AP Studio Art Syllabus:
Course Description:
AP Studio Art is a college level course offered to students who have an exceptional desire to pursue higher levels of personal development and growth in the visual arts. Through studio practice, application of design concepts and informed decision making, these students will assemble a body of artwork that demonstrates a high level of quality and growth. All work will be documented throughout the year by digital photos. Students will investigate all three parts of their portfolios as required by the AP College Board: Quality, Concentration, and Breadth. Success on the AP Studio Art examination can enable students to earn college credits and placement in college programs.
The AP Studio Art Portfolio course is designed for students who are seriously interested in the practical experience of art and wish to develop mastery in the concept, composition, and execution of their ideas. (SC2) AP Studio Art is not based on a written exam; instead, students submit portfolios for evaluation at the end of the school year. In building the portfolio, students experience a variety of concepts, techniques and approaches designed to help them demonstrate their abilities as well as their versatility with techniques, problem solving, and ideation. (SC4) Students also develop a body of work for the Concentration section of the portfolio that investigates an idea of personal interest to them.
The AP Studio Art course addresses three major concerns that are a constant in the teaching of art: (1) a sense of quality in a student’s work; (2) the student’s concentration on a particular visual interest or problem; and (3) the student’s need for breadth of experience in formal, technical, and expressive means of the student’s art. AP work should reflect these three areas of concern: quality, concentration, and breadth. AP Studio Art: 2-D Design Portfolio requires the student to produce a minimum of 24 works of art that reflect issues related to 2-D design. (SC1) These works may include traditional as well as experimental approaches to 2-D design. This portfolio is intended to address purposeful decision making about using the elements and principles as applied to a two-dimensional surface, whether physical or virtual. The principles of design (unity/variety, balance, emphasis, contrast, rhythm, repetition, proportion / scale and figure/ground relationship) can be articulated through the visual elements (line, shape, color, value, texture, space). Any two-dimensional process or medium may be submitted, including, but not limited to, graphic design, digital imaging, photography, collage, fabric design, weaving, fashion design, illustration, drawing, painting, printmaking, etc.
During the first week of school, the course is outlined and expectations are reviewed with students. The individual sections of each portfolio—Quality, Concentration and Breadth—are discussed in detail. We will view and discuss extensive slide examples from both the College Board and past students’ work that correspond to each section of the portfolio. Additionally, the students review the images, instructions and rubric from the AP Studio Art Brochure.
The Concentration section of the portfolio is a series of works unified through one main key concept or idea. It will consist of 12 high quality artworks that clearly demonstrate that the student has developed a body of work by investigation of a theme or idea. The concentration section must show growth and discovery. In all three portfolios, digital photos will be submitted to document this process of discovery.
The Breadth section of the portfolios is designed to display the student’s ability to manipulate a variety of mediums, styles and subjects. It will consist of 12 artworks that show a variety of mediums, techniques, approaches to drawing and 2-D design. The students should clearly demonstrate their knowledge of the elements and principles of art in these works. Units of study will be presented to satisfy this requirement for each portfolio. 12 digital photos will be submitted for this section.
The Quality section of the portfolio should show the best examples of the students work in terms of displaying critical thinking skills towards composition, as well as mastery of a particular medium. In this section, 5 pieces of work are chosen from breadth and concentration and sent to the AP Board for judging. In the Drawing and 2-D Design Portfolios, work will be physically sent to the College Board in portfolios provided by the College Board.
AP Studio Drawing is a portfolio based on in depth study into composition, with heavy emphasis on mark making, line and line quality, texture, value and contour. The drawing portfolio focuses on drawing concepts such as liner perspective, 1 and 2 point perspective, chiaroscuro, classical drawing, subject matter, direct observation, foreshortening and proportion. The Drawing portfolio may include many mediums, including but not limited to, charcoal, pencils, pen and ink, painting, printmaking, markers and pastels, but may not include photography or graphic design. The Drawing portfolio should investigate a variety of visual problems, such as comprehension of composition, atheistic awareness, art literacy and self-evaluation.
AP Studio 2D Design is a portfolio focused on making decisions about how to use the principals and elements of art to create works that convey a meaning. Any two dimensional medium may be used for this portfolio such as photography, graphic design, etc.
AP Studio 3D Design is a portfolio that is a direct demonstration of achievement. The term “3D Design” is used broadly and gives the student a wide range of options and mediums. It should explore depth and space. Content and style are left completely open and to the discretion of the student. Whatever direction chosen should address issues such as mass, volume and form. Any three dimensional medium may be used for this portfolio and will be submitted solely as digital images.
