Criteria/Objective

(Paste objectives
below. You may
divide an objective
into different rows, as
needed)
The students will
develop the ability to
establish a
relationship with a
Kindergarten student
to convey the
collaborative artistic
idea of relationships.

The students will

develop the ability to
use appropriation
when transforming a
line drawing into a
recognizable and
meaningful
watercolor painting.

The students will

develop an

Exemplary (A)

Good (B)

Satisfactory (C)

Needs Improvement
(D or below)

The artwork is original,

creative and innovative.
The student utilized a
component from their own
new relationship experience
and can confidently explain
the reasoning. Overall, It
expresses a brilliant
understanding of the
importance of relationships.
He/she expresses a
meaningful story through
art.

The artwork is original,

creative, and innovative,
though they could have
reached further. The
student utilized a
component from their own
new relationship
experience and can
partially explain the
reasoning. Overall, it
expresses an adequate
understanding of the
importance of
relationships. He/she
attempted to express a
meaningful story through
art.

The artwork could use

more creativity and
originality. The student
utilized a component from
their own new
relationship experience,
but cannot explain the
reasoning. Overall, it
expresses a foggy, unclear
understanding of the
importance of
relationships. He/she did
not attempt to express a
meaningful story through
art.

The artwork is not

creative and the student
did no utilize a
component from their
own new relationship
experience. Little to no
understanding of the
importance of
relationships is displayed,
nor did they attempt to
tell a meaningful story
through art.

The student actively

participated during the
meeting with the
Kindergarten partners. They
took the time to ask
significant and meaningful
questions and gain
inspiration for their design.

The student actively

participated during the
meeting with the
Kindergarten partners.
They took the time to ask
questions, but their
questions could have been
more insightful and more
tied to gaining inspiration
for their design.

The student did not

actively participate during
the meeting with the
Kindergarten partners.
They asked few questions,
and none were insightful
or connected to gaining
inspiration for their
design.

The student did not

participate in the meeting
with the Kindergarten
partners, and did not ask
any questions.

The student successfully

used the line drawing
provided to create a fuller
watercolor painting. He/she
incorporated all of the lines
provided in a unique way.

The student successfully

used the line drawing
provided to create a fuller
watercolor painting.

The student did not

properly use the line
drawing to create a fuller
watercolor painting.

The student did not

incorporate the line
drawing in their final
piece.

The student is able to give a

meaningful reasoning for
the compositional and
subjective elements chosen
to make up this piece.

The student is able to give

an adequate reasoning for
the compositional and
subjective elements chosen
to make up this piece, but
the ideas could have been
pushed even further. They
could have thought more
about their options and
utilized the space of the
piece better.

The student is able to give

a basic reasoning for the
compositional and
subjective elements
chosen to make up this
piece, but they could have
thought more about their
options and utilized the
space of the piece better.

The student is unable to

give any reasoning for the
compositional and
subjective elements
chosen to make up this
piece. They could have
thought about their
options and utilized the
space of the piece better.

The student used

brainstorming and sketch

The student brainstormed

for the project, and utilized

The student did not use

brainstorm and sketch

The students did not

brainstorm, plan, or

understanding of
how to use
watercolors with
proper technique by
exploring all
possibilities and
spending efficient
time practicing
before starting the
final work of art.

days very wisely. They

considered all possibilities
and planned precisely. The
student used the
photocopied versions to lay
out their project to the best
of their ability. The student
practiced the different
techniques for using
watercolors that were
demonstrated during class
time until they had an
efficient perception.

the sketch days, though

they did not consider all
possibilities. They briefly
looked at the photocopied
versions to help plan their
project. The student
practiced the different
techniques for using
watercolors that were
demonstrated during class
time, but stopped before
they had an efficient
perception. More time
should have been spent
learning the techniques so
that the potential of the
piece could have been
reached.

days wisely. They were

not focused on planning
or considering multiple
possibilities. They did not
take advantage of the
photocopied versions. The
student did not practice
the different techniques
for using watercolors that
were demonstrated during
class time. Time should
have been spent learning
the techniques so that the
potential of the piece
could have been reached.

sketch for this project.

They did not utilize the
photocopied versions.
The student did not
practice the different
techniques for using
watercolors that were
demonstrated during class
time. Time should have
been spent learning the
techniques so that the
potential of the piece
could have been reached.

The final piece

demonstrates a clear
understanding of how to use
watercolors. He/she used
multiple techniques such as
dry on dry, wet on wet, wet
on dry, etc. He/she used
various brushes and brush
sizes in order to portray
multiple textures and
details.

The final piece

demonstrates adequate
understanding of how to
use watercolors. He/she
used a few techniques such
as dry on dry, wet on wet,
wet on dry, etc. He/she
used no more than two
brush types in order to
portray multiple textures
and details.

The final piece

demonstrates a basic
understanding of how to
use watercolors. He/she
used only one technique
such as dry on dry, wet on
wet, wet on dry, etc.
He/she used one brush
type, which did not help
to portray multiple
textures and details.

The student does not

demonstrate an
understanding of how to
use watercolors. No
specific techniques were
utilized and only one
brush was used
throughout the entire
piece

The student went above and

beyond the expectations for
this project. They used all
of the allotted class time
and more. Student was
consistently active in class
discussions and critiques.

The student reached

expectations for this
project. They used the
majority of class time
efficiently. Student was
acceptably active in class
discussions and critiques.

The student did not reach

expectations for this
project. They used some
class time efficiently, but
their work and attitude
throughout the project did
not display acceptable
care or effort. Student did
not participate in class
discussions and critiques
more than a couple of
times.

The student did not reach

expectations for this
project. They did not use
class time efficiently, and
displayed little to no
acceptable care or effort.
Student did not
participate in class
discussions and critiques.

Craftsmanship

The paper is neat, free of

bends and tears. Careful
attention was paid to the
final professional look.
(looks pristine)

The paper is mostly neat

and free of bends and
tears. Attention was paid to
the final professional look.

The paper is messy. It has

some bends and/or tears.
The student did not pay
attention to the final
professional look.

The paper is not neat. It

has multiple bends and
tears. The looks uncared
about. The student did not
pay attention to the final
professional look.

Sketches

The student completed

multiple sketches for ideas
and carefully considered
which one to select for final
design. The student did not
just go with the first idea
and just fill in the other
sketches to complete the
assignment.

The student completed

multiple sketches for ideas,
thought they stuck with the
first idea and tended to
fill in the other sketches
to complete the
assignment.

The student did not

complete multiple
sketches. They stuck with
their first idea only, and
refused to complete other
sketches.

The student did not

complete any sketches.

Effort/Participation

Total Points or Grade:

Teacher Comments: