UNIT ASSESSMENT RUBRIC

Objectives
Student will:		 Exceptional
(highest level)		 Competent
(median level)		 Novice
(basic level)
The student will classify information from war posters to identify problems in the United States related to World War II. The student makes exceptional classifications and states three or more problems in the United States related to World War II. The student makes sufficient classifications and states two problems in the United States related to World War II. The student makes weak classifications and only states one problem in the United States related to World War II.
The student will be able to analyze a WWII poster make inferences about the purpose of propaganda based on visual analysis. The student clearly identifies the problem addressed and explains three or more ways in which the image persuades or motivates the viewer. The student identifies the problem addressed and explains two ways in which the image persuades or motivates the viewer. The student may not be able to identify the problem addressed and explains only one way the image persuades or motivates the viewer.
The student will deconstruct an advertisement based on marketing purpose, target audience, and visual elements. Analysis is based on composition, text, and overall impression of the ad. Marketing strategies and goals, as well as the target audience are clearly identified. Analysis is based on two of the three visual elements. The target audience is clearly identified. Analysis is based on one of the three visual elements. The student may not be able to identify the target audience.
The student will create an original poster illustrating a current issue or problem, or an original version of a modern advertisement. The poster clearly expresses an opinion and motivates the viewer. The poster expresses an opinion and identifies an audience. The poster does not express a clear bias and the audience is unclear.
The student will reflect on and describe the process of creating persuasive art. The student clearly describes choices made concerning marketing goals, visual elements, use of persuasive technique and changes made to the original work. The student is familiar with the concepts of marketing goals, use of visual elements, and the persuasive technique, but may not be able to apply them to their work. The student is unclear in their descriptions and may be unfamiliar with the vocabulary and concepts of persuasive art.

Transparencies and Student Handouts for this Unit:

Classification Chart A list of the Office of War Administration poster themes and a chart for documenting goals of each war poster.
Vocabulary of Art A brief review of elements of art and principles of design.
Evaluation Criteria A guideline for students to use when evaluating persuasive art.

Online Material:

War Poster Images A collection of images provided by University of North Texas Library: Government Documents and Digital Projects Departments
Ad Images A collection of links to still ad images
Televison Commercials A collection of links to multimedia advertising

Online Material using Flash Shockwave:

Logo Design An examination of factors in the design of company logos and trademarks.
Image Comparison A comparison of the war poster image, Rosie the Riveter, and an image from the Viginia Slims ad campaign
(Netscape users: Netscape 6 does not support Macromedia Flash.
You may use Netscape 7 or 4.5, Internet Explorer recommended.)

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