Ethics/ Copyright:
All work must be original. Though students may investigate the work of others and published images, they must complete work from their own photography and from life using their own personal voice. During group discussions and critiques, students will develop an understanding of what constitutes plagiarism and how to maintain their own artistic integrity. For any work that references other artist’s work students must cite their sources and provide a detailed statement explaining how the referencing work supports their artistic goals and voice. Further the student must explain how they have significantly changed the work they are referencing to serve their own artistic intent. (SC10)
Course Schedule:
Classes meet every day for 90 minutes. The course focuses on both sections of the portfolio (Breadth and Concentration) throughout the year, with the best artwork selected for use in the Quality section of the AP Studio Art portfolio. The Breadth work generally begins with an instructor driven problem to solve. I will introduce contemporary artists and techniques as a springboard for artwork, and encourage individual and unique responses to all work. The assignments are based on a variety of collected problems commonly encountered in college-level 2D Design courses. The students have specific in-class and out-of-class assignments and are expected to meet deadlines in-line with the AP pacing.
Course Objectives:
During this course students will...........
Perceive:
-identify major visual styles, works and artists throughout history
-visit galleries, museums, and artist's studios through field trips, and outside assignments (2 per semester)
-research, and reflect upon, the biographical context of the work of one “mentor” artist, record ideas and images about the artist in sketchbook
-transform selected ideas of this artist in a self- assignment
Produce:
-Produce artworks that reflect attention to detail and mastery of craft.
-cross the perceived boundary between drawing and optics through strategic use of ‘physical’ techniques such as drawing, painting, computer manipulation and collage
-produce a semester portfolio demonstrating Breadth of ideation and of design skill: 12 works that creatively exploit the principles of visual organization
-develop a long term Concentration project, sustained throughout the first and second semester of this course
Reflect:
- document their own artistic development throughout the year in their sketchbook, showing a visual record and written reflection of development;
-participate in oral critiques, compare and evaluate the effectiveness of different compositions strategies and assignments
-assess their own work and the work of others in reference to articulated standards of original thought.
-interpret art verbally or in a writing, using a sequential process of critical analysis
-select the best work completed and submit a digital portfolio of Breadth and Concentration to the College Board as specified
-Select and submit 5 original Quality works to the College Board as specified.
-Organize and present a group show retrospective of their work in the school gallery reflecting with a written or video of how your work relates to the history of art and how the work has evolved into a personal voice.
Assessment and Evaluation:
Grading is difficult since AP work is so individual and experimental. Working against the AP rubric allows for the greatest consistency and familiarizes students with the grading process used by the AP readers. Standards of quality in student work, expectations based on the range of accomplishments in other AP art classes, and the evidence of thought, care, and effort demonstrated in the work are all elements discussed with students, individually and in class critiques. [SC2 & SC9] Grading will mirror the AP rubric and students will be required to assess their own work using a series of thoughtful questions. Students will identify strengths of their work as well as ideas for improvement. They will consider reworking pieces to make them even more successful or to investigate new directions for art making.
40% - Coursework (HW and class participation included in this category)
60% Portfolio Projects
20% Final Cumulative Portfolio
*Together coursework and projects make up 80% of the grade. The other 20% is the “final project” which consists of the grading of the cumulative portfolio.
Rubrics will be given out as hard copy to each student listing the requirements for each assignment. Rubrics will consist of such categories as: pursuit and transformation of an idea, personal voice, composition and structure of idea using the elements and principles of art, value and color plan, media and mark making, and the subject matter’s relation to the idea.
Critiques:
Critiques are an integral part of all classes. All students are brought together for critiques at regular intervals—generally when they have major assignments due. Each student must show his her work and briefly discuss his or her intent. The class is then expected to provide positive feedback and offer suggestions for improvement. Participation is mandatory and proper art language will be used in both verbal and written form. The vocabulary of art is introduced through the foundation classes and is reinforced through the verbal and written critique. For grading purposes, we will use the AP Scoring Guidelines for Studio Art. (SC8) It is important for AP students to be familiar with the rubric that will be used to score the work in their portfolios. Additionally, there is continual dialogue with students on an individual basis during class time with instructor and peers
First Semester:
AP students will be presented with a series of teacher-initiated assignments, designed to generate quality art work for the Breadth portion of the Drawing or 2-D Design portfolio requirements. This 12 work requirement should be met by the end of the first semester in December. It is also anticipated that the students will begin to discover personal interests and artistic strengths, leading them towards work on their concentration focus for section II of the portfolio. Students will use their homework sketchbooks to begin exploring this area, as well as to hone their drawing and design skills through weekly assignments. By the close of the first semester, students should have 12 digital photos of their breadth entries.
Course Outline for 1st Semester by Assignments:
Week 1 (1st 9 weeks)
Drawing Portfolio
Introduction to AP: poster, requirements, view CD from College Board on Quality, Breadth and Concentration;
Critique of summer homework.
Homework: write about 5 things most important; 3 artists or art styles most appealing.
2-D Design Portfolio
Introduction to AP: poster, requirements, view CD from College Board on Quality, Breadth and Concentration;
Critique of summer homework
Homework: write about 5 things most important; 3 artists or art styles most appealing.
Week 2
Drawing Portfolio
Value charts, mark making in pencil, charcoal, colored pencil, and pastels.
Assignment: “Hard and soft” –still life of boxes, cups, and fabrics.
1st conference on concentration
2-D Design Portfolio
Same as drawing, with emphasis on composition, positive/negative space.
