UNIT PLAN
CHARLOTTE BARCIA
ARE 4352
CERAMICS: KATHY KING
Love Me? Plate, 2008. Carved Porcelain, Glazed.
KATHY KING
Any Name Here Plate, 2008. Carved Porcelain, Glazed.
KATHY KING
Wormy Thoughts, 2007. Carved Porcelain, Glazed.
KATHY KING
Disturbing, 2007. Carved Porcelain, Glazed.
Delicious, 2007. Carved Porcelain, Glazed.
STATEMENT OF ORIGIN
The 1992 article by Heather Anderson persuaded me to create lessons that
examine the work of women artists to the same degree as male artists, if not more.
Anderson writes a quote from Charlotte Rubinstein’s book that states, “Women
sculptors have been innovators who contribute their own points of view, influenced
by the complex circumstances of their lives – class, race, gender, social outlook, and
specific personal history. (Rubinstein, 1990, p. xii)” (p.17).The artist Kathy King
presents narratives from a woman’s point of view with irony, sarcasm, and satirical
humor that would be relatable and appealing to students. Also, the idea to use
humor in artwork was inspired by the 2008 article by Sheri Klein. My choice of
artist was influenced by a suggestion made during a presentation by a UCF graduate
and ceramics teacher from a local high school.
STANDARDS
NGSSS:
 VA.912.O.2.4- Concentrate on a particular style, theme, concept, or personal
opinion to develop artwork for a portfolio, display, or exhibition.
 VA.912.O.3.1- Create works of art that include symbolism, personal experiences,
or philosophical view to communicate with an audience.
 VA.912.S.2.1- Demonstrate organizational skills to influence the sequential
process when creating artwork.
OBJECTIVES
 Students will examine artwork by Kathy King to understand how the artist
translates her own experiences, from a contemporary woman’s point of view, in
relation to social cultural issues.
 Students will learn different types of humor used in contemporary art to analyze
the humor displayed in Kathy King’s work.
 Students will examine the sgraffito technique used by Kathy King and translate
this method in the creation of a new art piece with a gender-specific point of
view.
PROCEDURES
 Examine artwork by Kathy King.
 Group discussion of Humor Genres Table, and questions to consider:

How does Kathy King use humor in her artwork?

What is her point of view?

How can you celebrate and poke fun at yourself?
 Watch a video on sgaffito technique by Kathy King:
http://ceramicartsdaily.org/clay-tools/carving-tools/three-potters-share-theirbest-sgraffito-tips-plus-a-bonus-video/
 Practice and experiment with sgraffito technique on pre-made slabs.
(PROCEDURES CONT’)
Activity: Create a ceramic plate with a humorous narrative carved by sgraffito technique.
(DISCLAIMER---Must be appropriate for an audience of all ages)
 Sketch at least 3 planning drawings in sketchbook.

Edit and Select final design

Draw design onto tracing paper.

Make a clay plate from a mold.

Allow the plate to dry until leather hard.

After plate is leather hard, paint 3 coats of black underglaze on your plate.

Use your tracing paper drawing to trace and transfer your design.

Use scrapping tool to carve out the transferred design.

When plate is finished, place it on your class period’s “To Be Fired” cart.

When plate is finished firing, pick it up from the “Bisque” cart.

Apply 1-2 coats of clear glaze.

After plate is dry, place it back on your class period’s “To Be Fired” cart.

