middle school art project rubric

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13 Places to Find Free Clip Art

Let’s face it: Not all of us are artists. But if you do any kind of informative or creative projects for work, school or your own personal hobbies, there may come a time when you need some art. Hiring someone to make it can be expensive and timely, and even some websites that offer stock art and photos can be expensive. Luckily, there are still plenty of places out there to find free old-school clip art, some of which have been around for quite a long time. Check out a few tried-and-true favorites.

Clker.com features thousands of free clip art images from around the web, and it’s super easy to navigate. Choose from subjects like religion, office, family, animals, baby and wallpaper. All pictures are free to use in any capacity you like since they’re part of the public domain.

Fudgegraphics

The graphics at the blog Fudgegraphics are high-quality even if the collection isn’t as big as that of other sites. It’s been around since 2008. In addition to vectors, you’ll find textures, brushes, tutorials, inspiration and wallpaper, most of which are free to use.

Vector Portal

Vector Portal offers vectors and clip art that are high-quality, though keep in mind that not all are available for commercial use. You’ll also need to attribute the source if you choose to use the art from this site. Categories include animals, backgrounds, food and drink, military, sports and symbols.

Vecteezy relies on a community of artists to keep its graphics fresh. While some of them do require a small fee, many are free. You’ll also find a cool blend of subjects and styles, ranging from pop art to kid-friendly cartoons. This isn’t your parents’ clip art site.

If it’s simplicity you seek, ArtVex is the place for you. With over 10,000 images, the site’s custom Google search box makes it easy to find what you’re looking for. Choose from categories like animals, nature, music, money, people and holidays.

Free PNG IMG

Not only does Free PNG IMG feature high-quality PNG pictures you don’t often see on online clip art free sites, but there are over 50,000 to choose from. Each one is free to use, and you can select from categories like tattoos, holidays, cartoons, clothing, cars, brands and more.

If you’re looking for vectors you can edit yourself, look no further than Stockio. You’ll find a variety of high-quality options you can even use on professional materials. The site is excellent for making cards, invitations and backgrounds.

123 Free Vectors

Saying 123 Free Vectors has a little bit of everything isn’t an exaggeration. The site is home to over 62,000 background art and image vectors, and every single one is free to download. Choose from categories like backgrounds in individual colors and specific holidays and even specialized options, like American flag backgrounds.

Public Domain Clip Art

At first glance, Public Domain Clip Art doesn’t seem like much of a website with its simple structure, but if you dig a little deeper, you’ll notice it has over 25,000 free images you can use any way you want. Not only does it have popular categories, like animals and sports, but it breaks them down into categories like dogs or birds and football or golf so what you’re looking for is easier to find.

Free Design File

Free Design Files has over 160,000 free vectors, so you’re sure to find something you want to use here. All images are free for personal use and most are free for commercial use with a few exceptions. The site is filled with high-quality options, along with some free brushes for Photoshop and design elements.

1001 Free Downloads

The artists who run the site 1001 Free Downloads make in-house clip art, but they also collect freebies from around the Internet so they’re all in one place for you to use. In addition to vectors, you’ll find a variety of other tools you can use, like photos, fonts, wallpapers, gradients, patterns, brushes and textures.

ClipArt Etc.

When you first visit ClipArt Etc.x, you might not think it has much to offer, but there’s more than meets the eye. Aimed at students, teachers and anyone working on an education project, the site lets you use up to 50 of the over 71,500 clip art images in one project for free. Enjoy unique education collections like counting, seasons, insects, mathematics, American history and more.

Discovery Education

The Discovery Education site is filled with free resources for teachers and students, including free clip art. Each image is made in-house, and features a high-quality picture. These images are perfect for students to use on school projects.

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Rubric For Grading Art

ELEMENTS OF DESIGN: LINE, TEXTURE, COLOR, SHAPE/FORM, VALUE, SPACE PRINCIPLES OF DESIGN: REPETITION, BALANCE, EMPHASIS, CONTRAST, UNITY

A : Planned carefully, made several sketches, and showed an awareness of the elements and principles of design; chose color scheme carefully, used space effectively.