Week 3
Drawing Portfolio
“Popular Mechanics of Bicycles”- study of bike in graphite and color pencil.
2-D Design Portfolio
Same as drawing, but may be collage, different media.
Week 4
Drawing Portfolio
Interior perspective of art room (or some other area in school). Progress reports- 3 digital photos due; PowerPoint began.
2-D Design Portfolio
Same as drawing, with more emphasis on design. Progress reports- 3 digital photos due; PowerPoint began.
Week 5
Drawing Portfolio
Complete perspective assignment.
2nd conference on concentration.
2-D Design Portfolio
Same as drawing.
Week 6
Drawing Portfolio
Value chart, mark making in ink: wash, hatch, cross-hatch, stipple, text.
Ink still life showing 3-5 techniques.
2-D Design Portfolio
Same as drawing, but with strong focus on micrography for shading technique.
Week 7
Drawing Portfolio
Complete Ink Still life. Work on concentration if time allows.
PowerPoint presentation on Cubism/ multiple views.
2-D Design Portfolio
Same as drawing.
Week 8
Drawing Portfolio
Cubist collage of hats, mixed media.
2-D Design Portfolio
Cubist collage; take best view of 3 still lives and combine into one.
Week 9
Drawing Portfolio
Complete collage.
3rd concentration conference. End of 1st 9 weeks-3 new digital photos due. 6 slides due on PowerPoint with 3 written reflections.
2-D Design Portfolio
Same as drawing.
Week 10 (2nd 9 weeks)
Drawing Portfolio
Figure study- Ink with tree limbs
2-D Design Portfolio
Figure collage using cut paper in subtle values.
Week 11
Drawing Portfolio
“Larger than Life”- Head study in graphite.
2-D Design Portfolio
Same, but with multiple views or pattern in background.
Week 12
Drawing Portfolio
Old costumes, uniforms still life in charcoal. Emphasize shadows.
4th conference on concentration.
2-D Design Portfolio
4 phase graphic design: do still life in 4 different mediums.
4th concentration conference.
Week 13
Drawing Portfolio
“Human presence without human form”- a portrait without a face! In graphite.
2-D Design Portfolio
Same as drawing.
Week 14
Drawing Portfolio
Present Bauhaus principles of design.
Minimalist geometric or organic abstract painting. Progress reports-3 new digital photos due. 4 new slides due on PowerPoint with reflections.
2-D Design Portfolio
Same as drawing.
Week 15
Drawing Portfolio
Metaphorical figure with foreshortening on extra-large paper or combined paper. Can be with mixed media.
2-D Design Portfolio
Same as drawing, with mixed media.
Week 16
Drawing Portfolio
Complete metaphorical study. Work on concentration.
2-D Design Portfolio
Same as drawing.
Week 17
Drawing Portfolio
“Lunch box story”- what I eat tells about me. Any media.
2-D Design Portfolio
Same with strong design and message.
Week 18
Drawing Portfolio
Exam: Social commentary project.
3 new digital photos due; 15 total slides due on the PowerPoint with 10 reflections.
Conference: Plans for concentration over the holiday break
2-D Design Portfolio
Same as drawing.
Second Semester:
AP students will be challenged to focus on their concentration section at this time, even though some breadth assignments may still be given in class if needed. Each student will have met privately with the teacher on several occasions to discuss their concentrations ideation and development. Considerable time will be devoted to the highly personal nature of the concentration and class and homework assignments will be given to aid in this process of personal discovery. Students will also keep a sketchbook journal of visual ideation and written reflections of this process. At least 2 weeks before the end of the semester, students will have all 24 digital photos taken for their breadth and concentration sections. They will have chosen their five quality pieces as well.
Week 19 (3rd 9 weeks)
Drawing Portfolio
Conference on concentration –view progress over holiday. Take photos of all new work.
Mapping project-aerial view; enlarge parts
2-D Design Portfolio
Same as drawing with strong focus on positive/negative
Week 20
Drawing Portfolio
Abstract figure painting in oil on paper; crumple when wet
2-D Design Portfolio
Same as drawing
Week 21
Drawing Portfolio
Painting on black velvet /fabric-oil and modeling paste
2-D Design Portfolio
Same as drawing
Week 22
Drawing Portfolio
Concentration
Progress report-3 new digital photos due. 20 total slides due on PowerPoint with 15 reflections...
Extra project if needed: Escher-sphere with reflection
Hold blind “reader” judging for each student with teachers to determine progress
2-D Design Portfolio
Concentration/Same as drawing
Week 23
Drawing Portfolio
Concentration
Extra project if needed: Georgia O’Keeffe- cars, shoes, phones, etc.
2-D Design Portfolio
Concentration/Same as drawing
Week 24
Drawing Portfolio
Concentration
Extra project: object wrapped in sheet
2-D Design Portfolio
Concentration/Same as drawing
Week 25
Drawing Portfolio
Concentration
Extra project: Old school portrait with you instead of –say-Mona Lisa.