Retrieve your plate from the “Glazed” cart.
Black comedy or Dark comedy
Dark humor, relies on the effect of morbidity, and confronts topics such
as, death, chaos, violence, disasters, and personal crises. Dark humor
often merges with pun, satire, and irony and can use techniques of
exaggeration and transposition.
Character Comedy
Derives humor from a persona invented by a performer; often from stereotypes
Cringe Comedy
A comedy of embarrassment, in which the humor comes from inappropriate
actions or words; usually popular in television shows and film, but occasionally in
stand-up as well
Deadpan comedy
Not strictly a style of comedy, it is telling jokes without a change in facial
expression or change of emotion
Improvisational comedy
Improvisational (sometimes shortened to improv) comics rarely plan out their
routines; television show examples: Curb Your Enthusiasm, Whose Line Is It
Anyway?, Thank God You're Here
Irony
Irony utilizes images and texts that result in contradictory meanings and
associations through use of juxtaposition.
Mockumentary
A parody using the conventions of documentary style
Musical comedy
A form of alternative comedy where humor is mostly derived from music with (or
sometimes without) lyrics
Observational comedy
Pokes fun at everyday life, often by inflating the importance of trivial things or by
observing the silliness of something that society accepts as normal
Parody
Results from the endless variations on recognizable cultural icons or images. May
utilize the techniques of appropriation, exaggeration, juxtaposition, and
transposition.
Prop comedy
Relies on ridiculous props, casual jackets or everyday objects used in humorous
ways
Spoof
The recreating of a book, film or play for humor; it can be used to make fun of, or
ridicule, a certain production
Sitcom
Scripted dialogue creating a thematic situation; commonly found on television
series
Sketch
A shorter version of a sitcom, practiced and typically performed live
Surreal comedy
A form of humor based on bizarre juxtapositions ,absurd situations,
and nonsense logic
Satire
Relies on headlining important news and current affairs. May utilize techniques of
juxtaposition, transposition, appropriation, exaggeration, disguise, and often
juxtaposition.
Wit/ word play
More intellectual forms based on clever, often subtle manipulation of language
(though puns can be crude and farcical)
CHECK LIST
Humorous Ceramic Plate Checklist
____ Examine artwork by Kathy King.
____ Group discussion of Humor Genres Table, and questions to consider:
How does Kathy King use humor in her artwork?
What is her point of view?
How can you celebrate and poke fun at yourself?
____ Watch a video on sgaffito technique by Kathy King.
____ Practice and experiment with sgraffito technique on pre-made slabs.
____ Sketch at least 3 planning drawings in sketchbook.
____ Edit and Select final design
____ Draw design onto tracing paper.
____ Make a clay plate from a mold.
____ Allow the plate to dry until leather hard.
____ After plate is leather hard, paint 3 coats of black underglaze on your plate.
____ Use your tracing paper drawing to trace and transfer your design.
____ Use scrapping tool to carve out the transferred design.
____ When plate is finished, place it on your class period’s “To Be Fired” cart.
____ When plate is finished firing, pick it up from the “Bisque” cart.
____ Apply 1-2 coats of clear glaze.
____ After plate is dry, place it back on your class period’s “To Be Fired” cart.
____ Retrieve your plate from the “Glazed” cart.
Graded Skills
Student
Teacher
1. Content
ASSESSMENT

Uses humor to tell a personal narrative

Content matches intended point of
5
4
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5
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view
Humorous Ceramic Plate Rubric
Grade Scale:
2. Preparation/ Planning

3 planning sketches

Sgraffito practice slab
3. Craftsmanship/ Mastery of Process

Technique
5- Exceeds Expectations
4- Meets Expectations
3- Could use Improvement
2- Needs Improvement
1- Needs Substantial Improvement

Elements & Principles of design
0- No Work Presented
5. Followed Directions
Comments:
4. Creativity/ Originality

