Film+Noir+Refection+and+DW+Rubric


 * __ Assignment __****__ : (B And C) __**// Document your creative process as you create your own short Film Noir Scene //
 * **Include photographs, video, documentation, and descriptions for what you have developed in the lessons during the week (B)** || **Your own individual ideas for either the next scene or how you could improve the scenes that you have worked on in class (B)** ||  || **Evaluating the product so far and identifying weaknesses that could be improved ©** || **Linking back all ideas to your artistic intention and the conventions of Film Noir (B)** ||
 * **Explicitly state feedback that you have received – noting how you applied it and the effect that this application had ©** || **Reflecting on your own development ©** ||  || **Reflecting on how the group is working together ©** || **Making connections between progress, the way the group is working, individual development, the quality of the ideas etc. ©** ||
 * **Discuss the ideas behind these particular creative choices in relation to the conventions of film noir.** ||  ||   ||   ||   ||

Skills and techniques are applied at a very limited level of proficiency. The student attempts to apply the artistic processes. || Skills and techniques are applied at a limited level of proficiency. The student attempts to apply the artistic processes. || Skills and techniques are applied at a satisfactory level of proficiency. The student shows a satisfactory ability to apply the artistic processes involved in creating art. || Skills and techniques are applied at a good level of proficiency. The student shows a good ability to apply the artistic processes involved in creating art. || Skills and techniques are applied at a high level of proficiency. The student shows an excellent ability to apply the artistic processes involved in creating art. ||
 * ** Tick ** ||  || ** Task specific Level Descriptors: Criterion B ‘Application’ ** ||
 * || ** 0 ** || The student does not reach the standard described by any of the descriptors below ||
 * || ** 1 – 2 ** || There is very limited expression and communication of artistic intentions in the student’s work, which may not have reached a point or partial point of realization
 * || ** 3 – 4 ** || There is limited expression and communication of artistic intentions in the student’s work, which has reached a point or partial point of realization
 * || ** 5 – 6 ** || The student is able to elaborate an idea to a point of realization. There is satisfactory expression and communication of artistic intentions
 * || ** 7 - 8 ** || The student is able to elaborate an idea to a point of realization. There is evidence of good expression and effective communication of artistic intentions
 * || ** 9 - 10 ** || The student is able to elaborate an idea to a point of realization. There is evidence of purposeful expression and effective communication of artistic intentions.
 * Feedback: ||


 * ** Tick ** ||  || ** Level Descriptors: Criterion C ‘Reflection & Evaluation’ ** ||
 * || ** 0 ** || The student does not reach the standard described by any of the descriptors below ||
 * || ** 1 – 2 ** || The student records his or her artistic development and processes with little reflection.

The student carries out a limited evaluation of his or her work, with guidance. ||
 * || ** 3 – 4 ** || The student reflects on his or her artistic development and processes.

The student carries out a satisfactory evaluation of his or her work. Some aspects of the evaluation may be unrealistic or incomplete.

The student attempts to use feedback in his or her artistic development and processes, with guidance ||
 * || ** 5 – 6 ** || The student reflects on his or her artistic development and processes.

The student carries out a satisfactory evaluation of his or her work. Some aspects of the evaluation may be unrealistic or incomplete.

The student attempts to use feedback in his or her artistic development and processes, with guidance ||
 * || ** 7 - 8 ** || The student reflects on his or her artistic development and processes.

The student carries out a satisfactory evaluation of his or her work. Some aspects of the evaluation may be unrealistic or incomplete.

The student attempts to use feedback in his or her artistic development and processes, with guidance ||
 * Feedback: ||