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Oregon Standards
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Identify/Describe/Respond | Analysis | ||
| 6 | The identification and description is appropriate,
articulate and shows extensive use of arts vocabulary Demonstrates a through and complex response to a work of art (personal, social, cultural, historical, philosophical, technological, environmental, economic, and aesthetic content) Significant support of interpretations and generalizations about the work using art vocabulary. Extensive evidence cited | 6 | Interprets subtle as well as obvious physical and abstract characteristics of the work Insightful interpretation of emotional and expressive qualities of the work Demonstrates a thorough and convincing analysis and explanation of technical, organizational, and aesthetic elements in a work of art |
| 5 | The identification and description is appropriate with a
strong use of art vocabulary Demonstrates a strong and articulate response to a work of art Strong support of interpretations and generalizations about the work using arts vocabulary. Specific evidence cited | 5 | Recognizes subtle as well as obvious physical and abstract
characteristics of the work Thoughtful interpretation of emotional and expressive qualities of the work Demonstrates a strong analysis and explanation of technical, organizational, and aesthetic elements in a work of art |
| 4 | The identification and description is appropriate with competent
use of arts vocabulary. Demonstrates a clear and thoughtful response to a work of art Adequate support of interpretations and generalizations about the work using art vocabulary. Some specific evidence cited | 4 | Recognizes obvious physical and abstract characteristics
of the work Identifies key emotional and expressive qualities of the work Demonstrates a competent analysis and explanation of technical, organizational, and aesthetic elements in a work of art |
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Students must have
a composite score of 8 points across these two traits, with no single trait score less than 3. | |||
| 3 | The identification and description is limited, inconsistent,
with an incomplete use of arts vocabulary: some misunderstandings,
omissions Demonstrates an incomplete, simplistic, or unsupported response to a work of art Incomplete support of interpretations and generalizations about the work with minimal use of arts vocabulary. Little specific evidence cited | 3 | Limited or missing recognition of obvious physical and abstract
characteristics of the work Overly simplistic interpretation of emotional and expressive qualities of the work Demonstrates an incomplete analysis and explanation of technical, organizational, and aesthetic elements in a work of art |
| 2 | The identification and description is inaccurate, with a
confused or flawed use of art vocabulary; many misunderstandings,
omissions Demonstrates a superficial or unfounded response to a work of art Missing support of interpretations and generalizations about the work | 2 | Limited or missing recognition of obvious physical and abstract
characteristics of the work Weak or invalid interpretation of emotional and expressive qualities of the work Demonstrates a superficial, confused, or inaccurate analysis and explanation of technical, organizational, and aesthetic elements in a work of art |
| 1 | The identification and description shows no evidence of the
use of vocabulary Demonstrates no evidence of thoughtful reasons to a work of art Missing or no reference to the elements of the work | 1 | Little or no recognition of obvious physical and abstract
characteristics of the work Missing or no interpretation of emotional and expressive qualities of the work Demonstrates no evidence of analytical skills; the student does not engage in thoughtful explanation or analysis of the work of art |
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