M.T417

Visual Arts Comparison

Visual Arts Comparison

Students will choose two pieces of visual art from a set of famous/iconic pieces (representative of different eras/genres). For each of the two visual art pieces, students will choose a piece of music from the same era/genre and write a short essay about the similarities between the artworks and the musical pieces.

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

  • Dimension
  • Presentation, Clarity, and Mechanics

  • Comparing artistic works

  • Use of visual art and music vocabulary

  • Connections between visual and performance art contexts

  • 1
  • 2
  • 3
  • 4
  • The essay is extremely unclear and unprofessional in terms of delivery, conventions, and structure.

    N/A at this time.
  • The essay is somewhat clear, but there are a number of issues that detract from the execution (e.g., grammar, syntax, and structure).

    N/A at this time.
  • The essay is mostly clear, well structured, and professionally written with few errors in writing mechanics.

    N/A at this time.
  • The essay is clearly and professionally written; the presentation of information is very engaging, and writing mechanics are well executed.

    N/A at this time.
  • Student does not demonstrate any understanding of the similarities and differences between the works.

    N/A at this time.
  • Student demonstrates a basic understanding of the similarities and differences between the works.

    N/A at this time.
  • Student demonstrates a satisfactory understanding of the similarities and differences between the works.

    N/A at this time.
  • Student demonstrates a rich understanding of the similarities and differences between the works.

    N/A at this time.
  • Student does not use any visual art or music vocabulary to support the analysis.

    N/A at this time.
  • Student rarely uses visual art or music vocabulary to support the analysis.

    N/A at this time.
  • Student often uses visual art and music vocabulary to support the analysis.

    N/A at this time.
  • Student consistently uses visual art and music vocabulary to support the analysis.

    N/A at this time.
  • Student does not make any connections between visual and performance art contexts.

    N/A at this time.
  • Student makes weak connections between visual and performance art contexts.

    N/A at this time.
  • Student makes adequate connections between visual and performance art contexts.

    N/A at this time.
  • Student makes strong connections between visual and performance art contexts.

    N/A at this time.
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