Grading in the Art Room

Grading... something we hate to have to do, but at the same time it gives some justification to our classes for people who don't understand what it is that we do. 

Being a middle school teacher, it is pretty difficult to grade students on their talent levels, or how aesthetically pleasing their artwork is to us. This is year 14 for me, and I have tried many different rubrics and ways to grade student art. I feel pretty comfortable with my current process. 

Students overall grade is broken down into three categories:

50% of a student’s grade is from their project grades.

25% of a student’s grade is from their daily participation and classwork.

25% of a student’s grade is from other graded assignments and preliminary work.

100% of a student’s grade is up to each student to perform to the best of their ability!

I have one rubric which grades students on four components: 

1. Following directions

2. Neatness

3. Work Habits/Work Ethic

4. Expectations

I spend a lot of time talking to students about the importance of paying attention and following directions. They know I do not repeat directions for students who are not listening. I will gladly clarify something for them if they do not understand, but will not repeat directions for non-listening students.

I have this rubric posted in my room poster size, so that if there is ever a question about whether or not an appropriate grade was given, I can justify my decisions with both parents and students. I am very transparent with my process, being that I do not grade on talent, I grade on effort, their effort is apparent in their finished work. 


When I actually sit down to grade their work, I use a sheet that looks like this (I'm a paper pencil kinda girl)

Name:	Total	20-100 19-95	Name:	Total
Grade Standard	Points	18-90	Grade Standard	Points
How well directions are followed		17-85	How well directions are followed
Neatness		16-80	Neatness
Work habits		15-75	Work habits
Expectations		14-70	Expectations

Name:	Total	13-65	Name:	Total
Grade Standard	Points	12-60	Grade Standard	Points
How well directions are followed		11-55	How well directions are followed
Neatness		10-50	Neatness
Work habits		9-45	Work habits
Expectations		8-40	Expectations

Name:	Total	7-35	Name:	Total
Grade Standard	Points	6-30	Grade Standard	Points
How well directions are followed		5-25	How well directions are followed
Neatness		4-20	Neatness
Work habits		3-15	Work habits
Expectations		2-10	Expectations

Their name goes at the top (I usually type names in at the beginning of the semester and print a new sheet for each project) 

They get 0-5 points for each category. 

EX:

Carly J. 

Directions: 4 (student followed most directions)

Neatness: 5 (Students work was very neat)

Work Habits: 4 (student worked most of the class period with few reminders to stay on task) 

Expectations: 4 (students work was mostly in line with my knowledge of their ability) 

Carly received 17 out of a possible 20 points 17/20 gives her an 85 on the project. 

Jenny F.

Directions: 4 (Jenny followed most directions)

Neatness: 4 (artwork was mostly neat) 

Work Habits: 3 (Jenny needed several reminders to stay on task)

Expectations 3 (Jenny met some of the expectations of her ability) 

Jenny received 13 points out of a possible 20- 14/20 which gives her a 70 on her project. 

I have been using this process for the last two years and it has worked really well for me. I used to create a new rubric for each project, but quickly (after 12 years, ha!) I realized I was simply reinventing the wheel over and over again. When I found, and tweaked this rubric, I discovered it worked for all I needed. 

I hope this can work for you too!

 

Art Day One... Ready... PAINT!

On the first day, middle school students do a lot of sit and get. Rules, regulations, expectations.... over and over and over. 

Knowing this, I make it a point to make sure my students create something on DAY ONE. There are of course things I am required to cover on the first day, fire drills etc, locations of basic supplies etc. 

I start the class with a quick Prezi:

http://prezi.com/8rp6whv3oawy/?utm_campaign=share&utm_medium=copy

A few Memes and some basic directions for the days lessons. 

After we go through the prezi, which I fly through, 10 minutes at the very most, we talk about the painting we are going to complete. my 7th and 8th grade students are on block schedule, they have 79 minute classes. 6th grade is still skinnied for electives and have 38 minute classes. 

On the first day this year I decided to complete a collaborative project in which each student completes one piece of our big installation. 6th, 7th and 8th grade art students all complete one 8.5"x 8.5" painting. 

First we look at Wassily Kandinsky's Concentric Circles. We have a very brief overview on utilizing tempera cakes, and then they are off! 

Students begin in the center of their paper and paint a small circle. They switch colors and paint another circle around that one. they continue until they fill the paper. 

I then took their papers, and mounted them onto black roll paper to be hung in the hallway all together to create a beautiful art installation, just days after school has started. This installation is going to be a traveling installation and will be moved around the building as the year goes on until it meets its final resting place in the conference room where important meetings are held :) 

7th Grade Pop Art Candy Paintings

This is an obvious favorite of my 7th graders. We begin this project by learning about Pop Art through a powerpoint presentation. 

Next students practice their painting techniques and font styles:

Students are then tasked with letting me know what candy/snack is their favorite. I go out and buy them each their choice (that way they are drawing from observation, and they have something to work for, besides a grade) 

They begin by sketching their candy in their notebooks. After their rough sketch, they jump right into the project! Each student is given a piece of paper that is proportional to their candy choice (anything from 18x24 to 24x36.) They draw with pencil first and then begin painting. 

Although some of the paintings are not completed, I wanted to include them because they are turning out so well. At the end of the project, they are allowed to eat the candy/snack  as a reward for their hard work. 

Where Art Meets Science

One of my 6th graders suggested to me that we do a project where they create original characters using the elements... of course she meant earth, wind, fire and water, but I instantly got a better idea! There are 28 students in my 6th grade semester class and after talking with their science teacher, she informed me that at the beginning of the year they learned about the first 36 elements on the periodic table. PERFECT! 

I randomly assigned each student one of the first 36 elements (they picked them out of a hat) and then we learned about character development and some of the things that go into that. I created a prezi to go over that information. 

http://prezi.com/uwbochoxg_am/?utm_campaign=share&utm_medium=copy

After we got some background knowledge, we moved forward with the project. With all the video games and instant satisfaction of cellphones and other technology, creativity and the ability to create something from scratch is few and far between. 

I gave each student a print out of their element, including information about the element, that they had to use to create different characteristics for their character. I encouraged them to go through the info and highlight words they thought were important and that they could use to design their character.

I was really impressed with their ability and creativity with this project. My 6th graders ROCK!