Below is a draft of the rubric that Doug and I have composed to assist in our evaluation of your fieldguides (part C of the transmedia fieldguide assignment). Please take a look at this draft and give us any feedback, either through the comments feature on this post, email, or in class. We would like to make sure that the guidelines are fair, clear, and helpful before moving them from “draft” to “finalized”…
In reviewing these criteria, keep these two general principles in mind:
1. The field guide should stand on its own, in the sense that all of the material needed to ‘use’ it or understand it should be contained within it. You may be doing a lot of writing/entextualized analysis that does not ultimately fit into the final form of your guide; this material should go into your log as “evidence” of your research process.
2. The “quality” or “aesthetic” value in design is not a point-bearing issue (i.e. we are not evaluating based on how “good” it looks….). However, we want you to evidence the thought and/or effort that goes into creating a field guide addressing the following criteria. Be creative and take risks with your the form of presentation you ultimately choose!
5pts— Evidence of at least THREE different types of media (audio,video, stills, text, ephemera, hardcopy, etc) that serve to exhibit or contextualize the art-world…it does not matter if there is only one or two kinds of media employed in the art-world you examine. We are interested in how that art-world and the practices associated with it manifest across many media, and your guide should somehow account for this.
8pts— Evidence of analysis as exhibited in the transmedia environment. This analysis may be written/text, as well as spoken, imaged, etc. Evidence needs to move beyond documentation and into the realm of CRITICALLY-GROUNDED UNDERSTANDING that draws on course texts, ideas, dialog, and sources you have found on your own. INTERPRETATION is not excluded here, and may be a significant component of the analysis, but we want more than metaphors and abstractions.
3pts— Writing associated with the field guide needs to: 1. support analysis via integration of course readings/materials; 2. support description of art world that emerges via transmedia documentation/sources; 3. give a user reasonable orientation to the art world. We are not so much concerned with word-count as we are with robustness, cogency, and vibrancy of your accompanying text.
2pts— Form must SUPPORT function of fieldguide (design is important), and should map to SUBJECT (i.e. engage in the art world to any extent possible)
2pts— Field guide should CLEARLY demonstrate that you have immersed yourself in the art world in some way. This may be evidenced in any number of ways, and we will look for alignment between your subject and your evidence.
