Grading and Art
I believe grades and art are two concepts that don’t mix well however our school policy requires that I must provide grades to art students.
I would like my students to create their own original art, develop a portfolio of the work they created, and evaluate their own process, techniques used, and determine areas they would like to refine in the future. Developing creative solutions to problems and making their own artistic choices are important skills they can learn in the art room.
My goal for using engagement grading is to increase student engagement by creating an environment that fosters intrinsic motivation. I have found that grades based on artwork or products can be frustrating for students. Grading projects stifles the creative spirit and can even prohibit taking risks and overcoming challenges because students are afraid their decisions will affect their grade. Rubrics for artwork, or requiring elements often results in artwork that is made precisely to meet the requirements to earn a desired grade. Once requirements are met students will stop making art and wait for the next assignment. I would like to see students push themselves beyond making art that satisfies a predetermined list of objectives. I feel it is important for students to explore their own ideas, make their own choices, and learn to make their own artwork.
I would like my students to create their own original art, develop a portfolio of the work they created, and evaluate their own process, techniques used, and determine areas they would like to refine in the future. Developing creative solutions to problems and making their own artistic choices are important skills they can learn in the art room.
My goal for using engagement grading is to increase student engagement by creating an environment that fosters intrinsic motivation. I have found that grades based on artwork or products can be frustrating for students. Grading projects stifles the creative spirit and can even prohibit taking risks and overcoming challenges because students are afraid their decisions will affect their grade. Rubrics for artwork, or requiring elements often results in artwork that is made precisely to meet the requirements to earn a desired grade. Once requirements are met students will stop making art and wait for the next assignment. I would like to see students push themselves beyond making art that satisfies a predetermined list of objectives. I feel it is important for students to explore their own ideas, make their own choices, and learn to make their own artwork.
Grading Rubric:
Each week you will get an engagement grade based on 100 points. Your engagement is tracked daily but graded weekly. The grades are final and your score can be improved by your future efforts. You can also self-assess your completed original artworks that you create in class. The artworks you create can help improve your grade in the class.
Fully Engaged = 100/100Identify:
A individual Learning Target is written or stated by the student. Explore: Seek new skills/technology through research, exploration/experimentation. Develop a plan Collaborate Design original work with new skills Apply: Use class time productively Persist even when problems arise Strive to use visual language to express ideas. Reflect: Weekly Blog post to share accomplishments or failures. Evaluate yourself and explain your plans for the next step. Write about your original artworks. Consider ways to grow and improve. Seek peer advice. |
Compliant = 78/100Fully Engaged
AND Exploring AND / OR Applying (Incomplete Matrix by not posting a weekly reflection or sharing images of accomplishments or failures). |
Partially Engaged = 58/100Not participating in Digital Matrix
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Not EngagedWe should really have a talk about what's happening.
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What I want to See: (Engagement)
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What I sometimes see instead: (Partial Engagement)
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How do I earn an A?
Come to class, make art, share what you made. Repeat the process. Enjoy the ride.
