Collects and presents minimal evidence that is not always relevant or accurate. Uses fewer than three book sources. Missing scholarly article. Little evidence presented.
Collects and presents evidence that is not always specific, relevant or accurate. Little use of at least three varied book sources, electronic sources, and one scholarly article.
Collects and presents specific, relevant, and accurate evidence. Relies on leading historians in the field. Use of key primary documents. Very effective use of at least three varied book sources, other sources, one scholarly article, and at least one primary source.
2
Grammar / Spelling / Presentation
Any of the following
Grammar mistakes;
Spelling mistakes;
Typos;
Inconsistency in fonts, spacing, or organization of information.
No grammar mistakes;
No spelling mistakes; No typos; Consistency in fonts, spacing and organization.
No grammar mistakes; No spelling mistakes; Consistency in fonts, spacing and organization; Visual cues; Easy to read and comprehend.
3
Structure
Writing is unclear and disorganized. Thoughts ramble and make little sense. There are numerous spelling, grammar, or syntax errors throughout the response.
Writing is mostly clear, concise, and well organized with good sentence/paragraph construction. Thoughts are expressed in a coherent and logical manner. There are no more than five spelling, grammar, or syntax errors per page of writing.
Writing is clear, concise, and well organized with excellent sentence/paragraph construction. Thoughts are expressed in a coherent and logical manner. There are no more than three spelling, grammar, or syntax errors per page of writing.
4
Graphic Pictures
Graphics do not go with the accompanying text or appear to be randomly chosen.
Graphics go well with the text, but there are too few, distracted and seems “text-heavy”.
Graphics go well with the text and there is a good mix of text and graphics.
5
Depth of Reflection
Response demonstrates a lack of reflection on, or personalization of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are missing, inappropriate, and/or unsupported. Examples, when applicable, are not provided.
Response demonstrates a general reflection on, and personalization of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are supported. Appropriate examples are provided, as applicable.
Response demonstrates an in-depth reflection on, and personalization of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are insightful and well supported. Clear, detailed examples are provided, as applicable.
Final Artwork
6
Design Basics
The use of proximity, alignment repetition and contrast are not all evident or thoughtfully applied.
The use of proximity, alignment repetition and contrast are somewhat visible and acceptable.
The use of proximity, alignment repetition and contrast are easily seen and very well done.
7
Elements and Principles
Completed the project, but it shows little evidence of understanding; also no evidence of planning.
Did the assignment adequately, lack of planning and but using space effectively.
Planned carefully, showed awareness of elements and principles of design, chose colour scheme carefully and uses space effectively.
8
Creativity / Originality
Finished the project, but gave no evidence of trying anything unusual.
Thought one idea and carried it out adequately, but lacked originality, substituted “symbols” instead of original thought, also might copied someone else’s work.
Thought many ideas, tried unusual combinations, make connection to previous knowledge, demonstrated outstanding problem solving skills.
9
Alignment (Goals and Objectives)
No alignment between goal and objective; No alignment between objective and assessment; Inconsistency between objective and assessment
Goals and objectives are aligned; Objectives and assessment are aligned; No inconsistencies between objectives and assessment
Goals and objectives are clearly aligned; Objectives and assessment are directly aligned; No inconsistencies between objectives and assessment; More than one objective
10
Craftsmanship / Quality / Skills
Incomplete
and/or
no evidence of craftsmanship
Average art production, use of media and techniques. Overall appearance contains some neatness, limited detail, not quite finished.
Excellent art production, use of media and techniques. Overall appearance is exceptional, neat, detailed, and finished.
11
Communication
Main message of artistic response presented in an unclear or ineffective manner.
Main message of artistic response indicated reasonably and with some authority.
Main message of artistic response indicated clearly and with authority.
12
Use of Materials
Materials and tools used inappropriately and foolishly.
Needed lot of reminding on proper material use.
Use materials appropriately with no reminders.
Team Work and Communication
13
Participation
Tasks are undefined. Few members participate or project completed by one person. There is no follow-up
Tasks are defined informally and most but not all members understand them. Most members contribute. Follow-up is sporadic
Group agrees on a clear definition of all tasks. All members take an active role. Team engages in follow-up activities to monitor progress.
14
Team Member Support
The team atmosphere is competitive and individualistic rather than cooperative and supportive.
There is a general atmosphere of respect for team members but some members may not be heard as much. Acknowledgements are sporadic. Not all members feel comfortable asking questions or for help from other group members.
All team members are treated with respect. All members listen to and acknowledge all ideas presented by other members. All members feel free to ask questions or for help from the other members.
15
Communication Skills
Failed to exchange ideas. Did not use brainstorming. Had difficulty getting a commitment to a common goal. Team had difficulty planning a course of action at all.
Exchanged ideas but with some difficulty. Used brainstorming to a limited degree. Had commitment to a common goal by most members. Team had a small degree of difficulty planning a course of action.
Effectively exchanged ideas. Used brainstorming for creative solutions to issues. Had group buy-in and commitment to a common goal. Effectively planned a course of action.
16
Over side Communication
Shows evidences (text msg, Facebook, Skype conversation, YM Conversation, email, etc) of communication between Loyola / Santa Laurensia students once every 3 days.
Shows evidences (text msg, Facebook, Skype conversation, YM Conversation, email, etc) of communication between Loyola / Santa Laurensia students once every 2 days.
