V.T202

Create a Landscape Collage Using Elements of Art

Students will demonstrate their understanding of the elements of art (line, shape, texture, color, value, and space) by creating a landscape that creatively communicates the idea of space or distance through the organizational principles of foreground, middle ground, and background. Students will draw preliminary sketches prior to creating a mixed-media collage. They will use printmaking techniques to embellish their collaged landscapes. A selection of printmaking techniques and supplies might include crayon rubbings, stamping, and texturing supplies.

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

Teacher Booklet

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Student Booklet

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This is an analytic rubric. 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 arrangement of the elements and principles of design to create a completed work of art

  • Communication of Content

    The successful use of all checklist items to communicate content visually

  • Creativity

    The successful use of problem solving to invent new and clever ideas

  • Craftsmanship

    The successful handling of media and tools to demonstrate purposeful technique and manipulation of media

  • 1
  • 2
  • 3
  • 4

  • There is no planning evident in the student’s composition. The organization of foreground, middle ground, and background is not evident.

    N/A at this time.

  • The planning and execution of the student’s composition does not fill the paper. The organization of
    foreground, middle ground, and background is not clearly represented.

    View Exemplar

  • The planning and execution of the student’s composition partially fills the paper. The organization of foreground, middle ground, and background is somewhat represented.

    View Exemplar

  • The planning and execution of the student’s composition fills the paper. The organization of
    foreground, middle ground, and background is clearly represented.

    View Exemplars
    View Exemplars

  • Fewer than 4 checklist items are represented.

    N/A at this time.

  • There are 4 to 5 checklist items represented.

    N/A at this time.

  • There are 6 to 7 checklist items represented.

    N/A at this time.

  • All checklist items are clearly represented, demonstrating purposeful placement.

    N/A at this time.

  • The student put very little effort into problem-solving ideas and showed no individual thought with the materials and techniques on the checklist.

    N/A at this time.

  • The student used a few problem-solving ideas but did not show individual thought with the materials and techniques on the checklist.

    N/A at this time.

  • The student used problem-solving ideas that showed individual thought with some of the materials and techniques on the checklist.

    N/A at this time.

  • The student used problem-solving ideas that showed evidence of clever, individual thought in use of the materials and techniques with all of the checklist items.

    N/A at this time.

  • The student’s techniques show no control of materials and tools.

    N/A at this time.

  • The student’s techniques show little control of materials and tools.

    N/A at this time.

  • The student’s techniques show some control of materials and tools to demonstrate purposeful placement.

    N/A at this time.

  • The student’s techniques and manipulation of
    media show accurate control of materials and
    tools to demonstrate purposeful placement.

    N/A at this time.
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