Self-Publication (Zine)

The student’s ideas lack creativity.
Very few new ideas; re-hash of conventional thinking; ideas clichéd.
No apparent personal voice.
Unable to step out & take a risk.

The student’s ideas are somewhat creative. Some new ideas are generated.
A voice and style are present.
Rarely takes a risk.

The student’s ideas are creative. Recognizes conventional thinking & comes up with some alternatives.
A clear and confident voice and style are present.
Takes some risks.

The student’s ideas are unusually creative. Recognizes conventional thinking & comes up with many alternatives.
Voices ideas about important feelings and ways to highlight them in sophisticated ways.
Takes risks in form, style, and/or content.

Little evidence of strong intentional awareness of shape in balance of positive and negative space, of both strong brightness (value) structures, or of effective graphic page layouts. Layouts are random or rudimentary.
Little to no use of advanced visual structures.

Some areas or pages show awareness and intent in shapes of both positive and negative space, in use of brightness (value) structures through bold black shapes, or of linear shading and other drawing.
Very limited use of advanced visual structures.

Most pages show awareness and intent in shapes of both positive and negative space, in use of brightness (value) structures through bold black shapes, or of linear shading and other drawing.
Some use of advanced visual structures: overlap, juxtaposition of found and drawn images, use of light and shadow, etc.

All pages show awareness and intent in shapes of both positive and negative space, in use of brightness (value) structures through bold black shapes, or of linear shading and other drawing.
Consistent use of advanced visual structures: overlap, juxtaposition of found and drawn images, use of light and shadow, etc.

Text elements are mostly legible. Text use mostly shows awareness of function over form and little consideration of shape and placement. Some text may be sloppy or illegible.

Text elements are neatly rendered and legible. Some consideration of effective visual placement of text in composition layout is evident. Consideration of text blocks as shape is minimal.

Some text elements may not be fully legible; some awareness of use of text as shape is evident.
Some text elements are not considered as shapes, or not neatly rendered.

Text elements are fully legible, incorporated effectively into compositions, and considered as visual structures with obvious intent to consider shape, brightness, size, and placement of text.

Consistent errors throughout.

Has errors in page orientation; one or more pages have wrong orientation (upside down).

Folding is extremely sloppy.

Significant content running off the page throughout.

Minor errors in folding or content running off page.

All aspects of zine presentation quality are accurate, including page orientation, and folding and content does not run off margins,

Does not reflect author’s investment in a topic of interest to author or audience. Little or no attempt made to engage audience in either a topic of interest or a story that would engage interest in an anecdote, event, or concept.

Topic is of personal, societal, or universal interest. May not reflect unusual knowledge or insight, but strong use of a story format makes topic engaging and worthy of reading.

Topic is of strong personal, societal, or universal interest so as to be relevant and engaging to an audience of readers. Represents knowledge or individual insight reflecting research or direct experience to report atypical content.

Topic is of strong personal, societal, or universal interest so as to be relevant and engaging to an audience of readers. Represents unusual depth of knowledge or individual insight reflecting research or direct experience to report atypical content. Uses a strong story format to attract and engage readers through a narrative.

Student is unclear or unable to address questions.

Student is less than clear in addressing two or more of the questions.

Student is able to reflect on their artwork and answers all questions completely.

Student is able to reflect on their artwork and gives detailed and in-depth answers to all questions.

Student showed evidence of ill-defined or no interpretation of target audience and identified general message based only on image and not design elements.

Student showed evidence of interpretation of a broadly defined target audience and identified a general message and/or mood.

Student showed evidence of accurate interpretation of a general target audience and identified both general message and mood.

Student showed evidence of insightful interpretation of a specific target audience and identified a specific and accurate message and mood.

Student did not use any examples in support of his/her views.

Student only used a few examples in support of his/her views.

Student used many examples in support of his/her views.

Student used a wide variety of examples in support of his/her views. (Examples may include but are not limited to: use of bright, saturated, aggressive, and patriotic color, gender, clothing showing time period, strong, aggressive block lettering with high contrast, gesture, pose, and gaze of figure, simple, strong graphic shapes, and legibility.)

Student’s writing communicated little insight about the work of art. It was neither clear nor well-organized and had many mechanical errors.

Student presented some information but used little art vocabulary. Writing has lapses in organization and clarity and some mechanical errors.

Other than a few mechanical errors (spelling, punctuation, sentence structure), student presented information in a well-written and organized way, using some art vocabulary.

Student presented information in a thorough, clear, well-written, and organized way, using art vocabulary.