V.E334

Trash to Treasure

Trash to Treasure

Students will view a short (3:18) video entitled “Chinese-Born Artist Ma Li Makes Treasure from Trash.” Based on their observations, students will respond to two reflective questions. Then students will each sketch a plan for a work of art that uses trash and conveys a meaningful idea.

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


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 - Artwork Plan

  • Dimension
  • Creativity

  • Content

  • 1
  • 2
  • 3
  • 4
  • Student was unable to visualize a solution to the design problem. Ideas sketched were copied or restated.

    N/A at this time.
  • Student visualized one idea in order to solve the design problem. Ideas sketched were combined in ways that may have been derived from the thinking of others.

    N/A at this time.
  • Student visualized more than one idea in order to solve the design problem. Ideas sketched were combined in original ways.

    N/A at this time.
  • Student visualized multiple ideas in order to solve the design problem. Ideas sketched were combined in original and surprising ways.

    N/A at this time.
  • Student’s plan for artwork was incomplete, and meaning was not clearly described. Materials and processes the student chose had little connection to his or her intended meaning.

    N/A at this time.
  • Student’s plan for artwork was vague and did not clearly describe meaning. There was a connection made between the materials and processes chosen and the artist’s intended meaning.

    N/A at this time.
  • Student was able to develop a plan for artwork that conveyed meaning. Student chose materials and processes that enhanced meaning making.

    N/A at this time.
  • Student was able to develop a plan for artwork that clearly conveyed meaning. Student chose materials and processes that effectively enhanced meaning making.

    N/A at this time.
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