B: The artwork shows that the student applied the principles of design while using one or more elements effectively; showed an awareness of filling the space adequately.

C: The student did the assignment adequately, yet it shows lack of planning and little evidence that an overall composition was planned.

D: The assignment was completed and turned in, but showed little evidence of any understanding of the elements and principles of art; no evidence of planning.

F: The student did the minimum or the artwork was never completed.

Creativity/Originality

A: The student explored several choices before selecting one; generating many ideas; tried unusual combinations or changes on several ideas; made connections to previous knowledge; demonstrated understanding problem solving skills.

B: The student tried a few ideas for selecting one; or based his or her work on someone else's idea; made decisions after referring to one source; solve the problem in logical way.

C: The student tried in idea, and help out adequately, but it lacked originality; substituted "symbols" for personal observation; might have copied work.

D: The student fulfill the assignment, but gave no evidence of trying anything unusual.

F: The student showed no evidence of original thought.

Effort/Perseverance

A: The project was continued until it was complete as the student could make it; gave it effort far beyond that required; to pride in going well beyond the requirement.

B: The student work hard and completed the project, but with a loom or effort it might have been outstanding.

C: The student finished the project, but it could have been improved with more effort; adequate interpretation of the assignment, but lacking finish; chose an easy project and did it indifferently.

D: The project was completed with minimum effort.

F: The student did not finished the work adequately.

Craftsmanship/Skill/Consistency

A: The artwork was beautiful and patiently done; it was as good as hard work could make it.

B: With a little more effort, the work could have been outstanding; lacks the finishing touches.

C: The student showed average craftsmanship; adequate, but not as good as it could have been, a bit careless.

D: The student showed below average craftsmanship, lack of pride in finished work.

F: The student showed poor craftsmanship; evidence of lazy this or lack of understanding.

Group Cooperation/Attitude

A: The student work toward group goals, effectively performed a variety of roles in group work, followed through on commitments, was sensitive to the feelings and knowledge level of others, willingly participated in necessary preparation or work for classroom.

B: The student participated enthusiastically, followed through with commitments, performed more than adequately, assisted in preparation and clean-up.

C: The student mostly allowed others in the group to make all the decisions, did his or her share of work adequately, assisted in preparation and cleanup when asked.

D: The student allowed others to do most of the work, did participate minimally, did the minimum amount.

F: The student was part of the group, but did almost nothing toward group goals, did a minimal amount of preparation and cleanup.

Sample Art Rubric

To print these rubrics on 8.5" X 11" (21.5 x 28 cm) paper, click here.

Following are two rubrics. You can also right-click on the rubrics below and save to your computer

Rubric Submitted by Marianne Galyk

Form adapted using criteria submitted by Patty Knott ( see note below )

Note from Patty Knott

I often make entirely original rubrics, this one is borrowed from many sources. I think some of this may have come from Marvin Bartel. The important thing in designing rubrics is that YOU believe what you are evaluating is important and you consider what the students think is important. Rubrics are a collaboration between student and teacher. A student needs to know what good or excellent "looks like " as compared to an average. With each rubric I also give reflection questions. I ask them to write about the work of another student and really question them selves as to why they respond to this work. They assign adjectives to the work -- they tell how they are "moved." I also ask with each work "what do you want me to consider in evaluating what you did?" Most often the answer is effort or experimenting. And that is why composition and technique do not hold higher regard from investigating and problem solving.

I offer the "5" column so if a student can justify that he/she went beyond presumed expectations, I will bump up in that category. I always expect that a student will go beyond in some way that I didn't anticipate.

