SKILLS & UNDERSTANDINGS - Edl€¦ · Students will understand how visual symbols are used to communicate through completion of a symbolic self-portrait. Students will understand

Students will understand how visual symbols are used to communicate through completion of a symbolic self-portrait.

Students will understand how art communicates.

MEDIA SKILLS: Mixed media—explore how various media combine through blending, layering, and resisting.

SKILL 2

PROJECT OPTIONS: Personal Coat of Arms (Heraldry), Life Map (Aboriginal Dreamtime), Montage (Deming) - grade criteria

UNDERSTANDING 5

VISUAL LITERACY: Reading/Listening—exploring symbolism in American Gothic—understanding there is a visual syntax in that combination of symbols can effect communication of idea (both artist and audience)

UNDERSTANDING 4

COMMUNICATION: Speaker/artist and listener/audience. Gestures/tone = symbolism. Foreign language and issues that arise = art as window and mirror

UNDERSTANDING 3

SYMBOL: definition– N: something that stands for or suggests something else by reason of relationship, association, conven-tion, or accidental resemblance; especially : a visible sign of something invisible <the lion is a symbol of courage>

UNDERSTANDING 1

MEDIA COMPONENTS: Pigment, vehicle, binder, solvent, surface

UNDERSTANDING 6

SKILLS & UNDERSTANDINGS

MEDIA SKILLS: Graphite, colored pencil, marker, etc.—using pressure for gradation and changing intensity. Blending colors through layering, burnishing, Creating textures through stippling and hatching.

SKILL 1

VISUAL LITERACY: Writing/Speaking—creating an image that communicates “self” through symbolism

SKILL 3

SELF: Reflect on what makes you, you—answer questions and formulate some of your own

UNDERSTANDING 2

X X X X

X X X X

X X X

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

AUGUST 28 AUGUST 29 AUGUST 30 AUGUST 31 SEPTEMBER 1

UNIT DAY 1 UNIT DAY 2 REFLECTION QUESTIONS

UNIT DAY 3 UNIT DAY 4 UNIT DAY 5 CONCEPT SKETCHES

SEPTEMBER 4 SEPTEMBER 5 SEPTEMBER 6 SEPTEMBER 7 SEPTEMBER 8

LABOR DAY—NO SCHOOL UNIT DAY 6 MEDIA EXPERIMENTS

PROJECT SET UP

UNIT DAY 7 UNIT DAY 8 UNIT DAY 9


UNIT DAY 10 UNIT DAY 11 UNIT DAY 12 UNIT DAY 13 UNIT DAY 14


UNIT DAY 15 UNIT DAY 16 WALK ABOUT CRITIQUE

UNIT COUNT

UNIT DAY 17 PROJECT

ARTIST STATEMENT PROJECT SELF ASSESSMENT

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

JANUARY 8 JANUARY 9 JANUARY 10 JANUARY 11 JANUARY 12

NUTS AND BOLTS NUTS AND BOLTS NUTS AND BOLTS UNIT DAY 1 UNUNIT DAY 2 REFLECTION QUESTIONS


UNIT DAY 3 UNIT DAY 4 UNIT DAY 5 CONCEPT SKETCHES

UNIT DAY 6 MEDIA EXPERIMENTS

PROJECT SET UP

UNIT DAY 7


UNIT DAY 8 UNIT DAY 9 UNIT DAY 10 UNIT DAY 11 TEACHER INSERVICE

JANUARY 29 JANUARY 30 JANUARY 31 FEBRUARY 1 FEBRUARY 2

UNIT DAY 12 UNIT DAY 13 UNIT DAY 14 UNIT DAY 15 UNIT DAY 16 WALK ABOUT CRITIQUE

UNIT COUNT

FEBRUARY 5 FEBRUARY 6 FEBRUARY 7 FEBRUARY 8 FEBRUARY 9

UNIT DAY 17 PROJECT

ARTIST STATEMENT PROJECT SELF ASSESSMENT

SECOND SEMESTER

FIRST SEMESTER

DAY LESSONS DECRIPTION

1 UNIT INTRODUCTION

Students will read along as the instructor reads the unit introduction

ABSENT MAKEUP Open the unit handout PDF and read this section on your own.

REFLECTIONS Part 1

Students will, with the help of directed questions, begin to reflect on what makes them unique. This information will be used to help them choose symbolism for their final project.

ABSENT MAKEUP Open the unit handout PDF, print out page 2 of the document, and complete it. If you are not able to print the page, answer the questions on a separate paper and staple it to your handout on your return.

