*You may view current students' online portfolio of work in progress by clicking on each students name:
AP 2D Design Portfolio Syllabus
Welcome to Advanced Placement Studio Art at Upper Room Arts!
I am looking forward to inspiring emerging artists towards mastery in content, technique, and composition.
Those 3 areas of focus are what the College Board will be looking for as they asses students’ portfolios for a score of 2-6 that may earn them college credit and/or prerequisite waivers their college freshmen year.
Our assignments will encourage the ongoing process of developing Content which refers to the themes and meaning in student’s work as their personal voice is expressed, Technique which refers to the skill and craftsmanship in applying the elements and principles of art, and Composition which refers to the way the student arranges each piece.
The portfolio, sent to the College Board in May, requires 12 digital images in the Breadth section, 12 images in the Concentration section, and 5 actual pieces in the Quality section will be included for review. That means we will be busy!
- Quality: In this section the student will submit five examples of their best work. This work does not need to show a variety of techniques or approaches, just examples of mastery in concept, execution of 2D design, and composition. Artworks should be between 8"x 10" and 18" x 24" in size.
- Breadth: In this section students will be required to submit 12 images that demonstrate understanding of the principles of design: examples of Unity, Pattern, Rhythm, Movement, Emphasis, Contrast, Balance, Texture, Color, Form, Value, Shape, Line and Figure Ground Relationship. Students should be thoughtfully applying these principles while creating. 12 images of 12 different artworks are needed for this section. Details may not be included. Students cannot submit the same slides that are submitted for the concentration.
- Concentration: In this section the student is asked to devote considerable time, effort, and thought to an investigation of a specific visual idea. The concentration is a body of artworks that grow out of a coherent plan of action. These works should use the elements and principles of design in an informed and experimental way. Unity should be evident in overall concept and design. The work must reflect the student’s individual interests, be focused on a process of visual growth & discovery, and show the development of a visual language appropriate to the original concept.
The concentration can not be a variety of works produced as solutions to class projects, a collection of works with differing intents, a group project or collaboration, a collection derived solely from published photographs, a body of work that simply investigates a medium without a strong underlying visual idea, or a body of work that merely takes a long time to complete.
The concentration must be submitted in digital form. 12 images are required; some of them may be details. Details are close-up shots of an area of particular interest in an artwork. Though students are encouraged to create more than 12 works for this section, they may pick the best 12 representations of their investigative process and concept. Students cannot submit images of the same work that is submitted for the Breadth section. Students should give thought to the sequence of the images as they are presented, as they should be organized to best reflect student’s growth and discovery. This will most likely be chronological.
Commentary: The portfolio requires a written commentary on the central idea of the concentration and how the work demonstrates the exploration of that idea. It should describe what the student’s concentration is and how it evolved and may refer to specific images. It should be concise. The commentary is not graded but is helpful information provided to the College Board as an explanation of student’s work during the evaluation process.
Students who make use of borrowed images, such as photographs in magazines, books, or from the Internet need to demonstrate creativity and sophistication of approach that goes beyond mere copying. You must show substantial and significant development that surpasses duplication. Simply copying an image violates copyright law, is unethical, and constitutes plagiarism. Students are encouraged to compose original work from design concepts, using imagination, personal experiences, and from direct observation of the world around them. Photos may be used as visual reference for parts of the student’s original design, not the composition as a whole.
Students will be given a sketch journal that is to be used daily in class and at home. Each class will have a warm up sketch from direct observation of objects. Students are encouraged to sketch the objects keeping in mind the composition (choose perspective and placement), technique (light source, cast shadows, texture…), and creative content (add to the objects or manipulate in some way). Students will also use the sketchbook in class to take notes, for guided practice, and brainstorming concepts.
Sketchbooks are an integral part of developing self-expression through collecting images of interest and capturing ideas for personal reflection. Initial Concentration themes are developed from sketchbook assignments.
Sketchbooks will be checked periodically for required assignments (See attachment)
Students will be required to invest extra time researching and developing their college level work outside of class time scheduled from 10- 3 on Fridays. Students are encouraged to work at the studio on Mondays or Tuesdays between 10-5 for independent studio time and are welcome to arrange other time as needed while I am available at the studio.
On our first day, students will be introduced to the AP program, covering the expectations for the portfolio, posting work on each student’s blog page, and display of work to the community. Students will view examples of previous high scoring portfolios, begin their sketchbook, and sign the class syllabus. This also requires parent signature as a statement of at-home support and agreement for the rigorous work expected. Students will view the 2013 Studio Art Poster along with the printed notice of disqualification due to plagiarism for the 3D student’s work and discuss artistic integrity.
