V.T410

Utopia Design

The utopia design uses as a major objective the idea that a utopia serves to support a community, not just the needs of the designer. The needs of a community can be very utilitarian; the basic needs of survival are always addressed by the community. A utopian community would also nurture people to help them to be healthy, happy, loved, and fulfilled.

After responding to both selected and constructed response items, students will brainstorm and research ideas about utopia to develop a series of sketches expressing their choices of utopian features. From the sketches, students will create a final work using their choice of media. Students will be asked to place an emphasis on creating a utopia as a society, not just a personal hedonistic theme park.

The skills and techniques to be assessed will be the development of coherent visual structures based on intentional use of elements and principles of art to express meanings around the theme of utopia.

Visual structures chosen may include forms such as charts or maps, cutaways, and magnifications. Various structures could be combined or juxtaposed. Game boards could be designed. Collections of features could be drawn in a grid as a form of scientific documentation of an imagined society. There are no limits, and realism should not be emphasized or favored.

This item has not yet been field-tested.

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

  • Dimension

  • Intent–Creative Ideation

    Applies creative process individually to formulate clear, intentional meanings.

  • Materials

    Chooses materials appropriate to intended idea and ability in order to convey ideas. Clearly shows awareness of range of media or technique to create mood or meaning.

  • Skills

    Use of media shows a range of skills guided by clearly articulated intent.

  • Visual Structures

    Elements and principles of design and various visual forms or structures are considered, consistent, and used with clear intent.

  • Reflection

    Able to articulate awareness of how skills relate to personal intentions and to reflect on decision- making process to document knowledge base.

  • 1
  • 2
  • 3
  • 4

  • Collected drawings express minimal exploration of ideation of intent. One or two functions of a utopian society are expressed through clearly identifiable images in sketches and final drawing.
    Ideas are focused on personal needs; community needs are coincidental or neglected.

    N/A at this time.

  • Collected drawings express some exploration of ideation of intent. Three or four functions of a utopian society are expressed through clearly identifiable images in sketches and final drawing.
    Community needs are only minimally considered.

    N/A at this time.

  • Collected drawings express a strong exploration of ideation of intent. Five to seven functions of a utopian society are expressed through clearly identifiable images in sketches and final drawing.
    Multiple senses are addressed through inclusion of ideas about sound, taste, etc. Ideas are not all self-centered; some concepts address community needs.

    N/A at this time.

  • Collected drawings express a comprehensive exploration of ideation of intent. Eight to ten or more functions of a utopian society are expressed through clearly identifiable images in sketches and final drawing.
    Multiple senses are addressed through inclusion of ideas about sound, taste, etc. Ideas are not self-centered; many concepts address community needs.

    N/A at this time.

  • Choices of media seem somewhat arbitrary or depend more on skills than meanings. Awareness of media choices is inconsistent or not developed to expected level.

    N/A at this time.

  • Choices of media convey some meanings. Form aligns with intent on some level. Some awareness of range of chosen media is displayed.

    N/A at this time.

  • Choices of media convey clear meanings. Form and meaning align appropriately to create compelling gestalt of idea and form. Appropriate awareness of range of media is displayed; choice of media develops and adds to idea and meaning.

    N/A at this time.

  • Choices of media convey clear meanings. Form and meaning align appropriately to create compelling gestalt of idea and form. Outstanding awareness of range of media is displayed; choice of media develops and adds to idea and meaning, with excellent applications and techniques.

    N/A at this time.

  • Level of skill is adequate to convey ideation. Little variety or advanced development of media skill is evident; ideas are conveyed but skills are below expected level of Level 2 art student.

    N/A at this time.

  • Some level of skill in manipulating chosen media, such as blending and varied use of line and other elements with dry media, and neat cutting and pasting in collage. Some inconsistency in skills creates discontinuity; minimal variety of skills is evident.

    N/A at this time.

  • Appropriate level of skill in manipulating chosen media, such as blending and varied use of line and other elements with dry media, and neat cutting and pasting in collage. Mostly consistent skills create continuity; some variation in skills shows to show versatility is evident.

    N/A at this time.

  • Outstanding level of skills in manipulating chosen media, such as sophisticated blending and clearly dynamic application of line and other elements with dry media, and precise cutting and pasting in collage. A clear level of consistency, continuity, and variety in skills shows skill guided by intent in all areas of media application.

    N/A at this time.

  • Use of elements, principles, and structures is difficult to identify as consistent with intent. Choices appear random or inconsistent, limited, or dictated by common conventional structures or clichés.

    N/A at this time.

  • Intentional use of elements, principles, and structures can be readily identified in part of artwork. Effective choices are mostly within a single structure; may include realistic representation, mapping, or other, but largely stays within the conventions of a single chosen structure.

    N/A at this time.

  • Intentional use of elements, principles, and structures can be readily identified in much of artwork. Appropriate choices of visual structures are present, such as mapping, juxtaposition, charting, and combining of words and images. Drawn images may display skill with depth cues, line, and continuity in the use of local (realistic) or abstract (coherent and expressive) color and value.

    N/A at this time.

  • A number of intentional and varied uses of elements, principles, and structures can be readily identified throughout the artwork. Outstanding, appropriate, and varied or multiple visual structures may be present, such as mapping, juxtaposition, charting, and combining words and images. Drawn images display outstanding skill with depth cues, line, continuity in the use of local (realistic) or abstract (coherent and expressive) color and value.

    N/A at this time.

  • Fails to address all applicable questions and/or is unable to correlate support for answers with the drawings produced.

    N/A at this time.

  • Addresses all applicable questions with some support of answers seen in the drawings.

    N/A at this time.

  • Addresses all applicable questions with clear support of most answers seen in the drawings.

    N/A at this time.

  • Addresses all applicable questions with clear support of all answers seen in the drawings.

    N/A at this time.

TEACHER SCORING RUBRIC—ASSESSMENT QUESTION

  • Dimension

  • Knowledge of and ability to conceive ideas to support human bonding for stable communities

  • 1
  • 2
  • 3
  • 4

  • The student’s understanding of the topic is incomplete or has many misconceptions.

    N/A at this time.

  • The student has an incomplete understanding of the topic and/or misconceptions about some of the information but shows basic understanding of the topic.

    N/A at this time.

  • The student understands the information important to the topic but not in detail. Specific examples are given to support some points and ideas.

    N/A at this time.

  • The student has a complete and detailed understanding of the information important to the topic. Specific examples are given to support all points and ideas.

    N/A at this time.
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