2-D Design Portfolio
Concentration/Same as drawing
Week 26
Drawing Portfolio
Concentration.
Extra project: Figure in a small space
2-D Design Portfolio
Concentration/Same as drawing
Week 27
Drawing Portfolio
Concentration
3 new digital photos due. 25 total slides on PowerPoint with 25 reflections.
Extra project: “No bones about it”-Southwestern bone still life
2-D Design Portfolio
Concentration/Same as drawing
Week 28 (4th 9 weeks)
Drawing Portfolio
Concentration
Conferences on progress, discovery, personal voice
2-D Design Portfolio
Concentration/Same as drawing
Week 29
Drawing Portfolio
Concentration
Extra project: Drawing with printed text on top (linoleum block for text)
2-D Design Portfolio
Concentration/Same as drawing
Week 30
Drawing Portfolio
Concentration
Extra project: 5 layer figure drawing in charcoal (wipe off)
Host another blind reader judging
2-D Design Portfolio
Concentration/Same as drawing
Week 31
Drawing Portfolio
Concentration
Progress report: 3 new digital photos due. 30 total slides on PowerPoint due.
2-D Design Portfolio
Concentration
Week 32
Drawing Portfolio
Concentration
Begin gathering all work, making selections for Quality section.
2-D Design Portfolio
Concentration/Same as drawing
Week 33
Drawing Portfolio
Concentration
Continue gathering all work.
2-D Design Portfolio
Concentration/Same as drawing.
Week 34
Drawing Portfolio
All AP work due. Final 3 digital photos due.
Plan sequence of photos.
Submit digital images. Submit Quality.
2-D Design Portfolio
Same as drawing.
Week 35
Drawing Portfolio
Ink blot self discovery.
2-D Design Portfolio
Same as drawing
Week 36
Drawing Portfolio
Final Exam-
Reflect on year’s challenge, strengths, weaknesses, ups and downs, personal growth, and feelings.
2-D Design Portfolio
Same as drawing.
Summer Assignment
Create an altered book documenting your summer. Do not copy work, but work from personal photography and direct observation instead. Take risks and try new ideas and media (draw, paint, and collage; layer personal items onto the pages of your altered book). Create photography, collect ticket stubs, gum wrappers, vacation souvenirs and incorporate your experiences into your book. Often pages of your altered book may serve as a Breadth piece or serve as a springboard for your sustained investigation or Concentration.
Goals:
• To encourage creative as well as systematic investigation of formal and conceptual issues in the Quality, Concentration, and Breadth sections of the portfolio.
• To emphasize making art as an on-going process that involves the student in informed and critical decision making to develop ideation. (SC6)
• To develop technical versatility and skills while using the visual elements and principles in compositional forms. (SC5)
• To encourage students to become independent thinkers who will contribute inventively and critically to their culture through the making of art. (SC7)
Homework
As in any college-level course, it is expected that students will spend a considerable amount of time outside the classroom working on completion of assignments. Ideas for projects or solutions to problems should be worked out in a sketchbook both in class and outside of class. The sketchbook is an essential tool in recording ideas, capturing visual information, working on compositional issues, and just experimenting. Altered books are checked frequently for progress and discussions/critiques will be used to guide, challenge and encourage students.
Exhibitions and Competitions
AP Studio Art students are encouraged to participate in exhibitions and competitions in the community, as well as showing their work in our school art show in May. Students will also receive extra credit for attending local art shows and exhibitions at museums in the area.
Open Studio
Because the class time is so short and the AP standards so high, there will be extra opportunities for the students to work on their projects. One afternoon each week (Tuesdays or Thursdays) will be designated as “open studio” when the class will be open for 1 1/2 hours (3:30-5:000pm).
Bibliography:
Davidson, Margaret. Contemporary Drawing: Key Concepts and Techniques, Watson-Guptill Publications, 2011.
DeWitte, Debra J., Larmann, Ralph M., and Shields, Kathryn M., Gateways to Art: Understanding the Visual Arts AP Edition, Thames and Hudson. 2015
Eldon, Dan., and Eldon, Kathy. The Journey is the Destination: The Journals of Dan Eldon, Chronicle Books, 1997.
Goldstein, Nathan. The Art of Responsive Drawing, Pearson Prentice Hall, 2006.
Gregory, Danny. An Illustrated Life: Drawing Inspiration from the Private Sketchbooks of
Artists, Illustrators and Designers. How Books, 2008.
Lauer, David A., and Pentak, Stephen. Design Basics, Wadsworth, 2012.
New, Jennifer. Dan Eldon: The Art of Life. Chronicle Books, 2001.
Scott, Eric M., and Modler, David R. Journal Fodder 365: Daily Doses of Inspiration for the Art Addict, North Light Books, 2012.
Scott, Eric M., and Modler, David R. The Journey Junkies Workshop: Visual Ammunition for the Art Addict, North Light Books, 2010.
Sokol, Dawn DeVries. 1000 Artist Journal Pages: Personal Pages and Inspirations, Quarry, 2008.
