

inconsistently recognizes, identifies,and explains connections between

visual art and other standards baseddisciplines that are included in thecurriculum.

recognizes and identifiesconnections between visual art and

other standards based disciplinesthat are included in the curriculum.

VISUAL ART ELEMENTARY - GRADE 3-5

PERFORM

5 4 3 2 1

A. MEDIA, TECHNIQUES, ANDPROCESSES





Consistently executes above adevelopmentally appropriate levelthe intended use of tools and propercare of workspace.

Consistently executes at or above adevelopmentally appropriate levelthe intended use of tools and propercare of workspace.

Executes at a developmentallyappropriate level the intended use oftools and proper care of workspace(e.g., drawing implements, paintingimplements, sculpting implements,printmaking implements, andtechnological sources).

Sometimes executes at adevelopmentally appropriate levelthe intended use of tools and propercare of workspace.

Rarely executes at adevelopmentally appropriate levelthe intended use of tools and propercare of workspace with or withoutcoaching by the teacher.

Consistently and independentlydemonstrates above adevelopmentally appropriate levelthe care and safe usage of tools,media and workspace.

Consistently demonstrates at orabove a developmentallyappropriate level of care and safeusage of tools, media andworkspace.

Demonstrates developmentallyappropriate care and safe usage oftools, media and workspace.

Inconsistently demonstratesdevelopmentally appropriate careand safe usage of tools, media andworkspace.

Rarely demonstratesdevelopmentally appropriate careand safe usage of tools, media andworkspace with or without teacherguidance.

Consistently and independentlydemonstrates, executes, andintegrates above a developmentallyappropriate level the use of a varietyof media in the intended manner.

With facilitation by the teacher,consistently demonstrates,executes, and integrates at or abovea developmentally appropriate levelthe use of a variety of media in theintended manner.

With facilitation and/or coaching bythe teacher, demonstrates,executes, and integrates at adevelopmentally appropriate levelthe use of a variety of media in theintended manner.

With facilitation and/or coaching bythe teacher, inconsistentlydemonstrates, executes, andintegrates at a developmentallyappropriate level the use of a varietyof media in the intended manner.

With coaching by the teacher,inconsistently and/or rarelydemonstrates at a developmentallyappropriate level the use of a varietyof media in the intended manner.

Consistently and independentlyexplores, executes, and

With facilitation, executes anddemonstrates at or above

With coaching and/or facilitation,executes and demonstrates

With coaching and/or facilitation,sometimes executes and

With coaching and/or modeling,rarely demonstrates at or below a


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9VISUAL ART ELEMENTARY - GRADE 3-5

PERFORM

5 4 3 2 1

demonstrates above adevelopmentally appropriate

proficiency a variety of techniques.

developmentally appropriateproficiency a variety of techniques.

developmentally appropriateproficiency a variety of techniques

(e.g., cutting, pasting, assemblage,mixing color, contour line drawing,working with form, mark-makingtechniques, color theory, colorschemes, painting, book-making,printmaking, working with scale,mixing applications of varioustechniques and selectingtechnology).

demonstrates at or below adevelopmentally appropriate

proficiency a variety of techniques.

developmentally appropriateproficiency a variety of techniques.

Consistently and independentlyuses appropriate vocabulary to

describe techniques of art making.

Consistently uses appropriatevocabulary to describe techniques of

art making.

Uses appropriate vocabulary todescribe techniques of art making.

Inconsistently uses appropriatevocabulary to describe techniques of

art making.

Little of no evidence of the use ofappropriate vocabulary to describe

techniques of art making.Consistently and independentlyexperiments with, organizes,analyzes, and applies a variety ofsequentially developed processes tocreate art from concept to teacher-selected outcomes.

With facilitation from the teacher,consistently investigates, organizes,analyzes, and applies a variety ofsequentially developed processes tocreate art from concept to teacher-selected outcomes.

With modeling and/or facilitationfrom the teacher, investigates,organizes, analyzes, and applies avariety of sequentially developedprocesses to create art from conceptto teacher-selected outcomes.

With modeling and/or facilitationfrom the teacher, sometimesinvestigates, organizes, and appliesa variety of sequentially developedprocesses to create art from conceptto teacher-selected outcomes.

With coaching from the teacher,rarely investigates, and applies avariety of sequentially developedprocesses to create art from conceptto teacher-selected outcomes.

Consistently and independentlydemonstrates quality craftsmanshipwell above the appropriatedevelopmental level.

Consistently demonstrates qualitycraftsmanship above the appropriatedevelopmental level.

Models developmentally appropriatelevels of craftsmanship.

Inconsistently modelsdevelopmentally appropriate levelsof craftsmanship.

Little or no evidence ofdevelopmentally appropriatecraftsmanship.

Consistently and independentlyrecognizes and analyzesappropriate levels of craftsmanshipin ones own and others artworkthrough teacher facilitated methods.

Consistently recognizes andanalyzes appropriate levels ofcraftsmanship in ones own andothers artwork through teacherfacilitated methods.

Recognizes and analyzesappropriate levels of craftsmanshipin ones own and others artworkthrough teacher facilitated methods.

Inconsistently recognizes andanalyzes appropriate levels ofcraftsmanship in ones own andothers artwork through teacherfacilitated methods.

Little or no evidence of the ability torecognizes and appropriate levels ofcraftsmanship in ones own andothers artwork through teacherfacilitated methods.

B. STRUCTURES AND B. STRUCTURES AND B. STRUCTURES AND B. STRUCTURES AND B. STRUCTURES AND


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PERFORM

5 4 3 2 1

FUNCTIONS FUNCTIONS FUNCTIONS FUNCTIONS FUNCTIONS

Consistently and independentlycompares, interprets, and critiquesthe elements of art found in onesown and selected artworks ofothers.

Consistently compares, interprets,and critiques the elements of artfound in ones own and selectedartworks of others.

Compares, interprets, and critiquesthe elements of art found in onesown and selected artworks ofothers.

Sometimes compares, interprets,and/or critiques the elements of artfound in ones own and selectedartworks of others.

Little or no evidence of the ability toexplain classify, and compare theelements of art found in ones ownand selected artworks of others.

Consistently and independentlyexecutes, integrates, andexperiments with chosen elementsin ones own artwork.

