Cluster: Topic 1 2 3 4 Insufficient Progress Developing Toward Standard Meeting Standard Exceeding Standard Photography Design Concepts Student’s performance reflects insufficient progress towards foundational skills and knowledge. Students will recognize or recall specific vocabulary such as: Composition, strong horizontal, balance, repetition, color, line Students demonstrate the have developed the ability to: Identify and describe elements and principles of photographic composition. Students demonstrate they have the ability to: Independently apply multiple elements and principals of photographic composition to create an original image. Provide evidence for their artistic choices. In addition to score 3.0 performance, students demonstrate inferences and applications that go beyond the learning target. Studio Skills: Camera as a Tool Student’s performance reflects insufficient progress towards foundational skills and knowledge. Students will recognize or recall specific vocabulary such as: Camera, lens, shutter, aperture Students demonstrate the have developed the ability to: Identify and describe the components of cameras Identify and describe the functions of camera components Students demonstrate they have the ability to: Apply intended uses and/or appropriate camera settings to create a clear and discernable photographic image. In addition to score 3.0 performance, students demonstrate inferences and applications that go beyond the learning target. Studio Skills: Processing Images Student’s performance reflects insufficient progress towards foundational skills and knowledge. Students will recognize or recall specific vocabulary such as: Crop, filter, balance Students demonstrate the have developed the ability to: Identify and describe various processes for editing and altering photographic images. Students demonstrate they have the ability to: Access and appropriately utilize hardware, software, and traditional processes to edit or enhance a photographic image. In addition to score 3.0 performance, students demonstrate inferences and applications that go beyond the learning target. Critical Analysis: Evaluating Student’s performance reflects insufficient progress towards foundational skills and knowledge. Students will recognize or recall specific vocabulary such as: Form, value, symbol, mood, genre, allegory Students demonstrate the have developed the ability to: Formulate and convey a personal response to their own photography and the work of others. Students demonstrate they have the ability to: Critically analyze and evaluate their own work or the work of others based on personal preference. Critically analyze and evaluate their own work or the work of others based on established criteria. In addition to score 3.0 performance, students demonstrate inferences and applications that go beyond the learning target. Photography (ART221, 222, 225, 226) Curriculum Photography 222 Assessment Rubric Cluster: Topic 1 2 3 4 Insufficient Progress Developing Toward Standard Meeting Standard Exceeding Standard
Photography Design Concepts Student’s performance reflects insufficient progress towards foundational skills and knowledge. Students will recognize or recall specific vocabulary such as: Depth of field, inferred motion Students demonstrate the have developed the ability to: Identify and describe elements and principles of photographic composition. Students demonstrate they have the ability to: Independently apply multiple elements and principals of photographic composition to create an original image. Provide evidence for their artistic choices. In addition to score 3.0 performance, students demonstrate inferences and applications that go beyond the learning target. Studio Skills: Camera as a Tool Student’s performance reflects insufficient progress towards foundational skills and knowledge. Students will recognize or recall specific vocabulary such as: Camera, lens, shutter, aperture Students demonstrate the have developed the ability to: Identify and describe the basic components of cameras Identify and describe the functions of camera components Students demonstrate they have the ability to: Apply intended uses and/or appropriate camera settings to create a clear and discernable photographic image. Provide evidence for artistic choices made with camera settings. In addition to 3.0 performance, students demonstrate inferences and applications that go beyond the learning target. Studio Skills: Processing Images Student’s performance reflects insufficient progress towards foundational skills and knowledge. Students will recognize or recall specific vocabulary such as: Crop, filter, white balance Students demonstrate the have developed the ability to: Identify and describe various processes for editing and altering photographic images. Students demonstrate they have the ability to: Access and appropriately utilize hardware, software, and traditional processes to edit or enhance a photographic image. Provide evidence for artistic choices made when processing images. In addition to 3.0 performance, students demonstrate inferences and applications that go beyond the learning target. Critical Analysis: Evaluating Student’s performance reflects insufficient progress towards foundational skills and knowledge. Students will recognize or recall specific vocabulary such as: Form, value, symbol, mood, genre, allegory Students demonstrate the have developed the ability to: Formulate and convey a personal response to their own photography and the work of others. Students demonstrate they have the ability to: Critically analyze and evaluate their own work or the work of others based on personal preference. Critically analyze and evaluate their own work or the work of others based on established criteria. In addition to score 3.0 performance, students demonstrate inferences and applications that go beyond the learning target. Photography (ART221, 222, 225, 226) Curriculum Guide Photography 225 Assessment Rubric Cluster: 1 2 3 4 Insufficient Progress Developing Toward Standard Meeting Standard Exceeding Standard
Studio Skills: Tools and Processes Student’s performance reflects insufficient progress towards foundational skills and knowledge. Students will recognize or recall specific vocabulary such as: Camera, lens, shutter, aperture Students demonstrate the have developed the ability to: Identify and describe the basic components of cameras Identify and describe the functions of camera components Students demonstrate they have the ability to: Independently apply camera settings and image editing tools to enhance the meaning or message in a photographic image Provide evidence for their artistic choices. In addition to 3.0 performance, students demonstrate inferences and applications that go beyond the learning target. Making Connections: Connecting to Contexts Student’s performance reflects insufficient progress towards foundational skills and knowledge. Students will recognize or recall specific vocabulary such as: Impressionism, symbolism, genre, still life Students demonstrate the have developed the ability to: Identify contextual elements from history, cultures, artistic movements, and society in the work of others. Students demonstrate they have the ability to: Apply contextual elements from history, cultures, artistic movements, and society to their own artwork. Collaborate with peers or other learning partners. In addition to score 3.0 performance, students demonstrate inferences and applications that go beyond the learning target. Critical Analysis: Planning, Evaluating, & Presenting Student’s performance reflects insufficient progress towards foundational skills and knowledge. Students will recognize or recall specific vocabulary such as: Form, symbol, mood, genre, allegory Students demonstrate the have developed the ability to: Formulate and convey a personal response to their own photography and the work of others. Formulate and communicate an action plan Develop and refine artistic work for artistic presentation. Students demonstrate they have the ability to: Critically analyze and evaluate their own work or the work of others based on personal preference and established criteria. Formulate, communicate, and implement an action plan, making appropriate adjustments. Convey meaning through the presentation of artistic work. In addition to 3.0 performance, students demonstrate inferences and applications that go beyond the learning target. Photography (ART221, 222, 225, 226) Curriculum Guide 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. Required Recommended Terms
Line Shape Forms Space Texture Balance Emphasis Movement Pattern Repetition Proportion Rhythm Variety Unity Composition Image Aperture Portfolio Shutter Context Exposure Critique Strong Horizontal Strong Vertical Diagonal Negative Space Positive Space of View Depth of Field Scale Symmetry Asymmetry White Balance Photography (ART221, 222, 225, 226) Curriculum Guide