analytical assessment rubric

Art & Design Analytical Research Papers 

using creative work examples Rubric    

Analytical Assessment valued in the 5 qualitative areas below:

#1 Analysis of the creative work

Grade A (student is excelling standards)

B (student is meeting standards)

C (student is approaching standards) 

D (student is not meeting standards)

A. Student accurately describes several dominant elements or principles used by the artist/designer and accurately relates how they are used by the creator to reinforce the theme, meaning, mood, or feeling of the creative work.

B. Student accurately describes minimum of three dominant elements and principles used by the artist / designer and accurately relates how these are used by the artist to reinforce the theme, meaning, mood, or feeling of the creative work.

C. Student describes some dominant elements and principles used by the artist, but has difficulty describing how these relate to the meaning or feeling of the artwork.

D. Student has trouble picking out the dominant elements.

#2 Interpretation of the creative work

Grade A (student is excelling standards)

B (student is meeting standards)

C (student is approaching standards) 

D (student is not meeting standards)

A. Student forms a somewhat reasonable hypothesis about the symbolic or metaphorical meaning of the creative work and is able to support this with evidence from the work.

B. Student has the ability to identify the literal meaning of the work.

C. Student can relate how the work emotionally charges feelings in viewers

D. Student finds it difficult to interpret the meaning of the work.

#3 Description of the creative work

Grade A (student is excelling standards)

B (student is meeting standards)

C (student is approaching standards) 

D (student is not meeting standards)

A. Student makes a complete and detailed description of the subject matter and/or elements exhibited in the creative work.

B. Student makes a detailed description of most of the subject matter and/or elements seen in a work.

C. Student makes a detailed description of some of the subject matter and/or elements seen in a work.

D. Student provides descriptions that are not detailed nor complete.

#4 Evaluation of the creative work

Grade A (student is excelling standards)

B (student is meeting standards)

C (student is approaching standards) 

D (student is not meeting standards)

A. Student has the ability to use multiple criteria to judge the artwork, such as composition, expression, creativity, design, communication of ideas.

B. Student uses at least 2 or 3 criteria to judge the artwork.

C. Student attempts to use aesthetic criteria to judge artwork, but does not apply the criteria accurately.

D. Student only evaluates the work as good or bad based on personal taste.

#5 Mechanics of Writing

Student is A = EXCELLING or B = MEETING or C = APPROACHING or D = NOT MEETING in the following areas:

Student makes use of at least three credible sources (no Wikipedia!)

Student makes use of APA or MLA writing format and includes a properly cited bibliography

Student includes visual illustrations to support essay’s content

Student completes an essay that illustrates the clarity of the main point, its development or argument, seamlessly

The completed essay is well organized in its construction and writing style

The completed essay exhibits technical control in the mechanics of writing and grammar

written proposals

Intermediate Figure Drawing

written proposals

The upper level student in SA314 will write four separate proposals discussing the goals they wish to achieve in their creative  production through out the term in SA314. 

These should hit somewhere around Week 2, Week 6, Week 8 and Week 10. 

Students need to note in each of their proposals:

• the student’s thematic/conceptual approach 
• names of artists, designers, research from outside disciplines the student is delving into and how the information is impacting their creative output
• the types of media, supports, etc. the student is interested in working with
• the scale and amount of work the student foresees themselves creating during the calendar proposal
• proposals need to be typed, doubled spaced with a calendar

At the conclusion of the term SA314, each student will write a conclusionary statement of the their accomplishments, the impact research, studio development and critique assisted in getting to the place they did, and where they see themselves going from here. This written piece should be four pages (minimum).

syllabus

Intermediate Figure Drawing . 3 Credits

Class Meetings: T + TH > 11:00 - 1:50 PM . 6 hours in class studio hours Jephson Campus A . Drawing + Painting Studio #206
Instructor: Associate Professor Jen Pepper . Division of Art & Design Email: jpepper@cazenovia.edu
O:: JCA #210
OH:: M - W - F 11:15 - 12:15 (best by appointment)

All class materials launched on line > FA2016SA214CAZ.blogspot.com

Course Description
Intermediate Figure Drawing is the second class once students have successfully completed the introductory course SA214.01. This course is designed for the more advanced student who wish to continue their concentration in using the human figure central to their work. Emphasis will be placed on technique, media experimentation, and personal direction. It is assumed that the student’s expressive approaches in the generation of creative work will be explored fully in media of their choice, research, experimentation and completion of their self directed works.