New idea or changed significantly

Avoids cliché, or uses it for a purpose

Addresses all criteria

Clean up after yourself
6. Time Management

Utilized time in class

Stays on-task
Tot
al
REFERENCES
Anderson, H. (1992). Making Women Artists Visible. Art Education, 45(2), 14-22.
King, K. (artist). (2008). Love Me? Plate [carved porcelain, glazed], Retrieved April 15, 2015,
from: http://www.kathykingart.com/
King, K. (artist). (2008). Any Name Here Plate [carved porcelain, glazed], Retrieved
April 15, 2015, from: http://www.kathykingart.com/
King, K. (artist). (2007). Wormy Thoughts [carved porcelain, glazed], Retrieved April 15,
2015, from: http://www.kathykingart.com/
King, K. (artist). (2007). Disturbing Plate [carved porcelain, glazed], Retrieved April 15,
2015, from: http://www.kathykingart.com/
King, K. (artist). (2007). Delicious Plate [carved porcelain, glazed], Retrieved April 15, 2015,
from: http://www.kathykingart.com/
Klein, S. (2008). Comic Liberation: The Feminist Face of Humor in Contemporary Art. Art
Education, 61(2), 47-52.
[video] from: http://ceramicartsdaily.org/clay-tools/carving-tools/three-potters-sharetheir-best-sgraffito-tips-plus-a-bonus-video/
DRAWING: ALINE KOMINSKY-CRUMB
Need More Love, 2006. Mixed Media.
ALINE KOMINSKY-CRUMB
Detail from Love that Bunch, 1990. Book.
STATEMENT OF ORIGIN
In this lesson I wanted to continue the humor theme that was inspired by the 2008
article written by Sheri Klein. Also found in this article is the reference for the
artist Aline Kominsky-Crumb. Another goal of mine was to continue spotlighting
women artists as encouraged in the 1992 article by Heather Anderson. The use of
humor and connecting the assignment to a personal experience is my strategy to
capture and attain student’s interest in the artist’s work and art making of their
own.
STANDARDS
NGSSS:
 VA.912.C.1.2- Use critical-thinking skills for various contexts to develop, refine,
and reflect on an artistic theme.
 VA.912.C.1.5- Analyze how visual information is developed in specific media to
create a recorded visual image.
 VA.912.H.1.8- Analyze and compare works in context, considering economic,
social, cultural, and political issues, to define the significance and purpose of art.
OBJECTIVES
 Students will examine the work of Aline Kominsky-Crumb to continue analyzing
comedy in contemporary women's art.
 Students will analyze Kominsky-Crumb’s use of self-depreciating humor to tell
stories of insecurities, fears, hopes, and dreams.
 Students will learn two techniques from the artist’s work, mixed media and
cartooning, and apply one in the creation of a new art piece that tells a
humorous personal story.
PROCEDURES
Examine artwork by Aline Kominsky-Crumb.
 Group discussion of questions to consider.
 What type of humor is used in the work? How is it shown?
 What is the story being told? Can you relate?
 How does the artist represent insecurities, fears, hopes, or dreams?
 Activity: Student’s choice 1.) Cartoon drawing -or- 2.) Mixed Media piece, that uses






dark humor to tell a story. (DISCLAIMER---Must be appropriate for an audience of all
ages)
Brainstorm by making an idea web in your sketchbook.
Sketch at least 3 thumbnail designs in your sketchbook.
Select a design, edit, and sketch final composition.
Gather any needed materials.
Create your artwork.
Write your Artist Statement.
 At least 1 paragraph (3-4 sentences)
 Rough Draft
 Final Copy
CHECKLIST
Dark Comedy Piece Checklist
____ Examine artwork by Aline Kominsky-Crumb.
____ Group discussion of questions to consider.
What type of humor is used in the work? How is it shown?
What is the story being told? Can you relate?
How does the artist represent insecurities, fears, hopes, or dreams?
Activity: Student’s choice 1.) Cartoon drawing -or- 2.) Mixed Media piece,
that uses dark humor to tell a story. (DISCLAIMER---Must be appropriate
for an audience of all ages)
____ Brainstorm by making an idea web in your sketchbook.
____ Sketch at least 3 thumbnail designs in your sketchbook.
____ Select a design, edit, and sketch final composition.
____ Gather any needed materials.
____ Create your artwork.
____ Write your artist statement.
____ At least 1 paragraph (3-4 sentences)
____ Rough Draft
____ Final Copy
Graded Skills
ASSESSMENT
Dark Comedy Piece Rubric
Grade Scale:
5- Exceeds Expectations
4- Meets Expectations
3- Could use Improvement
2- Needs Improvement
1- Needs Substantial Improvement
1. Content/ Artist Statement

