Task Details
Applying Vocabulary to Compare 2 Artworks
In this task, students will demonstrate their ability to apply and to explain art vocabulary words by
comparing two artworks. Students should have the ability to use a planning page to organize their writing, to transfer their planning to writing, and to construct short essays that adhere to grade-level appropriate writing standards. The teacher will assess each student’s individual proficiency through written responses.
This page contains an 'at a glance' overview of this task, downloadable teacher guide and student booklet documents, and the task rubric. Student work samples will be added after the task has been piloted in classrooms.
Proficiency Level(s)
- Intermediate
Document(s)
Targeted Grade Level(s)
- Upper Elementary
- Middle School
Prompt(s)
- No prompts
Classroom Piloting Status
- Piloting in Progress
Standard(s)
| Content Area | Artistic Process | Standard |
|---|---|---|
| Visual Arts | Responding | 5. I can interpret and evaluate the meaning of an artwork. |
Benchmark(s) and Indicator(s)
| Benchmark | Indicator |
|---|---|
| VA.R.IL.5 - I can analyze the elements and principles of art and explain the components of an artwork that represent ideas. | VA.R.IL.5.2 - I can explain the organization of an artwork using the elements and principles of art. |
Rubric and Sample Student Work
| UNDERSTANDING AND APPLYING ART VOCABULARY | |||
| Proficiency Level | Description | Sample Student Work | Justification |
|---|---|---|---|
| Exemplary | Demonstrates clear, strong understanding of art vocabulary words throughout the entire essay:
|
Understanding and Applying Art Vocabulary - Exemplary Sample 1 |
Sample 1 The student demonstrated a high level of overall understanding of the chosen vocabulary words. The student included specific details from both artworks and directed the reader where to look. The paragraph on balance was particularly strong. The student mentioned the subjects in relation to the background and used the words “uneven” and “heavier” to describe the placement of objects. Although the paragraphs for each vocabulary word vary slightly in depth and detail, the student demonstrated strong knowledge of arts vocabulary words. Sample 2 The student defined each of the five vocabulary words. For each word, the student used the word correctly and described specific aspects of the artworks. The student demonstrated a deep understanding that the same artistic concepts can be used to achieve different effects. |
| Proficient | Demonstrates clear, strong understanding of art vocabulary words throughout most of the essay:
|
Understanding and Applying Art Vocabulary - Proficient Sample 1 Understanding and Applying Art Vocabulary - Proficient Sample 2 |
Sample 1 The student used the five vocabulary words correctly and included basic related terms. The student referenced details in the artworks for each vocabulary word, which vary in specificity across the essay. For example, the student mentioned where the artists used color in the paintings but did not provide any specific characteristics about the colors used. Sample 2 The student demonstrated understanding for most vocabulary words. Color and foreground were specific, but shape, texture, and space were described using general terms. The student referenced specific areas of the artworks (e.g., the realistic textures and focal points of both paintings). |
| Approaching Proficient | Demonstrates understanding of art vocabulary words in some of the essay:
|
Understanding and Applying Art Vocabulary - Approaching Proficient Sample 1 Understanding and Applying Art Vocabulary - Approaching Proficient Sample 2 |
Sample 1 The student sometimes demonstrated understanding of the vocabulary words and provided some information about each artwork. The student used some related terms, such as naming colors for the word color and using the word heavy to describe balance). The student wrote that both paintings include line and pattern but did not provide specific details about the use of these concepts. Sample 2 The student demonstrated some understanding of the vocabulary words by referencing aspects of Plantation Tree of Life. The student mentioned the gray background for color, the dark green leaf for value, and the woman’s hat for texture. The student’s explanation of value was enhanced by mentioning that Wiley “used darker shades to show that the guy is facing away from the light.” Line was not included in the essay. |
| Emerging | Demonstrates limited understanding of art vocabulary words throughout the essay:
|
Understanding and Applying Art Vocabulary - Emerging Sample 1 Understanding and Applying Art Vocabulary - Emerging Sample 2 |
Sample 1 The student did not demonstrate understanding for most vocabulary words and rarely described specific aspects of the artworks. For lines, the student wrote that they “take place everywhere” in both artworks, but did not provide any information about the types of lines seen or how they enhanced the paintings. Similarly, the student provided vague explanations and details for color, details, shape, and space. Sample 2 The student rarely demonstrated understanding of the vocabulary words. The explanation of contrast was incorrect because the student did not mention the contrast shown by the leaf in Plantation Tree of Life. Additionally, the student referred to the background of Major Moses Seymour as having “colors that look randomly placed,” even though there is a clear pattern in the background’s colors and shapes. References to aspects of the artworks were not specific for most vocabulary words. |
| Needs Major Support | Much of the student’s writing is off-topic, does not specifically reference aspects of the artworks, and/or does not demonstrate an understanding of the chosen vocabulary words. |
Understanding and Applying Art Vocabulary - NMS Sample 1 |
Sample 1 The student’s writing was off topic and did not demonstrate understanding of any vocabulary word. The student frequently attempted to explain a vocabulary word by using the same vocabulary word (e.g., “realistic shows the realism of the picture”). No references to either artwork were mentioned. |