Consistently executes, integrates,and experiments with chosenelements in ones own artwork.

Executes, integrates, andexperiments with chosen elementsin ones own artwork.

Inconsistently executes andintegrates chosen elements in onesown artwork.

Rarely demonstrates or useschosen elements in ones ownartwork.

Consistently and independentlycompares, interprets, and critiques

the principles of design found inones own and selected artworks ofothers.

Consistently compares, interprets,and critiques the principles of design

found in ones own and selectedartworks of others.

Compares, interprets, and critiquesthe principles of design found in

ones own and selected artworks ofothers.

Sometimes compares, interprets,and/or critiques the principles of

design found in ones own andselected artworks of others.

Little or no evidence of the ability toexplain classify, and compare the

principles of design found in onesown and selected artworks ofothers.

Consistently and independentlyexecutes, integrates, andexperiments with chosen principlesof design ones own artwork.

Consistently executes, integrates,and experiments with chosenprinciples of design in ones ownartwork.

Executes, integrates, andexperiments with principles ofdesign in ones own artwork.

Inconsistently executes andintegrates chosen principles ofdesign in ones own artwork.

Rarely demonstrates or useschosen principles of design in onesown artwork.

Through teachers guidelines,consistently and independentlyexplains, compares, and critiquesthe purpose of selected artworks.

Through teacher-guided contextclues and guidelines, consistentlyexplains, compares, and critiquesthe purpose of selected artworks.

Through teacher-guided contextclues and guidelines, explains,compares, and critiques the purposeof selected artworks.

Through teacher-guided contextclues and guidelines, occasionallyexplains and compares the purposeof selected artworks.

Through teacher-guided contextclues and guidelines, rarelyrecognizes and/or explains thepurpose of selected artworks.

Consistently and independentlyexecutes, integrates andexperiments with chosen purposesin ones own work.

Consistently executes, integratesand experiments with chosenpurposes in ones own work.

Executes, integrates andexperiments with chosen purposesin ones own work.

Occasionally executes andintegrates chosen purposes in onesown work.

Occasionally selects anddemonstrates chosen purposes inones own work.

Through teachers guidelines,consistently and independentlyexplains, compares, and critiquesthe context of selected artworks.

Through teacher-guided contextclues and guidelines, consistentlyexplains, compares, and critiquesthe context of selected artworks.

Through teacher-guided contextclues and/or guidelines explains,compares, and critiques the contextof selected artworks.

Through teacher-guided contextclues and guidelines, occasionallyexplains and compares the contextof selected artworks.

Through teacher-guided contextclues and guidelines, rarelyrecognizes and/or explains thecontext of selected artworks.

Consistently and independentlyexecutes, integrates andexperiments with a chosen context

ones own artwork.

Consistently executes, integratesand experiments with a chosencontext ones own artwork.

Executes, integrates andexperiments with a chosen contextones own artwork.

Occasionally executes andintegrates a chosen context of onesown artwork.

Occasionally selects anddemonstrates a chosen context ofones own artwork.


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11


CREATE

5 4 3 2 1

Consistently and independentlyselects and integrates combinationsof subject matter, symbols, andideas in ones own artwork.

Consistently selects, produces, andimplements subject matter, symbols,and ideas in ones own artwork asfacilitated by the teacher.

Implements subject matter, symbols,and ideas in ones own artwork asmodeled and/or coached by theteacher.

Sometimes implements subjectmatter, symbols, and ideas in onesown artwork as modeled by theteacher.

Rarely implements subject matter,symbols, and ideas in ones ownartwork as guided by the teacher.

Performing well above theappropriate developmental level,consistently and independentlyanalyzes, critiques, and reflects onsubject matter, symbols, and ideasin ones own artwork as facilitatedby the teacher.

Consistently analyzes, critiques, andreflects on subject matter, symbols,and ideas in ones own artwork asfacilitated by the teacher.

Analyzes, critiques, and reflects onsubject matter, symbols, and ideasin ones own artwork as modeledand/or coached by the teacher.

Inconsistently analyzes and critiquessubject matter, symbols, and ideasin ones own artwork as modeled bythe teacher.

Rarely analyzes subject matter,symbols, and ideas in ones ownartwork as guided by the teacher.

Consistently and independentlyinterprets, compares, critiques, andmakes inferences about subjectmatter, symbols, and ideas betweenones own artwork and the artworkof others.

Consistently interprets, compares,and critiques subject matter,symbols, and ideas between onesown artwork and the artwork ofothers.

Interprets, compares, and critiquessubject matter, symbols, and ideasin ones own artwork and theartwork of others.

Inconsistently classifies, comparesand interprets subject matter,symbols, and ideas in ones ownartwork and/or the artwork of others.

Little or no evidence of the ability tocategorize, classify, and interpretsubject matter, symbols, and ideasin ones own artwork and/or theartwork of others.


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RESPOND

5 4 3 2 1

A. RELATION TO HISTORY ANDCULTURES





Using teacher-selected examples,independently and preciselyinterprets, compares, and evaluatescharacteristics of artwork fromhistorical and contemporarycultures, times, and places.

Using teacher-selected examples,consistently interprets, compares,and evaluates characteristics ofartwork from historical andcontemporary cultures, times, andplaces.

Using teacher-selected examples,interprets, compares, and evaluatescharacteristics of artwork fromhistorical and contemporarycultures, times and places.

Using teacher-selected examplessometimes analyzes and comparescharacteristics of artwork fromhistorical and contemporarycultures, times and places.

Using teacher-selected examplesinconsistently examines andcompares characteristics of artworkfrom historical and contemporarycultures, times and places.

Either independently or throughteacher-guided activities,consistently interprets, compares,and debates well above grade levelhow past and present culture,history and art influence each other.

Through teacher guided activities,consistently interprets, compares,and debates above grade level howpast and present culture, history andart influence each other.

Through teacher guided activities,interprets, compares, and debateshow past and present culture,history and art influence each other.

Through teacher guided activities,inconsistently interprets, compares,and contrasts how past and presentculture, history and art influenceeach other.

Through teacher guided activities,rarely discusses and classifies howpast and present culture, history andart influence each other.

B. REFLECTING AND ASSESSING B. REFLECTING AND ASSESSING B. REFLECTING AND ASSESSING B. REFLECTING AND ASSESSING B. REFLECTING AND ASSESSING

Consistently and independentlycompares, evaluates, and critiques(verbal and written) thecharacteristics and merits of onesown artwork.

