WORKSHEET IN CPAR

Written Work #1: Short Quiz #1

1.
2. Give four (4) elements of arts and define each.
3.
4.
5.
6. What are the steps in critiquing an artwork.
7.
8.
9.
10.
11. Give the guide questions in knowing the description of an artwork.
12.
13.
14.
15. It is the surface of an artwork. It can be actual or tactile, meaning, it can really be felt by touch.
16. It creates the mood or tone in an art and a sensation created by visible wavelengths of light caught in a
prism.
17. It can be described as a figure separate from its surrounding area and can either be geometric or organic.
18. Basically, it is the extension of a point or long mark drawn or carved on a surface.
19. It is slightly similar to shape except from the fact that form is three dimensional.
20. It is the degree of lightness and darkness of a color.

Performance Task #1: Elements of Arts

Performance Task #2: Principles of Design

Directions: On a short bond paper, make an artwork for showing each Principles of Design.
Rubric for Grading
Written Work #2: #BawalJugdmental
Group yourselves with two members. Then, make any artwork that you like. (Visual Arts, Applied
Arts, Performing Arts, Literary Arts). After making your own artwork, ask your partner to interpret and
judge your piece of art by writing his/her interpretation on a piece of bond paper through answering the
guide questions when interpreting and judging an artwork. Then, take a picture of you and your partner with
your artworks.

Performance Task #3:

Directions: Make an artwork using artistic techniques and medium used in arts such as:

A. COLLAGE
Criteria 4 3 2 1
All of the graphics or objects Most of the graphics or objects Only a few graphics or objects None of the graphics or objects
Creativity used in the collage reflect a used in the collage reflect reflect student creativity, but the reflects student creativity.
degree of student creativity in student creativity in their ideas were typical rather than
their display. display. creative.

Graphics are cut to an
Design appropriate size, shape and are
arranged neatly. Care has been
taken to balance the pictures
across the area. Items are glued
neatly and securely.
1-2 graphics are lacking in
design or placement. There may
be a few smudges or glue marks.
3-4 graphics are lacking in
design or placement. Too much
background is showing. There
are noticeable smudges or glue
marks.
Graphics are not an appropriate
size shape. Glue marks evident.
Most of the background is
showing. It appears little
attention was given to designing
the collage.

The student gives a reasonable
Attention to explanation of how every item
Theme in the collage is related to the
assigned theme. For most items,
the relationship is clear without
explanation.
The student gives a reasonable
explanation of how most items
in the collage are related to the
assigned theme. For many of the
items, the relationship is clear
without explanation.
The student gives a fairly
reasonable explanation of how
most items in the collage are
related to the assigned theme.
The student's explanations are
weak and illustrate difficulty
understanding how to relate
items to the assigned theme.

B. FROTTAGE
Criteria 4 3 2 1
Student’s use of the crayon Student’s use of the crayon Student’s use of the crayon Student's use of crayon is sub-
Use of Crayon demonstrates ideal fine motor demonstrates adequate fine demonstrates fine motor skills par at best.
skills for their age group. motor skills for their age that need improvement.
group. (Rubbed lines are scattered
(Rubbed lines are even and randomly, textures are
cover object entirely) (Rubbed lines overlap but (Rubbed lines are uneven, impossible to identify without
textures are easily identified) don't cover object, and student explanation)

textures are hard to identify)

 Student is able to capture
Diversity of textures that are more than just
Textured Objects raised bumps on an even
surface. For example: finding
Student finds textures that are
raised bumps on even surfaces,
but their objects are very
different from one another. For
Student finds textures
exclusively from large objects
like bumpy walls or tiled
floors.
Student depicts one
textured object several
times.

texture on an object with holes example: the underside of

(like a chain length fence or a leaves, bricks, scaled objects,
tree
net)
bark, etc.

Participation Student actively participates

during class wide
Student actively participates
during texture hunt and
Student participates during
texture hunt.
Student does not participate.

discussions, clean-up.

C. EGGSHELL MOSAIC

Criteria 4 3 2 1
The mosaic communicates The mosaic communicates The image lacks originality; The mosaic image that fails
Design of Image an understanding of the some aspect of is not a creatively accurate to communicate any the
elements of the myth and is understanding the elements reflection of the elements of understanding of the myth
original of the myth and is the myth
original

The artwork The artwork The artwork The artwork does

Technical successfully demonstrates the attempts the not use the mosaic
Construction demonstrates the mosaic technique mosaic technique technique or is
mosaic technique of arranging small incomplete in its
as defined by pieces of materials construction
arranging small to create the
pieces of materials image to some
to create the extent
image

The artwork is The artwork is The artwork has The artwork is not
Presentation neat and free of neat and free of extraneous neat or is
extraneous extraneous markings or incomplete;
markings or markings or materials on it; overall look is
materials; materials; overall overall look shows rushed and sloppy;
Overall look of look shows some little time and care no thought or time
project shows time and care were taken put into project
time and were taken
professionalism