T.T205

Illustration Tableau

Illustration Tableau

Students will create, critique, and reflect on tableau illustrations based on selections from Didn’t Do My Homework Because . . . by Davide Cali and Benjamin Chaud.

This item has not yet been field-tested.


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–OBSERVATION

  • Dimension
  • Student creates a tableau based on instructed emotions, dimensions, and one of five senses.

  • 1
  • 2
  • 3
  • 4
  • Little or no evidence of the creation of tableau based on emotions, dimension, and one of five senses.

    N/A at this time.
  • Completed the creation of one tableau based on emotions, dimension, and one of five senses in a minimal way.

    N/A at this time.
  • Completed the creation of two or three tableaux based on emotions, dimension, and one of five senses competently.

    N/A at this time.
  • Completed the creation of three tableaux based on emotions, dimension, and one of five senses in a creative and detailed way.

    N/A at this time.

TEACHER SCORING RUBRIC–CRITIQUE WORKSHEET

  • Dimension
  • Questions 1 and 2

    Critique personal artistic design choices of sounds and movements

  • Question 3

    Critique peers’ artistic design choices of sounds and movements

  • 1
  • 2
  • 3
  • 4
  • Student provided little or no evidence of thoughtful consideration of the question.

    N/A at this time.
  • Student provided a simple or partial explanation of why he or she chose particular sounds and movements for the illustration tableaux.

    N/A at this time.
  • Student provided a competent description of why he or she chose particular sounds and movements for the illustration tableaux.

    N/A at this time.
  • Student provided a thoughtful and incisive appraisal of why he or she chose particular sounds and movements for the illustration tableaux.

    N/A at this time.
  • Student provided little or no evidence of thoughtful consideration of the question.

    N/A at this time.
  • Student provided a simple or partial explanation of why he or she chose a favorite sound and movement from peers’ illustration tableau(s).

    N/A at this time.
  • Student provided a complete description of why he or she chose a favorite sound and movement from peers’ illustration tableau(s).

    N/A at this time.
  • Student provided a thoughtful and incisive appraisal of why he or she chose a favorite sound and movement from peers’ illustration tableau(s).

    N/A at this time.

TEACHER SCORING RUBRIC–REFLECTION

  • Dimension
  • Question 1

    Reflection on student’s source of movement and sound ideas

  • Question 2

    Reflection on what was enjoyed most by student

  • Question 3

    Reflection on what was enjoyed least by student

  • 1
  • 2
  • 3
  • 4
  • Student provided little or no evidence of thoughtful consideration of the question.

    N/A at this time.
  • Student provided a simple or partial explanation of the source for certain movement choices.

    N/A at this time.
  • Student provided a competent description of the source for certain movement choices.

    N/A at this time.
  • Student provided a thoughtful and incisive appraisal of the source for certain movement choices.

    N/A at this time.
  • Student provided little or no evidence of thoughtful consideration of the question.

    N/A at this time.
  • Student provided a simple or partial explanation of what he or she enjoyed about the task.

    N/A at this time.
  • Student provided a competent description of what he or she enjoyed about the task.

    N/A at this time.
  • Student provided a thoughtful and incisive appraisal of what he or she enjoyed about the task.

    N/A at this time.
  • Student provided little or no evidence of thoughtful consideration of the question.

    N/A at this time.
  • Student provided a simple or partial explanation of what he or she did not enjoy about the task.

    N/A at this time.
  • Student provided a competent description of what he or she did not enjoy about the task.

    N/A at this time.
  • Student provided a thoughtful and incisive appraisal of what he or she did not enjoy about the task.

    N/A at this time.
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