Working Methods
This is a studio course that combines figure drawing from nude models with lectures, demonstrations, video media, research and critiques.
The upper level student will set four individual goals noting:
• their thematic approach (es)
• will conduct research of historical individuals that will further the student’s explorations and
keep thorough notes in their sketchbook.
• the upper level student will be exhaustive in their studio production
• will advance in the mastery of application and technique
• students will learn the potentials and limitations of various materials
• will analyze and apply a wide range of organizational strategies, installation potentials and
drawing manipulations necessary for their personal development
The SA314 student will be responsible for conducting thorough research of at minimum 5 artist / designers writing a 10 page formal essay on their findings and how the research impacted their own work. The S314 student will give an in depth presentation to the rest of the class in SA214 in Week 8 - 12. Frequent presentations delivered to SA214, readings, writing, class discussion and critique will introduce a variety of interpretations of how artists and designers have perceived and used the visual language for their own interpretative practice.
Students will be required to work inside and outside of class for the full duration of each class meeting as well as in their sketchbooks and on class assignments to successfully complete this course.

It is expected that one hour of studio work in class is equal to one hour of class work outside of class contact hours (6 hours / per week in = 6 hours outside).
Readings and further informative study will be loaded to the class BLOG.

Learning Objectives
Teaching strategies will include lectures, readings, discussions, cooperative small group activities, and student presentations. By the end of this course, it is anticipated that students will have gained:

1. Render the human figure objectively and subjectively through self developed assignments. The human figure may be observed subjectively, figuratively or abstractly. To gain and hone personal observational, applicable drawing skills, critical thinking, and problem-solving skills.
   
2. Explore media and variety of applications in the development of disciplined studio practice. By the end of the term, the student can easily illustrate a more mature growth reflective in their studio output.
   
3. Conduct library research and make a class media presentation of it.
   
4. Complete one formal research paper discussing the work of 5 artist/designers
   (minimum) and how their research has impacted their personal work.
   
5. The student will present a multi media presentation to the SA214 class during Week 8 -
   12.
   
6. Will keep a sketchbook throughout the term generating an assigned number of pages
   each week.
   
7. Will continue to develop their personal directive goals thoroughly illustrating a mature
   focused effort.
   
8. Will develop ongoing confidence in speaking intellectually about visual work as well as
   speaking with assurance of important historical figures that have engaged in mastery of
   the subject and their own work.
   
9. Will continue to develop a passion for learning by which the student sets high
   expectations for themselves. In turn, this advances critical thinking skills and individual
   observational and drawing skills.
   
10. The advanced student will initiate and become a life-long passionate learner and
    participant in the visual art world, while maintaining being mindful of each other.
    

Performance + Development
A student cannot rest on previous skills alone!
The student must show a willingness to explore and to take (and initiate) risks! Students should set high standards for their own work. Always.
Students are required to participate in class with engaged enthusiasm, complete all assignments on time, and to continually practice and study the course concepts revealed. Students will be assessed on constructive participation in studio practice, class discussions and activities, written assignments and presentations.