Uses dark humor to tell a story

Uses art vocabulary
5
4
3
2
1
0
2. Preparation/ Planning

Idea web

3 planning sketches
5
4
3
2
1
0
3. Craftsmanship/ Mastery of Process

Technique

Elements & Principles of design
5
4
3
2
1
0
5
4
3
2
1
0
5. Followed Directions

Addresses all criteria

Clean up after yourself
5
4
3
2
1
0
6. Time Management

Utilized time in class

Stays on-task
5
4
3
2
1
0
4. Creativity/ Originality

New idea or changed
significantly

Avoids cliché, or uses it for a
purpose
0- No Work Presented
Comments:
Total
REFERENCES
Anderson, H. (1992). Making Women Artists Visible. Art Education, 45(2), 14-22.
Klein, S. (2008). Comic Liberation: The Feminist Face of Humor in Contemporary
Art. Art Education, 61(2), 47-52.
Kominsky-Crumb, A. (artist). (2006). Need More Love [Mixed Media], Retrieved April
15, 2015, from: http://www.artnet.com/magazine/picturepostcard/picturepostcard.asp
Kominsky-Crumb, A. (artist). (1990). Detail from Love that Bunch [Book], Retrieved
April, 15, 2015, from:
http://www.personal.umich.edu/~phoebeg/comics/artists/kominsky.crumb.html
PAINTING: ALEXIS ROCKMAN
The Farm, 2002. Oil & acrylic on wood panel.
ALEXIS ROCKMAN
Church and White, 2009. Oil on wood.
ALEXIS ROCKMAN
Sea World, 2001-04. Oil & acrylic on wood panel.
STATEMENT OF ORIGIN
My idea to incorporate interdisciplinary studies and research was inspired by the
1993 article written by Dr. Floyd W. Martin. In the article Dr. Martin states, “What
is valuable is not only the facts, but the process they have experienced” (p. 4). I feel
that it is extremely important for students to gain experience in conducting their
own research for future reference when answers are not given but need to be
sought out and found through self sufficiency. The artist Alexis Rockman was found
in the book Themes of Contemporary Art:Visual Art after 1980, written by Jean
Robertson and Craig McDaniel.
STANDARDS
NGSSS:
 VA.912.H.1.1-Analyze the impact of social, ecological, economic, religious, and/or
political issues on the function or meaning of the artwork.
 VA.912.H.1.7- Research and report technological developments to identify
influences on society.
 VA.912.F.2.5- Develop a personal artist statement, résumé, presentation, or
digital portfolio to interview for an art-related position or exhibition.
OBJECTIVES
 Students will examine the artwork of Alexis Rockman, analyzing STEM themes
and the use of perspective in his work.
 Students will incorporate surrealist painting techniques and one-point
perspective to create a new painting with a STEM theme from Rockman’s work
or from student’s own hypothesis.
 Students will write and record video of an artist statement to present digitally.
PROCEDURES
Group work:
Examine paintings by Alexis Rockman.
 Group discussion of questions to consider.
 What STEM themes are present in the work of Alexis Rockman?
 What hypotheses do you think Rockman is making in his work?
 How does science change our lives?
 Where can you find information on new scientific discoveries and innovative
technologies?
 How does your perception of objects change in relation to their location in
space?
 Research STEM topics and developments to identify influences on society.
 Present findings to table group, and discuss collective ideas with the class.
PROCEDURES CON’T)
Individual work:








Choose a STEM theme found in Alexis Rockman’s work, or from individual research, and
brainstorm in sketchbooks how to depict the theme using 1-point perspective in the
creation of an 18” x 24” painting.
Sketch at least 3 planning drawings in sketchbook.
Select a design, edit, and sketch final composition onto an 18” x 24” sheet of watercolor
paper.
Gather materials:
 paints, brushes, paint palette, a filled water container, towel
Paint your composition.
Write your artist statement.
 At least 1 paragraph (3-4 sentences)
 Rough Draft
 Final Copy
Record a video of you reciting your artist statement with your finished painting, and post
it on the class website.
Participate in viewing class exhibition with aurasma app.
Graded Skills
Student Teacher
ASSESSMENT
STEM Painting Rubric
Grade Scale:
5- Exceeds Expectations
4- Meets Expectations
3- Could use Improvement
2- Needs Improvement
1- Needs Substantial Improvement
0- No Work Presented
Comments:
1. Artist Statement/
Content

At least 1 paragraph
description

Uses art vocabulary

Video recorded

Posted on class
website
5
4
3
2
1
0
2. Preparation/ Planning

At least 3
Sketchbook
thumbnails

STEM research
5
4
3
2
1
0
3. Craftsmanship/ Mastery of
Process

Surrealist Painting
Technique

1-point Perspective

Elements &
Principles of design
5
4
3
2
1
0
4. Creativity/ Originality

New idea or changed
significantly

Avoids cliché, or uses
for a purpose
5
4
3
2
1
0
5. Followed Directions

Addresses all criteria

Clean up after
yourself
5
4
3
2
1
0
6. Time Management

Utilized time in class

Stays on-task
5
4
3
2
1
0
Total
REFERENCES
Martin, F. M. (1993). Teaching Art History: Research and Synthesis. 1-8.
Robertson, J., & McDaniel, C. (2010). Themes of Contemporary Art : Visual Art After
1980. New York : Oxford University Press. 36-71. 233- 263.
Rockman, A. (artist). (2002). The Farm [painting], Retrieved April 15, 2015, from:
http://alexisrockman.net/work/projects/
Rockman, A. (artist). (2009). Church and White [painting], Retrieved April 15, 2015,
from: http://alexisrockman.net/work/projects/
Rockman, A. (artist). (2001-2004). Sea World [painting], Retrieved April 15, 2015, from:
http://alexisrockman.net/work/projects/
http://www.aurasma.com/#/whats-your-aura
SCULPTURE: THOMAS GRÜNFELD
Misfits (St Bernard), 1994. Taxidery.
THOMAS GRÜNFELD
Misfits (penguin/peacock), 2005. Taxidermy
MICHELLE READER
Redshank, 2010
Materials include: steel tubing, bar
stool, electrical cable, copper
wire, coffee tins, aluminum drink
cans, shower curtain, spring
hooks, bicycle mud guard, plastic
colanders, buggy tire, shelf
brackets, window blinds, fabric,
wood.
MICHELLE READER
Red Kite, 2011
Materials include: steel gear wheel,
wooden knob, broom handle, forks, tea
strainer, coffee cups, wooden beads,
scrap paper.
MICHELLE READER
Jaguar, 2012
Materials include: satellite dishes, remote controls, metal brackets, cables, nuts and bolts,
rubber casing from multimeter. All materials used are reclaimed from Unipart’s recycling
facilities in Rugby and Baginton, where they recycle materials for BSkyB.
MICHELLE READER
Elk, 2008
A small sculpture
made from
aluminum cans.
STATEMENT OF ORIGIN
The lesson was inspired by a quote from the 1991 article by Elliot Eisner that states,
“Each of the different art forms participates in a different history, has its own
features, and utilizes different sensory modalities. By learning to create or perceive
such forms, the arts contribute to the achievement of mind” (p. 16). By
incorporating research and literature into the lesson, students are able to further
engage in creative, critical thinking and participate in the art making process from
the beginning steps of development. Applying the use of recycled materials is not
only resourceful, but also allows students to explore new possibilities and
experiment with a familiar medium being used with inventive methods.
STANDARDS
NGSSS:
 VA.912.C.3.3- Examine relationships among social, historical, literary, and/or
other references to explain how they are assimilated into artworks.
 VA.912.F.1.1-Use divergent thinking, abstract reasoning, and various processes to
demonstrate imaginative or innovative solutions for art problems.
 VA.912.F.1.2-Manipulate or synthesize established techniques as a foundation for
individual style initiatives in two-, three-, and/or four-dimensional applications.
OBJECTIVES
 Students will examine the artwork of Thomas Grünfeld and research German
folklore (Wolperfinger) and other moralizing tales.
 Students will examine the recycled artwork of Michelle Reader and brainstorm
materials they could use in creating a sculpture.
 Students will choose characters and/or themes from a folktale, apply Grünfeld’s
technique of seamlessly combining 2 different animals in a unified piece, and apply
Reader’s technique of using recycled materials to create a sculpture of an
invented creature.
PROCEDURES