Consistently compares, evaluates,and critiques (verbal and written) thecharacteristics and merits of onesown artwork as guided, modeled, orcoached by the teacher.

Compares, evaluates, and critiques(verbal and/or written) thecharacteristics and merits of onesown artwork as guided, modeled, orcoached by the teacher.

Sometimes, compares, interprets,and evaluates (verbal and/orwritten) the characteristics andmerits of ones own artwork asguided, modeled, or coached by theteacher.

Inconsistently expresses andcompares (verbal and/or written) thecharacteristics and merits of onesown artwork as guided, modeled, orcoached by the teacher.

Consistently and independentlycompares, evaluates, and critiques

(verbal and written) thecharacteristics and merits of othersartwork.

Consistently compares, evaluates,and critiques (verbal and written) the

characteristics and merits of othersartwork as guided, modeled, orcoached by the teacher.

Compares, evaluates, and critiques(verbal and/or written) the


Sometimes, compares, interprets,and evaluates (verbal and/or

written) the characteristics andmerits of others artwork as guided,modeled, or coached by theteacher.

Inconsistently expresses andcompares (verbal and/or written) the


Independently and/or throughteacher guided activities,consistently and preciselycompares, evaluates, and critiquesvarious responses to art fromdifferent viewers.

Through teacher guided activities,consistently and preciselycompares, evaluates, and critiquesvarious responses to art fromdifferent viewers.

Through teacher guided activities,compares, evaluates, and critiquesvarious responses to art fromdifferent viewers.

Through teacher guided activities,occasionally explains, compares,and evaluates various responses toart from different viewers.

Through teacher guided activities,rarely explains and comparesvarious responses to art fromdifferent viewers.


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13


CONNECT

5 4 3 2 1

A. Interdisciplinary Connections A. Interdisciplinary Connections A. Interdisciplinary Connections A. Interdisciplinary Connections A. Interdisciplinary ConnectionsIndependently and preciselycompares and analyzes connectionsbetween visual arts disciplines andother arts disciplines in order todistinguish commonalities.

Consistently and preciselycompares and analyzes connectionsbetween visual arts disciplines andother arts disciplines in order todistinguish commonalities.

Compares and analyzesconnections between visual artsdisciplines and other arts disciplinesin order to distinguishcommonalities.

Sometimes compares anddiscusses connections betweenvisual arts disciplines and other artsdisciplines in order to distinguishcommonalities.

Limited or no evidence of ability toidentify relationships between visualarts disciplines and other artsdisciplines.

Independently or through teacherguided activities, consistently andprecisely analyzes, explains andillustrates the relationship betweenthe visual arts and other standards-

based disciplines outside the arts.

Through teacher guided activities,consistently and precisely analyzes,explains and illustrates therelationship between the visual artsand other standards-based

disciplines outside the arts.

Through teacher guided activities,analyzes, explains and illustratesthe relationship between the visualarts and other standards-baseddisciplines outside the arts.

Through teacher guided activities,inconsistently expresses andexplains the relationship betweenthe visual arts and other standards-based disciplines outside the arts.

Through teacher guided activities,rarely identifies the relationshipbetween the visual arts and otherstandards-based disciplines outsidethe arts.


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14VISUAL ART MIDDLE SCHOOL - GRADE 6-8

PERFORM

5 4 3 2 1

A. MEDIA, TECHNIQUES &PROCESSES





Consistently and independentlyselects an expanded variety ofappropriate media, techniques, andprocesses to create intendedmeaning and desired effect in awork of art in an accomplishedmanner

Consistently selects an expandedvariety of appropriate media,techniques, and processes to createintended meaning and desired effectin a work of art in an accomplishedmanner

Selects a variety of appropriatemedia, techniques, and processesto create intended meaning anddesired effect in a work of art.

Sometimes selects appropriatemedia, techniques, and processesthat create intended meaning anddesired effect in a work of art

Limited selection of appropriatemedia, techniques, and processesthat create intended meaning anddesired effect in a work of art.

Consistently and independentlyuses media and tools in a safe,responsible, effective andaccomplished manner.

Consistently uses media and tools ina safe, responsible, effective andaccomplished manner.

Uses media and tools in a safe,responsible and effective manner

Sometimes uses media and tools ina safe and responsible manner.

Limited or no evidence of the use ofmedia in a safe and responsiblemanner.

Consistently considers andcommunicates a specific ideathough the appropriate use ofmedia, techniques, and processes.

Frequently considers andcommunicate a specific idea thoughthe appropriate use of media,techniques, and processes.

Explore how ideas arecommunicated though the use ofmedia, techniques, and processes.

Recognizes how ideas arecommunicated though the use ofmedia, techniques, and processes.

Limited or no evidence of how ideasare communicated though the use ofmedia, techniques, and processes.

Consistently demonstrates anexemplary understanding of how thequalities and characteristics of anexpanded variety of art media relateto each other.

Demonstrates an exemplaryunderstanding of how the qualitiesand characteristics of an expandedvariety of art media relate to eachother.

Generally demonstrates anunderstanding of how the qualitiesand characteristics of a variety of artmedia relate to each other.

Demonstrates an understanding ofthe qualities and characteristics ofart media.

Limited or no evidence ofunderstanding of the qualities andcharacteristics of an art media.

B. STRUCTURES AND

FUNCTIONS

B. STRUCTURES AND

FUNCTIONS

B. STRUCTURES AND

FUNCTIONS

B. STRUCTURES AND

FUNCTIONS

B. STRUCTURES AND

FUNCTIONSConsistently and independentlyapplies, analyzes, and identifies theelements of art and principles ofdesign in creating unique works ofarts.

Consistently applies (analyze andidentify) the elements of art andprinciples of design in creatingunique works of arts.

Apply (the elements of art andprinciples of design in creatingworks of arts.

Sometimes applies the elements ofart and principles of design increating works of arts.

Limited or no evidence of applyingthe elements of art and principles ofdesign in creating works of arts.

Consistently and independentlyidentifies visual arts problems anduses critical thinking skills tosuccessfully execute a uniquesolution in works of art.

Frequently identifies visual artsproblems and uses critical thinkingskills to successfully execute aunique solution in works of art.

