Scoring Guide for Artistic Expression

The PHS Student will communicate complex ideas in written, oral and artistic expression.

The Palmer High School graduate communicates proficiently in at least one art form. (Expectation)

The Palmer High School graduate will be able to communicate proficiently in at least one art form, including the ability to define and solve artistic problems with insight, reason, and technical proficiency. (Outcome) [National Standards for Arts Education]

Criteria	1	2	3	4	Points
Insight The ability to evaluate an artistic work by comparing it to another work. This may be in any of the following disciplines: Dance Music Theatre Visual Arts Practical Arts	Student provides no valid comparisons beyond the obvious (i.e. in the case of a musical work, A is faster, B is louder). Student may or may not state a preference between the two.	Student’s comparisons are limited, and contain many inaccuracies; student’s conclusion regarding which work is superior is almost completely unsupported, and may be inaccurate.	Student’s comparisons of two works are mostly accurate, but contain some inaccuracies; student tends to focus on either technical or expressive differences, rather than addressing both; student’s conclusion regarding which work is superior is accurate, but only partly supported by comparisons.	Student’s comparisons of two works are accurate, including both technical and expressive considerations and result in a valid and well-supported conclusion regarding which work is superior.

Criteria	1	2	3	4	Points
Reasoning Correct use of elements (line, shape/form, value, space, color, texture), principles (balance, harmony, variety, emphasis, rhythm/movement/repetition, graduation, proportion and unity) and expressive elements (emotions, concepts, metaphors, etc.) to solve problem. See (*) below for possible criteria to use.	Work exhibits no regard to application and understanding of elements, principles or expressive elements required to solve problem.	Work exhibits several errors in regard to understanding the application and understanding of elements, principles or expressive elements required to solve problem.	Work exhibits a good ability to utilize elements, principles and expressive elements required to solve problem.	Work clearly exhibits superior understanding and application of elements, principles and expressive elements required to solve problem.
Technical Proficiency Craftsmanship is aptitude, skill, manual dexterity in use of media and tools. Technique is manner and skill with which the artist employs the tools/materials to achieve the chosen effects. See (+) below for possible criteria to use.	Work exhibits little or no apparent skills in manipulation of media and technique used to express creative idea.	Work exhibits less than average degree of skill in manipulation of media and techniques used to express creative idea.	Work exhibits proficiency in manipulation of media and technique used to express creative idea.	Work exhibits great skill/mastery in manipulation of media and technique used to express creative idea.

Palmer Public Schools

Ann M. Kelley

1/12/2004

Scoring Sheet

*Some possible criteria that may be used for assessing the correct use of elements and principles to solve problems

+ Some possible criteria that may be used for assessing Craftsmanship/Techniques

Visual Arts Expressiveness of theme Uses good composition (uses good design principles - - specify which) Demonstrates understanding of elements and principles of design (list them) Work reveals what student feels and/or ideas Work is response to personal or life experiences Proportions are correct Modeling done through value changes Contrast of dark and light Color used expressively Large and small shapes used Use of contour line Center of interest shown through contrast, value changes, movement Harmonious color use Variety of textures Equal distribution of positive/negative space Illusion of space created Symmetrical balance achieved (or asymmetrical) Emphasis achieved by contrast (isolation, dominance, etc.) Repeated pattern evident in the texture Space accurately portrayed (Additional items to be defined by department) Music Interpretation Phrasing and expression Critique of performance Intelligent use of musical elements to achieve artistic intent Improvising melodies, variations, and accompaniments (Additional items to be defined by department) Dance Time/Space/Shape/Energy Form Style Reflection (Additional items to be defined by department) Theatre Reflection (item to be defined by department)

Visual Art Skillful use of media Care taken with project Work area cleaned daily Media used with correct techniques Technical skill in the use of media Visual detail (neatness) Appropriate use of supplies and materials Safe and effective use of tools Skillful and appropriate use of materials Harmony of techniques Pot crafted well Colors portrayed accurately Paint applied smoothly Function of object is obvious (Additional items to be defined by department) Music Tone is focused, clear Note accuracy Rhythm/Tempo Pitch Diction Projection (Additional items to be defined by department) Dance Performance (items to be defined by department) Theatre Performance (items to be defined by department)

Forms of Assessment

Observation and Oral Critique

Oral critique based on observation has traditionally been part of artistic decision-making, and has the practical advantage of providing instantaneous feedback to students.

Written Assessments: Multiple-Choice and Short Answer Questions

These are an efficient way of finding out whether students have gained basic knowledge such as arts terminology, or can do some tasks in the arts that by nature involve writing such as recording music notation, or analyzing a speech from a play.

Performance Assessments: Tasks and Portfolios

Performance assessments require students to show what they can do in ways distinct to the art form they are studying. Tasks, such as the one on the following page, focus on how students solve a particular open-ended artistic problem. Designed around Standards, their purpose is to measure student achievement using a scoring guide, or rubric, that defines levels of performance.

Performance tasks can be designed for individual classes or used for large-scale standardized assessment across schools and districts. Educators designing assessments should include adaptations for students with disabilities.

Portfolios are purposeful collections of student work used by students and teachers to reveal progress in achieving the Learning Standards over time. Frequently used in elementary and writing classes as well as in arts classes, a key element of the portfolio approach is the written or recorded documentation of students’ emerging ideas and skills Unlike a professional artist’s presentation portfolio, which contains examples of “best” work and final performances, the student portfolio includes recordings of rehearsals, early sketches and drafts, and journal entries. Periodically students review portfolios with their teachers and parents and reflect on their work.

Large-Scale Assessments

Large-scale assessments are those that assess the performance of selected groups or grades of students in a district or state (as in the Massachusetts Comprehensive Assessment System, or MCAS) or a sample of students at a grade level (as in the National Assessment of Educational Progress, or NAEP). The 1997 NAEP for dance, music, theatre, and visual arts included performance assessments, multiple-choice, and short answer questions. Descriptions of these assessments and reports of student performance at grade 8 are available from the National Center for Education Statistics, http://nces.ed.gov.