Course Description:
AP Studio Art is a college level course offered to students who have an exceptional desire to pursue higher levels of personal development and growth in the visual arts. Through studio practice, application of design concepts and informed decision making, these students will assemble a body of artwork that demonstrates a high level of quality and growth. All work will be documented throughout the year by digital photos. Students will investigate all three parts of their portfolios as required by the AP College Board: Quality, Concentration, and Breadth. Success on the AP Studio Art examination can enable students to earn college credits and placement in college programs.
The AP Studio Art Portfolio course is designed for students who are seriously interested in the practical experience of art and wish to develop mastery in the concept, composition, and execution of their ideas. (SC2) AP Studio Art is not based on a written exam; instead, students submit portfolios for evaluation at the end of the school year. In building the portfolio, students experience a variety of concepts, techniques and approaches designed to help them demonstrate their abilities as well as their versatility with techniques, problem solving, and ideation. (SC4) Students also develop a body of work for the Concentration section of the portfolio that investigates an idea of personal interest to them.
The AP Studio Art course addresses three major concerns that are a constant in the teaching of art: (1) a sense of quality in a student’s work; (2) the student’s concentration on a particular visual interest or problem; and (3) the student’s need for breadth of experience in formal, technical, and expressive means of the student’s art. AP work should reflect these three areas of concern: quality, concentration, and breadth. AP Studio Art: 2-D Design Portfolio requires the student to produce a minimum of 24 works of art that reflect issues related to 2-D design. (SC1) These works may include traditional as well as experimental approaches to 2-D design. This portfolio is intended to address purposeful decision making about using the elements and principles as applied to a two-dimensional surface, whether physical or virtual. The principles of design (unity/variety, balance, emphasis, contrast, rhythm, repetition, proportion / scale and figure/ground relationship) can be articulated through the visual elements (line, shape, color, value, texture, space). Any two-dimensional process or medium may be submitted, including, but not limited to, graphic design, digital imaging, photography, collage, fabric design, weaving, fashion design, illustration, drawing, painting, printmaking, etc.
During the first week of school, the course is outlined and expectations are reviewed with students. The individual sections of each portfolio—Quality, Concentration and Breadth—are discussed in detail. We will view and discuss extensive slide examples from both the College Board and past students’ work that correspond to each section of the portfolio. Additionally, the students review the images, instructions and rubric from the AP Studio Art Brochure.
The Concentration section of the portfolio is a series of works unified through one main key concept or idea. It will consist of 12 high quality artworks that clearly demonstrate that the student has developed a body of work by investigation of a theme or idea. The concentration section must show growth and discovery. In all three portfolios, digital photos will be submitted to document this process of discovery.
The Breadth section of the portfolios is designed to display the student’s ability to manipulate a variety of mediums, styles and subjects. It will consist of 12 artworks that show a variety of mediums, techniques, approaches to drawing and 2-D design. The students should clearly demonstrate their knowledge of the elements and principles of art in these works. Units of study will be presented to satisfy this requirement for each portfolio. 12 digital photos will be submitted for this section.
The Quality section of the portfolio should show the best examples of the students work in terms of displaying critical thinking skills towards composition, as well as mastery of a particular medium. In this section, 5 pieces of work are chosen from breadth and concentration and sent to the AP Board for judging. In the Drawing and 2-D Design Portfolios, work will be physically sent to the College Board in portfolios provided by the College Board.
AP Studio Drawing is a portfolio based on in depth study into composition, with heavy emphasis on mark making, line and line quality, texture, value and contour. The drawing portfolio focuses on drawing concepts such as liner perspective, 1 and 2 point perspective, chiaroscuro, classical drawing, subject matter, direct observation, foreshortening and proportion. The Drawing portfolio may include many mediums, including but not limited to, charcoal, pencils, pen and ink, painting, printmaking, markers and pastels, but may not include photography or graphic design. The Drawing portfolio should investigate a variety of visual problems, such as comprehension of composition, atheistic awareness, art literacy and self-evaluation.
AP Studio 2D Design is a portfolio focused on making decisions about how to use the principals and elements of art to create works that convey a meaning. Any two dimensional medium may be used for this portfolio such as photography, graphic design, etc.
AP Studio 3D Design is a portfolio that is a direct demonstration of achievement. The term “3D Design” is used broadly and gives the student a wide range of options and mediums. It should explore depth and space. Content and style are left completely open and to the discretion of the student. Whatever direction chosen should address issues such as mass, volume and form. Any three dimensional medium may be used for this portfolio and will be submitted solely as digital images.
