Contents
Introduction
Part I. Course Design and Preparation
1. Quantifying the Qualitative
2. Examining Aesthetic Sensibility
3. The Apprenticeship of Observation
4. Novices and Experts
5. Getting Involved
6. Implications of Grades
7. Course Design: An Overview
8. Course Design: Defining Goals
9. Course Design: Teaching and Learning Activities
10. Course Design: Assessment Criteria
11. Your Grading System: Math Matters
12. Ungraded Assignments
13. Scaffolding Learning Tasks
14. Soliciting Feedback
Part I. Supplementary Resources
Part II. During the Semester
15. Making Grading Expectations Clear
16. A Mutual Understanding of Progress
17. Clarifying Teaching Methods
18. Choice of Graded Projects
19. Office Hours
20. Making Creative Process Explicit
21. Redefining Effort
22. Problem Finding
23. Generating Ideas and Brainstorming
24. Aha! Moments
25. Grading and Mistakes
26. Contemplative Practice
27. Famous Artists' Early Work
28. The Artist-Apprentice Dynamic
29. Grading Participation
30. Grading Discussions
31. Self-Assessment and Creative Process
32. The Language of the Discipline
33. Assessing Research
34. Skills-Based Assignments
35. Creating Rubrics
36. Using Rubrics
37. When to Introduce a Rubric
38. Student-Generated Rubrics
39. Rubrics for Peer and Self-Assessment
40. Common Rubric Pitfalls
41. Structuring the Critique
42. Critiquing in the Online Environment
43. Peer Critique
44. Art Directing vs. Critiquing
45. Critique Journals
Part II. Supplementary Resources
Part III. Post-semester
46. Requesting Feedback on Your Grading
47. Post-semester Community: Moving Beyond Assessment
48. Reflecting and Planning for Next Semester
49. End-of-Semester Evaluations
50. Norming Your Grades
Part III. Supplementary Resources
Acknowledgements
Notes