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Multiple Level Rubric

Hallway Perspective Project Checklist

Created on February 26, 2012 by epictraveler

This is what I give my students at the beginning of the project to let them see what is required of them and how to best pace themselves. It also includes reflection questions for the students to complete after the project is finished.

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5 sessions; 50 minutes per session

1.) SWBAT draw a correct one-point pespective architectural rendering of a hallway, with a "dream" theme of their choosing.

1.) Pencil
2.) Drawing Paper (thick enough to support Acrylic if you want students to paint)
3.) Acrylic Paint
4.) Assorted sizes of brushes
5.) Water containers (for rinsing brushes)
6.) Paper towels
7.) Erasers

Need these materials? Visit Blick!

1.) Find the center of the paper.
2.) Draw an "x" of intersecting lines from the corners of the paper through the center.
3.) Make a small rectangle around the center, with the lines from the "X" intersecting the corners of the rectangle.
4.) Draw lights and floor tiles using a ruler pivoted around the "vanishing point" you just created in the center of the paper.

This resource is one way I assess students. This makes sure that students work EACH day of the project, because they get a participation grade for everyday they work, plus a separate final "creativity" grade.

Students are encouraged to design their hallway as their "dream" hallway, or in other words, what would be in the hallway of the school if they could design it anyway they wanted. Examples I've seen include a grocery store, castle,
or theme park.


Visual Arts Standard 1:
Understanding and applying media, techniques, and processes

[K-4] Students use art materials and tools in a safe and responsible manner
[K-4] Students use different media, techniques, and processes to communicate ideas, experiences, and stories
[5-8] Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas
[9-12 Advanced] Students communicate ideas regularly at a high level of effectiveness in at least one visual arts medium
[9-12 Advanced] Students initiate, define, and solve challenging visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation

Visual Arts Standard 2:
Using knowledge of structures and functions

[K-4] Students use visual structures and functions of art to communicate ideas
[5-8] Students select and use the qualities of structures and functions of art to improve communication of their ideas
[9-12 Proficient] Students create artworks that use organizational principles and functions to solve specific visual arts problems
[9-12 Advanced] Students create multiple solutions to specific visual arts problems that demonstrate competence in producing effective relationships between structural choices and artistic functions

Visual Arts Standard 3:
Choosing and evaluating a range of subject matter, symbols, and ideas

[K-4] Students select and use subject matter, symbols, and ideas to communicate meaning
[5-8] Students integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks
[5-8] Students use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks
[9-12 Proficient] Students reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related to history and culture

Visual Arts Standard 4:
Understanding the visual arts in relation to history and cultures

[K-4] Students demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art
[5-8] Students analyze, describe, and demonstrate how factors of time and place (such as climate, resources, ideas, and technology) influence visual characteristics that give meaning and value to a work of art
[5-8] Students know and compare the characteristics of artworks in various eras and cultures

Visual Arts Standard 5:
Reflecting upon and assessing the characteristics and merits of their work and the work of others

[K-4] Students understand there are various purposes for creating works of visual art

Fra Angelico, Giotto di Bondone, Sandro Botticelli, Michelangelo Buonarroti, Michelangelo Merisi da Caravaggio, Titian

Realism, Renaissance

Balance, Emphasis, Line, Movement, Proportion/Size, Space

Acrylic, Architecture, Drawing, Pencil