PERFORMANCE TASK
While learning the technical and creative approaches to making successful ceramic pieces is important towards your development as a ceramic artist, it is equally important to take some time to examine the works of others as they can give you a fresh insight into the creative process.
Goal of this worksheet: Independently use your learning to respond to and reflect on your work and the work of others in a historical, cultural or personal context.
Procedure: Go to MLC to view the current student art exhibition. Select one ceramic piece that you find visually, culturally or technically interesting and write at least one paragraph for each of the following traits: Description, Analysis.
ANNOTATION
The sample student work is evaluated as being proficient overall based on the criteria listed in the rubric as follows:
Description
Description is vivid. Describes the work of art accurately, using art terms and detailed descriptions of what the piece looks like.
Analysis
The following statements made by the student validate the proficient rating:
- “The green lines at the top of the bottle pick up the movement of the leaves…bring movement to the piece”. In this example the student describes how the elements of color and line create the principle of movement.
- “The proportion of the bottle is pleasant to the eye because it allows the eyes to flow up”
The explanation demonstrates that the student understands the principles of emphasis and movement.
This sample it appears the student used the word list provided in the prompt in her analysis which demonstrates a developing understanding.
Interpretation
Student does not elaborate on the “mood” described. It’s not a compelling interpretation.
Evaluation
Student talks about bottle foot in ratios which may not be an advanced statement but a proficient one. Student articulates a personal opinion (meditating), cites partial evidence (ratio comment and detail of ring of green), however, student does not make substantial personal, cultural, or historical connections. The student does not support the statement of being impressed with the artist’s ability to create a beautiful piece out of the ordinary shaped bottles. There is no comparison or support to say that this bottle is ordinary. There’s no reference to a historical piece.