Although process is an essential component of the studio, a legible, refined and thoughtfully crafted representation is the expected outcome of all assignments.
Informed speculation and experimentation are encouraged.
It is important that the student be prepared in the studio and initiate discussion regarding their projects.
The student should be able to explain the conceptual ideas underlying their work, the accurate formal principles being employed as well as being able to question and incorporate suggestions offered in critique.
Intellectual understanding and exploration of the readings and projects, ability to initiate research, and individual drive throughout each project are significant factors in grading a student’s level of participation.
Hard work and improvement are recognized.
Therefore, in addition to completing exquisitely crafted projects, engaged work and participation will positively impact a student’s grade.
Lack of preparation, disengagement from his/her work, avoidance of critiques, lack of participation in discussion, incomplete and not prepared work will result in a lower grade. Should a student be performing below an adequate level, the student will be notified as soon as it is evident and a meeting will be scheduled to address deficiencies.
Students need to learn how to cultivate self motivation!
The overall quality of student work is directly reflective on one’s involvement with the class and outside studio practice. Strong participation will naturally impact student development and therefore, grade positively.

Attendance, Performance + Professionalism
Students are to attend class every day and be prepared with materials, assignments, readings and papers always! Tardiness and absences will greatly hinder student progress in this course. Students who miss class, in an extreme case, are responsible for notifying faculty prior to class start time or soon after.
Students who are absent from a class are expected to be prepared with ALL assignments and readings due at the next class meeting.
All assignments are to be completed in a thoughtful and timely manner.

A strong showing in this category can increase your final grade by a half grade, i.e. C+ becomes B-, B becomes B+, etc. Successful advancement in class performance is recognized. Equally so, exhibiting a weak performance in this area can reduce your grade. Missing 3 or more classes will likely result in failure of the course. If you miss a class, it is your responsibility to contact the professor or a classmate about missed material so you can be prepared for the next class.
Each requirement is assigned a maximum point value, as indicated in the chart below.
Late work will receive a one (1) point grade reduction for each day that it is late. Once a late assignment’s maximum point value is deducted, the student will receive a zero (0) for the assignment.

Research Papers & Multi Media Presentation (1)
Thinking, creating and writing go hand in hand in all studio practice. Writing is another way of investigating one’s expressive voice and translating visual research into textual language. Research of outside (historical and contemporary) artists and designers is an expectation of all art and design students beyond what is discussed in class.

Methods

1. Students of SA314 will engage in the research and development of an in-depth formal research paper of at least 10 pages.The student presentation will occur in Week 8 -12
2. Will be responsible for three scheduled, one hour formal critiques about the student's progress
3. Will continue to maintain a creative studio that shows the student's growth throughout the term.

RESEARCH PAPERS:

1. Students papers need to include 3 artists/designers that have influenced their own work.  A short biography on each selected artist/designer (maximum of 3 paragraphs each).  Students need to address the reasons of the impact on the artists/designers on their own work. 
2. The bulk of your paper should develop a well analyzed deconstruction of two creative works per artist
3. Artists/designers should make use of the human figure as central to each artist/designer compositions.
4. Each analytical deconstruction needs to thoroughly discuss how the formal elements are employed. Does the choice of media add any additional information (i.e. a drawing of the Mona Lisa in chocolate and diamonds is interpretively very different then the original painting of the subject).
5. Additionally, the paper needs to thoroughly speak about the expression of the work as a whole. Is symbolism being employed by the creator?
6. Each analytical deconstruction should be at minimum one and half pages (700 words).
7. A printed copy of thumbnails, figures or image plates needs to appear at the end of you
8. The paper including the works of art you are deconstructing, noting complete details; title, date, dimensions, media, collection of each and URL source.

Students must use at minimum three credible bibliographic sources (No Wikipedia, please!) and cited using APA or MLA format. As of April 2016, note new APA format! Go to > PurdueOwl.com for more information. Essays will be graded using a standard rubric. The rubric will assess the 1. clarity of the content, 2. essay organization, 3. the paper’s research support & development, writing style, and 4. mechanics/grammar (technical control).