HOMEWORK REFLECTIONS questions as needed. And keep the idea in the back of your head for the duration of this unit

DUE None


2 REFLECTIONS Part 2

Students will, with the help of directed questions, finish reflecting on what makes them unique. This information will be used to help them choose symbolism for their final project. They will share some ideas in small table groups.

ABSENT MAKEUP Open the unit handout PDF, print out page 2 of the document, and complete it. If you are not able to print the page, answer the questions on a separate paper and staple it to your handout on your return, and turn in the handout for grading.

WINDOW AND A MIRROR Part 1

Students volunteers will take turns reading this section of the unit handout. After each section, there will be a discussion about it. We will examine art from around the world and various times to reinforce the “window.”

ABSENT MAKEUP Open the unit handout PDF, and read this section on page three of the unit handout.

HOMEWORK REFLECTIONS questions as needed. And keep the idea in the back of your head for the duration of this unit

DUE Reflections Questions Respond to the prompts and contemplate possibilities for the final project WRYRQ—Foundation Layer—30 points based on observed effort and minimum of 15 complete responses


3 WINDOW AND A MIRROR Part 2

After a quick review of part 1, we will examine more examples of art to work on visual literacy skills.

ABSENT MAKEUP Do an image search for surrealism and record at least two images that you have examined closely for symbolism. Turn in the image list to the instructor on your return.

PROJECT OPTIONS Read the opening statement and students are to peruse the options on their own as homework.

ABSENT MAKEUP Open the unit handout PDF, and read this section on pages three and four of the unit handout. Have your project option choice made for class tomorrow.

HOMEWORK PROJECT OPTIONS should be examined closely and a project choice made for class tomorrow

DUE None

LESSONS DECRIPTION

4 CONCEPT SKETCHES Students will explore ideas for the final project through thumbnail sketches.

ABSENT MAKEUP Complete this work on your own paper and staple your sketch work to the unit handout on your return.

HOMEWORK Keep this assignment in the back of your mind, let it percolate, and do more sketches as wanted/needed

DUE None


5 MEDIA EXPERIMENTS Part 1

Students will experiment with various drawing media, tools, and techniques. The final project concept should be considered when doing this, but the experiments can inform and possibly alter the concept as well. Students need to understand the concepts of pigment, vehicle, binder, solvent, and surface. Students will be introduced to the analogy of: “You want to walk the dog, and not let the dog walk you.”

ABSENT MAKEUP This is critical work to creating the best possible final project. As such, you are expected to do this before starting work on the final. You can come in outside of class time, or use studio production time for this. If you use studio time, you will likely need to come in outside of class time to make up that missed time. Click on the link button below to watch a video that is an analogy for the relationship of art and media.

HOMEWORK Media and project percolation

DUE Concept Sketches As students experiment with media, the instructor will go around the room to assess and consult with them individually about their concept sketches. WRYCS—Foundation Layer—50 points based on observed effort and productivity as well as complete sketch work.

https://www.youtube.com/watch?v=7FPje7_eMfE


6 MEDIA EXPERIMENTS Part 2

Students will continue to experiment with the media, and when they feel ready, they can start their final project.

ABSENT MAKEUP This is critical work to creating the best possible final project. As such, you are expected to do this before starting work on the final. You can come in outside of class time, or use studio production time for this. If you use studio time, you will likely need to come in outside of class time to make up that missed time.

SETTING THE STAGE The students will complete the required information and consult with the instructor BEFORE their final paper will be cut.

ABSENT MAKEUP Open the unit handout PDF, and be prepared to complete this section on page 6 of the unit handout.

PROJECT STUDIO Day 0 of 8

When students are ready, they will cut their final project paper to size and start work as time allows. They should consider their project option, media choice, and allotted studio production time in choosing a project size. They may choose to work larger than the allotted class time allows, but they will be expected to work outside of class to meet the deadline.

ABSENT MAKEUP Be ready to start your final project on your return. Have an idea size in mind!

HOMEWORK If your final paper is not cut and ready to start, be sure to think about it between classes so that it can be done first thing next class period.

DUE Media Experiments Instructor will observe students as they work. WRYME—Foundation Layer—50 points based on observed effort, productivity, and experimentation. Project Set Up The instructor will review this information with each student individually as they cut their final paper. WRYPSU—Foundation Layer—50 points—5 each for working title and media, 10 points each for challenge, element 1, element 2, and principle. Points will be based on perceived thought in response, formal language, content vocabulary, and formal written structure.


