What does RIGOR look like in the art room?

At Ballou, the staff has recently started a professional development workshop series about rigor in the classroom. At our last meeting, we were considering barriers and bridges to rigor in our classrooms.
Barriers:
Attendance and truancy
Lack of materials, technology, and art supplies
Varying skills levels, and at least 50% of students have NEVER taken art before (don't know basics)
Not knowing special needs of students (IEPs)
Constantly changing class rosters

Bridges
Scaffolding
Art allows for personal modification to individual skill level

Aside from thinking about the bridges and barriers to rigor, I started to think about the question 'what does rigor look like in the art room'? In English, Math or Science it might be a bit more straightforward but what does a rigorous art class look like? After brainstorming with a colleague we came up with this list:
Rigor
1. Students directing artmaking and students making conscious choices about their artmaking subject and process
2. Students creating artworks that clearly communicate a message
3. Students being able to defend their artistic choices both verbally and in writing

What else do you think rigor looks like in the art room?

I always think it is a sign of a well run class when I can just sit at my desk and the students direct themeselves. When I design a lesson, I typically front load the lesson, meaning, we do some discussions, definitions, practice and sketching when an assignment is introduced and then it transitions into a couple studio days where the students work independently on their art. On the studio days, I am often happily bored, walking around the classroom observing student progress, asking them questions but generally giving them space to make the art on their own. I am happy when I am not needed on these days because typically that means I have already taught the lesson well- they know how to use the art materials, they have a design or sketch ready to go, and they can self direct with little help. Do you agree that this is a good thing in the art room? Or do you think a more rigorous lesson would lead to more questions and problems?

New Semester

The 2nd semester started at Ballou and we are off to a slow but promising start. Each time I meet a new class, I spend the first few days getting to know who my students are as people and as artists. I do this through surveys, conversation, and giving them an assignment to decorate their portfolio. I tell them there are two requirements for the portfolio cover: #1 it should have their 'government' name somewhere on it and #2 it should look good! (leaving 'good' to be whatever they interpret that to mean). Watching them design the portfolio cover tells a lot about who the person is as an artist. I see a variety of responses, the student who is afraid to start, the student who balls up 3 or 4 before settling on a design, the student who loves lettering, the student who does the very typical flower, heart, and words, the students who spends the entire hour designing one small corner, the student who scribbles 'just anything,' and of course the rare student who creates something completely unique and amazing. Last semester I had some of the absolute best kids I have ever met personality-wise, but very few came with any art skill or knowledge at all. This time, I was completely blown away. They created some great original designs and nearly every student had a knack for lettering. I'm excited to see where they take their skills this semester.

Still working out the camera issues, will post pics when I have a camera...