3-D Wire Sculpture

The student applied novice or beginning skills in line, form, space, movement and balance to convey the essence of a human or animal body in motion by translating the sketch into a 3-D wire sculpture.

The student applied emergent skills in line, form, space, movement and balance to convey the essence of a human or animal body in motion by translating the sketch into a 3-D wire sculpture.

The student applied proficient skills in line, form, space, movement and balance to convey the essence of a human or animal body in motion by translating the sketch into a 3-D wire sculpture.

The student applied mastered skills in line, form, space, movement and balance to convey the essence of a human or animal body in motion by translating the sketch into a 3-D wire sculpture.

Novice or beginning skills and technique are evident. The assembly of wire is not sturdy and doesn’t hold its shape. Wire shapes and bends are uncontrolled and not intentional. The design is unclear and complicated. The 3-D form is unsuccessfully constructed from any viewpoint.

Emergent skills and technique are evident. The assembly of wire is a bit unstable but mostly holds its shape. Most shapes and bends are controlled and intentional. The design is somewhat clear but not successful from all points of view.

Proficient skills and technique are evident. The assembly of wire is sturdy and holds its shape. Wire shapes and bends are controlled and intentional. The design is fairly clear and uncomplicated. The 3-D form is successfully constructed from most viewpoints.

Mastered skills and technique are evident. The assembly of wire is sturdy and holds its shape. Wire shapes and bends are controlled and intentional. The design is clear and uncomplicated. The 3-D form is successfully constructed from all viewpoints.

Student’s writing is very unclear and disorganized in recording of name of motion, how the sculpture moves and the artistic intent compared to the realized outcome with no descriptive examples.

Student’s writing is unclear and/or disorganized in recording of name of motion, how the sculpture moves and the artistic intent compared to the realized outcome with one descriptive example.

Student’s writing is somewhat clear and organized in recording of name of motion, how the sculpture moves and the artistic intent compared to the realized outcome with two descriptive examples.

Student’s writing is clear, well-developed, and organized in recording of name of motion, how the sculpture moves and the artistic intent compared to the realized outcome with three or more descriptive examples.

Student drew a line without any directional changes or did not draw a line.

Student drew a line that includes few directional changes.

Student drew a line that includes some directional changes.

Student drew a line that includes many directional changes.

Student writing is very unclear and unorganized in the communication of his or her ideas.

Student writing is unclear and/or unorganized in the communication of his or her ideas.

Student writing is somewhat clear and organized in the communication of his or her ideas.

Student writing is clear, well developed, and organized in the communication of his or her ideas.