Michigan Arts Education Instructional and Assessment ProgramMichigan Assessment Consortium

VISUAL ARTS AssessmentPerformance Event V.E411

Character Drawings

High SchoolLevel 2

Student BookletStudent Directions

Assessment QuestionsTeacher Scoring Rubric

Name: ______________________________________

Teacher: ______________________________________

School: ______________________________________

Date: ______________________________________

©2018. Please reference the Licensing Statement on this page.

Licensing Statement

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ACKNOWLEDGEMENTS Cahill Expressway © 1962 by Jeffery Smart, oil on plywood, 81.9 x 111.3 cm, The National Gallery of Victoria, Melbourne, Australia.

The Yellow Log by Edvard Munch, 1911-12, oil on canvas, 29 x 160.5 cm, in the public domain.

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STUDENT DIRECTIONSThis assessment has four parts to it:

o Part 1–Assessment Questions o Part 2–Character Attributes Worksheeto Part 3–Three 4" x 6" Drawings o Part 4–Reflections on Your Three Drawings

The directions for each part are given in the Student Booklet.

PART 1–ASSESSMENT QUESTIONSThis assessment begins with two assessment questions. Turn to page 8 in your Booklet. First, write your name in the space provided on page 8. Then read and respond to the questions.

When you are finished, tear off pages 8–9 and give them to your teacher.

PART 2–CHARACTER ATTRIBUTES WORKSHEET Turn to the Character Attributes Worksheet on pages 5–6 of the Student Booklet. Take a moment to think about a character you admire from a book, movie, or real life. Write that character’s name on the Character Name line.

Now think about that character and look over the words on the two pages of the worksheet. After looking over the entire list, circle five of the adjectives that you feel best represent the character you have chosen. Make those selections now.

PART 3–THREE 4" X 6" DRAWINGSSelect one adjective from the list of five that you circled on the worksheet. Choose the one you think will best translate into a visual image.

Take out a sheet of white paper. Fold the 12" x 12" sheet of paper in half horizontally and in thirds vertically so that the page is divided into six 4" x 6" spaces.

In the first rectangle, write the adjective you selected above.

Use three of the rectangles to create three creative drawings that show the essence of the adjective you selected. You can use the first rectangle to brainstorm and quickly sketch your composition before you begin drawing.

Each 4" x 6" composition should be different, even though all compositions are trying to show the same word. Your compositions can be horizontal or vertical in orientation and should illustrate your chosen word through the use of line, shape, and color. You may use a ruler and colored pencils to draw and complete your composition.

Please indicate through a directional arrow how the composition is supposed to be viewed when completing your composition. Place the arrow in the bottom left corner of the composition.

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Use this list of questions to help you get started:

o If your selected adjective was a color, line, or shape, what might it be and why?o How can I use the elements and principles of design to help organize my composition?o How can I show the viewer what my word is without using specific objects, words, or

letters?o How can I compose my drawing to help give the feeling or essence of the adjective?

Use the checklist to check your drawings when you are finished: I have created three compositions that illustrate the word I selected. I have used line, shape, and color to creatively illustrate the word in each of my three

compositions. I have used the elements and principles of design.

Begin drawing now. You have 25 minutes to complete this part.

When time is up, use a directional arrow to indicate how the composition is supposed to be viewed. Place the arrow in the bottom-left corner of the composition.

PART 4–REFLECTIONS ON YOUR THREE DRAWINGSNow that you have completed three drawings representing your adjective, select the one you think is the most successful in showing the essence of the adjective and indicate this by putting a plus (+) sign in the top-right corner of that drawing.

Next, select the drawing you think was the least successful by putting a minus (–) sign in the top-right corner of that drawing.

In the first of the remaining two 4" x 6" rectangles, explain why you think the drawing with the plus (+) sign next to it was the most successful in visually expressing the adjective you chose.

Use the final space to explain why you think the drawing with the minus (–) sign next to it was the least successful in visually expressing the adjective you chose.

Your drawings and written reflections will be evaluated using the Teacher Scoring Rubric on page 4 of your Student Booklet. Review Level 4, the highest level of performance.

Refer to the checklists on page 3 of your Booklet. You have 15 minutes to complete this last part of the assessment. You may begin.

When time is up, be sure your name is on all of your work and leave it on your desk.

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TEACHER SCORING RUBRIC

Dimension 1 2 3 4

CompositionsThe successful arrangement of elements and principles of design to create a series of sketches that shows the essence of an idea.

There is no evidence of the use of the elements and principles of design to complete a series of compositions and no explanation of what is successful or not in the compositions.

There is little evidence of the elements and principles of design to complete a series of compositions and little explanation of which is successful and which is not.

There is some evidence of thoughtful use of elements and principles of design to complete a series of compositions with an explanation of which is successful and which is not.

