NAME:
DEVELOPING A THEME: STUDENT CONFERENCES
THEME: STUDENT CONFERENCES
1. Which of the test will you complete this year, HLA, HLB, SLA or SLB? (Please
explain reasoning.) Would you like to also test in the AP Studio Art test?
2. What do you hope to gain from this theme development and how can I support
you in the future? (Please be specific.)
3. What is the topic of your concentration and how many related pieces of study do
you plan to connect to this theme? (you may want to include specific sizes to go
with frames found, name materials you will need outside of the ordinary, create
thumbnail sketches in the journal/IWB of your ideas.)
4. What artists, works, or resources for inspiration influenced your decision in
creating your theme?
5. How will you implement your concentration? (diptychs…series, varied with
ideology, subject matter)
6. When do you plan to work on your concentrated/ theme focused pieces, i.e. start
this summer, beginning, end or intermittently?
7. What skills concepts or insights have you learned from the research and inquiry
for your concentration?
Rubric
for
Conference
2 points
3points
4points
(Attempts
must
equal
50%)
Questions
Question One is for documentation of goal setting not grading: all students must know which portfolio
they are taking in order to complete the following questions.
Attempts but student does Student makes some
Student fully connects the
Question 2
not make connection
connections between their portfolio to aspects of other
between this visual art
portfolio and other
disciplines for future use with
portfolio and other
disciplines.
specific references and
disciplines.
rationale.
Attempts but student does Student chooses and
Student chooses and evaluates
Question 3
not choose and evaluate a evaluates some subject
diverse subject matter, symbols,
range of subject matter,
matter, symbols or videos and/or videos before finalizing
symbols or videos before before finalizing their
their concentration’s focus.
finalizing their
concentration’s focus.
concentration focus.
Attempts, but student
Student relates some
Student relates history or culture
Question 4
does not relate history or history or culture to their to their understanding of the
culture to their
understanding of the
visual arts for the concentration,
understanding of the
visual arts for the
with specific examples and
visual arts for the
concentration, seen in
references in documentation.
concentration.
examples.
Student does not
Student demonstrates
Students depicts their
Question 5
demonstrate their
some understanding of
concentration through their
media,
techniques
and
understanding of media,
understanding of media,
techniques, or processes
with knowledge of
structures and functions in
their concentration; there
is no plan with materials
list, size format and/or 12
thumbnail sketches.
processes and knowledge of
structures and functions in a
clear plan for their
concentration with a
materials list, size format,
and 12 thumbnail sketch
using the art elements and
principles of design.
techniques and processes and
knowledge of structures and
functions evident in a clear plan
with a materials list, size format
and 12 thumbnail sketches related
to the art elements and principles
of design with complexity.
Question 6
Student is unprepared to
schedule time with
teacher and/or does not
consult a partner for
critique purposes.
Student partially schedules
time with teacher and a
partner on a master calendar
to reflect and assess the
characteristics and merits of
their work and others work.
Student devises a schedule and
signs up for time with teacher and
a partner on a master calendar to
reflect and assess the
characteristics and merits of their
work and others work.
Question 7
Student is unable to pull
key ideas from lesson to
critically think about the
objectives for
communicating and
planning their
concentration. project.
Student pulls some key
ideas from lesson related
to the objectives for
communicating and
planning their
concentration.
Student completely pulls key
ideas from lesson to critically
think about the objectives for
communicating and planning
their concentration.