Identify strategies for comparing, contrasting, and evaluating various art forms in their indigenous contexts.
There has been some controversy in your workplace lately over the appropriateness of certain employee displays. You work in a large agency, so disagreements were bound to come up due to the diversity of ideas and approaches among your colleagues. To help ease the recent tension, your boss has directed you to create workplace art guidelines for the office as a whole. As a team leader in the Creative Department, you are a qualified and obvious choice for the task. The guidelines are intended to help your co-workers better understand what art is and what it is not.
Your boss has given you authority to use your discretion in generating the guidelines, provided you accomplish a few basic things. To begin, you are to include a very brief overview of art and its role in the world and workplace. Your boss calls this the preamble. Next, you are to address the core question of how to evaluate art. Your boss phrases the question this way: What instructions can you provide to help your co-workers ascertain whether their chosen exhibitions will be welcome in the office?
After your boss ends the meeting, you reflect on the tricky question your boss has posed. The one thing you’re certain of is that settling on a good answer will not be easy. Still, you agree with the idea of the project: there need to be rules in effect to minimize conflict. As your brow furrows in concentration, you begin to write down a few questions that you think are essential to answer as part of your process:
As you finish jotting down your thoughts, your boss pops back in with a final directive: “Keep in mind that what position you take in regards to various art forms is much less important than the production of concrete guidelines steeped in reasoned explanation.”
FFCBA01234No PassNo PassCompetenceProficiencyMasteryNot SubmittedStudent draws no distinction between high and low art (contrasting).Student draws a distinction between high and low art, but lacks complete identification or explanation of some basic theory elements.Student draws a distinction between high and low art, including identification of a strong majority of theory elements, but explanation lacks the full nuance and application of course materials.Student draws a distinction between high and low art, including identification of nearly all or all theory elements, with fully nuanced explanation and application of course materials.Not SubmittedStudent provides no analysis of shifting art in context (evaluating in context).Student provides comprehensible but significantly underdeveloped analysis of shifting art in context.Student provides developed analysis of shifting art in context, but discussion lacks the full nuance and application of course materials.Student provides developed analysis of shifting art in context, with fully nuanced explanation and application of course materials.Not SubmittedNo noticeable attempt by student to compile examples of acceptable and unacceptable art (comparing and contrasting).Student compiles examples of acceptable and unacceptable art, but the list is unfocused or too short to be truly helpful in guiding office behavior.Student compiles a helpful and developed list of acceptable and unacceptable art.Student compiles a fully developed list of acceptable and unacceptable art, with fully nuanced expression and application of course materials.Not SubmittedNo noticeable attempt by student to identify key qualities that acceptable art should exhibit (comparing, contrasting, and evaluating in context).Student identifies some key qualities of acceptable art, with a low level of supporting analysis.Student identifies many key qualities of acceptable art, with a medium level of supporting analysis.Student identifies nearly all or all key qualities of acceptable art, with a high level of supporting analysis.
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