Ethics/ Copyright:
All work must be original. Though students may investigate the work of others and published images, they must complete work from their own photography and from life using their own personal voice. During group discussions and critiques, students will develop an understanding of what constitutes plagiarism and how to maintain their own artistic integrity. For any work that references other artist’s work students must cite their sources and provide a detailed statement explaining how the referencing work supports their artistic goals and voice. Further the student must explain how they have significantly changed the work they are referencing to serve their own artistic intent. (SC10)
Course Schedule:
Classes meet every day for 90 minutes. The course focuses on both sections of the portfolio (Breadth and Concentration) throughout the year, with the best artwork selected for use in the Quality section of the AP Studio Art portfolio. The Breadth work generally begins with an instructor driven problem to solve. I will introduce contemporary artists and techniques as a springboard for artwork, and encourage individual and unique responses to all work. The assignments are based on a variety of collected problems commonly encountered in college-level 2D Design courses. The students have specific in-class and out-of-class assignments and are expected to meet deadlines in-line with the AP pacing.
Course Objectives:
During this course students will...........
Perceive:
-identify major visual styles, works and artists throughout history
-visit galleries, museums, and artist's studios through field trips, and outside assignments (2 per semester)
-research, and reflect upon, the biographical context of the work of one “mentor” artist, record ideas and images about the artist in sketchbook
-transform selected ideas of this artist in a self- assignment
Produce:
-Produce artworks that reflect attention to detail and mastery of craft.
-cross the perceived boundary between drawing and optics through strategic use of ‘physical’ techniques such as drawing, painting, computer manipulation and collage
-produce a semester portfolio demonstrating Breadth of ideation and of design skill: 12 works that creatively exploit the principles of visual organization
-develop a long term Concentration project, sustained throughout the first and second semester of this course
Reflect:
- document their own artistic development throughout the year in their sketchbook, showing a visual record and written reflection of development;
-participate in oral critiques, compare and evaluate the effectiveness of different compositions strategies and assignments
-assess their own work and the work of others in reference to articulated standards of original thought.
-interpret art verbally or in a writing, using a sequential process of critical analysis
-select the best work completed and submit a digital portfolio of Breadth and Concentration to the College Board as specified
-Select and submit 5 original Quality works to the College Board as specified.
-Organize and present a group show retrospective of their work in the school gallery reflecting with a written or video of how your work relates to the history of art and how the work has evolved into a personal voice.
Assessment and Evaluation:
Grading is difficult since AP work is so individual and experimental. Working against the AP rubric allows for the greatest consistency and familiarizes students with the grading process used by the AP readers. Standards of quality in student work, expectations based on the range of accomplishments in other AP art classes, and the evidence of thought, care, and effort demonstrated in the work are all elements discussed with students, individually and in class critiques. [SC2 & SC9] Grading will mirror the AP rubric and students will be required to assess their own work using a series of thoughtful questions. Students will identify strengths of their work as well as ideas for improvement. They will consider reworking pieces to make them even more successful or to investigate new directions for art making.
40% - Coursework (HW and class participation included in this category)
60% Portfolio Projects
20% Final Cumulative Portfolio
*Together coursework and projects make up 80% of the grade. The other 20% is the “final project” which consists of the grading of the cumulative portfolio.
Rubrics will be given out as hard copy to each student listing the requirements for each assignment. Rubrics will consist of such categories as: pursuit and transformation of an idea, personal voice, composition and structure of idea using the elements and principles of art, value and color plan, media and mark making, and the subject matter’s relation to the idea.
Critiques:
Critiques are an integral part of all classes. All students are brought together for critiques at regular intervals—generally when they have major assignments due. Each student must show his her work and briefly discuss his or her intent. The class is then expected to provide positive feedback and offer suggestions for improvement. Participation is mandatory and proper art language will be used in both verbal and written form. The vocabulary of art is introduced through the foundation classes and is reinforced through the verbal and written critique. For grading purposes, we will use the AP Scoring Guidelines for Studio Art. (SC8) It is important for AP students to be familiar with the rubric that will be used to score the work in their portfolios. Additionally, there is continual dialogue with students on an individual basis during class time with instructor and peers
First Semester:
AP students will be presented with a series of teacher-initiated assignments, designed to generate quality art work for the Breadth portion of the Drawing or 2-D Design portfolio requirements. This 12 work requirement should be met by the end of the first semester in December. It is also anticipated that the students will begin to discover personal interests and artistic strengths, leading them towards work on their concentration focus for section II of the portfolio. Students will use their homework sketchbooks to begin exploring this area, as well as to hone their drawing and design skills through weekly assignments. By the close of the first semester, students should have 12 digital photos of their breadth entries.
Course Outline for 1st Semester by Assignments:
Week 1 (1st 9 weeks)
Drawing Portfolio
Introduction to AP: poster, requirements, view CD from College Board on Quality, Breadth and Concentration;
Critique of summer homework.
Homework: write about 5 things most important; 3 artists or art styles most appealing.
2-D Design Portfolio
Introduction to AP: poster, requirements, view CD from College Board on Quality, Breadth and Concentration;
Critique of summer homework
Homework: write about 5 things most important; 3 artists or art styles most appealing.
Week 2
Drawing Portfolio
Value charts, mark making in pencil, charcoal, colored pencil, and pastels.
Assignment: “Hard and soft” –still life of boxes, cups, and fabrics.
1st conference on concentration
2-D Design Portfolio
Same as drawing, with emphasis on composition, positive/negative space.
