V.T402

Color Theory and Design

Color Theory and Design

Students will demonstrate their understanding of color theory by creating the same composition using eight color combinations with paint.

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
  • Composition

    The successful creation of an abstract image that has five shapes or divided areas.

  • Craftsmanship

    The successful handling of materials to demonstrate purposeful technique and manipulation of media.

  • 1
  • 2
  • 3
  • 4
  • Novice or beginning skills of two or less shapes/divided areas are evident in the composition.

    N/A at this time.
  • Emerging skills with three shapes/divided areas is evident in the composition.

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  • Proficiency of skills with four shapes/divided areas is evident in the composition.

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  • Mastery of skills with five shapes/divided areas is evident in the composition.

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  • Novice or beginning performance of skills and technique is evident in the manipulation of paint to demonstrate eight color-theory combinations.

    N/A at this time.
  • Emergence of competency of skills and technique is evident in the manipulation of paint to demonstrate eight color-theory combinations.

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  • Proficiency of skills and technique is evident in the manipulation of paint to demonstrate eight color-theory combinations.

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  • Mastery of skills and technique is evident in the manipulation of paint to demonstrate eight color-theory combinations.

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TEACHER SCORING RUBRIC—ASSESSMENT QUESTION 4

  • Dimension
  • Explanation of Use of Color in the Works

  • Explanation of Emotion in the Works

  • Examples and Details to Support Ideas

  • 1
  • 2
  • 3
  • 4
  • Student gives incomplete explanation of how color is used by not referencing either the artworks or the colors being used.

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  • Student somewhat explains how color is used in one or both artworks by referencing one or both artworks and the colors being used.

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  • Student explains how color is used in both artworks by referencing both works and the colors being used in each.

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  • Student clearly explains how color is used in both artworks by referencing both works and the colors being used in each.

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  • Student gives incomplete or off-target explanation of how emotion is conveyed.

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  • Student explains how emotion is conveyed in one or both artworks by referencing the artworks but not the color or its use.

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  • Student somewhat explains how emotion is conveyed in both artworks by referencing both works and the colors being used in each.

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  • Student clearly explains emotion conveyed in both artworks by referencing both works and the colors being used in each.

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  • Student does not provide examples or details to support his/her ideas about the use of color to show an emotion.

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  • Student uses one example from one or both artworks to support his/her ideas about the use of color to show an emotion.

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  • Student uses one example from both artworks or two examples from one to support his/her ideas about the use of color to show an emotion.

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  • Student uses two or more examples with additional details from each artwork to support his/her ideas about the use of color to show an emotion.

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