Please Note
All written assignments are to be typed or computer printed and proofed for technical accuracy unless otherwise specified. Students will lose credit for errors in spelling and grammar. Failure to follow prescribed assignment requirements will also result in a grade deduction. All papers are double spaced, with 1” margins on all edges, using maximum of 12 pt. legible font. Word count per textual page should average 450 words.

1 Formal Papers + Multi media presentations = 20%

Course Requirements + Methods of Assessment Grading Rubric

Assignment descriptors	Point Value
Following areas of Assessment:
Self Direction, obtainable goals, staying on track, excellent follow through	10 points
Mastery of tools, applications and various technique advancement	10 points
Developing 4 working project proposals outlining the students goals throughout the term	5 points
Expressive qualities of drawing / application / creative output Additional course assignments include:	40 points
Quality Sketchbook Entries	10 points
1 Formal Research Paper + Multi media presentation Class Participation	10 points (includes bonus points towards final grade)
	15 points
Attendance and Thoughtful Participation:
• Students are required to attend classes regularly.

• This course meets 6 hours / per week. It is expected that each hour in class equals one hour outside of class in homework. Total work in and out of class = 168 hours / semester
• Students are required to prepare for each class by completing all assignments, studio work and readings and to bring all equipment and tools necessary.
• Students are required to participate in all class critiques and discussions through listening to others and contributing thoughts.
• Full attendance is required. However, situations may arise that prevent students from attending every class. Each student is given one excused absence that can be used at no penalty.
• If a student must be absent, s/he is required to contact the instructor in advance (or as soon as possible) to discuss the absence.
• 2 points will be deducted from the student’s participation grade for each absence beyond the two (2) excused absences given to him/her. Students will also be required to make up the work for all missed classes.
• Mastery of the course objectives requires full and active participation of each student. Class participation should be informed by class assignments, research, presentations, media and readings, as well as personal and professional experiences. Content in this course involves building valuable drawing, research and writing skills, communication, and interpersonal skills, which will best be developed through respectful discussion and active engagement.
Quality participation is characterized by:
• On time attendance at each class meeting.
• Active, enthusiastic participation in class discussions and with the studio work at hand.
• Student exhibits on-going effort and takes risks in studio practice.
• Student continues to ask thoughtful questions
• Responding to others’ comments in a responsible and constructive manner. Making a conscious effort of critique suggestions

FALL 2016 . SA 314.01 syllabus J.E. Pepper Associate Professor

• Contributing regularly and mindfully of others
• Leadership and active participation independently and in small group activities
TOTAL	100 points

A student’s work performance in class is based on the instructor’s observation and record of the student’s personal performance in the following areas:
• Attitude, demeanor – courteous, respectful, teachable, considerate of other students’ needs
for concentration.
• Attendance, punctuality, and handing in work on time.
• Participation in class projects, in critiques and discussions, within collaborative projects. • Conduct – Helping to create an atmosphere conducive to creativity and keeping the
workspace neat.

Personal Journals . The Sketchbook
Students will keep a sketchbook for consistent practicing of what has been covered in class and will include daily contour drawing assignments. All sketchbooks are evidence of an investment in exploration and learning. Image copies and notes will be included showing visual research in art books and magazines to illustrate the relevant parallels studied in class put into practice in the visual world. These visual libraries will vary enormously, illustrating the student’s aesthetic interest, individual aesthetics and interests.

1. The student will be required to deconstruct numbers of creative works throughout the semester that will serve as impetus to your own going development as an artist. These can include historical or contemporary works of art. You will need to download the image and paste it into your sketchbook, noting ARTIST, TITLE, YEAR, DIMENSIONS, MEDIA, and bibliographic URL. You should have at minimum 80 by the conclusion of the term.

2. The student should have ongoing drawn sketches in your Sketchbook, no8ng concept development, media experimenta8on, technique advancement.
Grading Numerical Equivalents + GPA (grade point average)

Grade Cumulative points	Grade Cumulative points

Grading + Methods of Assessment
Final grades are based on the following criteria: you will receive a C for adequately completing
all requirements, B for above average performance of all requirements, or A for superior performance of all requirements.

