Visual Arts Assessment Standards

Ceramics & Sculpture

Grades 9-12
ACS Cobham High School Art
The High School Art Department uses the standards adopted by ACS Cobham in the visual arts to
assess work done in each of its course offerings. The standards are broad and apply to a range of
activities in the visual arts, so art elective courses adapt each of the standards that relate
specifically to the particular coursework to assess the work done in each course.
Please refer to the main handout of Visual Arts Assessment Standards Grades 9-12 ACS
Cobham High School Art Department for an overview of the complete set of assessment
standards used in the visual arts in the High School at ACS Cobham.
This handout is an overview of the specific assessment standards that apply to the
Ceramics and Sculpture course to give students an understanding of how their work is
assessed.
In Ceramics and Sculpture, the coursework assessment is based on learning and applying
techniques of hand-built ceramics and surface decoration, principles of functional and aesthetic 3D
design, and techniques of additive and subtractive sculpture.
The coursework assessment also emphasises good organisational and research skills, the ability
to work effectively in a timely way on individual projects, and a knowledge of historical and current
artistic developments in ceramics and sculpture, which help to inform and inspire the students
own work.
Safe and appropriate use of studio materials and equipment is included in the assessments, and
assessments also take into account the growth and skills development demonstrated by a student
in each of these areas over time.
The grading in the course includes assessments of individual stages in research and development
of studio projects as well as class progress grades, which reflect effort and timeliness.
The grades are both formative and summative, with feedback on progress given during the stages
of research and development and formal grades given on completed projects.
Final projects are assessed for creative and technical qualities relating to the approaches and
mediums used. Grading includes written evaluation of results and grades earned for each
assignment component.
There are also grades earned from worksheets, tests and quizzes of information and techniques
presented during the course, and from critiques done during the course of work-in-progress and
final project results.
Quarterly grades are computed from the average of all assessment grades earned during the
quarter.
First semester exams are comprehensive written exams and second semester exams are practical
studio-based project exams.
The following visual arts standards apply more specifically to the coursework in Ceramics and
Sculpture:

STANDARD 1: Methods, Materials, and Techniques

Students will demonstrate knowledge of the methods, materials, and techniques unique to
the ceramics and sculpture.
1.9 Demonstrate the ability to create 3D works that show knowledge of unique
characteristics of particular media, materials, and tools
1.10 Use manual sources and electronic technology for reference and research

1.12 Describe and apply procedures to ensure safety and proper maintenance of the
workspace, materials, and tools
1.13 Make reasonable choices of 3D media, materials, tools, and techniques to achieve
desired effects in specific projects
RUBRICS FOR ASSESSMENT OF STANDARD 1AT THE LOWEST LEVEL OF ASSESSMENT:
The student will be largely ignorant of the variety of 3D art techniques available to them, and will
not be able to make reasonable choices about which ones to use to create effective or expressive
artworks.
They will not be able to develop or create effective 3D studio pieces, and their choice and use of
materials will not contribute any sense of coherent style or expressive qualities to their artwork.
They will not be knowledgeable about the safe and appropriate use of studio materials and
equipment in the production of coursework, which will lead to technical problems and time wasted
correcting mistakes.
AT THE HIGHEST LEVEL OF ASSESSMENT:
The student will be thoroughly familiar with a variety of 3D art techniques and be able to choose
among them to develop and produce studio pieces that are technically and expressively creative.
They will be able to develop and produce 3D studio pieces that creatively exploit the expressive
qualities of the chosen mediums to enhance their originality and the coherence of their visual style.
They will be thoroughly familiar with the safe and appropriate use of studio materials and
equipment, and will be able to avoid technical problems during production or waste time correcting
errors caused by ignorance.

STANDARD 2: Elements and Principles of 2D and 3D Design

Students will demonstrate knowledge of the elements and principles of 2D and 3D design.
2.12 Apply knowledge of the principles of 3D functional and aesthetic design to a project
focusing on the use of form, texture and space and the ability to create the illusion of 3D
form on a low-relief surface, and apply knowledge of the principles of 2D design to a project
focusing on the use of colour, texture and shape to create surface decorations on ceramics
and sculptures
2.14 Review systems of visualizing 3D information and creating form, space and volume,
for example, scale, realistic and stylised human proportions, and create works using these
systems
2.16 Create 3D artworks that demonstrate a purposeful use of the elements and principles
of design to convey meaning and emotion or establish a mood
2.17 Create 3D artworks that demonstrate facility in selective use of elements and
principles of design to establish a personal style
RUBRICS FOR ASSESSMENT OF STANDARD 2AT THE LOWEST LEVEL OF ASSESSMENT:
The student will be unable to develop or create 3D artworks that use the principles of 2D
decorative design or 3D functional and aesthetic design effectively.
Their developments and studio work will lack the understanding of design qualities and art
elements needed to create good visual or expressive effects or show representational forms or
subject matter convincingly.
Their development and creation of 3D visual elements will lack any sort of stylistic or design
coherence and fail to elicit any sense of mood or convey meaning in the artwork or establish a
sense of personal style.

AT THE HIGHEST LEVEL OF ASSESSMENT:

The student will be able to apply the principles of 2D decorative design and 3D functional and
aesthetic design, visual art elements and representational proportions realistically or expressively
to their 3D artworks and decorative surfaces.
They will be able to develop and create 3D artworks that demonstrate a strong visual and stylistic
coherence and can help to establish mood, emotional qualities and convey a sense of meaning in
the final pieces.
Their 2D decorative elements and 3D sculptural elements will have a visual coherence that helps
to add a distinctive creative quality to their studio work resulting in a sense of personal style.

