The Way You Do the Things You Do
The Temptations

Knockin' on Heaven's Door
Take your Pick

Unchained Melody
The Righteous Brothers

What's Goin On?
Marvin Gaye



Strong aesthetic appeal; not cluttered, graphics enhance content; image selection is appropriate; makes you want to continue interacting; enhancements enrich the viewing and learning experience and significantly contribute to conveying the content and meaning;

Sustained and seamless use of technical devices and content relevant visuals establish a clear visual pattern that aids audience understanding

Multimedia elements adequately contribute to conveying the content and meaning; most graphics used appropriately to enrich the experience; although purpose may not be readily evident;

Purposeful use of animations and devices; main points are evident and expanded through presentation; good, relevant visuals

Lacking attention to aesthetic design. Graphics are random or insufficient and do not enhance content;

Overuse of animations and technical animations/devices; too much text, needs to be condensed

Graphics interfere with or distract from content and communication of ideas; inappropriate or no use of animations, devices, images; an essay on the screen


(includes elements of the Complexity rubric)

The presentation of ideas is thoughtful, insightful, clear and focused. You approach the topic from an unusual perspective, use your unique experiences or view of the world as a basis for communicating; you make interesting connections between ideas. It is implicit that this exploration matters.

Explores the complexity of the issues; in-depth analysis; confrontation and discussion of conflicting information, motivations and ideas; critical research evident; interprets principles in accurate and insightful ways.

Thoroughly researched; all points substantiated by evidence; no assumptions; sophisticated understanding of details, nuances and subtleties of the content; sufficient information to make the presentation worth reading or viewing; information is conveyed; content effectively achieves its intended purpose; historical information is accurate and relevant.

Makes frequent, meaningful and rich cross-discipline and/or real-life connections

You attempt to develop all ideas; although some ideas may be developed more thoroughly and specifically than others; the overall development reflects some depth of thought, enabling the viewer to generally understand and appreciate your ideas.

Analysis accurate but lacking depth of understanding; may not demonstrate clear understanding of audience motivation; may lack thoroughness in addressing purpose.

Considerable evidence contributes to message development but lacks depth; assumptions cloud facts, some ideas are ambiguous.

Makes relevant cross-discipline and real-life connections

Limited by superficial generalizations; unclear or simplistic; may be simply an account of a single incident instead of articulating a purpose; therefore the viewer cannot sustain interest in the ideas

More descriptive than analytic; relies on summary of information and events rather than application of information to audience opinion; makes errors in interpreting research; ineffectively synthesizes the information.

Exhibits only sketchy or insufficient evidence; may have errors; some understanding of details, nuances and subtleties of the content; most subject knowledge is literal and does not enhance message development.

Attempts some cross-discipline and real-life connections that demonstrate partial understanding

Confusing and hard to follow; disorganized; develops no connections among ideas; statements are convoluted and viewer is left questioning the work itself and not the ideas presented in the work

Inadequate or inaccurate understanding of the information, events or audience; attempts at analysis or insight are confused or inappropriate; major errors in understanding.

Almost no use of evidence; attempts are confused or inappropriate; major errors; complete misunderstanding or no effort to understand the details, nuances and subtleties of the content.

Learns primarily without cross-discipline or real-life connections

(includes elements of the Communication Rubric)

Shows sophisticated sense of audience; uses language artfully and articulately; meaningfully organizes; uses media/materials effectively

Shows clear sense of audience; uses language is effectively; clearly organizes; uses media/materials appropriately

Shows some sense of audience; uses language somewhat effectively; somewhat organized; somewhat appropriate use of media/ materials

Shows little sense of audience; uses language ineffectively; weak organization interferes with meaning; ineffective use of media/materials