V.T419

Plan for Place

Plan for Place

Second-, third-, and fourth-year (Levels 2 and 3) students will develop a plan for a complex work of art based on the idea of place. Since this plan is a drawing only, students may envision a final work in any conceivable media or combination of media. The task will be introduced with two Art 21 video clips, some writing, and a mind-mapping exercise. Students will communicate their final vision in a plan for any media they choose. They will only make a drawing for a plan, not create the actual project.

After considering and selecting a place that has been important or meaningful to them, students will plan a work of art based upon that place. Their plan must include enough detail in drawings, sketches, and notes that the viewer can clearly envision the finished piece. Upon completion, students will reflect upon their creative process.

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
  • Creativity

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

  • Craft

    Apply art techniques and knowledge with competence.

  • Concept

    Explore and present personal ideas in a visual way.

  • Communication of Content

    Clearly express meaning.

  • 1
  • 2
  • 3
  • 4
  • The student’s ideas lack creativity. Very few new ideas; re-hash of conventional thinking; ideas clichéd. No apparent personal voice. Unable to step out and take a risk.

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  • The student’s ideas are somewhat creative. Some new ideas are generated. Voice and style are present. Rarely takes a risk.

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  • The student’s ideas are creative. Recognizes conventional thinking and comes up with some alternatives. A clear and confident voice and style are present. Takes some risks in form, style, and/or content.

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  • The student’s ideas are unusually creative. Recognizes conventional thinking and comes up with many alternatives. Voices ideas about important feelings and ways to highlight them in sophisticated ways, such as metaphor and/or symbol. Takes risks in form, style, and/or content.

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  • Choice of media does not contribute to idea and meaning. The work uses little or no detail to help tell the story.

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  • Choice of media does not contribute to idea and meaning. The work uses some detail to help tell the story.

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  • Choice of media does not contribute to idea and meaning. The work uses some detail to help tell the story.

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  • Choice of media develops and adds to idea and meaning. The work is vivid through careful attention to telling details.

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  • Concept map and notes reveal little exploration of intent. Student was not able to reveal any personal meaning and expression.

    N/A at this time.
  • Concept map and notes express a simple and concrete exploration of intent. Student investigated the idea of PLACE but revealed little personal meaning and expression.

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  • Concept map and notes express a thorough exploration of intent. Student investigated the idea of PLACE and took risks to reveal some personal meaning and expression.

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  • Concept map and notes express a comprehensive exploration of intent. Student investigated the idea of PLACE and took risks to reveal personal meaning and expression with insight and reason.

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  • Sketches and final drawing were incomplete or difficult to understand. Incomplete or no responses to reflection questions.

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  • Lack of clarity and focus in sketches and final drawing. Ideas and feeling conveyed were vague and there was little student response to the work. Limited reflection after work was completed.

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  • Identifiable images in sketches and final drawing. Strong ideas and feeling were conveyed; the student was responsive to the work.
    Thoughtful reflection after work was completed.

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  • Clearly identifiable images in sketches and final drawing. Strong ideas and feeling were conveyed; the student was highly responsive to the work. Insightful reflection after work was completed.

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