V.T405

Self-Publication (Zine)

Self-Publication (Zine)

Students will create and publish a zine on a topic of their choice. A zine is a small booklet or magazine that is self-published using a copier.

The topic of the zine should be an issue of interest in a community—local, national, or international. The issue will be up to the student, and what the issue is can be very open. It may be very personal or of wider social interest. The goal is to inform an audience about the issue or show what the student thinks about the issue. He or she will decide on the age level, profile, and interests of the audience and the content should fit the chosen audience. The students will also describe how he or she will distribute the zine.

This item has not been field-tested by Michigan teachers.


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

  • Dimension
  • Creativity

    Applies creative process individually

  • Quality Of Design

    Uses elements and principles of design to create effective and engaging page layouts

  • Quality of Presentation

    Text elements are fully legible, incorporated effectively into compositions, and considered as visual structures with obvious intent to consider shape, brightness, size, and placement of text.

  • Quality of Production

    Zine is folded accurately to produce neat, uniform pages. All pages have appropriate orientation. All content is contained on pages, not cut off at margins.

  • Topic

    Choice is appropriate for publication and presents strong knowledge base.

  • Reflection

    Student is able to reflect on their artwork

  • 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 & take a risk.

    N/A at this time.
  • The student’s ideas are somewhat creative. Some new ideas are generated.
    A voice and style are present.
    Rarely takes a risk.

    N/A at this time.
  • The student’s ideas are creative. Recognizes conventional thinking & comes up with some alternatives.
    A clear and confident voice and style are present.
    Takes some risks.

    N/A at this time.
  • The student’s ideas are unusually creative. Recognizes conventional thinking & comes up with many alternatives.
    Voices ideas about important feelings and ways to highlight them in sophisticated ways.
    Takes risks in form, style, and/or content.

    N/A at this time.
  • Little evidence of strong intentional awareness of shape in balance of positive and negative space, of both strong brightness (value) structures, or of effective graphic page layouts. Layouts are random or rudimentary.
    Little to no use of advanced visual structures.

    N/A at this time.
  • Some areas or pages show awareness and intent in shapes of both positive and negative space, in use of brightness (value) structures through bold black shapes, or of linear shading and other drawing.
    Very limited use of advanced visual structures.

    N/A at this time.
  • Most pages show awareness and intent in shapes of both positive and negative space, in use of brightness (value) structures through bold black shapes, or of linear shading and other drawing.
    Some use of advanced visual structures: overlap, juxtaposition of found and drawn images, use of light and shadow, etc.

    N/A at this time.
  • All pages show awareness and intent in shapes of both positive and negative space, in use of brightness (value) structures through bold black shapes, or of linear shading and other drawing.
    Consistent use of advanced visual structures: overlap, juxtaposition of found and drawn images, use of light and shadow, etc.

    N/A at this time.
  • Text elements are mostly legible. Text use mostly shows awareness of function over form and little consideration of shape and placement. Some text may be sloppy or illegible.

    N/A at this time.
  • Text elements are neatly rendered and legible. Some consideration of effective visual placement of text in composition layout is evident. Consideration of text blocks as shape is minimal.

    N/A at this time.
  • Some text elements may not be fully legible; some awareness of use of text as shape is evident.
    Some text elements are not considered as shapes, or not neatly rendered.

    N/A at this time.
  • Text elements are fully legible, incorporated effectively into compositions, and considered as visual structures with obvious intent to consider shape, brightness, size, and placement of text.

    N/A at this time.
  • Consistent errors throughout.

    Has errors in page orientation; one or more pages have wrong orientation (upside down).

    N/A at this time.
  • Folding is extremely sloppy.

    Significant content running off the page throughout.

    N/A at this time.
  • Minor errors in folding or content running off page.

    N/A at this time.
  • All aspects of zine presentation quality are accurate, including page orientation, and folding and content does not run off margins,

    N/A at this time.
  • Does not reflect author’s investment in a topic of interest to author or audience. Little or no attempt made to engage audience in either a topic of interest or a story that would engage interest in an anecdote, event, or concept.

    N/A at this time.
  • Topic is of personal, societal, or universal interest. May not reflect unusual knowledge or insight, but strong use of a story format makes topic engaging and worthy of reading.

    N/A at this time.
  • Topic is of strong personal, societal, or universal interest so as to be relevant and engaging to an audience of readers. Represents knowledge or individual insight reflecting research or direct experience to report atypical content.

    N/A at this time.
  • Topic is of strong personal, societal, or universal interest so as to be relevant and engaging to an audience of readers. Represents unusual depth of knowledge or individual insight reflecting research or direct experience to report atypical content. Uses a strong story format to attract and engage readers through a narrative.

    N/A at this time.
  • Student is unclear or unable to address questions.

    N/A at this time.
  • Student is less than clear in addressing two or more of the questions.

    N/A at this time.
  • Student is able to reflect on their artwork and answers all questions completely.

    N/A at this time.
  • Student is able to reflect on their artwork and gives detailed and in-depth answers to all questions.

    N/A at this time.

TEACHER SCORING RUBRIC—ASSESSMENT QUESTION #3

  • Dimension
  • Artist’s Intent

  • Ideas Supported with Examples

  • Fluent in Communication

  • 1
  • 2
  • 3
  • 4
  • Student showed evidence of ill-defined or no interpretation of target audience and identified general message based only on image and not design elements.

    N/A at this time.
  • Student showed evidence of interpretation of a broadly defined target audience and identified a general message and/or mood.

    N/A at this time.
  • Student showed evidence of accurate interpretation of a general target audience and identified both general message and mood.

    N/A at this time.
  • Student showed evidence of insightful interpretation of a specific target audience and identified a specific and accurate message and mood.

    N/A at this time.
  • Student did not use any examples in support of his/her views.

    N/A at this time.
  • Student only used a few examples in support of his/her views.

    N/A at this time.
  • Student used many examples in support of his/her views.

    N/A at this time.
  • Student used a wide variety of examples in support of his/her views. (Examples may include but are not limited to: use of bright, saturated, aggressive, and patriotic color, gender, clothing showing time period, strong, aggressive block lettering with high contrast, gesture, pose, and gaze of figure, simple, strong graphic shapes, and legibility.)

    N/A at this time.
  • Student’s writing communicated little insight about the work of art. It was neither clear nor well-organized and had many mechanical errors.

    N/A at this time.
  • Student presented some information but used little art vocabulary. Writing has lapses in organization and clarity and some mechanical errors.

    N/A at this time.
  • Other than a few mechanical errors (spelling, punctuation, sentence structure), student presented information in a well-written and organized way, using some art vocabulary.

    N/A at this time.
  • Student presented information in a thorough, clear, well-written, and organized way, using art vocabulary.

    N/A at this time.
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