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6-Excellent |
5-Strong |
4-Good |
3-Moderate |
2-Weak |
1-Poor |
Application of 2D Design Principles to a Broad Range of Design Problems |
The work shows an excellent application of 2D design principles to a broad range of design problems. |
The work shows strong application of 2D Design principles to a range of design problems. |
The work shows good application of 2D Design principles to an acceptable range of design problems. |
The work shows superficial application of 2D principles to a limited range of design problems. |
The work shows a weak application of 2D design principles to a very limited range of design problems. |
The work shows little or no useful application of 2D Design principles, regardless of the number of problem-solving attempts. |
Originality and Innovative Thinking |
The work clearly demonstrates original vision, a variety of innovative ideas and/or risk taking, and inventive articulation of abroad range of the elements and principles of 2D design. |
The work demonstrates a range of original, innovative ideas and effective manipulation of the elements and principles of 2D Design. |
The work demonstrates some originality, some innovative thinking and purposeful manipulation of the elements and principles of 2D Design. |
Some original ideas seem to be emerging or some attempt at innovation with the elements and principles of 2D Design is evident. |
The ideas in the work are unoriginal; the work does not show inventive use of elements and principles of 2D design. |
There is no original or imaginative ideation in the work in regard to the elements and principles of 2D Design; the work comprises trite or simplistic solutions. |
Range of Intentions or Approaches |
The work clearly demonstrates a broad range of intentions or approaches. |
The work demonstrates a variety of intentions or approaches. |
The work shows a variety of intentions or approaches, although not all are successfully articulated. |
The work shows a limited variety of intentions or approaches. |
The work does not clearly demonstrate a variety of intentions or approaches. |
The work does not demonstrate a variety of intentions or approaches. |
Confident, Evocative Work that Engages the Viewer |
The work as a whole is confident and evocative; it engages the viewer with visual qualities (for example, verve or nuanced subtlety). |
Most of the work engages the viewer with expressive and evocative qualities; the work suggests confidence. |
Some of the work has discernible evocative or engaging qualities, though confidence is not strongly apparent; conversely, the work may display confidence but not be engaging. |
The work is emerging in terms of potentially engaging qualities; confidence is questionable. |
There is little about the work that engages the viewer; the work does not convey much confidence. |
The work does not engage the viewer and does not convey a sense of confidence. |
Technical Competence and Skill with Materials and Media |
The work is technically excellent; materials and media are used effectively to express ideas. |
The work is technically strong; materials and media are used well to express ideas. |
The work demonstrates good technical competence and use of materials and media; technical aspects and articulation of ideas do not always work together. |
The work demonstrates moderate technical competence and some knowledgeable use of materials and media. |
The work is generally awkward; it demonstrates marginal technical competence and awkward use of materials and media. |
The work is generally inept; use of materials and media is naïve and lacks skill or technical competence. |
Appropriation and Student Vision |
Any apparent appropriation of published or photographic sources or the work of other artists clearly provides a visual reference that is transformed in the service of a larger, personal vision. |
Any apparent appropriation of published or photographic sources or the work of other artists shows a strong sense of the student's vision and individual transformation of the images. |
Within the apparent appropriation of published or photographic sources or the work of other artists, the student's vision is discernible; the images have been manipulated to express the student's individual ideas. |
If published or photographic sources or the work of other artists have been appropriated, the resulting work appears to be a collection of nearly direct reproductions; even if the work is skillfully rendered, the students vision and the individual transformation of the images are minimal. |
The works appear to be direct copies of published or photographic sources or the work of other artists; there is little discernible student vision or individual transformation. |
The work appears as direct copies of published or photographic sources or the work of other artists; there is no discernible student vision or individual transformation. |
Image Quality (for Weak and Poor Breadth sections only) |
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The images are difficult to see properly because they are too small, unfocused or poorly lighted. |
The images are impossible to see properly because they are too small, unfocused, or poorly lighted; there may be too few images to constitute investigation of breadth. |
Overall Accomplishment |
The work may show a varying range of accomplishment, but overall it is at an excellent level. |
The work may show varying levels of accomplishment, but overall it is at a strong level. |
The work may show uneven levels of accomplishment, but overall it is at a good level. |
Although the work may show an emerging level of accomplishment, overall the work is at a moderate level. |
The work shows little evidence of accomplishment; overall the work is at a weak level. |
Overall, the work lacks accomplishment and is at a poor level. |
Value |
6- Excellent |
5- Strong |
4-Good |
3-Moderate |
2-Weak |
1-Poor |
Integration of the Topic of the Concentration and the Work Presented |
The concentration topic and the work presented are unmistakably and coherently integrated. |
The concentration topic is successfully integrated with most of the work is presented. |