Choose and execute, successfully, asolution to a specific visual artassignment.

Formulate a strategy to address aspecific visual art assignment.

Limited or no evidence of applyingstrategies to address a specificvisual art assignment.


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PERFORM

5 4 3 2 1

Consistently and independentlycreates unique works of art with

various sensory and expressivequalities.

Frequently creates unique works ofart with various sensory and

expressive qualities.

Applies various sensory andexpressive qualities in a work of art.

Recognize various sensory andexpressive qualities in a work of art.

Limited of no evidence of applyingor recognizing various sensory and

expressive qualities in a work of art.

Consistently and independentlycomposes a work of art utilizingorganizational structures (combinesone or more elements of art withone or more principles of design).

Frequently composes a work of artutilizing organizational structures(combines one or more elements ofart with one or more principles ofdesign).

Compare similarities among and thedifferences between organizationalstructures in works of art.

Recognize organizational structuresin works of art.

Limited or no evidence ofrecognition or analysis oforganizational structures in works ofart.

Consistently and independentlycreates unique artwork that appliesstructures and functions to

communicate ideas effectively.

Frequently creates unique artworkthat applies structures and functionsto communicate ideas effectively.

Applies structures and functions tocommunicate ideas in works of arteffectively.

Attempts to apply structures andfunctions to communicate ideas inworks of art.

Limited of no evidence of applyingstructures and functions tocommunicate ideas in works of art.

VISUAL ART MIDDLE SCHOOL - GRADE 6-8

CREATE

5 4 3 2 1

Consistently and independentlycreates unique works of art thatdemonstrate an application and

analysis of subject matter, themesand symbols in an effective manner.

Creates unique works of art thatdemonstrate an application andanalysis of subject matter, themes

and symbols in an effective manner.

Applies and analyzes subjectmatter, themes and symbols inworks of art in an effective manner.

Inconsistently recognizes andidentifies subject matter, themesand symbols in works of art.

Limited identification of subjectmatter, themes and symbols inworks of art.

Consistently and independentlycreates unique works of art thatdemonstrate an application andanalysis of contexts, values, andaesthetics used to communicateintended meanings in artworks.

Creates unique works of art thatdemonstrate an application andanalysis of contexts, values, andaesthetics used to communicateintended meanings in artworks.

Applies and analyzes contexts,values, and aesthetics used tocommunicate intended meanings inartworks.

Inconsistently recognizes andidentifies contexts, values, andaesthetics used to communicateintended meanings in artworks.

Limited identification of contexts,values, and aesthetics used tocommunicate intended meanings inartworks.

Consistently and independentlycreates unique works of art thatdemonstrate choice and execution

of subject matter, symbols, and

Frequently creates unique works ofart that demonstrate choice andexecution of subject matter,

symbols, and ideas in a work of art.

Successfully applies choice andexecution of subject matter,symbols, and ideas in a work of art.

Sometimes applies choice andexecution of subject matter,symbols, and ideas in a work of art.

Demonstrates limitations in choiceof subject matter, symbols, andideas in a work of art.


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CREATE

5 4 3 2 1

ideas in a work of art.

Independently appraises, judges,and reflects upon the effective useof subject matter, symbols, andideas in a variety of personal andhistorical artwork in accomplishedmanner.

Appraises, judges, and reflects uponthe effective use of subject matter,symbols, and ideas in a variety ofpersonal and historical artwork inaccomplished manner.

Judges and analyzes the effectiveuse of subject matter, symbols, andideas in a variety of personal andhistorical artwork.

Inconsistently recognizes the use ofsubject matter, symbols, and ideasin a variety of personal and historicalartwork.

Limited recognition of subjectmatter, symbols, and ideas in avariety of artwork.

VISUAL ART MIDDLE SCHOOL - GRADE 6-8

RESPOND

5 4 3 2 1

A. HISTORICAL AND CULTURALRELATIONSHIPS





Consistently and independentlydiscusses, debates, and reflects onhow the historical and culturalcontexts influence the meaning ofan expanded variety of artwork.

Discusses, debates, and reflects onhow the historical and culturalcontexts influence the meaning ofan expanded variety of artwork.

Examines and reports on how thehistorical and cultural contextsinfluence the meaning of givenartwork.

Sometimes identifies the historicaland cultural contexts of a specificartwork.

Limited identification of the historicaland cultural contexts of a specificartwork

Independently interprets, discusses,and reflects on the role of an

expanded variety of artiststhroughout history and cultures.

Interprets, discusses, and reflectson the role of an expanded variety of

artists throughout history andcultures.

Examines and reports on the role ofa variety of artists throughout history

and cultures.

Inconsistently identifies the role ofartists throughout history and

cultures.

Limited or no evidence of theunderstanding of the role of artists

throughout history and cultures.

Independently appraises, judges,and reflects upon the characteristicsof an expanded variety of artwork invarious eras and cultures.

Appraises, judges, and reflects uponthe characteristics of an expandedvariety of artwork in various erasand cultures.

Evaluates and analyzes thecharacteristics of artwork in variouseras and cultures.

Sometimes identifies thecharacteristics of artwork in variouseras and cultures.

Limited or no evidence of the abilityto list the characteristics of artworkin various eras and cultures.

Consistently discusses, debates andreflects on how the cultural factorsof time and place influence themeaning of an expanded variety ofartwork.

Discusses, debates and reflects onhow the cultural factors of time andplace influence the meaning of anexpanded variety of artwork.

Evaluates and analyzes how thecultural factors of time and placeinfluence the meaning of a variety ofartworks.

Inconsistently recognizes how thecultural factors of time and placeinfluence the meaning artworks.

Limited or no evidence of the abilityto state how the cultural factors oftime and place influence themeaning artworks.

Consistently and independently Appraises, judges, and reflects on Examines and reports on how Inconsistently explains how Limited or no evidence of the ability


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RESPOND

5 4 3 2 1

appraises, judges, and reflects onhow historical and cultural factors

influence an expanded variety ofcontemporary artworks.

how historical and cultural factorsinfluence an expanded variety of

contemporary artworks.

historical and cultural factorsinfluence a variety of contemporary

artworks.

historical and cultural factorsinfluence contemporary artworks.

to relate how historical and culturalfactors influence contemporary

artworks.

