Hobbit: Create a Character

Hobbit: Create a Character Assignment

ASSIGNMENT: CREATE A CHARACTER

You have been hired by Tolkien to create a new character for the novel. Your character can be any type that you wish – you may wish to create a character of the same type as one mentioned in the novel (dwarf, warg, etc.), or you may wish to create an entirely new character. Be creative!

For this assignment, you are required to draw a full color picture of your newly created character. You are also required to write a one page (single spaced) description of your character, describing what your character is like (looks, personality, ability), as well as where they would fit in to the novel.

This assignment is due on: Friday January 20, 2017

Format:

Sketch you character on blank A4 paper. Your character should take up at least 70% of your sheet of paper.

On a separate sheet of paper describe your character. You may include your characters height, weight, abilities, personality, person credo or any attribute that you think applicable to his/her role in the Hobbit novel.

Rubric for Sketch

100 95 90% |------------| A Excellent Outstanding Exemplary

89 85 80% |------------| B Above Average Very Good Acceptable

79 75 70% |------------| C Average Good Not Yet Acceptable

69 65 60% |------------| D Below Average Needs Improvement Barely Acceptable

59% and below |------------| F Unsatisfactory Poor Unacceptable

ELEMENTS OF DESIGN: LINE, TEXTURE, COLOR, SHAPE/FORM, VALUE, SPACE PRINCIPLES OF DESIGN: REPETITION, BALANCE, EMPHASIS, CONTRAST, UNITY

A: Planned carefully, made several sketches, and showed an awareness of the elements and principles of design; chose color scheme carefully, used space effectively.

B: The artwork shows that the student applied the principles of design while using one or more elements effectively; showed an awareness of filling the space adequately.

C: The student did the assignment adequately, yet it shows lack of planning and little evidence that an overall composition was planned.

D: The assignment was completed and turned in, but showed little evidence of any understanding of the elements and principles of art; no evidence of planning.

F: The student did the minimum or the artwork was never completed.

Creativity/Originality

A: The student explored several choices before selecting one; generating many ideas; tried unusual combinations or changes on several ideas; made connections to previous knowledge; demonstrated understanding problem solving skills.

B: The student tried a few ideas for selecting one; or based his or her work on someone else's idea; made decisions after referring to one source; solve the problem in logical way.

C: The student tried in idea, and help out adequately, but it lacked originality; substituted "symbols" for personal observation; might have copied work.

D: The student fulfill the assignment, but gave no evidence of trying anything unusual.

F: The student showed no evidence of original thought.

Effort/Perseverance

A: The project was continued until it was complete as the student could make it; gave it effort far beyond that required; to pride in going well beyond the requirement.

B: The student work hard and completed the project, but with a loom or effort it might have been outstanding.

C: The student finished the project, but it could have been improved with more effort; adequate interpretation of the assignment, but lacking finish; chose an easy project and did it indifferently.

D: The project was completed with minimum effort.

F: The student did not finished the work adequately.

Craftsmanship/Skill/Consistency

A: The artwork was beautiful and patiently done; it was as good as hard work could make it.

B: With a little more effort, the work could have been outstanding; lacks the finishing touches.

C: The student showed average craftsmanship; adequate, but not as good as it could have been, a bit careless.

D: The student showed below average craftsmanship, lack of pride in finished work.

F: The student showed poor craftsmanship; evidence of lazy this or lack of understanding.

Rubric: Character Description

Criteria

Inadequate (Below Standard) Below 60%

Adequate (Meets Standard) 60-79%

Above Average (Exceeds Standard) 80-89%

Exemplar (Far Exceeds Standard) 90-100%

Organization

Writing lacks logical organization. It shows some coherence but ideas lack unity. Serious errors.

Writing is coherent and logically organized. Some points remain misplaced and stray from the topic. Transitions evident but not used throughout essay.

Writing is coherent and logically organized with transitions used between ideas and paragraphs to create coherence. Overall unity of ideas is present.

Writing shows high degree of attention to logic and reasoning of points. Unity clearly leads the reader to the conclusion and stirs thought regarding the topic.

Level of Content

Shows some thinking and reasoning but most ideas are underdeveloped and unoriginal.

Content indicates thinking and reasoning applied with original thought on a few ideas.

Content indicates original thinking and develops ideas with sufficient and firm evidence.

Content indicates synthesis of ideas, in- depth analysis and evidences original thought and support for the topic.

Development

Main points lack detailed development. Ideas are vague with little evidence of critical thinking.

Main points are present with limited detail and development. Some critical thinking is present.

Main points well developed with quality supporting details and quantity. Critical thinking is weaved into points

Main points well developed with high quality and quantity support. Reveals high degree of critical thinking.

Grammar & Mechanics

Spelling, punctuation, and grammatical errors create distraction, making reading difficult; fragments, comma splices, run-ons evident. Errors are frequent.

Most spelling, punctuation, and grammar correct allowing reader to progress though essay. Some errors remain.

Essay has few spelling, punctuation, and grammatical errors allowing reader to follow ideas clearly. Very few fragments or run-ons.

Essay is free of distracting spelling, punctuation, and grammatical errors; absent of fragments, comma splices, and run-ons.

Style

Mostly in elementary form with little or no variety in sentence structure, diction, rhetorical devices or emphasis.

Approaches college level usage of some variety in sentence patterns, diction, and rhetorical devices.

Attains college level style; tone is appropriate and rhetorical devices used to enhance content; sentence variety used effectively.

Shows outstanding style going beyond usual college level; rhetorical devices and tone used effectively; creative use of sentence structure and coordination

Format

Fails to follow format and assignment requirements; incorrect margins, spacing and indentation; neatness of essay needs attention.

Meets format and assignment requirements; generally correct margins, spacing, and indentations; essay is neat but may have some assembly errors.

Meets format and assignment requirements; margins, spacing, and indentations are correct; essay is neat and correctly assembled.

Meets all formal and assignment requirements and evidences attention to detail; all margins, spacing and indentations are correct; essay is neat and correctly assembled with professional look.