The concentration topic and the work presented are closely related. |
The connection between the concentration topic and the work is evident but erratic. |
The work conveys a sense of concentration, but integration of the topic and the work is inadequately considered. |
There is very little or no evidence of a concentration topic in the work presented or there is not enough work to represent a concentration. |
Decision Making and Discovery Through Investigation |
The investigation of the concentration topic provides convincing evidence of informed decision making and discovery. |
The investigation of the concentration topic provides evidence of thoughtful decision making and of discovery in many works. |
Some clear decision making and discovery are evident in the investigation of the concentration. |
Decision making is sporadic, and the work demonstrates little sense of investigation or discovery. |
Decision making is lacking; the work appears inadequately thought out and insufficiently explored. |
The work shows little or no evidence of decision making or investigation. |
Originality and Innovative Thinking |
The concentration clearly demonstrates an original vision and innovative ideas and/or risk taking. |
The work for the concentration generally demonstrates original and innovative ideas. |
The concentration demonstrates some originality and some innovative thinking. |
The concentration demonstrates emerging attempts at originality and innovative thinking. |
The concentration is unoriginal or relies mostly on appropriation. |
The concentration shows little or no evidence of decision making or investigation. |
Evocative Theme and Engagement of the Viewer |
An evocative, engaging theme is sustained through most of the work. |
An evocative, engaging concentration theme is clearly present in much of the work. |
A clear theme that engages the viewer with some of the work is discernible. |
A potentially engaging theme is somewhat discernible but is inadequately considered. |
A potentially engaging theme is present but is largely unsuccessful. |
A theme that could engage the viewer with the work is absent. |
Understanding and Application of 2D Design Principles |
The work shows a thorough understanding and effective application of 2D Design principles. |
Overall the work shows understanding and effective application of 2D design principles; there may be some less successful pieces. |
The work is inconsistent, but overall the understanding and application of 2D Design principles is good. |
The work demonstrates a moderate understanding and superficial application of 2D design principles. |
The work shows a weak understanding or limited application of 2D Design principles. |
The work shows very little or no understanding of 2D Design principles or their application. |
Transformation and Growth |
The work conveys a sense of successful transformation and growth. |
The work generally conveys a sense of transformation and growth. |
Some transformation is noticeable; some growth is evident, but the work may be repetitive. |
Transformation may be discernible; growth is limited. |
The work is mostly repetitive; only a few pieces show slight signs of transformation or suggest growth. |
Overall, the work shows negligible transformation or growth. |
Technical Competence and Skill with Materials and Media |
In general, the work is technically excellent; materials and media are used effectively to express ideas. |
The work is technically strong; materials and media are used well to express ideas. |
The work demonstrates good technical competence and use of materials and media; technical aspects and articulation of ideas do not always work together. |
Though uneven, the work demonstrates emerging technical competence and some knowledgeable use of materials and media. |
Overall, the work demonstrates marginal technical competence and awkward use of materials and media. |
The work shows very little technical competence; it is naïve and lacks skill. |
Appropriation and Student Vision |
Any apparent appropriation of published or photographic sources clearly provides a visual reference that is transformed in the service of a larger, personal vision. |
Any apparent appropriation of published or photographic sources or the work of other artists shows a strong sense of the student's vision and individual transformation of the images. |
With the apparent appropriation of published or photographic sources or the work of other artists, the student's vision is discernible; the images have been manipulated to express the student's individual ideas. |
If published or photographic sources or the work of other artists have been appropriated, the resulting work appears to be a collection of nearly direct reproductions; even if the work is skillfully rendered, the student's vision and the individual transformation of the images are minimal. |
The works appear to be direct copies of published or photographic sources or the work of other artists; there is little discernible student vision or individual transformation. |
The works are obviously direct copies of published or photographic sources or the work of other artists; there is no discernible student vision or individual transformation. |
Image Quality (for Weak or Poor Concentration Only) |
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The images are difficult to see properly because they are too small, unfocused, or poorly lighted. |
The images are impossible to see properly because they are too small, unfocused, or poorly lighted. |
Overall Accomplishment |
Although the works may show varying levels of accomplishment, overall the work is at an excellent level. |
Although the works may show varying levels of accomplishment, overall the work is at a strong level. |
Although the works may show uneven levels of accomplishment, overall the work is at a good level. |
Although the works for the concentration may show an emerging level of accomplishment, overall the work is at a moderate level. |
Little evidence of accomplishment is demonstrated; overall the work is at a weak level. |
Overall, the works for the concentration lack accomplishment and are at a poor level. |