Nancy Vogel, MA, NBCT
World of Wonder School @ Residence Park K-8, Dayton Public Schools
Ohio Art Education Association Professional Development Conference
Thursday, Nov 10, 2:00-3:00 DCC 204
Friday Nov 11, 10:00-11:00 CP McKinley
How do you choose what is good?
Discover your
possibilities.
Dr. Robert Schuller
Be faithful to that
which exists
nowhere but in
yourself.
Andre Gide
Neglect not the gift
that is in thee.
No more mistakes
and you’re through.
New Testament
John Kleiss
Just remember
that you don’t have
to be what they
want you to be.
Muhammad Ali
What people say you
cannot do, you try
and find that you
can.
Henry David Thoreau
A picture is a poem
without words.
Horace
Creativity is allowing
yourself to make
mistakes. Art is
knowing which ones
to keep.
Scott Adams
I Found I could say
things with color and
shapes that I couldn’t
say any other waythings I had no words
for.
Georgia O Keefe
Define Good…..
If you hear a voice
A #2 pencil and a
within you say ‘you
dream can take you
cannot paint’, then by anywhere.
all means paint, and Joyce Myers
that voice will be
silenced. Vincent Van Gogh
Believe you can and
you’re halfway there.
Change your thoughts
and you change your
world.
Don’t be afraid to see
what you see.
All great change
happens at the dinner
table. Ronald Reagan
Norman Vincent Peale
I believe that every
person is born with
talent.
Maya Angelou
Don’t judge each day by
the harvest you reap
but by the seeds that
you plant. Robert Louis
Stevenson
Theodore Roosevelt
HOW DO YOU CHOOSE?
 Did you admire the author?
 Did you make a connection to the quote?
 Are you familiar with the context?
 Do you have a story you recognize?
 Are you inspired?
 Did your table partner want the quote?
 The quote you wanted was chosen before you could
choose?
 What makes you want to save and cherish it?
WHY RUBRICS?
 How do we assess?
 How do we help students get better?
What is your story? Why are you
an art teacher?
What do you value about teaching art?
Story . Film example
Instruction
Know where children
need to be.
• Standards and
benchmarks
• Grade level indicators
Where are children now?
• Preassessment
• Observation checklist
• Know their interests,
strengths, and needs.
How do you know
children have “achieved”?
Summative assessment
Product
Process observation
Do you measure process or skill
development? How do your children know
what you are measuring?
PROCESS
SKILL DEVELOPMENT
Follow directions
Technical use of materials:
pencil/shading, paint/mixing,
construction/stability, paper
collage/cutting
On task participation
Design and creativity
Ability to work with a group
Artistic representation
Handling Art Materials
Design elements and principals
What is a rubric?
A rubric is a scoring tool for subjective assessments.
Common Features of Rubrics
Bernie Dodge and Nancy Pickett
•Measure a stated objective: performance, process, behavior, or quality
•Use a range to rate performance
•Contains specific performance characteristics arranged in levels.
Teachers need to know….
What does the finished product and/or process look
like/sound like?
What would be indicators of success for us to observe?
What mistakes might be made?
Do you anticipate, and are you prepared to scaffold these
concepts you know are difficult?
What are the group interaction expectations?
What are the “big ideas” you are trying to teach and can
students transfer this knowledge to another discipline?
Advantages of
using a
Rubric……..
Whose art is it?
Rubrics provide
clear standards.
Students know
when they have
been successful.
Feedback is
specific.
 How can we get students to take ownership of their work and work to make it
better?
 Students have the opportunity to submit an “earlier” version and get
feedback to allow them to make revisions.
 Peer review and self evaluation are results of using a rubric.
TIMING IS EVERYTHING
 WHEN you introduce a theme and a problem to solve
it is sometimes too soon in art. You want students not
to think TOO MUCH…but come up with a personal
solution . You don’t want their creativity to be
influenced too much by outside expectations.
 BUT WHEN students have worked on a problem for a
class period and some are nearing completion, it is
good to introduce the rubric so students are
encouraged to STEP BACK AND LOOK AGAIN.
Data Driven Instruction
Know where children
need to be.
Where are children
now?
• Standards and
benchmarks
• Grade level
indicators
• Preassessment
• Observation
checklist
• Know their
interests,
strengths, and
needs.
Formative assessment
How do you know
children have
“achieved?”
Rubric
How do they know?
Madeline Hunter said
“teach a little, check a
little. As long as you or I
are teaching or talking
kids do not learn”
Rubric
Monitor progress
Check for understanding
Timely Feedback
A RUBRIC CAN BE USED FOR BOTH?
SUMMATIVE ASSESSMENT
FORMATIVE ASSESSMENT
ASSESSMENT
OF
LEARNING
ASSESSMENT
FOR
LEARNING
HOW MANY TIMES DO WE JUDGE
THE “WHO” AND “BEHAVIOR”?