Examine sculptures by Thomas Grünfeld and Michelle Reader.

Group discussion of questions to consider.

Do you know any folktales?

What is the story?

What morals do they represent?

How does Michelle Reader create recycled art?

How can you turn trash into treasure?

Watch a video on Michelle Reader and her process: https://vimeo.com/46254869

Conduct research on folklores/folktales and traditional stories (Example: 3 little pigs, tortoise
and the hare, Charlotte’s web).

Present findings to table group.

Choose 2 animals from a selected tale to use in creating a seamless, unified sculpture from
recycled materials. (DISCLAIMER--- No animals or real animal components will be used in any
form for the creation of this sculpture)

Sketch at least 3 planning drawings and brainstorm possible materials to use.

Select a design, edit, collect materials, and begin construction.

Write a 1 paragraph Artist Statement
CHECK LIST
Recycled Sculpture Checklist
____ Examine sculptures by Thomas Grünfeld and Michelle Reader.
____ Group discussion of questions to consider:
Do you know any folktales?
What is the story?
What morals do they represent?
How can you turn trash into treasure?
____ Watch a short documentary on Michelle Reader and her process.
____ Conduct research on folklores/folktales and traditional stories (Example: 3 little
pigs, tortoise and the hare, Charlotte’s web).
____ Present findings to table group.
____ Choose 2 animals from a selected tale to use in creating a seamless, unified
sculpture.
____ Sketch at least 3 planning drawings and brainstorm possible materials to use.
____ Select a design, edit, collect materials, and begin construction.
____ Write a 1 paragraph Artist Statement
Recycled Sculpture Rubric
Name:________________________
Assessment
Date:_______________
Graded Skills
1. Artist Statement/ Content
 At least 1 paragraph
(3-4 sentence)
description
 Uses art vocabulary
 Explains folktale used
 Explains choice of
materials
2. Preparation/ Planning
 3 Sketchbook designs
 brainstorming
3. Craftsmanship/ Mastery of
Process
 Technique
 Use of recycled
materials
 Elements & Principles
of design
4. Creativity/ Originality
 New idea or changed
significantly
 Relates to folktale
5. Followed Directions
 Addresses all criteria
 Clean up after yourself
6. Time Management
 Utilized time in class
 Stays on-task
Student
Score
5
4
3
2
1
0
5
4
3
2
1
0
5
4
3
2
1
0
5
4
3
2
1
0
5
4
3
2
1
0
5
4
3
2
1
0
Total
Grade Scale:
5- Exceeds Expectations
4- Meets Expectations
3- Could use Improvement
2- Needs Improvement
1- Needs Substantial Improvement
0- No Work Presented
Comments:
Teacher
Score
REFERENCES
Grünfeld, T. (artist). (1994). Misfits (St Bernhard) [sculpture, taxidermy] Retrieved April, 15, 2015, from:
http://www.genetology.net/index.php/865/beeldende-kunst/
Grünfeld, T. (artist). (2005). Misfits (penguin/peacock) [sculpture, taxidermy] Retrieved April, 15, 2015, from:
http://www.artnet.com/artists/thomas-gr%C3%BCnfeld/
Reader, M. (artist). (2010). Redshank [sculpture] Retrieved April 15, 2015, from: http://www.michellereader.co.uk/Wildlife.html
Reader, M. (artist). (2011). Red Kite [sculpture] Retrieved April 15, 2015, from: http://www.michellereader.co.uk/Wildlife.html
Reader, M. (artist). (2012). Jaguar [sculpture] Retrieved April 15, 2015, from: http://www.michellereader.co.uk/Wildlife.html
Reader, M. (artist). (2008). Elk [sculpture] Retrieved April 15, 2015, from: http://www.michellereader.co.uk/Wildlife.html
Mantio, C. (Producer), & De Luca, M. (Director). (2012). Salvaged Form. Michelle Reader, artist [video] England:
Ginger Studio. https://vimeo.com/46254869
Eisner, E. (1991). What the Arts Taught Me about Education. Art Education, 44(5), 10-19.
MEDIA CRITICISM
MEDIA CRITICISM
STATEMENT OF ORIGIN
My idea for the lesson was inspired by my belief in the need for diversity training in
high schools and the promotion of self and peer acceptance. Students need to be
aware of current human rights issues and understand nonbiased views. A class
discussion that applies discipline techniques addressed in the 1997 NAEA Advisory,
written by Pearl Quick, will provide an interactive approach to engage critical
thinking.
STANDARDS
NGSSS:
 VA.912.H.1.5- Investigate the use of technology and media design to reflect
creative trends in visual culture.
 VA.912.S.2.4- Use information resources to develop concepts representing
diversity and effectiveness for using selected media and techniques in a
sketchbook or journal.
OBJECTIVES
 Students will use the Feldman model to critique a Kellogg’s advertisement and
complete the Art Criticism Worksheet.