Week 3
Drawing Portfolio
“Popular Mechanics of Bicycles”- study of bike in graphite and color pencil.
2-D Design Portfolio
Same as drawing, but may be collage, different media.
Week 4
Drawing Portfolio
Interior perspective of art room (or some other area in school). Progress reports- 3 digital photos due; PowerPoint began.
2-D Design Portfolio
Same as drawing, with more emphasis on design. Progress reports- 3 digital photos due; PowerPoint began.
Week 5
Drawing Portfolio
Complete perspective assignment.
2nd conference on concentration.
2-D Design Portfolio
Same as drawing.
Week 6
Drawing Portfolio
Value chart, mark making in ink: wash, hatch, cross-hatch, stipple, text.
Ink still life showing 3-5 techniques.
2-D Design Portfolio
Same as drawing, but with strong focus on micrography for shading technique.
Week 7
Drawing Portfolio
Complete Ink Still life. Work on concentration if time allows.
PowerPoint presentation on Cubism/ multiple views.
2-D Design Portfolio
Same as drawing.
Week 8
Drawing Portfolio
Cubist collage of hats, mixed media.
2-D Design Portfolio
Cubist collage; take best view of 3 still lives and combine into one.
Week 9
Drawing Portfolio
Complete collage.
3rd concentration conference. End of 1st 9 weeks-3 new digital photos due. 6 slides due on PowerPoint with 3 written reflections.
2-D Design Portfolio
Same as drawing.
Week 10 (2nd 9 weeks)
Drawing Portfolio
Figure study- Ink with tree limbs
2-D Design Portfolio
Figure collage using cut paper in subtle values.
Week 11
Drawing Portfolio
“Larger than Life”- Head study in graphite.
2-D Design Portfolio
Same, but with multiple views or pattern in background.
Week 12
Drawing Portfolio
Old costumes, uniforms still life in charcoal. Emphasize shadows.
4th conference on concentration.
2-D Design Portfolio
4 phase graphic design: do still life in 4 different mediums.
4th concentration conference.
Week 13
Drawing Portfolio
“Human presence without human form”- a portrait without a face! In graphite.
2-D Design Portfolio
Same as drawing.
Week 14
Drawing Portfolio
Present Bauhaus principles of design.
Minimalist geometric or organic abstract painting. Progress reports-3 new digital photos due. 4 new slides due on PowerPoint with reflections.
2-D Design Portfolio
Same as drawing.
Week 15
Drawing Portfolio
Metaphorical figure with foreshortening on extra-large paper or combined paper. Can be with mixed media.
2-D Design Portfolio
Same as drawing, with mixed media.
Week 16
Drawing Portfolio
Complete metaphorical study. Work on concentration.
2-D Design Portfolio
Same as drawing.
Week 17
Drawing Portfolio
“Lunch box story”- what I eat tells about me. Any media.
2-D Design Portfolio
Same with strong design and message.
Week 18
Drawing Portfolio
Exam: Social commentary project.
3 new digital photos due; 15 total slides due on the PowerPoint with 10 reflections.
Conference: Plans for concentration over the holiday break
2-D Design Portfolio
Same as drawing.
Second Semester:
AP students will be challenged to focus on their concentration section at this time, even though some breadth assignments may still be given in class if needed. Each student will have met privately with the teacher on several occasions to discuss their concentrations ideation and development. Considerable time will be devoted to the highly personal nature of the concentration and class and homework assignments will be given to aid in this process of personal discovery. Students will also keep a sketchbook journal of visual ideation and written reflections of this process. At least 2 weeks before the end of the semester, students will have all 24 digital photos taken for their breadth and concentration sections. They will have chosen their five quality pieces as well.
Week 19 (3rd 9 weeks)
Drawing Portfolio
Conference on concentration –view progress over holiday. Take photos of all new work.
Mapping project-aerial view; enlarge parts
2-D Design Portfolio
Same as drawing with strong focus on positive/negative
Week 20
Drawing Portfolio
Abstract figure painting in oil on paper; crumple when wet
2-D Design Portfolio
Same as drawing
Week 21
Drawing Portfolio
Painting on black velvet /fabric-oil and modeling paste
2-D Design Portfolio
Same as drawing
Week 22
Drawing Portfolio
Concentration
Progress report-3 new digital photos due. 20 total slides due on PowerPoint with 15 reflections...
Extra project if needed: Escher-sphere with reflection
Hold blind “reader” judging for each student with teachers to determine progress
2-D Design Portfolio
Concentration/Same as drawing
Week 23
Drawing Portfolio
Concentration
Extra project if needed: Georgia O’Keeffe- cars, shoes, phones, etc.
2-D Design Portfolio
Concentration/Same as drawing
Week 24
Drawing Portfolio
Concentration
Extra project: object wrapped in sheet
2-D Design Portfolio
Concentration/Same as drawing
Week 25
Drawing Portfolio
Concentration
Extra project: Old school portrait with you instead of –say-Mona Lisa.
