graduation project instructions...o the final outline is graded as a part of the graduation project...

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Skills Center, 1309 French Street, Erie, PA 16501 ~ (814) 651-9089 voice ~ (814) 455-1450 fax Leadership Center, 1511 Peach Street, Erie, PA 16501 ~ (814) 480-5914 voice ~ (814) 454-9859 fax

Discovery Center, 1307 French Street, Erie, PA 16501 ~ (814) 459-5070 voice ~ (814) 459-5072 fax

High School

Graduation Project

Art Project Handbook

2018-2019

Charter School of Excellence

2

Charter School of Excellence

Graduation Project Protocol

The graduation project is a requirement of all students who are projected to graduate

within one academic year.

Students will complete the graduation project using the following process:

- The Proposal

o Students MUST submit the graduation project proposal form to the graduation

project team for approval (attached).

o An appropriate advisor, requested by the student and approved by the school

counselor, will monitor all of the necessary steps of the project.

- The Research

o All students will be required to gather at least 5 credible sources.

Two references must come from a book, periodical, journal, pamphlet,

etc.

One reference must come from an interview.

The remaining references may come from credible electronic sources

(Internet-based/not Wikipedia).

- The Outline

o All students must create an outline to assist with the creation of graduation

project.

o The final outline is graded as a part of the graduation project evaluation.

- The Project

- The Interview

o Students will interview a source asking at least 5 questions related to their topic.

The interview questions and answers will be included on the PowerPoint slide

and with their outline and reflection paper.

o Students will independently complete the project as stated on the approved

proposal form.

One class period every other day will be allotted to students (Leadership

Center ONLY). Teachers will be on hand to assist with any areas of

need.

Students are REQUIRED to meet with their graduation project advisor

on a regular basis.

Students are also expected to work on the project outside of school.

- The Practice Presentation

o Once the project has been approved by the student’s advisor and school

counselor, he or she will need to create a presentation to showcase the work.

o Students will be allotted time in the graduation project class (Leadership) to

present in front of their peers and receive both teacher and peer feedback.

o Students are REQUIRED to practice in front of the graduation project advisor.

This must happen at least once before the final presentation is scheduled. The

advisor will then notify the school counselor the student is ready to be scheduled

and the school counselor will schedule the students’ presentation date and time.

- The Reflection

o All projects will require a 3 page, double-spaced, written overview and reflection

of the experience gained through the overall completion of the project.

o Students must answer 6 specific questions found in this packet.

- The Final Presentation

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o Students will present their final product to a three person evaluation team

comprised of the school counselor, an administrator and their advisor.

o The final presentation will only be scheduled once both the school counselor and

advisor sign off.

4

Graduation Project Instructions

Purpose

The purpose of the graduation project is to fulfill the standard unit requirement for

graduation from the Charter School of Excellence as well as to fulfill the requirement of a

culminating project set forth by the Pennsylvania Department of Education. This project is

an opportunity for students to shine in their preferred area of expertise. There are several

options for the “style” of project you wish to select that are included in this booklet. Yet,

your topic is up to you, as long it passes the project proposal process listed below.

Project Proposal

Students must submit a graduation project proposal from to their School Counselor. Once

a proposal is submitted it must be approved by the School Counselor. Once approved, an

appropriate advisor will be assigned/accepted to monitor all of the necessary steps of the

project.

Evaluation

The student must schedule a time with their advisor to present their graduation project

during non-instructional time (am or pm tutorial or during their advisor’s plan). The

graduation project will be evaluated by an administrator, school counselor, and the advisor

assigned to this project. All grading will utilize the graduation project grading rubric.

Overview/Reflection

All graduation projects will require a presentation and a 3 page, double-spaced, written

overview and reflection of the experience gained through the overall completion of the

project. The rubric for this presentation is attached.

Presentation Day

The student should have typed 3 (4 if doing a culinary project) copies of their cover page,

outline, interview, reflection paper and works cited page stapled together to give to each

evaluator. This should not be printed the day of the presentation.

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Charter School of Excellence Grading Rubric

ADVANCED (A)

Score = 95%-100%

There is an in-depth knowledge of the topic area, and the academic performance

illustrated with the chosen format is exemplary and of high quality.

Score = 90%-94%

There is an in-depth knowledge of the topic area, and the academic performance

illustrated with the chosen format is of high quality.

