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rubrics by astory
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Title
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1
Painting I: Value Project
Student's were assigned to draw a picture of a still life in pencil then using a warm or cool color palette use watercolors. The students were asked to use the methods of glazing to create value in the work. Student were also asked to present their work at the highest level of craftsmanship. Students were also asked to write blogs throughout their project. They were asked to comment on what they learned through the unit and share image on their blog posts
Grade levels:
9-12
astory
2
Unit 3: Grid and Pet
Student's were assigned to graph and draw a pet portrait using pencil . They had a total of 5 classes to complete it. Students were to demonstrate their understanding of value, line, and blending. Student were also asked to present their work at the highest level of craftsmanship.
Grade levels:
9-12
astory
3
Foundations I: Final Painting Project
Student's had a an independent project based on another artist. Students had to create a composition that was able to emulate the style of any artist of their choice. Students will be graded on over all composition, connection with style of the artist of their choice, class spent in and out of the classroom, progress in their skill/design level, their critique and blog journal.
Grade levels:
9-12
astory
4
7th grade: Value Drawing
Student's were assigned to recreate the mirror half of a celebrity portrait. Students were asked to use the methods of blending and crosshatching to create value in the work. Student were also asked to create this composition with limited use of line.
Grade levels:
6-8
9-12
astory
5
Painting: Pointillism Project
Student's had to create a work of their design where they used the techniques of Pointillism.
Grade levels:
9-12
astory
6
Painting I: Value Project
Student's were assigned to draw a picture of a still life in pencil then using a warm or cool color palette use watercolors. The students were asked to use the methods of glazing to create value in the work. Student were also asked to present their work at the highest level of craftsmanship. Students were also asked to write blogs throughout their project. They were asked to comment on what they learned through the unit and share image on their blog posts
Grade levels:
9-12
astory
7
Foundations I: Final Painting Project Fall 2012
Student's had a an independent project based on another artist. Students had to create a composition of landscape. Using learned blending techniques, perspective, and design principles. Students will be graded on over all composition, class spent in and out of the classroom, progress in their skill/design level, and their critique that is posted on their blog.
Grade levels:
9-12
astory
8
What do you want to learn more about? Project Mixed Media
Student's had a an independent project based on a topic they wanted to explore. Students had to create a composition that was able to express their interest. Students will be graded on over all how they expressed their interest, composition, class spent in and out of the classroom, progress in their skill/design level, their critique and blog journal.
Grade levels:
9-12
astory
9
Unit 3:Stair in Theater Lobby
Students were assigned to draw the stairs that lead to the Hendrix Chenault Theater balcony. This is their second project grade, 100 points. This work demonstrates the student's understanding of everything we have learned so far this semester. They were to apply the clock method, create an image from their perspective, a reference image, and have the artwork be proportional.
Grade levels:
9-12
astory
10
Unit 2: Hendrix Chenault Theater
Students were assigned to draw the entrance of the Hendrix Chenault Theater. This is their first project grade, 100 points. This work demonstrates each student's understanding of everything we have learned so far this semester. They were to apply the clock method, create an image from their perspective, apply shading, and have the artwork be proportional.
Grade levels:
9-12
astory
11
Color Schemes
Students had to create a work using design and pattern to define 8 different color families. They included, analogous, warm, cool, complementary, split complementary, double split complementary, monochromatic, and neutral color schemes.
Grade levels:
9-12
astory
12
Foundations I:Upper School
Student's continued in their education of perspective by applying it to real life. Students were assigned to draw an area of the Upper School. Students were to demonstrate their understanding of one point perspective.
Grade levels:
9-12
astory
13
Critique
Critique for Drawing
Grade levels:
9-12
astory
14
Be an Expert Project Painting II
Student's had a an independent project based on being an expert on a topic. Students had to create a composition that was able to express their interest. Students will be graded on over all how they expressed their interest, composition, class spent in and out of the classroom, progress in their skill/design level, their critique and blog journal.
Grade levels:
9-12
astory
15
Unit 4: Pastels and Griding
Student's were assigned to graph and draw a picture of their choosing using pastels . They had a total of 7 classes to complete it. Students were to demonstrate their understanding of color, blending, and brush strokes of original artists.ply the clock method, use a blending tool, and have artwork be proportional. Student were also asked to present their work at the highest level of craftsmanship. Students were also asked to write two blogs one at the beginning and one at the end of their project. They were asked to comment on what they learned through the unit and share image on their blog posts
Grade levels:
9-12
astory
16
Painting I : Canvas and Image
Student's had a an independent project based creating a work that included at least 10 canvases. Using learned blending techniques, perspective, and design principles. Students will be graded on over all composition, class spent in and out of the classroom, progress in their skill/design level, and their critique that is posted on their blog.
Grade levels:
9-12
astory
17
Unit 3: Upper School Lobby Black and White
Students continue in their education of perspective by applying it to real life. Students were assigned to draw the Lobby of the Upper School . They had a total of 5 classes to complete it. Students were to demonstrate their understanding of two point perspective and use of the clock method. They were to apply the clock method, use a blending tool, and have artwork be proportional. Student were also given a whole class period and an opportunity to take artwork home to bring it to the highest level of craftsmanship. Students were also asked to keep a daily blog and they were sent images throughout the stages of their artwork. They were asked to comment on what they learned that day and share image on their blog posts
Grade levels:
9-12
astory
18
Mixed Media: Classroom Content
Student's had a an independent project based on one of their classes that they are taking at Lovett. Students had to create a composition that was able to express their connection to what they were learning in class. Students will be graded on over all composition, connection with message to the artist, class spent in and out of the classroom, progress in their skill/design level, their critique and blog journal.
Grade levels:
9-12
astory
19
Student Rubric: Physics and Art Project
Physics and Art intersect to evaluate student understanding of physic principles of motion and force in a visual arts format that also shares student understanding of rhythm and movement in composition.
Grade levels:
9-12
astory
20
Rhythm, Movement, and Physics Project
Physics and Art intersect to evaluate student understanding of physic principles of motion and force in a visual arts format. This format shares student understanding of rhythm and movement in composition.
Grade levels:
9-12
astory
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