 Story
 Film sequence
PRESENTATION RUBRIC
PROCESS
SKILL DEVELOPMENT
Eye Contact /Elocution
Subject knowledge
Followed directions
Graphics
Cooperated with the group
Organization
- Mechanics
DRAWING RUBRIC
visual representation
PROCESS
PRODUCT
PRODUCT RUBRIC
PROCESS
SKILL DEVELOPMENT
On Time – participated with little
distraction
Creative – Original ideas that are
personal and specific to the individual.
Their connection to the art.
Artistic- materials are skillfully
mastered
Neatness –fill the space and use
materials skillfully , “how” they will
work together
Followed directions: What they will
include in the artwork.
RUBISTARProject Specific rubrics
 RubiStar.4teachers.org. (You don’t have to have an account.)
 Create a rubric …look for the subject “art”
 I like to start from a rubric created and change it to adapt to the

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focus of the specific project.
If you make it “temporary” it is gone in 20 minutes, permanent
saves it to your account.
Be sure to write your name at the top and zip code
Save and review it and then …….
Copy and paste to a word document to format to one page
(sometimes two to a page)
Sometimes I had two columns to the right , one for the student
to self assess and one for me to assess. (If we agree, students
earn an A on their rubric grade.)
CONSTRUCUTING A RUBRIC
 Headings: WOW Accelerated, Proficient, Basic, and Below
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Basic (4 categories)
It is best to start with Proficient and then consider what
would make the project above your expectations and what
makes it below your expectations.
The lowest category shows no consideration was given to
expectations.
Choose your categories based on your PROJECT FOCUS or
PRODUCT FOCUS…THESE will change as the year
progresses and your student’s expectations and yours grow
together.
DON’T THINK TOO MUCH…..YOU CAN DO THIS IN 15
MINUTES.
Rubric Template
Category
4
WOW
Accelerated
Technical Skill
Use of Materials
Creativity
Time on Task
Design Elements
and/or Principals
3.
2.
1
Proficient
Basic
Below Basic
Student
Score
Creating a Painting : POP art Shoes Teacher Name: Nancy Vogel
Student Name: ________________________________________

CATEGORY 4 WOW, accelerated
Painting
Application of paint is
Skill
preplanned and done in a
logical, sequential manner.
3 Proficient
2 Basic
Paint is applied in a careful, Control is somewhat
logical manner. Colors remain lacking. Drips, ragged
sharp and texture is evident. edges are evident..
1 Below Basic
Score
Student needs to work on
controlling paint and preplanning
paint application
Use of
materials
Student adequately cleans
materials and work area at
the end of the session without
reminders. but disregards
others.
Student has taken the
technique as a starting place.
The student\'s personality
comes through in parts of the
painting.
Student could have put in
more time and effort on
thinking about the painting
before they started.
Students mixed tints, tones,
and appropriate colors for the
idea being expressed. All
parts of the page are painted.
Student deliberately misuses
materials AND/OR does not
adequately clean materials or
area when reminded. Shows little
respect for others.
Student has not made much
attempt to think about the
assignment.
Creativity
Time/Effort
Color
Choices
Student typically keeps
painting materials and area
clean and protected
without reminders. Shows
respect for others.
Student has made the
painting technique totally
his/her own. The student\'s
personality/voice comes
through.
Class time was used
wisely. Much time and
effort went into the
planning and design.
Student mixes tints, tones,
and appropriate colors that
enhances the idea being
expressed.
Student adequately cleans
and takes care of materials
if reminded. Occasional
spills and messy work area
may be seen. .
Student has copied some
painting from others and
there is little evidence they
have thought about the
assignment.
Class time was not always
used wisely, but student did
work during the period
Students mixed colors,
however, they are NOT
appropriate for the idea
being expressed.
Class time was not used wisely .
Students did not mix tints, tones, or
colors. Parts of the page are blank
and colors chosen were not
thoughtful.
PRIMARY RUBRICS AND GENERAL
RUBRICS
 “HOW CAN I MAKE MY ART BETTER” PRIMARY
 STUDENT FEEDBACK
 STUDENT FEEDBACK WITH COMMENTS
 COMPREHENSIVE UNIT PLAN
RUBRIC SHARING :
Goal is to create a media specific rubric
that identifies the process and skills you would like students to reference with the
intention of improving their art during the art making process . (Formative Assessment)
 Write your name on the paper.
 Work with a partner and create a rubric that is media
specific:
 Collage, drawing, construction, clay building, jewelry,
book making. Painting, etc.
 Use the format provided and think about the end
product and the process and skills you would like to
assess.
 Don’t forget to add some specific details in the
assessment blocks.
RUBRIC BANK
 Write your name on a manila folder and turn in your
rubric. If you have turned in a rubric you will get
copies of all the rubrics created during the session to
take home with you.
 Pick up is Friday and/or Saturday morning at
hospitality.
References
 David Silver , davidlota@yahoo.com, powerpoint
presentation on Formative Assessment and Rubrics
 David Dodge and Nancy Pickett