PROFICIENT (B)

Score = 85%-89%

There is a solid understanding of the topic area, and the academic performance illustrated

with the chosen format is satisfactory.

Score = 80%-84%

There is a solid understanding of the topic area, and the academic performance illustrated

with the chosen format is somewhat satisfactory.

BASIC High (C)

Score = 75%-79%

There is a partial and limited understanding of the topic area, and the academic

performance illustrated with the chosen format is marginal.

Score = 70%-74%

There is a partial and limited understanding of the topic area, and the academic

performance illustrated with the chosen format is somewhat marginal.

BASIC Low (D)

Score = 65%-69%

There is little understanding of the topic area, and the academic performance illustrated

with the chosen format is inadequate.

Score = 60%-64%

There is almost no understanding of the topic area, and the academic performance

illustrated with the chosen format is inadequate

Below Basic – (F)

Score = 0%-59%

There is no understanding of the topic area, and the academic performance illustrated

with the chosen format is totally inadequate.

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Sample Cover Page

________________________________________________

Title

Project Format

By

Name

School Name

Advisor Name

Date of Presentation

The format of the cover sheet must adhere to

the identified design. One Inch Margins

around, 12 pt. font and Times New Roman

script is to be utilized.

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Works Cited

Must have a minimum of five sources cited

Must include all sources that you used in your outline

Must use Times New Roman, 12-point, double spaced font

Hanging indent

Here is an overview of the process:

When deciding how to cite your source, start by consulting the list of core elements.

These are the general pieces of information that MLA suggests including in each Works

Cited entry. In your citation, the elements should be listed in the following order:

1. Author.

2. Title of source.

3. Title of container,

4. Other contributors,

5. Version,

6. Number,

7. Publisher,

8. Publication date,

9. Location.

Each element should be followed by the punctuation mark shown here. Earlier editions of

the handbook included the place of publication, and required punctuation such as journal

editions in parentheses, and colons after issue numbers. In the current version,

punctuation is simpler (just commas and periods separate the elements), and information

about the source is kept to the basics.

Author

Begin the entry with the author’s last name, followed by a comma and the rest of the

name, as presented in the work. End this element with a period.

Said, Edward W. Culture and Imperialism. Knopf, 1994.

Title of source

The title of the source should follow the author’s name. Depending upon the type of

source, it should be listed in italics or quotation marks.

A book should be in italics:

Henley, Patricia. The Hummingbird House. MacMurray, 1999.

A website should be in italics:

Lundman, Susan. "How to Make Vegetarian Chili."

eHow, www.ehow.com/how_10727_make-vegetarian-chili.html. Accessed 12 October

2018.

A periodical (journal, magazine, newspaper article) should be in quotation marks:

http://www.ehow.com/how_10727_make-vegetarian-chili.html

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Bagchi, Alaknanda. "Conflicting Nationalisms: The Voice of the Subaltern in Mahasweta

Devi's Bashai Tudu." Tulsa Studies in Women's Literature, vol. 15, no. 1, 1996, pp. 41-

50.

A song or piece of music on an album should be in quotation marks:

Beyoncé. "Pray You Catch Me." Lemonade, Parkwood Entertainment, 2016,

www.beyonce.com/album/lemonade-visual-album/. Accessed 12 September 2018.

For more information see MLA Format, See OWL Purdue Online Writing Lab MLA

Formatting and Style Guide, which can be found at

https://owl.english.purdue.edu/owl/resource/747/1/

http://www.beyonce.com/album/lemonade-visual-album/

https://owl.english.purdue.edu/owl/resource/747/1/

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Graduation Project Proposal Form

Name: Date:

Tear this page out of your packet and turn into Guidance prior to mid-quarter of 1st quarter (last week of

September).

1. What is the general topic for your graduation project?

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

2. What format are you going to use to present your information?

□ Art Project

Choose one □Music Recital □Dance Recital □Digital Audio Presentation □Art Gallery □Culinary

□ Career Project

□ Community Service Location:

3. If choosing a career project do you have someone in your chosen field or do you need help setting up a

job shadow? If you need assistance school counselor must be notified no later than November 1 to allow

time to find a work site for you.

□ I have someone lined up to shadow.

□ I need to be placed with someone in my chosen field.

4. Remember, you will need to complete research on your topic and present it with evidence/citations.

How do you plan on fulfilling the reference requirements, non-internet sources, for the graduation project?