Standards of Grading
The typical "A" student will consistently follow all of the steps in the creative process, resulting in work that is beyond the students’ previous technical, conceptual and expressive capabilities. Attend all classes and complete all assignments on time; follow all instructions, demonstrate above average skills and creativity in completing assignments, turn in consistently good
work equally important, the A student will conduct research, integrate information from other classes and experiences, follow through on ideas, not opt for an easy way out, will hand in work on time and in a well presented manner, will participate fully in class, ask questions and do extra work when needed in the pursuit of knowledge and greater ability. The work produced is exemplary and sets a benchmark for other students; actively participating in class discussions and critiques with a sustained high level of curiosity. In short, the A student will be a responsible and active learner throughout, while completing stellar work.

The “B” student will attend all classes and complete all assignments on time; follow all instructions, demonstrate above average skills and creativity in completing assignments, turn in consistently above average, good work though some further development of knowledge and skills is possible; frequently contribute to discussions and critiques and complete good work overall.

The typical “C” student will have less than perfect attendance; complete all assignments with average skills, attitude and creativity demonstrating limited commitment to the learning process, average use of materials, and ideas that need further development. Occasionally contribute to class discussions and critiques. The “C” student performs average work.

The “D” student has poor attendance; seldom meet deadlines, have an unconcerned attitude; work below average; contribute very little to class discussions and critiques.

The “F” student continues to display poor attendance; seldom meet deadlines; turn in poor work; has a poor attitude, and/or impervious to the learning process. This type of student will fail the course.

Class Policy
The atmosphere throughout this course is to create a community of active learners.
We need to realize that world experience produces difference in all people.
Our differences often make communication and understanding difficult to comprehend, or even agree with, when considering the ideas of others.
We need to create a safe space where individuals can interject their ideas even if they may not be reflective of others. Our space needs to be one where people are encouraged to take risks, and not worry if they don’t have the ‘right’ answer, and have the space to take a wild guess by connecting earlier information together.
Each of us need to remain active participants in the world of learning.
Our course together asks you to cultivate a relationship of mutual respect between each other and the work at large, your faculty, Master Students and outside guests. This respect, and is hoped, may extend outside the walls of this community into the world in general. The key is to listen and be considerate of all people.

Confidentiality
Self-expression and honest reflection will take place through our discussions and written work. It is expected that each student will recognize that s/he will be privy to personal information about others in the class and must protect their privacy of the others by exercising strict confidentiality outside of class. When discussing class content outside of class it is recommended that all identifying descriptors be removed from statements so that the statements cannot be attributed directly to the individual who had made the statement. Respect for others is mandatory and non-negotiable. Please note that failure to adhere to confidentiality is a serious offense carrying severe penalties.

Academic Honesty
Cazenovia College is committed to academic honesty. The Committee on Academic honesty reviews all reported cases of alleged plagiarism, cheating on examinations, undocumented copying of art, and similar forms of academic dishonesty. At the beginning of each full academic term, all new students receive a comprehensive orientation to the College's expectations regarding academic honesty. It is expected that each student in this course will carry out all the assignments appropriately and that all work submitted by the student will be her or his own. Academic dishonesty in any form (e.g., cheating in exams, using another's plan or project, fabricating a study, plagiarism, etc.) is a serious offense with severe penalties. At the very least, the student will receive an F on the particular assignment or exam in question. Cazenovia College’s policy for students who abuse the academic honesty policy are as follows: First offense the student is given a warning. Depending on the circumstances, the student may fail the course. Second offense is reported to the Dean of Faculty and depending on the circumstances, the student may fail the course. Third offense, depending on the circumstances, the student may be dismissed from the college. A description of plagiarism and other forms of academic dishonesty are to be found in the on-line Student Handbook @ www.cazenovia.edu

The Center for Teaching & Learning (CTL) 
A description from the Cazenovia College catalogue states:

“Students are expected to succeed within a challenging intellectual environment.”