Shows evidences (text msg, Facebook, Skype conversation, YM Conversation, email, etc) of communication between Loyola / Santa Laurensia students once every day.
Individual Effort / Perseverance
17
Effort / Perseverance
Completed the project with minimum effort.
Finished the project, but it could have been improved with more effort; know how to do the project but yet chose an easy way and worked carelessly.
The project was continued until it was as complete as I could make it; gave effort far beyond required; and also took pride in going well beyond the requirement.
2nd November 2011 Loyola Art Unit Project INDAUS Art Unit Plan Main Topic: Reflecting on Cultural Attitudes. Subtopics:
What does it mean to be Australian? What is the international stereotype for Australian? How has Art conveyed this over time?
What does it mean to be Indonesian? What is the international stereotype for Indonesian? How has Art conveyed this over time?
Australian and Indonesian students to start with a reflection on their own personal life style, then research and document this in a wider Australian and Indonesian context (minimum 4 pages in visual diary). How do these findings differ from international stereotypes?
Food, Home, Stability?
Hopes / Dreams for the future?
Present and future concerns?
Environment
Political issues
Economic security
Australian students to look more closely at Aboriginal teen aged personal life style, Indonesian students to look more closely at indigenous Indonesian teen aged personal life style, then research and document this in a wider Austalian and Indonesian context (minimum 4 pages in visual diary)
Food, Home, Stability?
Hopes / Dreams for the future?
Present and future concerns?
Environment
Political issues
Economic security
Personal comparisons and contrasts found in these reflections and studies (minimum 1 – 2 pages in visual diary)
2 Australian and 2 Indonesian students are grouped to share these comparisons and contrasts looking for areas of similarities and differences (minimum of 3 pages, one page based on each member of the group)
Extension projects
Australian – painting
Indonesian - poster
Timeline: 1) Create wikispace and invite students. 2) Students create a profile on the wikispace. 3) Teachers groups students according to personal and cultural reflection statements in visual diary. 4) Before April 23rd have students grouped, briefed on the unit and given contact details of their international peers. 5) Students will make first contact using ICT. They will use researched and documented information in their visual diaries to use as a catalyst for conversation. 6) Ongoing conversations with their international peers to gain necessary information for their assessment tasks. 7) Complete work in their visual diary
Assessment: Art - painting
ICU – visual diary Ideas:
Australian stereotype over time looking at artworks
Nationalistic Art – Frederick McCubbin, Tom Roberts
Contemporary Art – Guan Wei, George Gittoes
Do you have a “voice”? What have you learned about being an Australian today? What do you feel concerned about? What do you want to say?
Journal Ideas:
Australian and Indonesian International Stereotypes
Reflections, research and documentation on personal teen aged life
Contact log
What do you think Indonesian families are like? Stereotypes.
What were your attitudes at the beginning and how did they change?
Did they gain any new appreciations for the Indonesian culture?
Did you encounter any difficulties?
From Sharon Stafford - Loyola College. Hello from Sharon.
Rubric for Arts Project
Grammar mistakes;
Spelling mistakes;
Typos;
Inconsistency in fonts, spacing, or organization of information.
No spelling mistakes; No typos; Consistency in fonts, spacing and organization.
and/or
no evidence of craftsmanship
2nd November 2011 Loyola Art Unit Project
INDAUS Art Unit Plan
Main Topic: Reflecting on Cultural Attitudes.
Subtopics:
- What does it mean to be Australian? What is the international stereotype for Australian? How has Art conveyed this over time?
- What does it mean to be Indonesian? What is the international stereotype for Indonesian? How has Art conveyed this over time?
- Australian and Indonesian students to start with a reflection on their own personal life style, then research and document this in a wider Australian and Indonesian context (minimum 4 pages in visual diary). How do these findings differ from international stereotypes?
- Food, Home, Stability?
- Hopes / Dreams for the future?
- Present and future concerns?
- Environment
- Political issues
- Economic security
- Australian students to look more closely at Aboriginal teen aged personal life style, Indonesian students to look more closely at indigenous Indonesian teen aged personal life style, then research and document this in a wider Austalian and Indonesian context (minimum 4 pages in visual diary)
- Food, Home, Stability?
- Hopes / Dreams for the future?
- Present and future concerns?
- Environment
- Political issues
- Economic security
- Personal comparisons and contrasts found in these reflections and studies (minimum 1 – 2 pages in visual diary)
- 2 Australian and 2 Indonesian students are grouped to share these comparisons and contrasts looking for areas of similarities and differences (minimum of 3 pages, one page based on each member of the group)
- Extension projects
- Australian – painting
- Indonesian - poster
Timeline:1) Create wikispace and invite students.
2) Students create a profile on the wikispace.
3) Teachers groups students according to personal and cultural reflection statements in visual diary.
4) Before April 23rd have students grouped, briefed on the unit and given contact details of their international peers.
5) Students will make first contact using ICT. They will use researched and documented information in their visual diaries to use as a catalyst for conversation.
6) Ongoing conversations with their international peers to gain necessary information for their assessment tasks.
7) Complete work in their visual diary
Assessment: Art - painting
ICU – visual diary
Ideas:
Journal Ideas:
From Sharon Stafford - Loyola College. Hello from Sharon.