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

5. Advisor: Who would you like to have as your academic advisor?

______________________________________________________________________________________

Have you discussed having this person be your advisor with them? □Yes □No

If so did they agree to be your advisor? □Yes □No If yes have them sign below.

6. Do you see yourself being able to meet the deadline requirements of completing the graduation project

by May 1st? What steps do you have to take to ensure your success?

□Yes □No

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

Student Signature: ____________________________________________ Date: __________

Advisor Signature: ____________________________________________ Date: __________

School Counselor Signature: ____________________________________ Date: __________

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This page is intentionally left blank.

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Artistic Presentation

A student can chose to complete one of the following to fulfill this requirement:

1. Music or Dance Recital- This must be 15-20 minutes in length. The student may

choose to demonstrate a musical instrument, vocal piece, or dance routine. The

demonstration must include a short introduction followed by 3-5 musical works or

routines. The introduction must include some

background history of the instrument/song/dance

style and an explanation of the student’s personal

connection to it. Songs may be covers or personal

compositions, or any combination of the two.

2. Digital Audio Presentation- This may be in the form

of an oral presentation using PowerPoint or another

media source. The student will need to compile an

electronic portfolio of music projects and

compositions for presentations (3-5 songs). Options

included by are not limited to: Original digital music

compositions, remixes, or mash-ups created in GarageBand or Logic Pro, music

compositions/voiceovers created for movies or animations, print instrumental

music from your GarageBand projects into score format using Sibelius Notation

Software (music scores for an GB project should be printed and displayed as part

of your presentation.)

3. Culinary Presentation- Students enrolled in the culinary capstone class will work

as a group to design, prepare, and serve a themed meal to their advisor and

evaluation team. Specific requirements of this project will be discussed in the

class. Students who are unable to be enrolled in the class for scheduling purposes

will be assigned an individual project with Mr. Cook.

4. Art Gallery- MUST HAVE COMPLETED FINE ARTS I& II. The student will

complete, at minimum, six works of art. These works must be teacher approved

and completed independently of assigned class work. The works may include, but

are not limited to, paintings, drawings, linoleum or woodcut prints, clay or other

3D works or mixed media. For the show, the student needs to be present. During

the show the student must discuss the rationale for choosing one’s art projects.

Some background history and an explanation of the student’s personal connection

to the piece may also be discussed.

Proposal of Project- DUE to the school counselor before September 22nd

The student will submit a proposal (attached) to the Guidance Office. Once approved by

the advisor and the School Counselor, the student may begin work. The student will be

required to present their work to their advisor and evaluation team.

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Procedure

It is the responsibility of the student to meet with his/her advisor a minimum of three

times per quarter. Both the student and the advisor will keep track of these meetings on

the student/advisor checklist.

Overview and Reflection Artistic presentations will require a 3 page, double-spaced, typed overview and reflection

of the experience gained through the overall completion of the project. Within this paper,

students must respond to the six reflection questions.

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[Title of Project]

[Student Name]

[Date]

[High School Site]

[Topic]

[Project Type – Art Gallery]

I. Introduction

A. Identify a hook to grab your audience’s attention – personal anecdote, surprising

fact, famous quotation, etc.

B. Provide information to explain why you chose this project (your personal history

in connection to your project)

C. Thesis statement – one to two sentences to outline the presentation. This

provides a roadmap for your audience.

II. Background information – here is where you will identify the basics

A. Identify key terms related to your project

1. First term

2. Second term

3. Third term

B. Provide a brief history of your project’s topic

1. Who is involved?

2. Where did it originate?

3. When did it originate?

4. Why is it important?

III. Evolution – here you will identify changes to the music/art/photography/cuisine,

separated into phases

A. Beginning phase

B. Middle phase

C. Current phase

IV. Inspiration – how was your art/music/dish inspired?

A. Individuals that inspired

B. Culture that inspired

V. Technique – outline the process of creation

A. Preparation

B. Creation

C. Presentation

VI. Conclusion

A. Refer back to your hook – highlight the connection to your topic

B. How did you change based on volunteer experience

C. Restate thesis – review your main points

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Notes on Writing an Outline

When typing your outline in google docs set up the whole outline with Roman numerals,

letters and numbers then go back and fill in the information. If you attempt to type the

information in the outline as you go your spacing will not be correct. If you have

questions on this please see school counselor and she can show you.

