V.T412

Body Tape Casting

Body Tape Casting

Students will collaborate in teams of four to create two body-cast sculpted figures out of packing tape that show human emotional interaction. After its completion, students will install the work in a meaningful location in order to attract viewer responses. Students will maintain a narrative process journal of notes, sketches, observations, and photos taken during and after the process. The primary goal of this task is to assess the students’ recognition, identification, and articulation of the artistic/creative process as it develops personally and within a group.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students.


These are analytic rubrics. The column on the left shows the dimension that is being measured in the student’s performance. The levels across the top row indicate the performance level in the dimensions. Occasionally all dimensions and performance levels are exemplified by multiple students in a single recording.

TEACHER SCORING RUBRIC

  • Dimension
  • Creativity

    Apply creative process individually.

  • Teamwork

    Apply creative process collaboratively. Edit development of artwork throughout the process.

  • Innovation

    Devise innovative works of art.

  • Reflection

    Reflect on and articulate the steps of the artistic process.

  • Teacher Observation

    Teacher moves around to view the groups and notes group interaction and task completion on Observation Checklist.

  • 1
  • 2
  • 3
  • 4
  • 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 and take a risk.

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

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  • 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.

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  • 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.

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  • Contributes little to group process.
    Ideas are copied or restated from others. Does not complete agreed-upon tasks. Deadlines are not met. Inefficient use of time.

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  • A few ideas proposed during brainstorming.
    Combines ideas that are derived from the thinking of others. Prefers that others take the lead during group work. Completes tasks by deadlines.

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  • Clearly expresses unique ideas in brainstorming session. Combines ideas in original ways. Gives and receives useful feedback. Organizes and contributes to the group plan. Completes tasks by deadlines.

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  • A clear and confident voice in brainstorming.
    Combines ideas in original and surprising ways.
    Plans and assigns tasks. Organizes. Completes tasks by deadlines. Encourages team and gets other members involved. Gives useful feedback.

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  • The product re-creates someone else’s artwork.
    Expresses little or no evidence of a theme. Materials have been combined to create a product but not much detail is included.
    Lacking vivid feelings and ideas. The work has little to say to a viewer.
    No visible emotion or interaction. Only one model created.

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  • Work is “safe” and predictable.
    Cautious use of materials. Some attention to detail included. An emerging ability to convey emotional interaction elicits positive viewer response. Or single model with visible emotion.

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  • Novel approaches are used to good effect. Materials have been combined in imaginative ways.
    There is some useful attention to detail. Emotional interaction is conveyed and the work provokes a lively viewer response.

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  • Novel approaches are used to great effect, without overkill. Common materials and ideas have been combined in revealing and clever ways. The work is vivid through careful attention to telling details. Strong ideas and emotional interactions are conveyed, and the viewer is highly responsive to (perhaps disturbed by) the work.

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  • Very little written reflection. Not enough detail to follow the group’s or individual’s progress. Uses no language from the Artistic/Creative Process Chart. Very few or no sketches or photos.

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  • Journaling is adequate but doesn’t provide much detail and is not very descriptive. Uses almost no language from the Artistic/Creative Process Chart.
    Limited number of photos and sketches.

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  • Legible journaling that describes the student’s personal process as well as the team’s creative process. Uses some language from the Artistic/Creative Process Chart.
    Sketches and in-process and finished work included.

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  • Articulate and expressive journaling that describes the student’s personal process as well as the team’s creative process. Uses language from the Artistic/Creative Process Chart.
    Well-drawn sketches and photos of in-process and finished work included.

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  • Student is observed using none to two of the expected behaviors during class time.

    N/A at this time.
  • Student is observed using three to four of the expected behaviors during class time.

    N/A at this time.
  • Student is observed using five to six of the expected behaviors during class time.

    N/A at this time.
  • Student is observed using seven to eight of the expected behaviors during class time.

    N/A at this time.

TEACHER SCORING RUBRIC FOR QUESTION 2

  • Dimension
  • Artist’s Intent

  • Ideas Supported With Examples

  • Fluent in Communication

  • 1
  • 2
  • 3
  • 4
  • Student showed little or no evidence of interpretation of artist intent.

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  • Student showed evidence of interpretation of artist intent in a general way.

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  • Student showed evidence of accurate interpretation of artist intent.

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  • Student showed evidence of insightful interpretation of artist intent.

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

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

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

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  • Student used a wide variety of examples in support of his/her views. Examples may include: multiple vs. single figure, expressive poses, facial expression, emotions expressed, i.e., grief, etc.

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  • Student’s writing communicated little insight about the chosen artworks. It was neither clear nor well organized and had many mechanical errors.

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

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

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

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