B. REFLECTING AND ASSESSING B. REFLECTING AND ASSESSING B. REFLECTING AND ASSESSING B. REFLECTING AND ASSESSING B. REFLECTING AND ASSESSING

Consistently and independentlyevaluates, interprets, and reflects onmultiple intentions in creating uniquepersonal works of art and/orcritiquing works of art by others.

Frequently evaluates, interprets, andreflects on multiple intentions increating unique personal works ofart and/or critiquing works of art byothers.

Analyzes and interprets multipleintentions in creating personal worksof art and/or critiquing works of artby others.

Inconsistently interprets anddistinguishes multiple intentions inpersonal works of art and/or worksof art by others.

Limited identification of the multipleintentions in creating works of art byself and/or others.

Consistently proposes, appraises,and assesses with clarity various

interpretations of an expandedvariety of works of art created byself and others.

Frequently proposes, appraises, andassesses with clarity various

interpretations of an expandedvariety of works of art created byself and others.

Considers and analyzes variousinterpretations of a variety of works

of art created by self and others.

Sometimes recognizes andidentifies various interpretations of

works of art created by self andothers.

Limited or no evidence of the abilityto recognize various interpretations

of works by self and/or others.

Independently deliberates,evaluates, and discusses with claritythe similarities and differencesamong and between ones artworkand the work of others.

Deliberates, evaluates, anddiscusses with clarity the similaritiesand differences among and betweenones artwork and the work ofothers.

Analyzes and discusses thesimilarities and differences amongand between ones artwork and thework of others.

Inconsistently compares andcontrasts ones artwork with thework of others.

Little or no evidence of the ability tostate the similarities and differencesbetween ones artwork and the workof others.

Consistently and independentlyuses the strategies involved in asuccessful critique, evaluates,

appraises, and discusses thequalities of an artwork withappropriate supporting evidence.

Frequently uses the strategiesinvolved in a successful critique,evaluates, appraises, and discusses

the qualities of an artwork withappropriate supporting evidence.

Using the strategies involved in asuccessful critique, identifies,analyzes, and discusses the

qualities of an artwork withsupporting evidence.

Identifies and analyzes thestrategies in a successful critique.

Little or no evidence of the ability toidentify the strategies in asuccessful critique.


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CONNECT

5 4 3 2 1






Consistently and independentlyconsiders, connects, and appliesideas, issues, and themes present invisual art and other academicdisciplines when creating uniqueworks of art.

Frequently considers, connects, andapplies ideas, issues, and themespresent in visual art and otheracademic disciplines when creatingunique works of art.

Examines and considers ideas,issues, and themes present in visualart and other academic disciplineswhen creating works of art.

Sometimes identifies ideas, issues,and themes present in visual art andanother academic discipline.

Limited identification of ideas,issues, and themes present in visualart and another academic discipline.

Consistently examines, discussesand demonstrates how the uniquecharacteristics of visual art improvecomprehension in other academicdisciplines.

Frequently, examines, discussesand demonstrates how the uniquecharacteristics of visual art improvecomprehension in other academicdisciplines.

Examines, predicts, and discusseshow the unique characteristics ofvisual art improve comprehension inone other academic discipline.

Sometimes identifies how theunique characteristics of visual artimprove comprehension in one otheracademic discipline.

Limited or no evidence of the abilityto connect the characteristics ofvisual arts with another discipline.


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19VISUAL ART HIGH SCHOOL - GRADE 9-12

PERFORM

5 4 3 2 1

A. Media, Techniques, andProcesses





Independently and consistentlysynthesizes the use of expandedmedia, techniques, and processesto create unique art forms in aspecific media at an advanced level.

Synthesizes the use of media,techniques, and processes to createart forms in a specific medium at orabove a proficient level.

Refines skill in the use of media,techniques, and processes to createart forms in one specific mediumproficiently.

Inconsistently analyzes and employsdifferent types of media, techniques,and processes to create art forms ina specific medium.

Rarely employs different types ofmedia, techniques, and processesto create art forms.

Consistently and independentlyuses vocabulary to preciselydiscusses media and processes inworks of art.

Consistently and precisely definesand uses vocabulary appropriate tomedia and processes.

Defines and uses vocabularyappropriate to media and/orprocesses.

Sometimes defines and usesvocabulary appropriate to mediaand/or processes.

Limited or no evidence of theknowledge or use of vocabularyappropriate to media and/orprocesses


plans and integrates the use of newmedia and tools in a safe andresponsible manner.

Plans and integrates the use of new

media and tools in a safe andresponsible manner.

Analyzes and uses media and tools

in safe and responsible manner.

Demonstrates the use of media and

tools in a safe and responsiblemanner.

Identifies the use of media and tools

in a safe and appropriate manner.

Consistently and independentlycreates unique works of art usingappropriate media, techniques, andprocesses to communicate ideasand discuss the effects of each onthe communication process.

Create a work of art usingappropriate media, techniques, andprocesses to communicate aspecific idea and discuss the effectsof each on the communicationprocess.

Determines appropriate media,techniques, and processes to createa work of art to communicatespecific ideas.

Sometimes identifies media,techniques, and processes neededto communicate a specific idea in awork of art.

Inconsistently recognizes therelationship between various media,techniques, and/or processes andtheir effects when used tocommunicate specific ideas in awork of art.

Independently analyzes, and applieseffective applications of media,

techniques, and processes to solvevisual art problems in personal andassigned visual art problems.

Plans and produces effectiveapplication of media, techniques,

and processes used to solve visualart problems.

Evaluates the effectiveness of theapplication of media, techniques,


Inconsistently compares andcontrasts the application of media,

techniques, and processes used tosolve visual art problems

Inconsistently examines theapplication of media, techniques,


B. Structures and Functions B. Structures and Functions B. Structures and Functions B. Structures and Functions B. Structures and Functions

Consistently and independentlycreates unique works that use theelements of art and the principles ofdesign to solve a variety of visual artproblems.

Creates and evaluates art worksthat use the elements of art and theprinciples of design to solve a visualart problem.

Plans, applies, and evaluates theuse of the elements of art and theprinciples of design to solve a visualart problem.

Evaluates the use of the elements ofart and the principles of design insolving a visual art problem.

Inconsistently identifies how theelements of art and the principles ofdesign solve a visual art problem.