7 STUDIO PRODUCTION Day 1 of 8

Students will work on final unit project. Overall design should be laid out lightly in pencil.

ABSENT MAKEUP Missed production time will need to be made up.

HOMEWORK None

DUE None



Students will work on final unit project. Students should be building on the structure established during the last studio day. Reminder to take photos of work in progress. 25% by end of class.


HOMEWORK None

DUE None



Have students do a quick review of PROJECT SET UP responses. Students will work on final unit project. Reminder: Art is not about being done first, it is about being done best.


HOMEWORK None

DUE None



Students will work on final unit project. Reminder to take photos of work in progress. 50% by end of day


HOMEWORK None

DUE None



Students will work on final unit project. Students should review project grade criteria at end of class.


HOMEWORK None

DUE None



Students will work on final unit project. Reminder to take photos of work in progress. 75% by end of class.


HOMEWORK None

DUE None



Students will work on final unit project. Project should be nearly completed by end of this class period.


HOMEWORK None

DUE None



Students will work on final unit project. Project should be done by the end of this class period. Final photo should be taken.


When the project is finished, students should work on creating a unit count petroglyph on the cover of their portfolio. If the project takes the whole period, there will be a little time to complete this during the next class, but you will probably need to come in outside of class time as well. Remember this is to be photographed as well. You can refer to Nuts and Bolts handout for more information.

UNIT COUNT Part 1/Fill

ABSENT MAKEUP This image will need to be completed outside of class time.

HOMEWORK None

DUE None


15 WALK ABOUT Part 1

Students will take the critique format and expand it in completing a “Walk About” critique. The changes in format will be covered and complete the activity.

ABSENT MAKEUP You will have missed out on a great opportunity to grow, and you may choose to get feedback from your peers on your return. If the absence is excused, you do not need to complete this, and will be exempted from the grade that goes with it.

Work on this with time left at the end of class. If you do not have time, it should be completed outside of class. UNIT COUNT Part 2

ABSENT MAKEUP This image will need to be completed outside of class time.

HOMEWORK Think about your response to the feedback you received during the critique.

DUE None


16 WALK ABOUT Part 2

Time will be provided for students to finish and turn in the critique form during class.

ABSENT MAKEUP Complete the form outside of class time and turn it in at the end of first school day you are back.

Information about the artist statements will be provided to the students. This like the Unit Count, is an assignment to be done at the end of every unit. The statement will function as a unit test in essay form, and the grade will be assigned to the examination layer.

ARTIST STATEMENT

ABSENT MAKEUP Open the unit handout PDF, read the section on page 8 of the document. While this is best done with the work in front of you, you can begin a rough draft process at home, and fine tune it upon your return.

HOMEWORK Think about your artist statement.

DUE Walk About Critique This will be turned in at the end of class. WRYWAC—Critique Layer—50 points—full rubric can be found as part of this document. Who Are You Unit Count Create a pictograph for the unit that emulates the Winter Count art form in both appearance and concept. As students work on their statement, the instructor will assess the image WRYUC—Examination Layer—20 points


17 PROJECT ASSESSMENT

Students will complete the project assessment on page 7 of the handout.

ABSENT MAKEUP Be sure to complete this and turn the unit handout in with your project when you return.

Students are to finish and turn in all work. WRAP UP

ABSENT MAKEUP Complete all work and turn it in on the date agreed to in consultation with the instructor.

HOMEWORK Incomplete work as needed.

DUE Who Are You Project This will be turned in at the end of class. WRYP—Project Layer—100 points—full rubric can be found as part of this document. Artist Statement Students will turn in the digital document via e-mail by the end of the week. WRYAS—Examination Layer—70 points—full rubric can be found as part of this document. Project Assessment Students will evaluate their project based on the established criteria PAPPA—Critique Layer—20 points—full rubric can be found as part of this document.

Reflections Questions WRYRQ—Foundation Layer—30 points

CRITERION LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5

EFFORT Student was rarely if ever engaged in

the activity even with prompting from the instructor or classmates.

Student would engage in the activity when prompted by the instructor or

classmates.

Student was mostly engaged in the activity but some lapses were ob-

served.

Student was engaged in the activity diligently working on their own.

Student was fully engaged in the activity—sharing and responding to

others.

NUMBER Student responded to less than 6

prompts.. Student responded to 6-10 prompts.

