V.E405

Safety Poster

Students will be asked about their knowledge of safe management and use of art classroom tools and materials. Students will be given a list of potentially hazardous tools and materials and asked to create a safety poster using basic computer graphic design tools.

Teachers should create a series of tools and materials lists they will give to students. They may give different subsets of a main list (e.g., tools that are sharp; tools used with clay, tools used in jewelry making, permanent paints and inks, brushes) to different groups of students in order to get a variety of results.

The list of tools and materials may include but is not limited to:
o Scissors
o X-ACTO knives
o Paper cutter
o Pin tools
o Wire clay cutter
o Extruder
o Slab roller
o Power tools and other electrical devices
o Long hair, dangling earrings, and other jewelry
o Acrylic paints and inks

This item has not been field tested by Michigan teachers.

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

  • Communication

  • Use of Technology

  • Use of Design Principles*

    *This category is only assessed for classes that also study the principles of graphic design.

  • 1
  • 2
  • 3
  • 4

  • Student communicated little or no information about the management of selected tools and/or materials.

    N/A at this time.

  • Student communicated some information about the management of selected tools and/or materials.

    N/A at this time.

  • Student effectively communicated information about the management of selected tools and/or materials.

    N/A at this time.

  • Student clearly and effectively communicated detailed information about the management of selected tools and/or materials in a persuasive manner.

    N/A at this time.

  • Student had difficulty selecting technology tools and was unable to complete a poster.

    N/A at this time.

  • Student selected technology tools and used them in an emerging way to generate a poster.

    N/A at this time.

  • Student selected technology tools and used them skillfully to generate a poster and communicate ideas.

    N/A at this time.

  • Student made an excellent selection of technology tools to skillfully generate a poster and communicate ideas.

    N/A at this time.

  • Used none to two of the five listed principles of graphic design to compose a poster: balance, use of white space (items may be crowded, hard to read), contrast, repetition, and alignment.

    N/A at this time.

  • Used three of the five listed principles of graphic design to compose a poster: balance, use of white space, contrast, repetition, and alignment.

    N/A at this time.

  • Used four of the five listed principles of graphic design to compose an effective poster: balance, use of white space, contrast, repetition, and alignment.

    N/A at this time.

  • Used all five principles of graphic design to compose an effective and compelling poster: balance, use of white space, contrast, repetition, and alignment.

    N/A at this time.
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