2 Developing Toward Standard I have the foundational skills and knowledge for the learning goal and I am almost there 1 Insufficient Progress The evidence I have submitted shows I have a long way to go to reach the learning goal 0/M No evidence of student understanding in submitted work OR Missing – student has not submitted evidence I have not submitted evidence of learning for the learning goal *For more information on district assessment and grading practices, please refer to the Grading Practices website Introduction to Art History, Semester 1 (Art 105) Assessment Rubric Learning Topic 1 2 3 4 Insufficient Progress Developing Toward Standard Meeting Standard Exceeding Standard Function Student’s performance reflects insufficient progress towards foundational skills and knowledge. Students will recognize or recall specific vocabulary including but not limited to: Students demonstrate the have developed the ability to: Identify the influence of a single work of art or group of related works on other artistic production. Students demonstrate they have the ability to: Describe the influence of a single work of art or group of related works on other artistic production. In addition to score 3.0 performance, students demonstrate inferences and applications that go beyond the learning target. Form Student’s performance reflects insufficient progress towards foundational skills and knowledge. Students will recognize or recall specific vocabulary such as: Students demonstrate the have developed the ability to: Identify formal qualities and/or content of a work of art which elicit(s) a response. Students demonstrate they have the ability to: Describe how formal qualities and/or content of a work of art elicit(s) a response. In addition to 3.0 performance, students demonstrate inferences and applications that go beyond the learning target.
Content Student’s performance reflects insufficient progress towards foundational skills and knowledge. Students will recognize or recall specific vocabulary such as: Students demonstrate the have developed the ability to: Identify components within a work of art. Students demonstrate they have the ability to: Describe components within a work of art. In addition to 3.0 performance, students demonstrate inferences and applications that go beyond the learning target. Context Student’s performance reflects insufficient progress towards foundational skills and knowledge. Students will recognize or recall specific vocabulary such as: Students demonstrate the have developed the ability to: Identify a contextual variable for an interpretation of a work of art. Students demonstrate they have the ability to: Describe a contextual variable for an interpretation of a work of art. In addition to score 3.0 performance, students demonstrate inferences and applications that go beyond the learning target.
Introduction to Art History, Semester 2 (Art 106) Assessment Rubric Learning Topic 1 2 3 4 Insufficient Progress Developing Toward Standard Meeting Standard Exceeding Standard Function Student’s performance reflects insufficient progress towards foundational skills and knowledge. Students will recognize or recall specific vocabulary including but not limited to: Students demonstrate the have developed the ability to: Describe the influence of a single work of art or group of related works on other artistic production. Students demonstrate they have the ability to: Analyze the influence of a single work of art or group of related works on other artistic production. In addition to score 3.0 performance, students demonstrate in-depth inferences and applications that go beyond the learning target. Form Student’s performance reflects insufficient progress towards foundational skills and knowledge. Students will recognize or recall specific vocabulary such as: Students demonstrate the have developed the ability to: Describe how formal qualities and/or content of a work of art which elicit(s) a response. Identify and describe relationships between works of art. Students demonstrate they have the ability to: Analyze how formal qualities and/or content of a work of art elicit(s) a response. Analyze relationships between works of art. In addition to 3.0 performance, students demonstrate in-depth inferences and applications that go beyond the learning target. Content Student’s performance reflects insufficient progress towards foundational skills and knowledge. Students will recognize or recall specific vocabulary such as: Students demonstrate the have developed the ability to: Identify works of art. Students demonstrate they have the ability to: Justify attribution of an unknown work of art. In addition to score 3.0 performance, students demonstrate in-depth inferences and applications that go beyond the learning target. Context Student’s performance reflects insufficient progress towards foundational skills and knowledge. Students will recognize or recall specific vocabulary such as: Students demonstrate the have developed the ability to: Describe a contextual variable for an interpretation of a work of art. Students demonstrate they have the ability to: Analyze how contextual variables lead to different interpretations of a work of art. In addition to score 3.0 performance, students demonstrate in-depth inferences and applications that go beyond the learning target.
AP Art History, Semester 1 (Art 503) Assessment Rubric Learning Topic 1 2 3 4 Insufficient Progress Developing Toward Standard Meeting Standard Exceeding Standard Function Student’s performance reflects insufficient progress towards foundational skills and knowledge. Students will recognize or recall specific vocabulary including but not limited to: Students demonstrate the have developed the ability to: Identify form, function, content, and/or context to infer or explain the possible intentions for creating a specific work of art. Students demonstrate they have the ability to: Describe form, function, content, and/or context to infer or explain the possible intentions for creating a specific work of art. In addition to score 3.0 performance, students demonstrate inferences and applications that go beyond the learning target. Form Student’s performance reflects insufficient progress towards foundational skills and knowledge. Students will recognize or recall specific vocabulary such as: Students demonstrate the have developed the ability to: Identify how context influences artistic decisions about creating a work of art. Students demonstrate they have the ability to: Describe how context influences artistic decisions about creating a work of art. In addition to score 3.0 performance, students demonstrate inferences and applications that go beyond the learning target. Content Student’s performance reflects insufficient progress towards foundational skills and knowledge. Students will recognize or recall specific vocabulary such as: Students demonstrate the have developed the ability to: Identify artistic decisions made in a work of art. Students demonstrate they have the ability to: Describe artistic decisions made in a work of art. In addition to score 3.0 performance, students demonstrate inferences and applications that go beyond the learning target. Context Student’s performance reflects insufficient progress towards foundational skills and knowledge. Students will recognize or recall specific vocabulary such as: Students demonstrate the have developed the ability to: Identify changes and traditions in artistic contexts. Students demonstrate they have the ability to: Describe features of tradition and/or change in a single work of art or in a of related works. In addition to score 3.0 performance, students demonstrate inferences and applications that go beyond the learning target.
Common Vocabulary Terms Common vocabulary for selected media, styles, art movements, and art expressions reflect the concepts, techniques, and skills for each grade level and course of study. Students will use these terms in oral, written, and visual communications. Teachers are encouraged to provide additional visual arts vocabulary to the identified lists. Recommended Terms Analysis Context Concept Convention Patronage Commission Chronological Geographical Form Function Material Medium/Media Thematic Aesthetic Tradition Iconography Perceptual Intellectual Religious Ideology Political Philosophical Social Class Gender Power/Authority Morality Normality Architecture Sculpture Painting Cross-Cultural Status Migration Subculture Mainstream Culture Milieu Controversy Transformation Intention Contemporary Traditional Divination Diagnosis Holistic Custodianship Protocol Efficacy