An outline is arranged to show importance – Roman numerals show your main points,

letters below support those points, numbers below support the letters

If you have an A, you MUST have a B for that Roman Numeral

If you have a 1, you MUST HAVE a 2 for that letter (no letters or numbers should be

lonely!)

Practice parallel structure!

o Choose to write the entire outline in complete sentences or fragments

o Roman numerals should all be basic ideas

o The entire outline should be written in either past or present tense no switching

back and forth

Remember, this is one of the few written pieces that your grading team will see. Make

sure to proofread! Pay close attention to:

o Spelling

o Use of homophones (their, there, they’re; to, too, two; your, you’re; etc.)

o Subject-verb agreement (it was founded; they were ambitious)

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Student/Advisor Checklist


Meeting Schedule & Student/Advisor Responsibilities

Quarter 1 Meetings- Must be completed by November 2nd

If the student has not fulfilled the 3-meeting requirement; advisor must make one attempt to meet with the student prior to October

26th. Attempt must be documented here:

*If attempt fails, please notify School Counselor by 11/2

Meeting #1 Date: ___-___-____

Advisor Initials:_____________

Student Initials: _____________

Meeting #2 Date: ___-___-____



Meeting #3 Date: ___-___-____



Student

- Bring Project Proposal to be signed by

advisor (must be completed and approved

by school counselor before this meeting.)

- Discuss topic and type of project

- Schedule next meeting

- HW- Brainstorm details of project

Student

- Discuss specifics of the project

- Compile list of necessary resources

- Discuss any concerns


- HW- Begin outline for project

Student

- Bring outline for discussion and review

of progress

- ASK QUESTIONS ABOUT OUTLINE


- HW- Gather resources, and finish rough

draft of outline

Advisor

- Discuss the specific project

requirements for selected project type

- Review rubric & discuss next steps

- Sign project proposal, make copy of

proposal and student/teacher checklist

Advisor

- Assist student in making a list of

resources needed to complete project

- Discuss any concerns

Advisor

- Review MLA Sentence Outline and

MLA Citation format

- Discuss research techniques

Quarter 2 Meetings- Must be completed by January 19th

If the student has not fulfilled the 3-meeting requirement; advisor must make one attempt to meet with the student prior to January

19th. Attempt must be documented here:


Meeting #4 Date: ___-___-____



Meeting #5 Date: ___-___-____



Meeting #6 Date: ___-___-____



Student

- Bring rough draft of outline for review

and proofreading

- Discuss next steps


- HW- Make edits to outline, and begin

work on project

Student

- Bring corrected outline for 2nd

proofreading

- Discuss project progress and any

concerns


- HW- Make final edits to outline, and

work on project

Student

- Bring pieces of project for advisor

review and critique

- Bring any questions or concerns for

your advisor


- HW- Continue to work on project

Advisor

- Proofread & suggest improvements to

student outline

-Discuss next steps of project

Advisor

- Proofread student outline

- Discuss student progress and concerns

Advisor

- Discuss student progress on senior

project

- Contact guidance to inform of student

progress

Student Name:

Advisor Name: Date Assigned to Student: ____-____-____

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Student/Advisor Checklist


Quarter 3 Meetings- Must be completed by March 23rd

If the student has not fulfilled the 3-meeting requirement; advisor must make one attempt to meet with the student prior to March

16thAttempt must be documented here:


Meeting #7 Date: ___-___-____



Meeting #8 Date: ___-___-____



Meeting #9 Date: ___-___-____



Student

- Bring pieces of project for advisor

review and critique

- Bring any questions or concerns for

your advisor


- HW- Project should be well underway,

continue to develop individual pieces and

being fitting them together into one

cohesive show

Student

- Bring mostly completed project to show

advisor

- Ask for critiques and suggestions


- HW- Make any necessary changes to

project pieces

Student

- Schedule practice presentation

- Discuss timeline and location for

practice & final presentation

- Ask advisor to reserve room/location for

practice and final presentation


- HW- Finish all components of senior

project, and begin reflection paper

Advisor

- Assist student in refining project

components

Advisor

- Assist student in refining project

components

- Contact guidance to inform of student

progress

Advisor

- Schedule practice presentation

- Reserve location for presentation,

double check date and time

Quarter 4 Meetings- Must be completed by May 25th

If the student has not fulfilled the 3-meeting requirement; advisor must make one attempt to meet with the student prior to May 18th.