Consistently and independentlydescribes, analyzes, interprets, andjudges the structures and functions

Using the steps of critique,analyzes, compares, and contraststhe use of structures and functions

Using the steps of critique (i.e.describe, analyze, interpret, judge)presents and analyzes a work of art

Using the steps of critique discussesthe use of the structures andfunctions in a work of art.

Inconsistently identifies and definesthe steps of critique.


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PERFORM

5 4 3 2 1

of ones own artwork and the workof others.

in a work of art. and its use of structures andfunctions.

Consistently and independentlyanalyzes and creates unique worksof art that reflect utilitarian and/orintrinsic value.

Creates a work of art thatdemonstrates utilitarian and/orintrinsic value.

Interprets the purpose of a work ofart as to its utilitarian and/or intrinsicvalue.

Classifies works of art thatdemonstrate utilitarian and/orintrinsic qualities.

Rarely recognizes the differencesbetween utilitarian and intrinsicpurposes of a work of art.

Consistently and independentlycreates unique works of art usingappropriate problem solving skills tocommunicate with clarity intendedmeanings in works of art.

Analyzes, applies, anddemonstrates problem-solving skillsto improve communication ofintended meaning in a work of art bydesigning visual concepts withsubjects themes, or symbols.

Utilizes problem-solving skills toimprove communication of intendedmeaning in a work of art byintegrating visual concepts withsubject, themes, or symbols.

Inconsistently examinesrelationships among visual andorganizational components to solvespecific visual art problems

Demonstrates limited skills inidentifying problem-solving skillsneeded to solve visual art tasks.

VISUAL ART HIGH SCHOOL - GRADE 9-12

CREATE

5 4 3 2 1

Independently creates unique worksof art that communicate a personalselection of ideas and reflect arange of subject matter, symbols,

and/or ideas.

Creates an artwork using specifiedsubject, matter, symbols, and/orideas.

Analyzes the origin and significanceof subject matter, symbols, and/orideas in a work of art.

Inconsistently chooses and appliessubject matter and symbols tocommunicate an idea.

Demonstrates limited recognition ofcommon symbols and theirmeanings.

Independently evaluates withcoherence personal sources ofsubject matter and analyzespersonal meaning and its use andrelationship within art practices.

Critiques personal sources ofsubject matter and interpretspersonal meaning when used in art(verbal, written, and/or production).

Compares personal sources ofsubject matter and how theydemonstrate personal meaning inworks of art.

Inconsistently interprets personalsources of subject matter in a workof art.

Rarely identifies images that reflectpersonal experiences andenvironments.

Independently and consistentlycreates unique works of artintegrating subject matter, symbols,and ideas that communicatemeaning.

Designs and uses subject matter,symbols, and ideas thatcommunicate meaning in a work ofart.

Chooses and applies subject matter,symbols, and ideas to communicatemeaning in a work of art.

Inconsistently recognizes thatsubjects, symbols, and ideas areused to communicate meaning in awork of art.

Sometimes explores selectedsubjects, symbols, and ideas for awork of art.

Independently researches, develops Researches and creates a series of Researches personal subjects, Inconsistently identifies subjects, Creates a work of art that


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CREATE

5 4 3 2 1

and creates unique bodies of workreferencing personal subjects,

symbols, and ideas.

works based on personal subjects,symbols and ideas

symbols, and ideas consistent withcreating a body of artwork.

symbols, and ideas found within abody of artwork (e.g. Picassos Blue

Period) that is reflected in ones ownart.

communicates an idea through theuse of symbols and/or subject

matter.


RESPOND

5 4 3 2 1

A. Relation to History and

Cultures


Cultures


Cultures


Cultures


Cultures

Independently and consistentlyanalyzes and explains with clarityhow historical and contemporaryworks of art reflect and influencesocieties and cultures.

Analyzes and explains howhistorical and contemporary worksof art reflect and influence societiesand cultures.

Researches and communicates howhistorical and contemporary worksof art reflect and influence societiesand cultures.

Sometimes compares thecharacteristics of historical andcontemporary works of art and howthey reflect and influence societiesand cultures.

Rarely recognizes how historicaland contemporary works of artreflect and influence societies andcultures.

Independently analyzes andconsistently explains how historicaland contemporary works of artreflect, shape and will influencesocieties and cultures.

Critiques the functions of meaning ofspecific art objects across variouscultures and times.

Evaluates the functions andmeaning of specific art objectsacross various cultures and times.

Sometimes compares thecharacteristics and purposes ofworks of art from a variety ofcultures, times and places.

Rarely examines the functions andexplore the meaning of specificworks of art within varied times,cultures and places.

Independently and consistentlycreates works of art that reflect adeep understanding of how historyor culture influences a work of art.

Creates a work of art that reflects anunderstanding of how history orculture influences a work of art.

Creates a work of art that emulatesa historical or cultural context.

Inconsistently differentiates thevariety of historical and culturalcontexts in terms of functions andpurposes of works of art.

Rarely identifies a variety ofhistorical and cultural contexts interms of functions and purposes of awork of art.

B. Reflecting and Assessing B. Reflecting and Assessing B. Reflecting and Assessing B. Reflecting and Assessing B. Reflecting and Assessing

Independently and consistentlydemonstrates the ability to assessartworks and their meanings as wellas judge the characteristics andmerits of ones own work.

Judges the characteristics andmerits of ones own work and thework of others.

Analyzes the characteristics andmerits of ones own work and thework of others.

Sometimes interprets thecharacteristics and merits of onesown work and the work of others.

Inconsistently describes thecharacteristics and merits of onesown work and the work of others.

Independently and consistently Judges various interpretations of a Compares and contrasts various Sometimes identifies various Limited ability to identify the


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RESPOND

5 4 3 2 1

analyzes and judges with clarityvarious interpretations works of art.

work of art. interpretations of a work of art. interpretations of a work of art. meaning of a work of art.

Using a variety of criteria andtechniques, consistently debatesmeaning with logic and coherence ina work of art.

Using a variety of criteria andtechniques, debates meaning in awork of art.

Using a variety of criteria andtechniques, interprets meaning in awork of art.

Sometimes applies the steps ofcriticism when identifying meaning ina work of art.

Rarely uses appropriate vocabularyto assess the meaning of a work ofart.


CONNECT

5 4 3 2 1

A. Interdisciplinary Connections A. Interdisciplinary Connections A. Interdisciplinary Connections A. Interdisciplinary Connections A. Interdisciplinary Connections

Independently creates unique worksof art combining technologies,media and processes of visual artwith those of other disciplines.

Plans and produces a work of artcombining technologies, media andprocesses of visual art with those ofanother discipline.

Integrates the use of materials,technology processes andterminology used in visual art withthose of another discipline.

Inconsistently compares materials,technology processes andterminology used in visual art withthose of other disciplines.

Inconsistently identifies materials,technology processes andterminology used in visual art andother disciplines.

Independently and consistentlycreates unique works of art usingconcepts that are common to visualart and other disciplines.

Creates a work of art using conceptsthat are common to visual art andanother discipline.

Analyzes the concepts that arecommon to visual art and otherdisciplines.

Inconsistently compares the use ofconcepts that are common to visualart and other disciplines.

Rarely identifies concepts that arecommon to visual art and otherdisciplines.


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23ADDENDUM: FORMATIVE AND SUMMATIVE ASSESSMENT EXAMPLES

SUGGESTED FORMATIVE & SUMMATIVE ASSESSMENT ARTIFACTS

FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT

Purpose: Provide ongoing feedback to inform learning decisions.

Timing: During project.

Basis: Standards based (focus on Checks For Understanding).

Audience: Student can assess learning, or teacher can make decisions about direction of project or nextunit of study.

Typically not used to assign grades.

Purpose: Evaluate final efforts to prove learning.

Timing: At the end of a project (after the final revision of project).

Basis: Standards-based (focus on SPIs)

Audience: Students proved learning to teacher.

Used to assign grades.

EXAMPLES EXAMPLES

Informal teacher questions/ conversations with students. Formal Oral Interview.

Project Rubric (if students are allowed to continue working on project). Project Rubric/Assessment Checklist (if students are NOT allowed to continue working on a project).

Sketches/Sketchbooks (if sketches are being used to inform project). Sketches/Sketchbooks (if the sketch is the final product for the assignment).

Working Portfolio (pre-instruction/post-instruction, projects, tests). [Projects that teach skills/concepts, i.e.,color wheel, value charts, etc.].

Showcase Portfolio (final, exemplary works)

Written or Verbal Critique (if students are allowed to continue working on project). Written or Verbal Critique (if students will NOT be allowed to go back and continue working on project).[Video of assessment]

Peer Assessment (video of class critique, written)

Self-Assessment

Misconception Check (present students with a common misconception about a designated topic and askwhether they agree/disagree and explain why).

Teacher-Made Test

Class Discussions (Visual Thinking Strategies, historical/cultural, inter-disciplinary contexts-video/audiorecording)

Critique of Exemplary Artworks (video presentation, written).

Work Displayed in local, regional, and national adjudicated art exhibitions/competitions (an end of projectterm or year). [ThinkShow!, ArtsFest, Scholastic, AP, etc.]

Student or Teacher Observations (checklists, anecdotal records). End Art Product (designated work, finished sculpture, final art piece, etc.) [i.e., still life, landscape, portrait,non-objective, etc.]

Final Digital Project (garage band, webpage, wiki space, powerpoint, etc)

Written Products (report, essay, character study, etc.)

Think/Pair/Share (turn to your partner and ____________).

Hand Signals (thumbs up = I understand, waving hand = Im not sure, etc. )

Exit Slip (writing prompts such as: What might happen if ______? What strategy could I have used to________?)

Adapted from The Balanced Assessment Model: When Formative Meets Summative


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24ELEMENTARY MUSIC GRADE K-5

PERFORM 5 4 3 2 1

Standard 1: SINGING (Note- for some items, there is a notation of MCS to align with LEA curriculum maps)

Grades K-5

Sings age-appropriate melodiesand songs with accurate pitch andrhythm. MCS: MELODY

Sings a melody with all ofthe following: accuratepitch, rhythm, dynamics,and tempo

Sings a melody with at leastthree of the following:accurate pitch, rhythm,dynamics, and tempo

Sings a melody/song withaccurate rhythm and pitch(solfege and/or lyrics).

Sings melody/song above orbelow designated pitch Uses speaking voice.

Grades K-1

Reproduces high, (middle), andlow pitches vocally. MCS:MELODY

76% to 100% of studentsin a class sing, matchingpitch, a so-mi (K) or a so-mi-la pattern (1).

51% to 75% of students in aclass sing, matching pitch, aso-mi pattern (K) or a so-mi-la pattern (1).

At least 50% of students in aclass sing, matching pitch, aso-mi pattern (K) or a so-mi-la pattern (1).

25% to 49% of students in aclass sing, matching pitch, aso-mi pattern (K) or a so-mi-la pattern (1).

Less than 25% of students ina class sing, matching pitch,so-mi pattern (K) or a so-mi-la pattern (1).

Grades 2 - 5

Demonstrates proper vocaltechnique MCS:MELODY

Demonstrates all of thefollowing: proper posture,grade-appropriate diction,breath control, and tone inboth head and chest voice.

Demonstrates at least threeof the following: properposture, grade-appropriatediction, breath control, andtone in both head and chestvoice.

Exhibits correct singingposture, open mouth, andgood vocal tone in headand/or chest voice.

Exhibits poor posture anddiction; sings withunsupported tone (breathy)

Exhibits poor posture anddiction; sings either too loudor too soft

Grades 2-5

Develops skills for singingharmony. MCS:HARMONY

Sings two-part harmony ofvaried repertoire using atleast two of the following:expressive qualities, in-

tune singing, musicalphrasing.

Sings two-part harmony ofvaried repertoire using atleast one of the following:expressive qualities, in tune

singing, musical phrasing.

Groups are able to maintaintheir parts while performingvocal ostinati, partner songs,and/or rounds and canons.

Groups are unable tomaintain their parts whileperforming vocal ostinati,partner songs, and/or

rounds and canons for anentire selection.

Groups unable to maintainvocal ostinati, partner songs,and/or rounds and canons.

Standard 2: PLAYING INSTRUMENTS

Grades K-1

Performs steady beat on bodypercussion, pitched and/orunpitched instruments. MCS:RHYTHM

76% - 100% of a class isable to maintain a steadybeat

50% - 75% of a class is ableto maintain a steady beat.