STANDARD 3: Observation, Abstraction, Invention, and Expression

Students will demonstrate their powers of observation, abstraction, invention, and
expression in a variety of 3D media, materials, and techniques.
3.8 Create representational 3D artworks from direct observation and from memory that
convincingly portray 3D forms and volumes
3.9 Create 3D artworks that explore the abstraction of ideas and representations
3.10 Create 3D artworks that are original and communicate ideas
3.11 Demonstrate the ability to portray emotions and personality through the rendering of
physical characteristics in 3D artwork, for example an expressive, yet recognizable, portrait
or self-portrait in sculpture or in low relief or using found objects
3.12 Demonstrate the ability to use representation, abstraction, or symbolism to create 3D
artworks that convey a personal point of view about issues and ideas
RUBRICS FOR ASSESSMENT OF STANDARD 3AT THE LOWEST LEVEL OF ASSESSMENT:
The student will be unable to design or create 3D artworks that rise above a rudimentary or crude
development of forms, and lack any sense of originality or creative qualities resulting from effective
technical or expressive approaches. The work is unable to convey conceptual or emotional
qualities or communicate ideas clearly.
AT THE HIGHEST LEVEL OF ASSESSMENT:
The student will be able to design and create 3D artworks using a variety of realistic or stylised
approaches that are visually and expressively coherent, and that help to enhance their meaning,
convey specific emotional qualities or communicate ideas effectively and creatively using the
language of visual art.

STANDARD 4: Developing, Revising, and Exhibiting

Students will demonstrate knowledge of the processes of creating and exhibiting their own
3D artwork: developing, critique, self-assessment, refinement, and exhibit preparation.
4.9 Demonstrate the ability to conceptualize, organize, and complete medium-term projects
Conceptualize: plan, generate ideas, make preliminary sketches, participate in
discussions, imagine outcomes, and set goals Organize: choose materials and techniques
to attain the desired look and feel, maintain work space and personal schedule, review
progress of work with others, and revise work appropriately Complete: prepare work for
presentation or exhibition
4.10 Demonstrate the ability to develop an idea through sequential stages, responding to
criticism and self-assessment
4.11 Maintain a course workbook that demonstrates a progression of ideas and skills over
time
4.12 Choose and prepare 3D artwork for exhibition, and be able to discuss their choices

4.14 Demonstrate an ability to see their own personal style and discriminate among
historical and contemporary styles
RUBRICS FOR ASSESSMENT OF STANDARD 4AT THE LOWEST LEVEL OF ASSESSMENT:
The student will fail to research and develop their 3D projects in an organised and timely way, and
their workbooks will be used sporadically or not at all in support of their project developments.
They will be unable to make thoughtful choices among possible techniques and approaches for
their work, and will fail to respond to formative feedback or criticism to refine and improve their
work in a timely way, resulting in final work that is uninspired, poorly developed and lacks a sense
of artistic or stylistic coherence and shows no consideration for its display presentation.
AT THE HIGHEST LEVEL OF ASSESSMENT:
The student will research and develop their 3D projects carefully, making good use of their
workbooks to document their research and their technical and creative developments, and working
in a timely way.
They will plan ahead for possible technical and creative approaches and refine their work
thoughtfully during the production process by reflecting on formative feedback and criticism, and
by finding ongoing inspiration in the work of others.
Their final work will be stylistically coherent, inspired and informed by their persistent research and
creative refinements, and accomplished in a timely and efficient way. They will also consider
carefully and plan for the most effective way to display the finished work.

STANDARD 5: Critical Response

Students will describe and analyze their own work and the work of others using
appropriate visual arts vocabulary. When appropriate, students will connect their analysis
to interpretation and evaluation.
5.9 Use published sources, either traditional or electronic, to research 3D artwork or artists,
and present findings in written or oral form
5.10 Critique their own work, the work of peers, and the work of professional artists, and
demonstrate an understanding of the formal, cultural, and historical contexts of the work
5.11 Analyze a body of 3D work, or the work of one artist, explaining its meaning and
impact on society, symbolism, and visual metaphor
5.12 Demonstrate an understanding how societal influences and prejudices may affect
viewers' ways of perceiving works of 3D art
RUBRICS FOR ASSESSMENT OF STANDARD 5AT THE LOWEST LEVEL OF ASSESSMENT:
The student will be ignorant of creative accomplishments of others in the field of 3D arts.
They will be unable to discuss or analyse their work, or the work of their peers, in relation to
cultural or artistic traditions of 3D arts, and will be unaware of how artistic influences or societal
conventions influence the perception of 3D arts.
AT THE HIGHEST LEVEL OF ASSESSMENT:
The student will have a good foundation of knowledge about the work of others in the field of 3D
arts.
They will be able to knowledgeably discuss their work, and the work of others, in relation to the
cultural and artistic traditions of 3D arts, and will be clearly aware of how artistic influences and
societal conventions influence the perception of their own 3D work and that of others.

STANDARD 6. Understands the visual arts in relation to history and cultures

1. Knows a variety of historical and cultural contexts regarding characteristics and purposes
of works of art
2. Knows the function and meaning of specific 3D art objects within varied cultures, times,
and places
3. Understands relationships among works of 3D art in terms of history, aesthetics, and
culture
RUBRICS FOR ASSESSMENT OF STANDARD 6AT THE LOWEST LEVEL OF ASSESSMENT:
The student will be ignorant of historical or current trends in the larger world of visual arts and be
unable to demonstrate any understanding of how those historical and cultural traditions in visual
arts relate to or inform the specific field of 3D arts.
AT THE HIGHEST LEVEL OF ASSESSMENT:
The student will have a good grounding in the history of visual arts in general and understand how
that context helps to give meaning and purpose to visual expression.
They will understand how the cultural contexts of visual arts affect their meaning and purpose, and
how this process relates specifically to the field of 3D arts.
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