Attempt must be documented here:


Meeting #10 Date: ___-___-____



Meeting #11 Date: ___-___-____



Meeting #12 Date: ___-___-____



Student

- Complete practice presentation

- Bring rough draft of reflection paper for

proofreading

- Schedule final presentation

-HW- fix any errors or suggestions made

by advisor, practice for final presentation

Student

- Complete final presentation

- Submit all written components of senior

project for grading, including: cover page,

outline, and reflection paper

Student

- Complete final presentation

- Projects that are not completed in full

by June 5th will be moved to the summer.

Advisor

- Critique student practice presentation

- Give suggestions for improvement

- Proofread reflection rough draft

- Schedule final presentation

- Reserve location for presentation,

double check date and time

Advisor

- Complete final presentation rubric

- Submit grade

- Contact guidance if concerned about

student meeting deadline

Advisor

- Complete final presentation rubric

- Submit grade

Student Name: Advisor Name:

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Artistic Presentation- Overview and Reflection Rubric

Student Name: Evaluator Name: Date: Start Time: End Time: Final Grade:

Below Basic (2) Basic (3) Proficient (4) Advanced (5) Total

Bonus for

scheduling

project early

School Counselor

does not have to

schedule you for

February grads go to

guidance and schedule

yourself by December

15, June grads

schedule self-prior to

March 15(For

February grads

presentation needs to

be completed prior to

Christmas break, June

grads must be

completed prior to

June 1.

School Counselor

does not have to

schedule you for




10, June grads

schedule self-prior to

March 10 (For

February grads




grads must be

completed prior to

June 1.

School Counselor

does not have to

schedule you for




6, June grads schedule

self-prior to March 6

(For February grads




grads must be

completed prior to

June 1.

School Counselor

does not have to

schedule you for




1, June grads schedule

self-prior to March

1(For February grads




grads must be

completed prior to

June 1.

/0

Proposal

Student is missing no

more than 2 pieces of

the proposal and turns

it in no more than 1

week late to School

Counselor.

Student is missing no

more than 1 piece of

the proposal and turns

it on time to School

Counselor.

Student completes

proposal and turns it

on time to School

Counselor.

Student completes

proposal and turns it

in ahead of deadline to

School Counselor.

/5

Title Page Title Page has 3 errors

in either MLA format

or date.

Title Page has 2 errors


or date.

Title Page has 1 error


or date.

Title Page has all

elements done in

MLA format and date

is correct to the date

student is presenting.

/5

Outline

Student may have 3

errors total in either

missing a piece of the

outline or errors in

MLA formatting.

Student may have 2

errors total in either

missing a piece of the

outline or errors in

MLA formatting.

Student may have 1

error in either missing

a piece of the outline

or 1 error in MLA

formatting.

Student includes all

pieces of the outline

and uses MLA

formatting.

/5

Length of

Reflection

Paper

Paper is less than

three full pages long.

Paper is at least a full

two pages long and

almost a full third page long.

Paper is at least a full

three pages long.

Paper is 3 full pages

or more. /5

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MLA Format

in Reflection

Paper

Student does not use

MLA formatting;

including Times New

Roman, 12-pt font, 1-

inch margins, &

double spacing

Student is missing

multiple components

of MLA formatting;

including Times New


inch margins, &

double spacing

Student is missing one

key component of

MLA formatting;

including Times New


inch margins, &

double spacing.

Student uses MLA

formatting; including

Times New Roman,

12-pt font, 1-inch

margins, & double

spacing

/5

Works Cited

Page MLA

Format/

Works Cited

Reference

Requirements

Sources are cited;

however MLA format

contains 3 or more

errors. Student is

missing two of the

required references.

Sources are cited;

however MLA format

contains 2 or more

errors. Student is

missing one of the

required references.

Sources are cited;

however, MLA format

contains 1 or more

error. Student has at

least two internet, two

books and one

interview referenced.

Sources are cited

correctly using MLA

format. Student has

more than the required

two internet, two

books and one

interview referenced.

/5

Interview

Student asks

interviewee less than 5

questions that are not

open ended or do not

produce an adequate

answer.

Student asks

interviewee 5 well

thought out open

ended questions.

Student asks

interviewee 5 well

thought out open

ended questions and

follows up if answers

are too vague.

Student asks

interviewee over 5

well thought out open

ended questions and

follows up if answers

are too vague.

/5

Grammar &

Spelling/Capit

alization &

Punctuation

5-6

spelling/grammatical

errors or errors in

capitalization/punctuat

ion

3-4


errors or errors in


ion

1-2


errors or errors in


ion

No


errors or errors in


ion

/5

Reflection

Student answers less

than 6 reflection

questions. Questions

are 1. Explanation of

why they choose grad

project. 2.

Background/history 3.

Personal experiences

gained 4. Difficulties

during project 5. What

they would do

differently and why 6.

Reflection

Student answers all 6

reflection questions,

but answers are not

thorough or reflective

of much effort.

Questions are 1.

Explanation of why

they choose grad

project. 2.





they would do


Reflection


reflection questions.

Answers are

moderately thorough

and demonstrate some

reflection on the

experience. Questions



project. 2.





they would do


Reflection


reflection questions.

Answers are

comprehensive and

show in-depth

reflection on the

experience. Questions



project. 2.





they would do


Reflection

/5

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Research/

Content

Student completes

minimal research on

their topic of choice

and is not able to

present factual

information when

asked. Sequence of

information is

illogical; overview of

graduation project is

missing major aspects,

fails to increase

audience

understanding or

awareness of topic

Student completes

minimal research on


and is able to present

factual information on

some questions when

asked. Somewhat

logical sequence of

information, overview

of graduation project

is missing some minor

aspects, contributes to

audience

understanding or

awareness of topic

Student completes

research on their topic

of choice and is able

to present factual

information on most

questions when asked.

Mostly logical

sequence of

information, includes

a comprehensive

overview of

graduation project,

contributes to

audience

understanding or

awareness of topic

Student completes

thorough research on


and is able to present

factual information

when asked. Logical

sequence of

information, includes

comprehensive

overview of

graduation project,

significantly increases

audience

understanding or

awareness of topic

/5

In Text

Citations

Student misses more

than 1 in text citation

and does not correctly

cite using MLA

format.

Student misses 1 in

text citation and does

not use MLA format.

Student may either

miss 1 in text citation

or not cite in text

citations using MLA

format.

Student cites all

information used in

presentation and in

reflection paper

correctly using MLA

format.

/5

Originality

Presentation is a

rehash of other

people’s ideas and

shows very little

attempt at original

thought.

Presentation shows an

attempt at originality

and inventiveness.

Presentation shows

some originality and

inventiveness.

Presentation shows

originality and

inventiveness. /5

Layout,

Design &

Mechanics

Most text is legible,

information is not

presented in bullet

point form, missing

graphics/images, lacks

in-text citations and

works cited slide.

All text is legible,

most information is

presented in bullet

point form,

graphics/images

support content, lacks

in-text citations but

includes works cited

slide.


information is

presented in bullet

point form, slides are

visually appealing,

graphics/images

support content,

includes in-text

citations and works

cited slide.


information is

presented in bullet

point form, slides are

visually appealing,

graphics/images

support content,

includes in-text

citations and works

cited slide.

/5

Project

Timeline

Student attended at

least 3 meetings with

advisor, handed in no

more than 2 pieces of

the project in late and

was prepared to

present project by

deadline.

Student attended at

least 1 meeting every

quarter with advisor,

handed no more than

1 piece of the project

in late and was

prepared to present

project by deadline.

Student attended at



handed all pieces of

project in on time,

practiced at least once

with advisor and was

prepared to present

project by deadline.

Student attended at



handed all pieces of

project in on time,

practiced more than

once with the advisor

and was prepared to

present by project

deadline.

/5

20

Posture and

Eye Contact

Student slouches and

fidgets and/or does not

make eye contact

during presentation.

Student sometimes

stands up straight,

sometimes stands still

and establishes eye

contact.

Student stands up

straight, does not

fidget and establishes

eye contact with

everyone at least once.

Student stands up

straight, does not

fidget, looks relaxed

and confident and

establishes frequent

eye contact with

everyone in the room.

/5

Length of

Time/Number

of Pieces

Music or Dance

recitals are 4-5

minutes and showcase

1 musical works or

routines. Art Gallery

and Culinary

presentations discuss

their choices for 2

minutes. Art Gallery

has at least 3 pieces of

art. Culinary 1 non-

complex dish.

