Drawing rubric: grades K–2, 3–5 and 6–8
This drawing rubric scores a drawing in art class, from a still life to an observational sketch to an imaginative scene: line and shape, careful looking, value and shading, composition, and effort over time. It rewards growth and close looking, not natural talent, so every student can reach the top level. Grades 3–5 and 6–8 use four levels with points; K–2 uses three levels with no points. Print it, or open it in the rubric maker to change any cell.
Drawing rubric, grades K–2
3 levels, 4 criteria, no points (a switch in the maker adds them).
| Criteria | Wow! | Yes | Not yet |
|---|---|---|---|
| Lines and shapes | I use many kinds of lines and shapes on purpose. | I use some lines and shapes. | I use one kind of line. |
| I look closely | I draw the details I see, like spots or edges. | I draw the big parts I see. | My drawing does not show what I see yet. |
| Fill the page | My drawing is big and fills the page. | My drawing fills part of the page. | My drawing is tiny in a corner. |
| I keep trying | I add details and finish my drawing. | I finish my drawing. | I stop before I finish. |
- I can use lines and shapes to draw.
- I can look closely and draw what I see.
- I can fill my page.
- I can keep working until I finish.
Drawing rubric, grades 3–5
4 levels, 5 criteria, 24 points in all.
| Criteria | Exceeds4 points | Meets3 points | Approaching2 points | Beginning1 point | Score |
|---|---|---|---|---|---|
| Line and shape | Varies line weight and type on purpose, and builds forms from basic shapes. | Uses varied lines and clear shapes. | Lines are mostly the same; shapes are unclear. | Few lines or shapes; drawing is unfinished. | / 4 |
| Observationcounts ×2 | Proportions and details closely match the object, showing long, careful looking. | Main proportions and details match the object. | Some parts match; others are drawn from memory. | Drawing does not match the object. | / 8 |
| Value and shading | Shows a full range of light to dark with smooth shading that makes forms look solid. | Shows light and dark with some shading. | Shading is flat or in one value. | No shading is used. | / 4 |
| Composition | Drawing fills the space with a clear center of interest and a planned background. | Drawing fills the space with a center of interest. | Drawing is small or crowded to one side. | No plan for the page. | / 4 |
| Effort and growth | Practice sketches show clear growth, and the final drawing is carefully finished. | Practice sketches and a finished final drawing. | Little practice; final is rushed. | No practice; unfinished. | / 4 |
- I can use different kinds of line and shape on purpose.
- I can draw from careful looking, not from memory.
- I can shade to show light and shadow.
- I can plan where my drawing goes on the page.
- I can practice and improve my drawing.
Drawing rubric, grades 6–8
4 levels, 5 criteria, 24 points in all.
| Criteria | Exceeds4 points | Meets3 points | Approaching2 points | Beginning1 point | Score |
|---|---|---|---|---|---|
| Line quality | Confident, varied line weight shows edges, overlap and depth; contour is accurate. | Varied line weight with accurate contour. | Line weight is uniform or sketchy throughout. | Lines are uncontrolled or incomplete. | / 4 |
| Observation and proportioncounts ×2 | Accurate proportions measured by sighting, with angles and spaces between objects drawn true. | Proportions mostly accurate from observation. | Several proportion errors. | Drawn from memory, not observation. | / 8 |
| Value | A full value range with highlight, core shadow and cast shadow, and a consistent light source. | A good value range with a consistent light source. | Limited value range, or light source is inconsistent. | No value range is shown. | / 4 |
| Composition | Deliberate composition with a clear focal point, balance and use of negative space. | Clear focal point and balanced layout. | Composition is unbalanced or unplanned. | No apparent composition. | / 4 |
| Process and reflection | Thumbnails and studies show growth, and a written reflection explains choices and next steps. | Shows studies and a short reflection. | Little evidence of process. | No process shown. | / 4 |
- I can control line weight and quality to show form and depth.
- I can measure and draw accurate proportions from observation.
- I can use a full range of value to model form and light.
- I can compose a drawing with a clear focal point and balance.
- I can show my process and reflect on choices I made.
When to use it
- An observational drawing: a still life, a plant, a shoe, a self-portrait from a mirror.
- A shading or value lesson, scored on the final drawing and the practice sheet.
- A sketchbook check at the end of a unit.
What to say to students
- Look at the object more than you look at your paper.
- Start with light lines. You can always make them darker.
- Fill the page. Think about where your drawing sits on the paper.
- Effort and growth count. Keep your practice sketches.
Related
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The criteria are generic and written for this site, with no standards codes, so they fit any curriculum. Open one in the maker to change a word, add a row or switch to a single-point rubric; what you change stays in your browser.