At least 50% of a class isable to maintain a steadybeat.

25% - 49% of a class is ableto maintain a steady beat

Unable to imitate and/ormaintain a steady beat.

Grades 2-5

Performs steady beat and/orrhythm on body percussion,

Performs more complexmultiple rhythm patterns in l

Performs multiple rhythmpatterns in large ensembles.

Maintains a steady beatindependently and/or

Able to maintain a steadybeat and/or perform grade

Unable to maintain steadybeat and/or play grade-


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PERFORM 5 4 3 2 1

pitched and/or unpitchedinstruments MCS:RHYTHM

ensembles. performs grade-appropriaterhythm patterns.

appropriate rhythm patterns50% of the time during aperformance.

appropriate rhythm patterns.

Grade KExplore/perform long/short andfast/slow sounds. MCS:EXPRESSIVE QUALITIES

Choose and play long/shortand/or fast/slow sounds,appropriate for song, story,poem, or recorded selection

Play long/short and/orfast/slow sounds appropriatefor song, story, poem orrecorded selection,

Identify and recognizelong/short and fast/slowpatterns

Unable to identify orrecognize long/short andfast/slow patterns

Unable to explore/performlong/short and fast/slowpatterns.

Grade 1

Perform short rhythm patternsMCS: RHYTHM

Perform short rhythmpatterns consistently andindependently usinginstruments

Perform short rhythmpatterns consistently usinginstruments

Perform short rhythmpatterns using bodypercussion

Imitate long/short and/orfast/slow sounds

Unable to imitate or performshort rhythm patterns

Grades 2-5

Exhibits skill in playing simpleorchestrations on pitched and/ornon-pitched instruments usingcorrect technique.MCS: RHYTHM/FORM/HARMONY

76% to 100% of students ina class play pitched and/orinstruments with correcttechnique producing a goodtone.

51% to 75% of students in aclass play pitched and/orunpitched instruments withcorrect technique producinga good tone.

At least 50% of students playpitched and/or unpitchedinstruments with correcttechnique producing a goodtone.

25% to 49% of students in aclass hold pitched and/orunpitched instruments ormallets incorrectly.

Less than 25% of studentshold pitched and/orunpitched instruments ormallets correctly.

Performs accompaniments onclassroom instruments MCS:RHYTHM/FORM/ HARMIONY

Students accurately performan accompaniment onpitched instruments usingan orchestration that

includes varying rhythms,pitches, and parts usingappropriate expressivequalities.

Students accurately performan accompaniment onpitched and/or non-pitchedinstruments using an

orchestration that includesvarying rhythms, pitches, andparts.

Students accurately performan accompaniment onpitched and/or non-pitchedinstruments.

Groups are unable tomaintain their parts for anentire selection.

In a group performance, thestudents perform anaccompaniment withrhythmic inaccuracies and

tempo fluctuations.

Standard 5: READING AND NOTATING

Grades K-5

Uses symbols to read and performmelodies and rhythm. MCS:RHYTHM/MELODY/EXPRESSIVEQUALITIES

Reads and performstraditional notation formelody and rhythm usingappropriate expressive

qualities.

Reads and performs traditionalnotation for melody andrhythm.

Reads and performs traditionalnotation for either melody orrhythm. (not bothsimultaneously)

Reads notation below gradelevel.

Unable to read musicalnotation.


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PERFORM 5 4 3 2 1

Grades K-5

Performs musical selections,correctly interpreting terms and

symbols related to expressivequalities (i.e. tempo, dynamics,directional markings, andarticulation markings)MCS: EXPRESSIVE QUALITIES

Identifies and performs atleast three of the following

markings: dynamics, tempo,direction and articulation.

Identifies and performs twoof the following markings:

dynamics, tempo, directionand/or articulation.

Identifies and performs oneof the following markings:

dynamics, tempo, directionand/or articulation within agiven music selection.

Recognizes dynamic and/ortempo markings (i.e.,

students identify p as piano).

Students do not recognizeand/or interpret icons or

symbols correctly.

ELEMENTARY MUSIC GRADE K-5

CREATE 5 4 3 2 1

Standard 3: IMPROVISING

Improvise vocal soundsand/or rhythm patternsand/or melody MCS:RHYTHM/MELODY/ FORM

Students improvise vocallyand/or instrumentally withaccuracy incorporating twoor more musical elements(e.g., rhythm, melody,harmony, expressivequalities).

Students improvise vocally and/or instrumentally withaccuracy incorporating at leastone musical element (e.g.,rhythm, melody, harmony,expressive qualities).

Students improvise vocallyand/or instrumentally withaccuracy.

Student improvisations containsome vocal and/or rhythmicinaccuracies.

Students are unable toimprovise at a grade-appropriate level.

Standard 4: COMPOSING

Compose melodies andrhythms

MCS: RHYTHM/MELODY/FORM

Student composition(s)reflect at least three

applications of grade-appropriate musicalelements (e.g., rhythm,melody, timbre, formexpressive qualities.)

Student composition(s) reflectat least two applications of

grade-appropriate musicalelements (e.g., rhythm,melody, timbre, form,expressive qualities.)

Student composition(s) reflectapplication of at least one

grade-appropriate musicalelement (e.g., rhythm melody,timbre, form, expressive2quaities.)

Students are unable to applymusical knowledge to

composition.

Students are unable tocompose.

Compose introductions,interludes and codas.MCS: FORM

Composed introduction,interlude and/or coda relatemusically to the piece andshows extensive originality.

Composed introduction,interlude and/or coda relatemusically to the piece andshows evidence of originalthought.

Composed introduction,interlude and/or coda relatemusically to the piece.

Composed introduction,interlude and/or coda repeatsparts of the existing piece.

Unable to composeintroduction, interlude and/orcoda.


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ELEMENTARY MUSIC GRADE K-5

RESPOND 5 4 3 2 1

Standard 6: LISTENING AND ANALYZING

Grades K-2

Recognizes/identifies sameand different phrases in asong. MCS:FORM/RHYTHM

Identifies phrases that arethe same or differentrhythmically andmelodically.

A. Identifies phrases that aresame or different rhythmicallyor

B. Identifies phrases that aresame or d

tn arts scoring guide 2 5

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