It is not unusual for students to need assistance in maximizing their educational growth in a variety of areas during their four years at the college. The Center for Teaching & Learning assists students in these efforts and making appointments with their faculty when trouble arises. Make an appointment well in advance (1.5 weeks minimum) at the Center to assist you in the writing process. The Center should be used throughout your career at the college to help you in the refinement and organization of your writing examples. 315.655.7296. I am here to help you with your on going work as well. See my office hours posted or make an appointment with me two days in advance of a meeting.

Special Educational Needs
Any student who requires special accommodations for classroom work, independent assignments, and/or examinations should notify the Office of Special Services at 315-655-7170. The Office of Special Services will grant students accommodations in accordance with their identified individualized educational plans. Students with accommodations are responsible for informing their instructors of their needs and giving them the accommodations report provided by the Office of Special Services.

Cell Phone Policy
Use of cell phones and/or text messaging during class is strictly prohibited. Students are also prohibited from cell phone usage during field trips and speaker presentations. Please place your phones on vibrate. Cell phone usage in class or while on field trips or speaker presentations will negatively impact a student’s final grade.

Statement of Understanding

I, __________________________________, have received and read the course syllabus for SA314.01. I acknowledge that as a student enrolled in this course, I am responsible for adhering to the policies, procedures and course requirements outlined in the syllabus. I understand that it is my responsibility to contact the course instructor if I require further clarification regarding any aspect outlined in this syllabus.
_________________________________________________________ Student Signature

_________________________________________________________ Date

Materials: Supports, Substrates, Media, Applicators & Tools
Advanced students in SA314 will no doubt advance with their own material
selection, but here is a nice beginning point... pencils (HB - 6B) + handheld pencil sharpener
at least 2 erasers (kneaded and hard white plastic) compressed charcoal (3 sticks, soft/med)
soft vine charcoal (both thick and thin sticks)
Durable found stick at least 36" in length
soft graphite sticks (4B – 8B)
conte crayon - white and sepia (1 @)
water-soluble crayons, small box, or at minimum, 3 primaries + 1 cool + 1 warm colors Brands: Holbein, Caran D’Ache, Crayola, Prang Lyra Aquacolor, Faber Castell
small, inexpensive box of oil pastels or at minimum, 2 cools, 2 warm colors scissors
small bottle of paper cement
workable spray fixative
1” wide masking, artist’s tape or blue painter’s tape utility knife
India Ink, black and one other color
plastic containers for fluid media
1 bamboo Chinese brush
inexpensive set of watercolors with brushes
chalk pastels (4) 2 warm colors and 2 cool minimum
140# rag paper to be used on longer outside assignments
unprimed + un-stretched canvas, 2’ x 60” minimum
1 bamboo reed pen
optional :: Acrylic Matte Medium or small container of Modge-Podge and gesso
Paper Brands
Sketchbook (spiral or hard) at minimum of 10” edge
white (non-newsprint) drawing paper ::
Strathmore Drawing 400 Series / Canson / Canson Biggie Sketch pad / Fabriano Eco-White 56
– 94 # >> all 50 – 90#lb. >> size 18 x 24”
Watercolor Paper (loose or in spiral pad) ::
Fabriano Studio Watercolor sheets, cold or hot press, 140#
Fabriano Studio watercolor sheets, torchon 130#
Fabriano Artistico, traditional white, 90, 150#, Arches watercolor paper, cold or hot press, 150#,

Strathmore watercolor paper 400 series, 140#, others >> however all papers watercolor paper should be 100% RAG, and either HOT (smooth) or COLD (rough) press, 140# + weight, at a minimum of 10” edge. Other brands may also be used similar to the listed products above.