Student responded to 11-13 prompts.

Student responded to 14-15 prompts.

Student responded to more than 15 prompts.

COMPLETE Less than one third of answers were insightful and well communicated.

One third to half the answers were insightful and well communicated.

Half to two thirds the answers were insightful and well communicated.

Two thirds or more of answers were insightful and well communicated.

All answers were insightful and well communicated.

POINTS 0-6 7 8 9 10

Concept Sketches WRYCS—Foundation Layer—50 points





classmates.


served.



others.

PRODUCTIVITY Student was rarely if ever engaged in work even with prompting from the

instructor or classmates

Student would engage in work when prompted by the instructor or

classmates.

Student used most if the studio time wisely but some lapses were ob-

served.

Student used all the studio time wisely

Student used all the studio time wisely even working outside the

provided class time

POINTS 0-12 13-14 15-16 17-18 19-20

SKETCH WORK Student has done less then 10

thumbnails. Student has done 10-15 thumbnails.

Student has done 10-15 thumbnails, including multiple ideas on a single

theme.

Student has done 10-15 thumbnails, including multiple ideas on a single

theme. Student has done a rough draft of

their final image concept.

Student has done more than 15 thumbnails, including multiple ideas

on a single theme. Student has done a rough draft of

their final image concept.

POINTS 0-6 7 8 9 10

Media Experiments WRYME—Foundation Layer—50 points





classmates.


served.



others.




classmates.


served.



provided class time

POINTS 0-12 13-14 15-16 17-18 19-20

EXPERIMENTS

Student worked with one medium. Student has worked with two media. Student has worked with 3 media. Student has worked with 3 media. Student has worked with 3+ media.

Student has demonstrated little or no understanding of binder and/or

solvent in choosing media and/or techniques and tools

Student has demonstrated solid understanding of binder and/or solvent in choosing media and/or techniques and tools

Student has demonstrated exceptional understanding of binder and/or solvent in choosing media and/or techniques and tools.

POINTS 0-6 7 8 9 10

Setting the STage WRYSS—Foundation Layer—50 points


WORKING TITLE Title is obvious and uninspired or no

title is listed 1 of 4 2 0f 4 3 of 4

Interesting, creative, relevant title, with no help from instructor

MEDIA CHOICE Media choice is not listed Instructor consultation needed Media choice is solid

CHALLENGE Challenge statement has little or no relevance to self, media and project.

Challenge statement is relevant to 1 of 3

Challenge statement is relevant to 2 of 3

Challenge statement is relevant to self, media and project.

Challenge statement is perceptive & relevant to self, media, & project..

ELEMENTS Neither element statement is

relevant to the project. Or no statement is made.

One element statement is relevant to the project

Both element statements are relevant to the project

One element statement is insightful, and both are relevant to the project

Both element statements are insightful and relevant to the project

PRINCIPLE Principle statement is not relevant to

the project. Or no statement is made.

Principle statement is insightful and relevant to the project.

Principle statement is relevant to the project.

POINTS 0-6 7 8 9 10

Walk About Critique WRYWAC—Critique Layer—50 points


PROJECT Project was not available for the

critique. Project was incomplete but available for the critique

Project was complete and available for the critique.

PARTICIPATION

Student was rarely if ever engaged in the activity even with prompting

from the instructor or classmates. Student acted/responded

inappropriately during the activity.


classmates.


served.



others with relevant and appropriate conversations.

INFORMATION

Response is vague and meandering with little connection

to the unit and/or project. Response is inappropriate.

Response is vague and meandering but has some connection

to the unit and/or project. 2 of 4 3 of 4

Sticky note is attached Question/suggestion/comment is

answered appropriately. Question/suggestion/comment is

answered completely. Answer shows critical thinking about

your art work and/or art making process.

VOCABULARY 2 or fewer vocabulary terms are

used. Accuracy of the terms is used to determine points awarded.

3-4 content vocabulary terms are used but show some inaccuracy.

3-4 content vocabulary terms are used accurately.

5 or more content vocabulary terms are used but show some inaccuracy.

5 or more content vocabulary terms are used accurately.

WRITING STRUCTURE

Response is impossible (or almost impossible) to read due to legibility issues or written language errors.

Response is difficult to read due to legibility issues or written language

errors. 3 of 5 4 of 5

Response is legible. Response has a strong “voice.”

Response is grammatically correct. No structural errors are evident. No spelling errors are evident.