Music or Dance

recitals are 5-9


2 musical works or


and Culinary


their choices for 3


has at least 4 pieces of

art and culinary has at

least 1 non-complex

dish.

Music or Dance

recitals are 10-14


3 musical works or


and Culinary


their choices for 4


has at least 5 or more

pieces of art and

culinary has at least 1

semi complex dish or

several less complex

dishes.

Music or Dance recital

pieces are in the 15-20

minute time frame and

showcase more than 3

musical works or


and Culinary


their choices for at

least 5 minutes. Art

Gallery has at least 6

works of art and

culinary at least 1

complex dish or

several less complex

dishes.

/5

Enthusiasm

Very little use of

facial expressions or

body language. Did

not generate much

interest in topic being

presented.

Facial expressions and

body language are

used to try to generate

enthusiasm, but

seemed somewhat

faked.


body language

sometimes generate a

strong interest and

enthusiasm about the

topic in others.


body language

generate a strong

interest about the topic

in others.

/5

Speaks

Clearly

Often mumbles or

cannot be understood

OR mispronounces

more than three

words.

Speaks clearly and

distinctly most of the

time (85%-90%).

Mispronounces no

more than two words.

Speaks clearly and

distinctly 100% of the

time but

mispronounces one

word.

Speaks clearly and

distinctly 100% of the

time and

mispronounces no

words.

/5

Volume Volume is often too

soft to be heard by all

audience members.

Volume is loud

enough to be heard by

all audience members

at least 80% of the

time.

Volume is loud



at least 90% of the

time.

Volume is loud



100% of the

presentation.

/5

21

Preparedness

and

Appearance

Student does not seem

at all prepared to

present. Student is not

dressed professionally

and/or is not groomed

appropriately.

Student is somewhat

prepared, but it is

clear that rehearsal

was lacking. Student

is not dressed

professionally and/or

is not groomed

appropriately.

Student seems pretty

prepared but might

have needed a few

more rehearsals.

Student has a neat

appearance.

Student is completely

prepared and has

obviously rehearsed.

Student is dressed

professionally and

well groomed.

/5

Art Project Total (see below) /100

22

Additional Culinary Rubric


Safety/

Sanitation

Student disregard of

safety creating unsafe

situation. Student

creates unsanitary

situation or unsafe

product.

Student shows

minimal safety

concerns during

preparation. Student

shows some sanitation

concerns during

preparation.

Student makes an

attempt to follow

safety procedures.

Student makes an

attempt to maintain

sanitation during

preparation.

Student follows all

safety practices.

Student follows all

sanitation practices.

/5

Preparation

Temperature

Food

items/ingredients not

held/handled to

maintain proper

temperatures.

Some food

items/ingredients not

held/handled to

maintain proper

temperatures.

Most food

items/ingredients

handled to maintain

proper temperatures.

All food

items/ingredients

held/handled to

maintain proper

temperatures.

/5

Equipment,

Tools, and

Techniques

Selection and usage of

tools/equipment lacks

understanding and

demonstration of

skills.


tools/equipment

occasionally lacks

safe and appropriate

industry techniques.


tools/equipment is

mostly correct and

always safe.


tools/equipment is

used correctly and

safely at all times.

/5

Follow Recipe

Direction

Student did not follow

recipe or proper

sequence.

Student partially

followed recipe and

proper sequence.

Student mostly

followed recipe and

proper sequence.

Student followed the

recipe and proper

sequence. /5

Teamwork Student lacks team

organization.

Student demonstrates

minimal teamwork.

Student demonstrates

an effort at teamwork.

Student works

effectively and

efficiently as a team. /5

Product

Appearance Presentation needs

improvement.

Presentation is

acceptable but lacks

professional qualities.

Presentation is well

displayed.

Presentation is

attractively displayed

and shows creativity. /5

23

Service

Temperature

Food is not served at

proper temperatures.

Plates/bowls not be

pre-chilled or

preheated.

Some food items not

served at proper

temperatures. Some

plates/bowls not be

pre-chilled or

preheated.

Food is served at close

to proper

temperatures. Some

plates/bowls may not

be pre-chilled or

preheated.

All food items served

at proper

temperatures. All

plates/bowls are pre-

chilled or preheated.

/5

Product Taste Questionable taste;

needs improvement.

Adequate taste but not

outstanding taste.

Pleasing, appropriate

taste for food/recipe.

