V.T401

Creating Multiple Clay Sculptures in a Series

Creating Multiple Clay Sculptures in a Series

First-year (Level 1) ceramics students should be ready for this assessment towards the end of their first-year course of study, after they have learned basic clay hand-building techniques.

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


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
  • Pre-Planning Informs Final Design

  • Innovative Design

    Apply the creative process to problem solve with insight and reason.

  • Composition

    Apply elements and principles of design competence and skill.

  • Craftsmanship

    Student uses art techniques with competence and skill.

  • Reflection

    Reflect on design process.

  • 1
  • 2
  • 3
  • 4
  • Final form/sculpture does not appear to relate to preliminary drawings.

    N/A at this time.
  • Final form/sculpture developed from drawings that are sketchy and unclear.

    View Exemplar
  • Final form/sculpture developed from sketches.

    View Exemplar
  • Final form/sculpture developed from well- drawn sketches.

    View Exemplar
  • Few new ideas are given, or are a rehash of conventional thinking; ideas clichéd.

    No use of symbol or metaphor.

    Unable to step out and take a risk.

    N/A at this time.
  • Some new ideas are generated.

    Sculpture planned is more representational than abstract.

    Ideas for finished work are more representational than abstract.

    Rarely takes a risk.

    View Exemplar
  • Recognizes conventional thinking and comes up with some alternatives.

    Sculpture planned expresses an idea, emotion, or experience and presents it in a clear way.

    Takes some risks in form, style, and/or content.

    View Exemplar
  • Recognizes conventional thinking and comes up with many alternatives.

    Sculpture planned expresses an idea, emotion, or experience and presents it in a sophisticated way, using metaphor and/or symbol.
    Parts work well together as a whole.

    Takes risks in form, style, and/or content.

    View Exemplar
  • Parts do not relate to one another as a whole.

    Surfaces may be left undecorated or decorated in a way that does not support the intended concept.

    Design principles are not in evidence or used unintentionally.

    N/A at this time.
  • Parts do not all relate together as a whole.

    Surfaces may be decorated in a way that does not support the intended concept.

    Design principles are used but have little or no connection to intended meaning.

    View Exemplar
  • Parts work well together as a whole.

    Surface decoration supports the intended concept.

    Final work shows some use of design principles, such as detail, texture, repetition, and unity, in order to convey intended meaning.

    View Exemplar
  • Parts work especially well together as a whole.

    Surface decoration supports the intended concept.

    Final work shows use of design principles, such as detail, texture, repetition, and unity, in order to convey intended meaning.

    View Exemplar
  • Clay sculpture grouping is incomplete or does not convey any obvious meaning.

    Quality construction techniques are not evident.

    N/A at this time.
  • Clay sculpture grouping is less technically skilled. High quality construction techniques are not evident.

    Surfaces and joins may be imprecise, sloppy, rough, or carelessly done, and larger forms may not be evenly hollowed out.

    View Exemplar
  • Clay sculpture grouping is technically skilled.

    Quality slab, modeling, or coil construction techniques are evident. Surfaces and joins are clean. Thicker pieces are hollowed out.

    View Exemplar
  • Clay sculpture grouping is technically very skilled.

    High-quality slab, modeling, or coil construction techniques are evident. Surfaces and joins are very clean and precise. Thicker pieces are evenly hollowed out.

    View Exemplar
  • Preliminary drawings, written responses and reflective writing are incomplete.

    It does not appear that any exploration of ideas, emotions, or experiences was done.

    Incomplete or minimal final reflection.

    N/A at this time.
  • Preliminary drawings, written responses, and reflective writing express a limited exploration of intent.

    Student attempted to explore ideas, emotions, or experiences but revealed little personal meaning and expression.

    Final reflection is complete but lacks insight.

    N/A at this time.
  • Preliminary drawings, written responses, and reflective writing express exploration of intent.

    Student explored ideas, emotions, or experiences and revealed personal meaning and expression.

    Final reflection is competently written.

    View Exemplar
  • Preliminary drawings, written responses, and reflective writing express a comprehensive exploration of intent.

    Student explored ideas, emotions, or experiences and revealed personal meaning and expression with insight and reason.

    Insightful reflection at completion.

    View Exemplar
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