2-D Design Portfolio
Concentration/Same as drawing
Week 26
Drawing Portfolio
Concentration.
Extra project: Figure in a small space
2-D Design Portfolio
Concentration/Same as drawing
Week 27
Drawing Portfolio
Concentration
3 new digital photos due. 25 total slides on PowerPoint with 25 reflections.
Extra project: “No bones about it”-Southwestern bone still life
2-D Design Portfolio
Concentration/Same as drawing
Week 28 (4th 9 weeks)
Drawing Portfolio
Concentration
Conferences on progress, discovery, personal voice
2-D Design Portfolio
Concentration/Same as drawing
Week 29
Drawing Portfolio
Concentration
Extra project: Drawing with printed text on top (linoleum block for text)
2-D Design Portfolio
Concentration/Same as drawing
Week 30
Drawing Portfolio
Concentration
Extra project: 5 layer figure drawing in charcoal (wipe off)
Host another blind reader judging
2-D Design Portfolio
Concentration/Same as drawing
Week 31
Drawing Portfolio
Concentration
Progress report: 3 new digital photos due. 30 total slides on PowerPoint due.
2-D Design Portfolio
Concentration
Week 32
Drawing Portfolio
Concentration
Begin gathering all work, making selections for Quality section.
2-D Design Portfolio
Concentration/Same as drawing
Week 33
Drawing Portfolio
Concentration
Continue gathering all work.
2-D Design Portfolio
Concentration/Same as drawing.
Week 34
Drawing Portfolio
All AP work due. Final 3 digital photos due.
Plan sequence of photos.
Submit digital images. Submit Quality.
2-D Design Portfolio
Same as drawing.
Week 35
Drawing Portfolio
Ink blot self discovery.
2-D Design Portfolio
Same as drawing
Week 36
Drawing Portfolio
Final Exam-
Reflect on year’s challenge, strengths, weaknesses, ups and downs, personal growth, and feelings.
2-D Design Portfolio
Same as drawing.
Summer Assignment
Create an altered book documenting your summer. Do not copy work, but work from personal photography and direct observation instead. Take risks and try new ideas and media (draw, paint, and collage; layer personal items onto the pages of your altered book). Create photography, collect ticket stubs, gum wrappers, vacation souvenirs and incorporate your experiences into your book. Often pages of your altered book may serve as a Breadth piece or serve as a springboard for your sustained investigation or Concentration.
Goals:
• To encourage creative as well as systematic investigation of formal and conceptual issues in the Quality, Concentration, and Breadth sections of the portfolio.
• To emphasize making art as an on-going process that involves the student in informed and critical decision making to develop ideation. (SC6)
• To develop technical versatility and skills while using the visual elements and principles in compositional forms. (SC5)
• To encourage students to become independent thinkers who will contribute inventively and critically to their culture through the making of art. (SC7)
Homework
As in any college-level course, it is expected that students will spend a considerable amount of time outside the classroom working on completion of assignments. Ideas for projects or solutions to problems should be worked out in a sketchbook both in class and outside of class. The sketchbook is an essential tool in recording ideas, capturing visual information, working on compositional issues, and just experimenting. Altered books are checked frequently for progress and discussions/critiques will be used to guide, challenge and encourage students.
Exhibitions and Competitions
AP Studio Art students are encouraged to participate in exhibitions and competitions in the community, as well as showing their work in our school art show in May. Students will also receive extra credit for attending local art shows and exhibitions at museums in the area.
Open Studio
Because the class time is so short and the AP standards so high, there will be extra opportunities for the students to work on their projects. One afternoon each week (Tuesdays or Thursdays) will be designated as “open studio” when the class will be open for 1 1/2 hours (3:30-5:000pm).
Bibliography:
Davidson, Margaret. Contemporary Drawing: Key Concepts and Techniques, Watson-Guptill Publications, 2011.
DeWitte, Debra J., Larmann, Ralph M., and Shields, Kathryn M., Gateways to Art: Understanding the Visual Arts AP Edition, Thames and Hudson. 2015
Eldon, Dan., and Eldon, Kathy. The Journey is the Destination: The Journals of Dan Eldon, Chronicle Books, 1997.
Goldstein, Nathan. The Art of Responsive Drawing, Pearson Prentice Hall, 2006.
Gregory, Danny. An Illustrated Life: Drawing Inspiration from the Private Sketchbooks of
Artists, Illustrators and Designers. How Books, 2008.
Lauer, David A., and Pentak, Stephen. Design Basics, Wadsworth, 2012.
New, Jennifer. Dan Eldon: The Art of Life. Chronicle Books, 2001.
Scott, Eric M., and Modler, David R. Journal Fodder 365: Daily Doses of Inspiration for the Art Addict, North Light Books, 2012.
Scott, Eric M., and Modler, David R. The Journey Junkies Workshop: Visual Ammunition for the Art Addict, North Light Books, 2010.
Sokol, Dawn DeVries. 1000 Artist Journal Pages: Personal Pages and Inspirations, Quarry, 2008.