V.E301

Innovative Solutions to Everyday Problems

Innovative Solutions to Everyday Problems

Students will identify a design flaw in an item and create an innovative solution for improving their lives. Using the artistic/creative process, as identified in the Michigan Merit Curriculum guidelines (www.michigan.gov/documents/VPAA_167752_7.pdf, page 7), students will create a sketch using the artistic/creative process to show their identified design flaw and new innovation.

This item has not yet been field-tested.


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
  • Creative Process

    Uses artistic/ creative process to identify and create unique solutions

  • Knowledge and Skills

    Creates effective and compelling visual solution (sketch)

  • 1
  • 2
  • 3
  • 4
  • The student’s ideas lack creativity: very few new ideas; rehash of conventional thinking and ideas clichéd.

    No apparent use of artistic/ creative process in design is present.

    N/A at this time.
  • The student’s ideas are somewhat creative. Some thought of a new idea is generated.

    Design shows some artistic/
    creative process but it is not strong.

    N/A at this time.
  • The student’s ideas are creative. The student recognizes conventional (i.e. ordinary) thinking and comes up with most of a solution.

    A clear and confident design in style is present with most of the areas of the artistic/creative process used.

    N/A at this time.
  • The student’s ideas are creative. The student recognizes conventional (i.e. ordinary) thinking and comes up with a solution to a problem.

    Design shows that all seven areas of the artistic/creative process were used.

    N/A at this time.
  • No use of knowledge in sketches is present.

    One quarter of the paper is used for composition.

    There is little or no integration of elements of art and principles of design.

    N/A at this time.
  • Little use of
    knowledge and minimum details are in sketches.

    About half the paper is used for composition.

    Little or no integration of elements of art and principles of design are present.

    N/A at this time.
  • Student uses some range of knowledge and details in sketches.

    Student shows an awareness of whole composition.

    Student uses some of the elements of art and principles of design.

    N/A at this time.
  • Student uses a wide range of knowledge and includes extensive details in sketches.

    Drawing is clearly constructed as a whole composition rather than a sketch.

    Student uses the elements of art and principles of design.

    N/A at this time.
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