Collaborative Composition Rubric

Collaborative Composition Rubric
	4	3	2	1
Creativity,  Originality and adaptability of design.	Original design showing unique artist-driven vision. The student thinks reflectively and creatively to evaluate concepts and solve design problems. Canvas works exceptionally well as both a singular surface and as a part of the whole.	Creates original design or original and personal interpretations of an existing design. Shows engagement with the creative process. Connects to prior knowledge and developing personal style. Canvas is notably better as either a singular piece or as a part of the whole but still functions on both levels.	Doesn’t come up with original ideas. Design seems derivative with minimal adaptations made to personalize. Canvas does not hold up compositionally outside of the collective whole.	Design is poorly planned and lacks both cohesion and personalization.
Design – Contrast/Emphasis, Shape, Line and Unity	This complex design shows excellent use contrast and emphasis to create multiple focal points or “attention grabbing moments” in the design. Painting has a clear, instantly readable and recognizable visual presentation	Emphasis is utilized in order to create a single strong focal point. Shape and line combine to make connections between readily recognizable subjects. Cohesive visual presentation.	Focal point present but shapes/forms are not developed to a point where the subject is readily recognizable understood. Design is not cohesive and lacks unity.	Homogenous finish with little or no clear emphasis. Unclear subject due to limited contrast and underdeveloped forms. Confusing visual presentation.
Surface Finishes (Application of Media techniques)	All surfaces have been finished with great technical skill and consistency.  Skillfully employs multiple techniques and mixes media in a manner which is appropriate to the project concept.	A well-developed surface that shows evidence of competent technique  and proper control of at least one media .  Equal treatment of all surfaces in a single media or inclusion of a second media with less technical acuity.	Inconsistent surfaces that show some evidence of attempts to control chosen media through addressing challenges surface control and/or consistency.   Completed with some areas being more developed than others.	Fails to create a surface that exhibits an understanding of chosen media. Limited evidence of technical refinement or control. Pieces are unfinished and/or surfaces are underdeveloped.
Use of Colour (in the case of non colour treatments substitute "value" for the term "colour"  in descriptors)	Shows a thorough understanding of the role of colour actively exploits colour theory, saturation, contrast, variation and/or temperature to enhance design.	Uses color as a meaningful element of design. Makes clear use of complimentary colours and/or analogous colour contrasts	Begins to consider the role of color as a meaningful element in design. Little or no colour mixing evident. Limited use of the colour wheel evident.	Fails to consider the role of color as a meaningful element in design.
Effort/Perseverance	The project was continued until it was complete as the student could make it; gave it effort far beyond that required and took pride in going well beyond the requirement. Flawless alignment to all adjoining images.	The student finished the project and met expectations for effort and commitment to developing their surfaces and techniques. Sections line up properly to all adjoining images.	Project completed. Image aligns reasonably well with most portions of adjoining canvases.	The project was completed with indifference and minimum collaborative effort. Misaligned in several obvious places.