The word is evident through the use of the elements and principles of design to create a series of three compositions. Each piece of the work adds to the completeness of the whole. Student is able to differentiate between which sketch is successful and which is not, using the elements and principles of art as evidence.

Craftsmanship The successful handling of materials to demonstrate purposeful technique and manipulation of media.

Novice performance of skills and technique are evident in the manipulation of line, shape, and color. Use of colored pencil is not thought out and does not add to the impact of the overall work.

Emergent or competency of skills and technique are evident in the manipulation of line, shape, and color. Use of colored pencil shows some thought.

Proficiency of skills and technique are evident in the manipulation of line, shape, and color. Use of colored pencil is thought out and adds to the impact of the overall work.

Mastery of skills and technique are evident in the manipulation of line, shape, and color. Use of colored pencil is well thought out and adds to the impact of the overall work.

Creativity The successful use of problem solving to invent interesting adaptations and representations of their selected word.

Artwork created proposes clichéd or formula solutions that show little to no evidence of the individual creating the work of art.

Artwork created proposes solutions that are adapted or predetermined with little evidence of the individual creating the work of art.

Artwork created proposes interesting solutions that are adapted with some evidence of the individual creating the work of art.

Artwork created proposes new and interesting solutions that are imaginative and show evidence of the individual creating the work of art.

Communication of Content The successful use of all other rubric items to communicate content visually.

Content created is unclear or lacking in the communication of ideas intended by the artist and in his or her written statements.

Content created somewhat communicates ideas intended by the artist and is explained in his or her written statements.

Content created generally communicates ideas intended by the artist and is explained in his or her written statements.

Content created effectively communicates ideas intended by the artist and is explained in his or her written statements.

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CHARACTER ATTRIBUTES WORKSHEETTake a moment to think about a character you admire from a book, movie, or real life. Write that character’s name on the Character Name line. Now think about that character and look over the words on the next two pages of this worksheet. After looking over the entire list, circle five of them that you feel best represent the character you have chosen. Student Name: _______________________________________________________Character Name: ___________________________________________________academic accurate adaptable adorable adventurous affectionate aggressive agreeable alert alluring ambitious amused appreciative artistic assertive athletic attractive beautiful boastful bold boundless brave bright broad-minded bungling calm capable carefree careful caring casual cautious charming cheerful clean clever comfortable competentcomposed confident conscientious conservative considerate contrary

cool cooperative courageous courteous crazy creative credible cultured curious daring dashing dazzling debonairdecent decisive decorous dedicated deliberate delightful demented deranged detailed determined devoted dignified diligent disagreeable discreet dominant dynamic eager earnest easygoing eccentric efficient elated eminent emotional empathetic enchanting encouraging endurable energetic

entertaining enthusiastic ethical excellent excited exciting exclusive exuberant fair-minded faithful fanatic fashionable feminine firm flexible fool forceful formal frank friendly fun funny generous gentle good-natured gorgeous great gregarious haggard handsome happyhealthy helpful hermetichigh-flier honest hopeful humorous hyperactivehypochondriac idealistic idiot imaginative immaculate

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immature impromptu incoherent independent individualistic industrious infatuated influential informal insipid intellectual intelligent intense interesting inventive jaded keen kind kleptomaniac laid-back leadership learned leisurely light-hearted likable lively logical lovableloving loyal lunatic maniac masculine mature mean methodical meticulous mild moderate modest natural neat noble obliging open-minded optimistic organized original outgoing painstaking

patient patriotic peaceable persevering philosophical pitiful pleasant poised polite positive powerful practical precise professional prudent purposeful quick quiet rambling rational realistic reasonable reflective relaxed reliable religious reserved resilient resourceful respectable responsible responsive retiring revered robust romantic sane secure self-confident self-controlled sensible sensitive serious sharp-witted sincere sociable sophisticated spiritual spontaneous spunky stable

steady stimulating strong tactful thoughtful tolerable tough trusting trustworthy unassuming understanding uniqueunreliableuntrustworthy venerableverbal versatile violent wholesome wild willing wise witty youthful zany

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ASSESSMENT QUESTIONS1. Cahill Expressway

http://www.google.com/culturalinstitute/asset-viewer/cahill-expressway/kQEZRKjOg_B0Kw?projectId=art-projectCahill Expressway, 1962 by Jeffrey Smart

This image explores the essence of isolation through its use of

A. line.

B. space.

C. form.

D. shape.

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2. The Yellow Log

http://www.google.com/culturalinstitute/asset-viewer/the-yellow-log/vgHlfH4mE6cT-A?projectId=art-project

The Yellow Log, 1912 by Edvard Munch

This image explores the essence of distance through its use of

A. perspective.

B. movement.

C. balance.

D. unity.

When you have finished, tear off pages 8–9 and give them to your teacher.

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