· First Semester Breadth
Week 1- Overview, Sketchbook assignment, Artistic integrity, View scored portfolios, Introduce “Freedom” assignment
Week 2- “Freedom” (#1)
Week 3- Critique “Freedom”, Upload to website, Introduce “Line for a Walk”*
Week 4- “Line for a Walk” (#2) Critique, Upload to website, Introduce “Communicating Shadows”
Week 5- “Communicating Shadows” (#3) Critique, Upload to website, Introduce “Memorializing Personal Event”*
Week 6- “ Memorializing Personal Event” (#4) Critique, Upload to website, Introduce “Opposing Forces”
Week 7- “Opposing Forces” (#5) Critique, Upload to website, Introduce “Portrait Poem Collage”
Week 8- “Portrait Poem Collage”* (#6) Critique, Upload to website, Introduce “Trio Still Life”
Week 9- “Trio Still Life” (#7) Critique, Upload to website, Introduce “Interior/Exterior Space”
Week 10- “Interior/Exterior Space” (#8) Critique, Upload to website, Introduce “Expressive Self Portrait”
Week 11- “Expressive Self Portrait” (#9) Critique, Upload to website, Introduce “Atmospheric Retrospect”
Week 12- “Atmospheric Retrospect” (#10) Critique, Upload to website, Introduce “Futuristic Perspective”
Week 13- “Futuristic Perspective” (#11) Critique, Upload to website, Introduce “Iconic”
Week 14-“Where I Stand” (#12) Critique, Upload to website, Catch Up
Week 15- End of Semester Party/Art Show, Breadth PowerPoint presentations, looking forward- Concentration sketchbook questions
· Second Semester Concentration
Week 1- View High scoring Concentrations, review student ideas/themes, identify visual unity elements
Week 2- Concentration #1 due, individual student critiques and instructional conversations w/rubric
Week 3- Concentration #2 due, individual student critiques and instructional conversations w/rubric
Week 4- Concentration #3 due, individual student critiques and instructional conversations w/rubric
Week 5- Concentration #4 due, individual student critiques and instructional conversations w/rubric
Week 6- Concentration #5 due, individual student critiques and instructional conversations w/rubric
Week 7- Concentration #6 due, individual student critiques and instructional conversations w/rubric
Week 8- Concentration #7 due, individual student critiques and instructional conversations w/rubric
Week 9- Concentration #8 due, individual student critiques and instructional conversations w/rubric
Week 10- Concentration #9 due, individual student critiques and instructional conversations w/rubric
Week 11- Concentration #10 due, individual student critiques and instructional conversations w/rubric
Week 12- $89. Due for portfolio order
Week 13- Catch up
Week 14- Concentration #11 due, individual student critiques and instructional conversations w/rubric
Week 15- Catch up
Week 16- Concentration #12 due, individual student critiques and instructional conversations w/rubric
Week 17- All images uploaded to AP website
Assignments & Assessment
All breadth assignments are introduced with a formative assessment and objectives are discussed through a developmental process that may include guided practice, viewing previous examples of high scoring work, and brainstorming. Students are given the scoring rubric at the introduction of the assignment and will evaluate their work prior to the critique according to the rubric.
During critiques each student will display their work and students will discuss the piece according to the Technique, Content, and Composition referred to in the rubric.
After each group critique, each student will have individual student/teacher discussions about their progress and suggestions on improvement. Students will photograph their work, edit, and upload to their individual student page on the Upper Room Arts Blog.
Please visit the AP College Board website http://apcentral.collegeboard.com/apc/members/exam/exam_information/2134.html for more detailed information about the program and feel free to contact me with any questions you may have about the class.
AP Curriculum Model Student Portfolios CD, 2013
*AP Curriculum Module, Encouraging Self Expression, 2011
AP Studio Art, Workshop Handbook, 2012
AP 2012-13 Studio Art Poster
Mike Schminsky handout at AP Summer Institute Manhattan College, 2013
Drawing on the Right Side of the Brain by Betty Edwards,
Sketchbook Assignments for AP students
*1 page drawing due last class of each month
(From Marc Shimsky)
Select a word or phrase from Column A and combine it with a word or phrase from column B to compose an imaginative sentence. You may elaborate on the combination of words or phrases you have chosen but you must then develop a visual interpretation of the sequence of words you have constructed:
Column A Column B
In the shadows of animals
The spirit of my every word
The mechanism of spontaneous inventions
Fear of Dreaming
The myth of Shadows
The price of Strength
The son of dancing
The daughter of hidden wishes
The ritual of my crowning glory
Creation of indecisions
Breaking open my best attempts
Wrestling with escape
Gnawing on secrets
Journey through the light of the moon
In quest of complexities
The death of the edge of night
Floating over the trapeze
Dawn of endings
Looking beyond atomic particles
Moving toward ice
The circus of wind and fire
The tradition(s) of vulnerability
The nature of parallels