Student name:
Class Period:
Date:
Portrait Rubric Print 2 Environment
TEACHER
RUBRIC
FOR PRINTS
Exceeds standard
Meets standard
Approaches standard
Beginning skills
Lacks evidence
WOW! 4
3
2
1
0
EXPOSURE
The exposure has highlights and
The exposure has highlights and
The exposure has highlights and
The combined use of lighting
Image is too light or
In the camera
shadows with detail (not over or
shadows with detail (not over or
shadows lacking detail (somewhat
and exposure is 25% lighter or
dark to the extent that
under exposed). And use of lighting
under exposed). And use of lighting
over or under exposed). Exposure
darker than that seen by the
it is not easily visible.
draws strong and intriguing interest
draws interest to your main subject.
is 10% lighter or darker than that
eye.
to your main subject.
technique
seen by the eye.
COLOR &
Overall value/color and contrast are
Minor adjustments would create
Some adjustments would create
Major adjustments would
No attempt was made
CONTRAST
achieved. No further adjustments
standard overall value/color and
standard overall value/color and
create standard overall
to create standard
need to be made. Student shows a
contrast. Student shows a good
contrast—and/or the image is
value/color and contrast—
overall value/color and
strong understanding of photoshop
understanding of photoshop to add
overly worked and looks
and/or the image is overly
contrast.
to add compelling contrast to the
compelling contrast to the image.
manipulated.
worked and looks manipulated.
image. However the image does
However the image does not look
not look overly manipulated.
overly manipulated.
FOCUS & DEPTH OF
Subject is in focus and use of depth
Subject is in focus and use of depth
Subject is slightly soft, but
Subject is not in focus.
Image has no clear
FIELD
of field greatly enhances the image.
of field draws interest to the subject.
acceptable and/or can be digitally
Student does not use depth of
subject.
The background is in focus enough
The background is in focus enough
“fixed.” and/or depth of field is too
field effectively.
to add intriguing context to the
to add context to the image but
shallow to allow background to
image but shallow enough to bring
shallow enough to bring emphasis
add context. Or it is too broad
strong emphasis to the subject.
to the subject.
such that the subject is not
(Photoshop)
emphasized.
Photoshop
professionalism
PROFESSIONALISM
Student lightened and darkened
Student lightened and darkened
Student shows an understanding
Student shows a weak
Student shows no
appropriate areas to help lead the
appropriate areas to help lead the
of photoshop but image needs
understanding of photoshop.
understanding of
eye to the focal point. However the
eye to the focal point. But the
additional areas lightened and
image does not look overly
image looks slightly over or under
darkened to help lead the eye.
manipulated.
manipulated.
Student works very efficiently and
Student works efficiently and when
Student is sometimes off task and
Student is often off task and
Student is
when finishes early stays
finishes early uses class time to
needs to be reminded to work.
needs to be reminded to work.
continuously off task
academically focused and uses
practice photoshop skills and helps
and needs to be
class time to practice photoshop
out other students when asked.
reminded to work.
photoshop.
skills and is vigilant to help out other
students.
DEADLINE
Project is turned in on time.
Project is turned in one class period
Project is turned in one week late.
late.
Project is turned in after two
Project is not turned
weeks of deadline.
in.
VISUAL
IMPACT
The unique organization of art
The organization of art elements,
The organization of art elements,
The organization of art
The organization of art
elements, content, & craft create a
content, and craft create a cohesive
content, and craft are addressed
elements, content, & craft are
elements, content, and
(overall
striking & memorable work. It has
work; the work has lasting impact
in the work; the work holds the
incompletely addressed in the
craft are not
STRUCTURE &
the power to “wow” the viewer.
on the viewer.
viewer’s attention.
work; there is little or no
addressed in the work;
impact on the viewer.
there is no impact on
quality – the
WOW factor)
communication
STUDENT
the viewer.
COMPOSITION/
Shows and utilizes knowledge of
Shows an awareness of the
The student did the assignment
The assignment was
The student did the
DESIGN
the elements and principles of
elements and principles of design,
adequately, yet work lacks
completed and turned in, but
minimum or the
Principles &
design, combining additional
using texture, line, space and rule of
conscious planning and little
showed little evidence of any
artwork was never
Elements/Rule of
elements to the minimum of texture,
thirds creatively & effectively,
evidence of understanding the
understanding the elements
completed.
Thirds
line, space and rule of thirds
elements and principles and rule
and principles and rule of 3rds
creatively & effectively,
of 3rds
Project Specific
The student’s thoughtful
The student’s consideration of a
The student’s background with
The assignment was
The student did the
Requirements:
consideration of a background
background says “Tacoma” and is
environment only shows use of 3
completed and turned in, but
minimum or the
Portrait
captures a compelling look at
complimented with a creative pose
of the following: line, texture,
showed little evidence of any
artwork was never
Environment
Tacoma and is complimented with a
and expression of subject. The
value, space and rule of thirds..
understanding of how to
completed.
creative pose and expression of
image is a study of line, texture,
The background adds limited
photograph the subject with
subject. The image is a compelling
value, space and rule of thirds. If
context of Tacoma and shows little
environment as a study of line,
and memorable study of line,
the rule of thirds is broken it is done
consideration.
texture, value, space, and
texture, value, space and rule of
so very effectively.
rule of thirds.
thirds. If the rule of thirds is broken
it is done so very effectively.
CONTENT & IDEA
The project communicates
The project communicates clear
The project shows adequate
The project gives no evidence
The student showed
(CREATIVITY)
inventive approach to subject
subject matter. With more effort,
communication of subject
of unusual thought or
no evidence of
matter, & was continued until it was
the project might have been
matter, but lacks finish.
interpretation of subject matter.
original thought.
as complete as possible. Effort was
outstanding.
far beyond that required.