Students will use the Feldman model to critique a Victoria’s Secret and Dove
advertisement to complete Art Criticism Worksheet.
 Students will be involved in sensitivity training with the LGBT community and
explore the media’s influence on body image.
PROCEDURES
 Class discussion and overview of the work sheet- Art Critique steps by the
Feldman model.
 Discuss what methods and strategies are used in company’s advertisements.
 How can the Feldman model be applied to critique an advertisement?
 Review the Art Criticism Worksheet
 View the advertisements
 Class brainstorm:

Describe

Analyze

Interpret

Evaluate
 Use notes to write a paragraph for each step (4) in sketchbook.
ART CRITIQUE
STEPS
ART CRITICISM
WORKSHEET
Graded Skills
Student
Teacher
Score
Score
ASSESSMENT
Art Critique Assignment
Rubric
Grading Scale:
5- Exceeds Expectations
4- Meets Expectations
3- Could use Improvement
2- Needs Improvement
1- Needs Substantial
Improvement
0- No Work Presented
Comments
1. Artist , Title, Date,
Medium
5
4
3
2
1
0
2. Describe

1 paragraph (3-4
sentences)

What can be seen?

Facts only
5
4
3
2
1
0
3. Analyze

1 paragraph (3-4
sentences)

What elements/
principles are
incorporated in the
artwork, why?
5
4
3
2
1
0
4. Interpret

1 paragraph (3-4
sentences)

What is the meaning
of the piece?
5
4
3
2
1
0
5. Evaluate

1 paragraph (3-4
sentences)

What is your
evaluation of the
work?
5
4
3
2
1
0
6. Time Management

Utilized time in class

Stays on-task
5
4
3
2
1
0
Total
REFERENCES
Kellogg’s. (2014, November 7). [Advertisement]. Retrieved April 15, 2015, from:
http://cnsnews.com/mrctv-blog/michael-morris/tony-tiger-says-wear-your-stripespride-gay-pride
Victoria’s Secret & Dove. (2013). [Advertisement]. Retrieved April 15, 2015, from:
http://www.womenyoushouldknow.net/fantasy-vs-reality-victorias-secret-vs-dove/
Quick, P. (1997). Survival Skills For New (And Not So New) Teachers: Classroom
Management and Organization. NAEA Advisory, Ed. Andra Nyman, NAEA. 51-52.
http://www.cpalms.org/Public/search/Search