Drawing assessment criteria: Story Board

Design layout/ Planning 35% Drawing 35% Critical & Contextual studies 15% Understanding and Attitude 15%
Students should demonstrate:

To express his/ herself verbally,
stating ideas in group discussions
and reviews.

An ability to brainstorm using
knowledge thinking of a variety of
events witnessed or seen on a
movie.

An ability to think creatively when
designing the layout of the story
board.
Students should demonstrate:

An ability to develop imaginative
drawing skills to transpose idea into
an illustration, telling a story.

The ability to develop perspective
and scale skills when drawing.

The ability to use a variety of tones
and textures when drawing.

Experimentation in different
mediums.
Students should demonstrate:

Develop research skills and
awareness of visual culture.

An ability to identify and describe
work created by artists that use
similar subject matter or techniques
in their work.
Such as Alfred Hitchcock and Curt
Swan.

An ability to compare and contrast
work made in class to artists work.
Students should demonstrate:

Willingness to cooperate and
contribute to the design/ layout
workshops and learning activities.

An openness to new ideas and
methods.

Willingness to overcome creative
and technical challenges.

Understanding of key design/
planning and drawing concepts.
Evidence of learning Evidence of learning Evidence of learning Evidence of learning
Evidence that the student:

Demonstrated the ability to discuss
ideas sharing information with
peers.

Chose a variety of interesting events
to work from, planning and
strategised how to effectively
illustrate the series in which the
event took place.

Has been inventive in approach to
design. Layout contains a variety of
shapes in different sizes.

Tackled technical issues to resolve
layout/ design.
Evidence that the student:

Demonstrated the ability to draw
from imagination/ life/ images.

Demonstrated an understanding
and ability in drawing a variety of
angles effectively.

Developed technical skills by
differentiating and displayed a
variety of tones.

Evidence that the student:

Improved research skills, gathering
images.

Demonstrated the ability to talk
about artists work describing
qualities and subject matter in class
discussions.

Ability to distinguish the type of
story boards they created and the
tone they set. Ability to speak about
personal comic books.


Evidence that the student:

Personally engaged with the
project, reflected in the nature of
the work, design, planning and
drawing.

Final story board story translates
effectively throughout frames.

Ability to use and explain key points
on the use of story boards in the
movie business.