POINTS 0-6 7 8 9 10

Who Are You Unit Count WRYUC—Examination Layer—30 points


IMAGE

The image is so complex as to be visually confusing

The image is visually appealing, but is a complex drawing

and not a pictograph

The image is visually appealing, but is borderline complex

The image is simple and direct yet visually interesting

The image is simple and direct yet visually compelling.

The image relies heavily on letters and/or numbers

The image uses minimal letters and/or numbers The image is free of letters and numbers.

The image lacks symbolic value that will allow it to work as a mnemonic

The image is somewhat symbolic but barely works as a mnemonic

The image is symbolic and works as an effective mnemonic

The image is symbolic and works as an effective mnemonic

The image is rich in symbolism and works as an excellent mnemonic

PURPOSE The media is inappropriate for

portfolio purpose The media is appropriate for the purpose of the portfolio

LAYOUT The overall layout is random and

confusing and no longer functional to the purpose of Unit Count

The overall layout is on the edge of confusing and no longer functional to

the purpose of Unit Count 2 of 3

The overall layout is sequential using the spiral format

and is appropriate in scale to the overall unit count format

The overall layout is sequential using the spiral format

and is appropriate in scale to the overall unit count format and is in

the “Goldilock’s Zone”

POINTS 0-6 7 8 9 10

Artist Statement WRYAS—Examination Layer—70 points


OVERVIEW PARAGRAPH

The overview information is either minimal or non-existent.

The overview information is either verbose, or incomplete and is

scattered around rather than in paragraph form.

The overview is in paragraph form but the information about the

purpose of the artwork is either verbose, or incomplete.

Clear and concise information about the purpose of the artwork is

included but it is not in paragraph form.

The overview is in paragraph form and provides clear and concise

information about the purpose of the artwork.

PROCESS PARAGRAPH

The process information is either minimal or non-existent.

The process information is either verbose, or incomplete and is

scattered around rather than in paragraph form.

The process information is in para-graph form but it is either verbose, or incomplete in details about how the

artwork was created.

Clear and concise information about the making the artwork is included

but it is not in paragraph form.

The process information is in para-graph form and provides clear and

concise information about the creating the artwork.

EVALUATION-PARAGARAH

The summary information is either minimal or non-existent.

There is summary information but it is missing positive evaluation(s) and

is scattered around.

The summary information is in paragraph form but is missing

positive evaluation(s).

The summary information includes positive evaluation(s) but it is not in

paragraph form.

The summary information is in paragraph form and includes positive

evaluation(s).

LANGUAGE USAGE

The statement includes fewer than 3 content terms

that are used correctly .

The statement is not always written in first person and includes 3 to 5

correct examples of content vocabulary.

The statement is written in first person and includes 3 to 5 correct examples of content vocabulary.

The statement is not always written in first person and includes more

than 5 correct examples of content vocabulary.

The statement is written in first person and includes more than 5

correct examples of content vocabulary.

LANGUAGE STRUCTURE

There are multiple obvious errors of spelling grammar, punctuation, or

other language issues evident in the statement, making ir difficult to read.

There are less than 4 obvious errors of spelling grammar, punctuation, or other language issues evident in the

statement.

There are less than 3 obvious errors of spelling grammar, punctuation, or other language issues evident in the

statement.

There are no obvious errors of spelling grammar, punctuation, or

other language issues evident in the statement.

There are no obvious or even subtle errors of spelling grammar, punctua-tion, or other language issues evident

in the statement.

STATEMENT FORM

The statement is not done digitally, and is difficult to read or even

illegible in places.

The statement is not done digitally, but is easily read.

The statement is done digitally, and a hard copy has been turned in. It is the required length using

an appropriate font.

The statement is done digitally, shared with the instructor,

and is the required length using an appropriate font.

The statement is done using Google Docs, shared with the instructor, and

is the required length using an appropriate font.

PHOTOS There are no photos or they are all of

very poor quality. One quality photo has been included.

Two quality photos have been included.

Three quality photos have been included.

Three or more exceptional photos have been included.

POINTS 0-6 7 8 9 10

Who Are You Unit Project WRYP—Project Layer—100 points


SYMBOLLIC SELF PORTRAIT

The image uses school appropriate symbolic imagery but a blank sheet of paper might revel more of their

personality and interests. OR

The image uses imagery not appropriate for the school setting.

The image uses school appropriate symbolic imagery that is a minimal

reflection of the artist/student, revealing only one aspect of

personality and interests to the audience.

