Extreme Self-Portraits

Uses the first idea that comes to mind.
Unwilling to explore a variety of possibilities.
Uses others’ ideas instead of his/her own for variety and selection of
subjects and backgrounds.
Only one role depicted or assignment incomplete.

Develops and refines ideas through limited investigation.
Doesn’t recognize conventional thinking and work is predictable for
variety and selection of subjects and
backgrounds. From two to six roles depicted, but with little variety.

Develops and refines ideas through investigation.
Recognizes conventional thinking and offers some alternatives for variety and selection of subjects and backgrounds. From two to six roles depicted.

Develops and refines many ideas through extensive investigation.
Recognizes conventional thinking and offers many alternatives for variety and selection of subjects and backgrounds. From two to six roles depicted with insight, style, and daring.

You and your partner were not able to work together. You often disagreed. You were seldom able to work out logistical challenges. The technical abilities of your teammate were limited. Your partner took photos that were not to your liking.

You and your partner did not work especially well together. Your ideas often conflicted, so it was hard to make decisions. You were able to work out logistic challenges some, but not all, of the time. The technical abilities of your teammate were limited. Your partner took acceptable photos.

You and your partner worked well together. Some of your ideas even inspired one another. You were able to work out logistic challenges. The technical abilities of your teammate supported your conceptual ideas. Your partner took good photos.

You and your partner worked extremely well together. Your ideas inspired one another. You were able to work out logistical challenges. The technical abilities of your teammate enhanced your conceptual ideas. Your partner took excellent photos.

Work is incomplete and/ or shows no evidence of the intentional use of these formal elements in the body of work:
1. Composition
2. Contrast
3. Cropping
4. Selective focus
5. Careful attention to telling details.

One to two of these formal elements appear to be used intentionally to create a body of work:
1. Composition
2. Contrast
3. Cropping
4. Selective focus
5. Careful attention to telling details.

Three to four of these formal elements appear to be used intentionally in a creative body of work:
1. Composition
2. Contrast
3. Cropping
4. Selective focus
5. Careful attention to telling details.

Excellent use of all five of these formal elements to create an exemplary body of work:
1. Composition
2. Contrast
3. Cropping
4. Selective focus
5. Careful attention to telling details.

Student’s written work is incomplete. Student’s ability to reflect on his/her own art-making is limited.

Student makes an effort to articulate his/her intention and process with limited success. Some recording of observations and reflections.

Student is able to articulate his/her intention and process.
Recording of observations and reflections with personal insight.

Student is able to articulate in detail his/her intention and process.
Comprehensive recording of observations and reflections with personal insight.

Student compared three or fewer artworks and was unable to identify any similarities or differences.

Student made an effort to compare the three artworks and was able to identify only one or two similarities and differences.

Student compared the three artworks and was able to identify many similarities and differences.

Student showed evidence of insightful comparisons of the three artworks, identifying multiple similarities and differences. Student interpreted the meanings of their comparisons, e.g., clothes indicate a certain time period.

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: all portraits are in ¾ view looking to the right, details (clothing, hairstyles, background) show time period and interests, bright vs. neutral color palette, male vs. female subject, etc.)

Student’s writing communicated little insight about the three artworks. 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.