I've been using rubrics long before they became the thing to do. I never knew any other way to evaluate art work. My numbers are qualified beyond good and excellent, etc. They need to know what good is. It's the only way rubrics work. I don't ever just check off boxes, I make lots of comments. My grading has become much easier since I initiated daily objective logs. I make a weekly sheet for each student to complete. They enter their objectives for the day at the beginning of the period and reflect on progress at the end. I read these each day and make brief comments. This is also a way for the students to ask me questions when I don't get around to see each one during the period. Since this takes care of attendance, I just spend the time reviewing rather than taking roll. It allows me to give individual prompts. I have established it as routine, so it's not a big chore. The kids expect it and it keeps them on task. I think kids understand and want honest evaluations. They too often underestimate what they have done, and, will admit when they slack. Work with them to make the dialogue and always understand that sometimes they deviate for a reason. ~ Patty Knott

Rubrics by Marianne Galyk

Student Comments:

Teacher Comments:

Student Reflection:

Teacher's Comments:

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Grading Rubric for Middle School Art

By Cheryl Trowbridge 9 Comments

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I taught middle school art years ago and hated giving grades. I had a similar rubric but I like yours better yours is more precise. I love the weighted system and the Grade Record Sheet! If I ever get back in the classroom I think I may just have to borrow your model. Thanks for sharing!

When I grade my middle schoolers I use a 100 point system on each major project. Participation/Effort, Following Directions, Creativity, Craftsmanship, and Overall Artistic Appearance are each worth 20 points. This helps my students who might not be the most artistic still be successful.

I started having to give NUMBER grades to my 6th graders a couple of years ago. I hate it, because I only see them twice every 6 days, which means once or twice a week, and so we're lucky if in a 10 week marking period we get 2 projects done to grade. So I do quickie projects in between the bigger stuff. I grade their projects with letters, and then translate them into numbers for the quarterly grade. I do not use an official rubric – just so time consuming for kids that are only a small percentage of my student load. But I do have a list of criteria which includes: following directions, showing an understanding of the assignment and completing it as assigned, craftsmanship, effort, appropriate use of materials, cleanup, and attitude. The last criteria is “filling out your passport” which I will be posting about this weekend, so check back in a day or two! I expect to retire this June, and I know someone who would LOVE my job and is a community member (and former student teacher). I expect, if she lands the job, that she would continue the passport system but define it better with a rubric.

I like the categories you use, Kristyn. I may try those on a future project!

Phyl, I agree… using a rubric IS time consuming! But it really helps me to be able to explain and support the grades I give. I'm always on the lookout, though, for easier and better ways to do things, so that's why these conversations are so helpful!

Do you use the same system for k-6 levels? I like the idea to grade older kids although it seems a good system to adapt for the little ones too.

Maryann, at my school we only give “behavior grades” (O, S, N) for K-5 Art. Middle School Art (6th & 7th, and next year, 8th) gets letter grades. Grading with rubrics is great, but would be way too time consuming with K-5, since we often do a new project every week or two. Behavior grades are really what's most important at the younger ages anyway!

Hi; I have been teaching middle school art for 6 years,(elementary before) I use a rubric something like your except there are two columns. One is that they have to self rate using my grading system which they do before they turn in the project. The other columnm is where I score according to the listed criteria. At the bottom of each rubric is a space for students to write a reflection. They have to tell me what they learned, what they would improve on and WHY, and what they are most happy with, and WHY. I feel that this helps form a habit of reflecting on other things they do in life.

Wow! That is so clear and helpful.

thanks! alot!

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5 Types of Rubrics to Use in Your Art Classes

Most art teachers use rubrics to assess students’ work. Rubrics are a great way to make sure students understand the expectations of the assignment. Because all the criteria are clearly defined, they make grading 100 still life artworks much easier. I use the term “easier” loosely here; we all know grading 100 artworks is never easy!

Choosing what type of rubric to use in your classes is an important choice. There are several different types of rubrics, and each has its own strengths and weaknesses. Spoiler alert, if you want to see my favorite type of rubric, jump right down to number 5!

First, let’s talk about how rubrics can describe the criteria. There are two main ways rubrics can do this, either in general terms or in more specific terms.

1. The General Rubric

This type of rubric defines characteristics of a successful artwork. It is “general,” meaning it does not define specific criteria for each project. Instead, it might define characteristics such as “technique” or “craftsmanship” you are looking for in each completed project.