Outstanding taste of

food. /5

Garnish

Inappropriate

selection of garnish or

no garnish or too

much garnish.

Adequate but not

outstanding garnish.

Lacks creativity.

Appropriate garnish

for food items.

Appropriate garnish

for food items and

exhibits creativity. /5

Order

The order of

information the

student spoke about

during their

presentation was out

of order and missing

information.

The order of

information the

student spoke about

during their

presentation was

either out of order or

missing key

information.

The order of

information the

student spoke about

during their

presentation could

have been better

organized.

The order of

information the

student spoke about

during their

presentation flowed

beautifully and made

sense as why they

choose to talk about

what they did when

they did.

/5

Website

20

Student made minimal

attempt at a website

and is missing 3

pieces or is lacking in

4 or more areas.

30

Student has a website

that is missing 2

pieces or lacking in 3

areas.

40

Student has a website

that is missing 1 piece

or lacking in 2 areas.

50

Student has a

comprehensive

website that includes

research, recipes,

history and cultural

connections, local

examples and mass

market examples. The

website is creative and

aesthetically pleasing.

/50

Art Project Total (from above) /100

Culinary Total /100

Final Culinary Total /200

24

Additional Art Work Rubric

Each piece should be graded on the following elements.


Design,

Elements and

Principles

Composition

unplanned and

disorganized. Shows

little or no awareness

of design principles.

Some evidence of

awareness of and use

of design principles in

composition.

Composition shows


of several design

principles.

Careful planning.

Composition shows


of design principles to

achieve unified,

balanced, exciting,

and effective space.

/5

/5

/5

/5

/5

/5

Total

/30

Creativity/

Originality

Finished assignment.

No evidence of

originality or trying

unusual ideas.

One idea carried out

adequately. Perhaps

used “symbols”

instead of original

thought. May be

copied.

Some new ideas, may

be based on someone

else’s work. Showed

good, logical solution.

Original, unusual

ideas, related to

previous knowledge.

Outstanding problem

solving.

/5

/5

/5

/5

/5

/5

Total

/30

Craftsmanship

/Skill Careless, impatient

work.

Some care for craft,

but also evidence of

impatience and

carelessness.

Very well done. Lacks

finishing touches.

Some evidence of

impatience.

Beautifully and

patiently done. All

details and processes

carefully considered.

/5

/5

/5

/5

/5

/5

Total

/30

Effort/

Perseverance

Completed project

with minimum effort.

Anxious to finish.

Finished an easy

project, was hurried

and anxious to be

done. Unable to see

ambitious project to

completion.

Worked hard to

complete the project

but stopped short of

creating outstanding

work.

Project continued to

completion. Effort

beyond that required.

Shows pride and

dedication to the

work.

/5

/5

/5

/5

/5

/5

Total

/30

Art Project Total (from above) /100

Art Work Total /120

Art Total /220

25

Hours Log

Art Project

Research & Practice Hours Due Date: 3-23

Date: ___-___-___ Hours Spent: _________ Advisor Signature: _______________







PHCSE Advisor Signature

For verification of completion of above hours: _________________________________ Date: ___-___-___

Student Name:

PHCSE Advisor Name: Date Assigned to Student: ____-____-____

Student Topic of Interest:

Site Supervisor Name: Date Contacted by Student: ____-____-____

Name of Professional Site:

Address:

Phone Number:

26

Graduation Project Reflection Paper

Student Name:

Advisor’s Name:

Type of Project: □Art □Career □Community Service

Topic:

Date:

Using the following questions you are to write a reflection paper. This should be approximately

one paragraph per prompt and a minimum of 3 pages – double spaced using 12 point font. This

should be in a paper format not type the questions and answer it.

1. Please provide an explanation as to why you chose this topic for your graduation

project.

2. Provide important background information/history that is significant to your

graduation project. All information/history should be properly cited using in text

citations.

3. Provide an explanation of the personal experiences you gained while completing the

requirements of your graduation project. What did you like about it/what did you not like

about it?

4. What difficulties did you run into while completing your graduation project?

Explain?

5. If you were to go through the process of completing your graduation project again,

what would you do differently and why?

6. Provide one paragraph reflecting on the overall process and the experience gained by

completing the graduation project. Do you feel the project was worthwhile? If you could

change the graduation project how would you change it?

graduation project instructions...o the final outline is graded as a part of the graduation project...

Documents