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4 |
3 |
2 |
1 or 0 |
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Understanding of artistic period |
Student shows evident mastery of all art periods assigned in the paper and correctly characterizes each; references to art periods are full, appropriate, and effective. | Student shows understanding of art periods assigned in the paper and correctly summarizes each; references to art periods are effective. |
Student shows a general understanding of art periods but the discussion is cursory; student may fail to mention or seemingly fail to know about important events with a period. |
Student shows little understanding or cannot distinguish between art periods and fails to refer to them effectively in the paper. | |
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Analysis of four elements (subject, interpretation and style, context, emotion) |
Student very fully and effectively explicates the four elements in every art period and is able to show development between periods; student uses artists and their works as effective examples. |
Student effectively relates the four elements to every art period; students mentions artists and their works as examples. |
Student fails to relate one or more of the elements to a particular period or misstates their importance within a period; student fails to provide enough examples of artists and their works. |
Student consistently fails to cover the four elements within periods; student has few or no examples of artists or works. |
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Discussion of artistic Influences |
Student demonstrates a sophisticated understanding of how particular artists influenced those who came after them; students connections are especially insightful |
Student effectively discusses the ways particular artists influenced those who came after them; students connections are logical. |
Student makes an attempt to discuss the ways particular artists influenced those who came after them but fails to make consistently knowledgeable connections. |
Student makes no attempt to discuss the ways particular artists influenced those who followed them or in attempting this discussion reveals no comprehension of the course materials. |
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Length, Coherence, and Unity |
Paper is of the proper length and is extremely well-developed, clear, coherent, and unified. | Paper is of adequate length, is well-developed; it maintains coherence and unity, with only occasional lapses. | Paper is somewhat too long or too short; the thrust of the paper can be understood but overall the paper lacks coherence and unity. | Paper does not meet length requirements and/or is incoherent or lacks unity. | |
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Quality of Personal Reflection |
Student's personal reflections are lively, persuasive, and compelling. | Student's personal reflections are convincing, appropriate, and effective. | Student's personal reflections are superficial or unconvincing. |
Student fails to reflect on art. |
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Use of Terminology |
Student demonstrates an unerring comprehension of art terminology and refers correctly to all genres of art. | Student demonstrates comprehension of art terminology and uses it effectively; student comprehends art genres. | Student occasionally misuses art terminology or fails to use correct terminology consistently. | Student misuses art terminology consistently. | |
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Written communication |
There are few spelling or grammatical errors, none of which seriously detract from the paper. | There are some spelling or grammatical errors, few of which detract from the paper. | Student makes a number of spelling or grammatical errors, several of which seriously detract from the paper. | Student makes many spelling or grammatical errors, which seriously detract from the paper. | |
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Total |
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Note: Criteria are evaluated on a 4-3-2-1-0 basis. Total rubric points are converted first to a letter grade and then to a numerical equivalent based on a 0–100 scale: 26–28 = A (93–100); 25 = A– (90–92); 24 = B+ (88–89); 20–23 = B (83–87); 19 = B– (80–82); 18 = C+ (78–79); 13–17 = C (73–77); 12 = C– (70–72); 6–11 = D (60–69); 0–5 = F (below 60).