V.E207

Using Memories in Your Artwork

Students will respond to and create a drawing to show how a memory or personal experience can influence the content of artwork.

Students will be asked to look for three visual and storytelling details that might let them know about a childhood memory that would have influenced this artwork. They will then be asked to describe what in the sculpture makes them think this. Students will be asked to look at Henry Moore’s sculpture Rocking Chair No. 2 in their Student Booklets.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students.

Teacher Booklet

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Student Booklet

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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–DRAWING

  • Dimension

  • Sketch/plan a sculpture of a memory of you and a friend doing something together

  • 1
  • 2
  • 3
  • 4

  • The drawing shows only one person.

    N/A at this time.

  • The drawing includes two people and no details.

    View Exemplar

  • The drawing includes two people and some details that suggest a memory.

    View Exemplar

  • The drawing includes two or more people and enough details that the memory is communicated visually.

    View Exemplar

TEACHER SCORING RUBRIC

  • Dimension

  • Discuss how your memory influenced your drawing.

  • 1
  • 2
  • 3
  • 4

  • The student’s written response shows no attempt to connect the drawing to a memory.

    N/A at this time.

  • The student’s written response includes one way the drawing is connected to a memory.

    View Exemplar

  • The student’s written response includes two ways the drawing is connected to a memory.

    View Exemplar

  • The student’s written response includes three ways the drawing is connected to a memory.

    View Exemplars
    View Exemplars

TEACHER SCORING RUBRIC–ASSESSMENT QUESTION

  • Dimension

  • Understanding the connection between life experiences and making artwork

  • 1
  • 2
  • 3
  • 4

  • The student’s response includes no examples of how Moore’s artwork could connect to a life experience.

    N/A at this time.

  • The student’s response includes only one example of how Moore’s artwork could connect to a life experience.

    View Exemplar

  • The student’s response includes two examples of how Moore’s artwork could connect to a life experience.

    View Exemplar

  • The student’s response includes three examples of how Moore’s artwork could connect to a life experience.

    View Exemplar
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