Grading details for MS Art

In the Middle School Art program is using a point system that employs both daily points and project points. Below are descriptions of these point categories and of project comments.

1. Daily Points: Students receive a point each day for how they conduct themselves in class. This makes up roughly 20% of their final grade.

a. Daily points can be lost by: being off-task, talking excessively, misusing materials, etc.

2. Project Points: There are 4 points available for every day of in class work on a project, which is about 80% of their final grade. For example: A project that is 3 days of in-class work will be worth 12 points. Project points are separate from Daily points.

a. Project points are divided into three categories: Followed Directions, Material Use, and Time Use. Each of these categories will be worth approximately one third of the project's grade. 

3. Comments: Comments are given on projects so that students are able to reflect on their work by looking at the specific feedback on their project. An example of a comment below.

I hope this explanation is helpful. As always if you have any questions about grading or projects, feel welcome to contact me at: droberts@dalat.org 

8th Grade Project: Value Unit 4 - Black and White Painted Portraits

For their final project the 8th grade works on a black and white acrylic self portrait. This assignment represents the culmination of the students work in the value unit.

Students begin this project with a grid drawing of their face. This grid drawing is laid in on the canvas the students will paint on.

After the work on their grid portrait is finished the students will begin the painting by working in the large flat tones such as skin, hair, shirt, and background. After their flat tones have been laid in the next step will be to add value to these flat tone areas.

This project is a time consuming one, the students will often be painting for at least 6 class periods - but even this amount of class time does not represent much time in terms of painting. The students adapt though and truly do a very good job even in this shortened time table.

Sketchbook Project: Who I am.

When a new middle school art class begins, it begins with this sketchbook project. The "Who I am" project is one that is repeated through the grades and it is the only assignment that is common among the middle school classes. The reason we begin our semester or year with this project is that it is a great way to get to know a little bit about the students. They are asked to make a page using the things that make you you.

In my example that I share with the class I show them the places I have lived, the foods I like, and the hobbies I enjoy. This project offers a great deal of value in that not only does it familiarize us with each other, but it also helps kick start the students' creative processes. The students draw, color, and design in this project, they also learn about the unity of a whole page - instead of leaving "floating details" that do not feel or look like part of the design.

8th Grade Project: Value Unit 3 - Grid Portraits

As part of our value unit we used grid portraits to familiarize students with the particulars of portraiture.

The boys drew Martin Luther King, while the girls drew Anne Frank.

This focus on drawing the details of the face: noses, ears, teeth, etc. really helps the students as they prepare for their own portraits.  Students are generally less intimidated attempting another's face rather than their own, once introduced however, the students are far more comfortable in the work on their own portrait.

8th Grade Project: Value Unit 2 - Still Life Value Study

The 8th grade continued into their value unit by showing the values they perceived on a monochromatic still-life.  They used the value charts we had created previously to help them with the value scales.

See our Value Chart blog post.

In these still-lives, students were asked to focus on the different specific values found in each still-life, rather than painting the still-life.  In representing these values they could build their still-life, showing the correct value in the shape or plane that they see it.  As they added more values and more planes, their paintings became more detailed, better representing the still-life they were painting.

We worked on this project for two class periods.  The results were extremely pleasing.  The students were a bit intimidated at first but as they began their work, they discovered that they were well-equipped for the task having already cultivated their abilities to perceive and represent value.

8th Grade Project: Value Unit 1 - The Value Chart

In this unit the 8th grade begin in a basic study of value, this study will culminate in a painted portrait.

After viewing an introductory video that introduces some new vocabulary and concepts, we delved into our own value charts.  Students not only create the value, they first learn names and locations of the values both on a linear chart as well as an object such as the sphere.

Go to  Still-Life Value Study

8th Grade Project: Radial Name Design

In our current unit we are learning about symmetry and the different ways things can be symmetrical.  This leads into our symmetrical name design project in which we use radial symmetry.

Beginning in our sketchbooks, we first worked out the way we wanted our names to look.  Having been shown example of radial symmetry and previous name projects, students take into consideration the many options that have in the design of their name.

Once they have completed their two initial designs, they move into the image transfer practice.  This gives students an awareness of the key determining factor in their design:  "How does the image transfer change the overall design?".

8th Grade Project: Fantasy Handscapes

What is a handscape?  That is a good question.  Handscapes are a landscape made with large hands as part of them.

This project is a favorite of mine.  I have taught it for many years and at many different grade levels.  Students enjoy it so much, once they find out what a handscape actually is.

After drawing their handscape in pencil, students will then use black pens and markers.  With the pens and markers students will use black to outline, fill, and create contrast in their pieces.  Line quality, light and dark, contrast, and emphasis are things that the students take into consideration.