The image uses school appropriate symbolic imagery that is a minimal

reflection of the artist/student, revealing only two aspects of


The image uses school appropriate symbolic imagery that is a reflection of the artist/student, revealing their


The image uses school appropriate symbolic imagery that is a reflection

of the artist/student, revealing multiple facets of their personality and interests to the audience. It is

bravely personal with a strong barbaric yawp quality.




classmates.


served.



others.




classmates.


served.



provided class time

POINTS 0-12 13-14 15-16 17-18 19-20

PROJECT OPTIONS

PERSONAL COAR OF ARMS: Central shield, 3+ sections on shield, 3+ charges, Two attendants, Head piece, 1+ flowing ribbon with text, Motto, Name/Initi als

LIFE MAP: 5-7 Major shapes, Life event symbols in each shape, 1+ event from past, 1+ current interest, 1+ future hope, Connections between related events, Background texture/pattern/color

MONTAGE: 5+ unified images, Compelling image flow (gradation, color, over lapping, see through effect), Symbol relate both contextually and aesthetically

PROJECT EXPECTATIONS

Student has met less than half the expectations.

Student has not met all, but has met more than half the expectations.

Student has met all but one of the expectations.

Student has met all the expectations for their project option.

The student has exceed at least one of the stated option expectations

PROBLEM SOLVING/

CREATIVITY

Student gave up or started over when confronted by a problem

Student did not follow the problem solving steps

Student did not follow the problem solving steps

Sought only instructor input Used the instructor’s ideas directly

leaving a vision void

Student followed the problem solving steps

Sought only instructor input Student was shy to share

ideas with others Used the instructor’s ideas directly

leaving a vision void


Sought only instructor input Ans shared ideas with others close to them

Developed their own solutions that led to their own “vision”


Sought input from many sources And shared input with others

Developed their own solutions that led to their own “vision”

COMPOSITION/STRUCTURE/AESTHETICS

Student work is haphazard making it visually messy.

Student needs to look at more art and use the critiques as a tool for

improvement. (i.e. low level of right)

Student work is safe and unchallenging making it visually

inspired but competent Student needs to really understand and use the critiques as a tool for

improvement. (i.e. low level of right)

Student work is competent in the use of both the elements and principles

making it visually interesting and is solid work for

a high school student (i.e. appropriate/expected

level of right)

Student work is competent in the use of both the elements and principles

making it visually interesting and is exceptional work for

a high school student (i.e. high level of right)

Student work is inventive in the use of both the elements and principles making it visually compelling to the point the instructor would like have

it hanging on their wall. (i.e. student attained the

highest levels of right)

MEDIA AND MEDIA SKILLS

Work shows little mastery of the assigned medium or media AND/OR

Student did not use practice time with the medium/media

Student should hang a beware of dog sign.

Work shows some mastery of the assigned medium or media BUT

Student used little practice time with the medium/media

The dog had an occasional accident on the carpet

Work shows good mastery of the assigned medium or media AND

Student used practice time with the medium/media

The student walked the dog

Work shows solid mastery of the assigned medium or media AND

Student used practice time with the medium/media to experiment with

techniques and effects The student could own a kennel.

Work shows great mastery of the assigned medium or media AND

Student used practice time with the medium/media to experiment with

techniques and effects The student was a Dog Whisperer

If the student experiments with the media outside their comfort zone (and it fails), they will be bumped up one level on the rubric. Note this for critique and statement.

POINTS 0-6 7 8 9 10

Project Self Assessment WRYPSA—Critique Layer—20 points


COMPLETE ASSESSMENT

Student has not assess 4 or more of the criteria

Student has assessed all but three criteria

Student has assessed all but two criteria

Student has assessed all but one criteria

Student has assessed all criteria

SELF-REFLECTION

Student has shown little self awareness in their honest

evaluation of the project. The instructor changed

4 or more scores.

Student has shown some self awareness in their honest

evaluation of the project. The instructor changed 3 scores.

Student has shown good self awareness in their honest

evaluation of the project. The instructor changed 2 scores.

Student has shown solid self awareness in their honest

evaluation of the project. The instructor change only one score.

Student has shown exceptional self awareness in their honest

evaluation of the project. The instructor did not change any

scores.

POINTS 0-6 7 8 9 10

Documents

SKILLS & UNDERSTANDINGS - Edl€¦ · Students will understand how visual symbols are used to communicate through completion of a symbolic self-portrait. Students will understand