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Rubrics in the Art Room. Nancy Vogel, MA, NBCT World of Wonder School @ Residence Park K-8, Dayton Public Schools Ohio Art Education Association Professional Development Conference Thursday, Nov 10, 2:00-3:00 DCC 204 Friday Nov 11, 10:00-11:00 CP McKinley. How do you choose what is good?.

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rubrics in the art room

Rubrics in the Art Room

Nancy Vogel, MA, NBCT

World of Wonder School @ Residence Park K-8, Dayton Public Schools

Ohio Art Education Association Professional Development Conference

Thursday, Nov 10, 2:00-3:00 DCC 204

Friday Nov 11, 10:00-11:00 CP McKinley

how do you choose
HOW DO YOU CHOOSE?
  • Did you admire the author?
  • Did you make a connection to the quote?
  • Are you familiar with the context?
  • Do you have a story you recognize?
  • Are you inspired?
  • Did your table partner want the quote?
  • The quote you wanted was chosen before you could choose?
  • What makes you want to save and cherish it?
why rubrics
WHY RUBRICS?
  • How do we assess?
  • How do we help students get better?
what is your story why are you an art teacher
What is your story? Why are you an art teacher?

What do you value about teaching art?

Story . Film example

do you measure process or skill development how do your children know what you are measuring
Do you measure process or skill development? How do your children know what you are measuring?
what is a rubric
What is a rubric?

A rubric is a scoring tool for subjective assessments.

Common Features of Rubrics

Bernie Dodge and Nancy Pickett

  • Measure a stated objective: performance, process, behavior, or quality
  • Use a range to rate performance
  • Contains specific performance characteristics arranged in levels.
teachers need to know
Teachers need to know….

What does the finished product and/or process look like/sound like?

What would be indicators of success for us to observe?

What mistakes might be made?

Do you anticipate, and are you prepared to scaffold these concepts you know are difficult?

What are the group interaction expectations?

What are the “big ideas” you are trying to teach and can students transfer this knowledge to another discipline?

whose art is it
Whose art is it?

Advantages of using a Rubric……..

Rubrics provide clear standards. Students know when they have been successful. Feedback is specific.

  • How can we get students to take ownership of their work and work to make it better?
  • Students have the opportunity to submit an “earlier” version and get feedback to allow them to make revisions.
  • Peer review and self evaluation are results of using a rubric.
timing is everything
TIMING IS EVERYTHING
  • WHEN you introduce a theme and a problem to solve it is sometimes too soon in art. You want students not to think TOO MUCH…but come up with a personal solution . You don’t want their creativity to be influenced too much by outside expectations.
  • BUT WHEN students have worked on a problem for a class period and some are nearing completion, it is good to introduce the rubric so students are encouraged to STEP BACK AND LOOK AGAIN.
a rubric can be used for both
A RUBRIC CAN BE USED FOR BOTH?

But there isn’t any time?

rubistar project specific rubrics
RUBISTAR- Project Specific rubrics
  • RubiStar.4teachers.org. (You don’t have to have an account.)
  • Create a rubric …look for the subject “art”
  • I like to start from a rubric created and change it to adapt to the focus of the specific project.
  • If you make it “temporary” it is gone in 20 minutes, permanent saves it to your account.
  • Be sure to write your name at the top and zip code
  • Save and review it and then …….
  • Copy and paste to a word document to format to one page (sometimes two to a page)
  • Sometimes I had two columns to the right , one for the student to self assess and one for me to assess. (If we agree, students earn an A on their rubric grade.)
construcuting a rubric
CONSTRUCUTING A RUBRIC
  • Headings: WOW Accelerated, Proficient, Basic, and Below Basic (4 categories)
  • It is best to start with Proficient and then consider what would make the project above your expectations and what makes it below your expectations.
  • The lowest category shows no consideration was given to expectations.
  • Choose your categories based on your PROJECT FOCUS or PRODUCT FOCUS…THESE will change as the year progresses and your student’s expectations and yours grow together.
  • DON’T THINK TOO MUCH…..YOU CAN DO THIS IN 15 MINUTES.
primary rubrics and general rubrics
PRIMARY RUBRICS AND GENERAL RUBRICS
  • “HOW CAN I MAKE MY ART BETTER” PRIMARY
  • STUDENT FEEDBACK
  • STUDENT FEEDBACK WITH COMMENTS
  • COMPREHENSIVE UNIT PLAN
slide24

RUBRIC SHARING :Goal is to create a media specific rubric that identifies the process and skills you would like students to reference with the intention of improving their art during the art making process . (Formative Assessment)

  • Write your name on the paper.
  • Work with a partner and create a rubric that is media specific:
  • Collage, drawing, construction, clay building, jewelry, book making. Painting, etc.
  • Use the format provided and think about the end product and the process and skills you would like to assess.
  • Don’t forget to add some specific details in the assessment blocks.
rubric bank
RUBRIC BANK
  • Write your name on a manila folder and turn in your rubric. If you have turned in a rubric you will get copies of all the rubrics created during the session to take home with you.
  • Pick up is Friday and/or Saturday morning at hospitality.
references
References
  • David Silver , davidlota@yahoo.com, powerpoint presentation on Formative Assessment and Rubrics
  • David Dodge and Nancy Pickett