V.T104

Clay Expression Slabs

Clay Expression Slabs

Students will discuss how different emotions are shown with different facial features and expressions. Students will then use a variety of materials to create marks on their clay slab masks to express an emotion of their choosing. Student clay slab masks will be fired and painted to enhance the emotion shown.

The two parts that involve the creation of the mask and the painting of the slab mask will not happen consecutively, because it takes time for the clay to dry and to be fired in preparation for the finishing process. The time between completing the initial construction of the clay project and the glazing and/or painting of the clay may be five or more days apart, depending on when art classes meet. Clay may take four or more days to dry, depending on thickness.

There is no Student Booklet for this assessment.

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–PERFORMANCE

  • Dimension
  • Safety

    Student safely and effectively participated in making the clay mask.

  • Communication

    Student communicated a feeling through the use of clay and made a mask that shows emotion.

  • Materials

    Student used a variety of materials to make the face of the mask.

  • Finish

    Student finished the clay piece with just one color to enhance emotion.

  • 1
  • 2
  • 3
  • Student struggled in making a clay piece that shows emotion in a safe way. Student did not practice safety in the use of tools and materials.

    N/A at this time.
  • Student achieved making a clay piece that shows emotion. Student practiced safety in the use of tools and materials but may have needed one to two reminders about tool safety.

    N/A at this time.
  • Student achieved making a clay piece that shows emotion. Student practiced safety in the use of tools and materials.

    N/A at this time.
  • Student artwork seems confused and does not focus on one emotion.

    N/A at this time.
  • Student used two facial features to help express the one emotion that he or she chose.

    N/A at this time.
  • Student used at least three facial features to help express the one emotion that he or she chose.

    N/A at this time.
  • Student used no tools or techniques on the clay piece, and left the clay empty.

    N/A at this time.
  • Student used one to two different tools or techniques to create the emotion of the face.

    N/A at this time.
  • Student used three or more different tools or techniques to create the emotion of the face.

    N/A at this time.
  • Student used more than one color to enhance the clay mask or the color choice does not match the emotion. Application of color is also distracting to the emotion shown.

    N/A at this time.
  • Student used one color to enhance the clay mask. The color choice enhances the emotion portrayed, but the application of the color is messy.

    N/A at this time.
  • Student used one color to enhance the clay mask. The color choice and application enhance the emotion portrayed.

    N/A at this time.

TEACHER SCORING RUBRIC–REFLECTION

  • Dimension
  • Discussion

    Student talked about his or her project without being prompted with questions by the teacher.

  • Examples

    Student was able to state specific examples of how he or she showed the chosen emotion.

  • 1
  • 2
  • Student struggled to talk about his or her project, needing at least two or more prompts from the teacher.

    N/A at this time.
  • Student actively talked about his or her project, needing no more than one prompt from the teacher.

    N/A at this time.
  • Student reflection included one or no specific examples.

    N/A at this time.
  • Student reflection included two or more specific examples.

    N/A at this time.
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