Serving Art Educators
and Students Since 1994
Student’s Name _____________________________________ Hour __________________
Photo 1 Evaluation
Parents,
I appreciate your taking the time to sit with your son or daughter while they share their Artwork from this semester in Photo 1 with you. You will see the majority of work done in class this semester, hopefully in a well-organized portfolio! Although each piece may not be a finished work of art, or may even be a miscalculation, they all lead to the skills necessary to complete the more significant works. Your artist should be able to explain the methods and media involved in each assignment. The assignments listed were completed by most students.
Please place check marks in the appropriate columns and conclude by writing a brief evaluation of what you have heard and been shown. These pages need to be returned on our exam day. It is my hope that you will appreciate this closure to the semester, as much as I appreciate your feedback. This is the last component to our final exam.
I have seen I have had the process explained to me
_____ _____ Thematic photograms (two 5x7 and one 8x10 / two 12.7 x 17.7 cm
and one 20 x 25.5 cm)
_____ _____ Artist’s statement, explaining the 8x10 photogram’s theme
_____ _____ "Bird’s eye & Worm’s eye view" handout (detailing assignment)
_____ _____ "Bird’s eye & Worm’s eye view" set of negatives
_____ _____ "Bird’s eye & Worm’s eye view" contact sheet/log
_____ _____ "Bird’s eye & Worm’s eye view" darkroom work logs
_____ _____ "Bird’s eye & Worm’s eye view" tonals
_____ _____ "Bird’s eye & Worm’s eye view" tests
_____ _____ "Bird’s eye & Worm’s eye view" 8x10 (20 x 25.5 cm) final print
_____ _____ Artist’s statement, for the 8x10 "Bird’s eye & Worm’s eye view"
_____ _____ Function of an f-stop on a camera and an enlarger
_____ _____ Function of the shutter speed on a camera & timer on an enlarger
_____ _____ Photographer’s Report MO handout
_____ _____
Photographer’s Report
_____ _____ 2 Images copied for report
_____ _____ "Expression and Personality" handout (detailing assignment)
_____ _____ "Expression and Personality" negatives & contact sheet/log
_____ _____ "Expression" darkroom logs (tonals, tests)
_____ _____ "Expression" 8x10 print
_____ _____ Artist’s statement, for the 8x10 "Expression"
_____ _____ "Personality" darkroom logs (tonals, tests)
_____ _____ "Personality" 8x10 (20 x 25.5 cm) final print
_____ _____ Artist’s statement, for the 8x10 (20 x 25.5 cm) "Personality"
_____ _____ 3-Dimensional Photo Art handout
_____ _____ 8x10 (20 x 25.5 cm) 3-Dimensional Photo Art (pop up)
_____ _____ Matting MO handout
_____ _____ An example of a mat
_____ _____ An example of peer feedback
_____ _____ An example of burning
_____ _____ An example of dodging
_____ _____ An example of cropping
_____ _____ An example of the "Rule of Thirds"
_____ _____ Other work-please identify
_____ _____ Other work-please identify
_____ _____ Other work-please identify
_____ _____ Student’s Self Evaluation (attached)
_____ I am satisfied that my son/daughter understands the processes of making and printing an image using darkroom equipment.
Parent Evaluation:
I appreciate your documenting this conference with comments on any of the following aspects of your son or daughter’s work (you may wish to refer to the assignment sheets for additional criteria):
assignment responses (ideas)
composition (set up or cropping of the shot)
visual interest of photo (subject matter)
sensitivity to subject matter & craftsmanship
use of light and shadow, pattern and contrast
creative-problem solving / stick-to-it-tiveness
own insight about work
Also please include any comments you have about this semester or suggestions for making next semester’s course more enriching.
Thank you for this feedback!
(leave space for parent comments)
Parent’s signature______________________________________________
Note From Judy Grochowski:
[This idea came from a Getty TeacherArtExchange list member many years ago who never had student leave work behind.] I emailed her privately and she was kind enough to share her letters and forms with me. Essentially, what is done in our case (but again, can be adjusted to suit the class) is that the day we take down our art exhibit (which is at the end of our semester-literally the last class day), the kids all bring a large box (if needed - my Photo students don't need to do this, but my 3D students do need to). All of their work goes home and they take this checklist, which covers everything we've done over the semester. They are to have a student-teacher conference during which they go over all the assignments, and then their parents write an evaluation, which the students carry back on the very last day (in our case, exam day). This gets all the work out of the room and home! Puts the parents in the loop! Provides closure to the course! And nine times out of ten, when they write the evaluation, they also write a thank you to me for everything their child got out of the class. This is like gold! Additionally, if I have a student who is not doing their work, when they sit down with their folks, the reason for their grade becomes very apparent! I have had parents tell me they wish every teacher did this.
