Assessment of AR122 Introduction to Sculpture: Three-Dimensional Design
Queensborough Community College Spring 2010
Learning Outcomes/Rubrics
Learning Outcomes
Excellent
Good
Average
Fair
Poor
Creation
• Effectively utilize the
fundamental elements of 3d
design especially volumes and
textures in 3D design
• Demonstrate skills and
techniques necessary for three
dimensional art, including
dexterity with forming, cutting,
gluing, sanding, arranging
different sculptural materials
Thorough mastery
of creation of
volumes to describe
in space
Above average mastery
of volumes
Meets expectations in
mastery of volumes
Basic understanding of
volumes with little
unification of these
volumes
Limited
understanding with
little creativity shown
Highly proficient
use of materials
plaster, clay, foam,
wire techniques to
greatly enhance the
formal properties of
the design
Project shows
thorough
progression from
idea to completed
work of art
Superior ability to
describe the formal
qualities of the
artwork or use 3d
terms
Proficient use of
different materials and
techniques
Meets expectations
in use of different
materials and techniques
Adequate handling of
materials but has
problems technically
with forming, sanding,
cutting
Poor use of
techniques of cutting,
pouring, forming,
sanding. Careless
measuring,
Project shows good
progression from
concept to completion.
Project meets expectations
showing progress from
concept to completion.
Project shows little
effort or imagination
Above average ability to
describe the formal
qualities or use 3d terms
Meets expectations in
describing the formal
qualities or use 3d terms
Project shows an
understanding of
problem with limited
attempt to interpret or
work with care
Limited ability to
describe the formal
qualities or 3d terms
Excellent relation of
the work of art
creatively and
verbally to the
culture that inspired
the project
Finds salient links
between project and
wider culture
Meets expectations
between project and
wider culture
Sees some relations
between project and
wider culture
Unable to make
connection between
project and wider
culture.
•
Conceptualize their ideas into a
visual representation.
Analysis
• Conduct a descriptive analysis
of the visual aspects of an art
object
• Effectively critique their own
work and the work of others
• Demonstrate an understanding
and appreciation of the
relationship of work of art
to the diversity of human
culture
Inability to describe
the formal qualities
of the artwork or use
3d terms
Scoring results for AR122 Three-Dimensional Design
Queensborough Community College
Summary of rubric chart
Totals
Excellent:
16
27%
Good:
12
20%
Average:
21
36%
Fair:
9
15%
Poor:
1
2%
Total
59
100%
Concerns compared to expectations. On the whole, students performed satisfactorily
- 47% scored Good or better, 83% of the students met expectations.
It maybe more helpful in the future to set a baseline score for “meets expectations”.
Course objectives and course assessment
Courses assessed during year:
Relevant QCC
Educational Objectives:
AR122 3D design
* Integrate knowledge and skills in their program of study
* Apply aesthetic and intellectual criteria in the evaluation or creation of works in the humanities or the arts
Relevant Curricular Objectives:
Results
* Use the principles inherent in form, function and expression at various levels of experience to deconstruct, construct and reconstruct aesthetic product
* Examine different manifestations of cultural symbolism within a work of art
in relation to geographic, historical and cultural contexts
* Some students fail to understand the significance of cultural symbolism using art
* Some students had difficulty measuring and enlarging proportionally.
* Some students fail to understand the necessity of crafting a well made object
Action plan:
* More emphasis on measuring and enlarging arithmetically.
* More emphasis on the symbolic uses of graphic design and photography
in our culture.
* More emphasis on the craft and observation necessary to produce art.
* Art is the result of careful planning and execution.
In their first project, students had difficulty cutting the foam or cardboard.
Problems arose with cutting clean edges, correct right angles etc. This meant the volumes
constructed lacked cohesiveness and unity. By the fourth project with practice and increased
awareness, students mastered these problems and completed a large project enlarging a small
object to three times the original size with accuracy.