The strengths of this type of rubric are you can share it with students to communicate a broad understanding of what makes “quality” work. It can be used over and over for different tasks such as sketchbook assignments and projects. It can also be used to help students assess their own work. Because it is generic, students will attain an understanding of your broad expectations through its continued use.

The weakness of this type of rubric is that it is very broad. It does not clearly define the criteria for each project.

2. The Task-Specific Rubric

A task-specific rubric is, as the name suggests, much more specific. It clearly defines the criteria for each assignment.

What is great about this rubric is that it makes expectations for each assignment very clear. Students can use this rubric to assess their success very easily. It also makes grading easier for teachers, because of its specificity.

The weakness of this type of rubric is that you need to make a new one for each assignment. This can be time-consuming.

Luckily, no matter what type of rubric you choose, there are always ways you can expedite your grading process. If you’re interested in learning more, Tim Bogatz shares some super helpful tips in the PRO Learning Pack,  Expediting Your Grading Process . You’ll learn how to develop a more streamlined plan for all types of assessment. You can find this PRO Pack and more on assessment practices in PRO Learning.

Next, let’s talk about the structure of the rubric. Here, too, you have a few different choices.

3. The Analytic Rubric

An analytic rubric breaks down each aspect of the task being assessed. It assesses each criterion separately. For example, say you are teaching a lesson on landscapes to your students. You may want each student’s work to show:

• Foreground, Middleground, and Background
• Atmospheric Perspective
• Overlapping and Size Variation

In an analytic rubric, you would assess each of these criteria separately.

The great thing about these rubrics is they connect your instruction to the assessment very clearly. Students can use them to assess their own work easily. They can also be used for formative assessment. They can show growth when used to assess students again at the end of a unit. You can download an example below.

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4. The Holistic Rubric

A holistic rubric is much simpler than an analytic rubric. Instead of breaking apart all the separate criteria, a holistic rubric assesses them all together.

So, if we use the above example of a still life, a holistic rubric would lump all of the criteria together (foreground, middleground, background, atmospheric perspective, overlapping, etc).

The advantage of a holistic rubric is that grading is much faster for the teacher. You only have to come up with a single score for each artwork you grade.

The limitation of this style of rubric is that it is not very useful to share with students. Because it does not break down the task into separate criteria, students would have a hard time using it to assess their work. In addition, it is difficult for students to see where they might improve if all the criteria are all clumped together in a single score. You can download a sample Holistic rubric below.

5. The Single-Point Rubric

In a single-point rubric, the expectations for the assignment are defined separately for a successful work, much like an analytic rubric. The difference is that criteria are only described for proficiency. Blank spaces are left for the teacher to write in feedback if the work falls above or below this point.

This is my favorite type of rubric. What I love about single-point rubrics is that they leave the teacher room to assess work individually. Instead of defining exactly what might make an artwork weaker or stronger, it leaves space for the teacher to give individual feedback for each student.

Yes, these take more work to fill out. I would not use a single-point rubric for every task. But for large projects, this is a great option. It gives the teacher the opportunity to give personalized feedback for each student. Once again, download an example below!

Rubrics are great tools to help communicate the expectations and assess students. If you choose the right rubric for the task, you will find it will help both you and your students be successful. For a comprehensive look at assessment in the art room, be sure to take a peek at the AOEU course Assessment in Art Education . You’ll leave class with a comprehensive toolkit of lesson plans and organization strategies.  

What type of rubric do you use in your classes?

How do you give student feedback on your rubrics?

Magazine articles and podcasts are opinions of professional education contributors and do not necessarily represent the position of the Art of Education University (AOEU) or its academic offerings. Contributors use terms in the way they are most often talked about in the scope of their educational experiences.

Anne-Marie Slinkman

Anne-Marie Slinkman, an elementary school art educator, is a former AOEU Writer. She is passionate about providing relevant and meaningful art experiences for all students.

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