*You may view current students' online portfolio of work in progress by clicking on each students name:
AP 2D Design Portfolio
Syllabus
Course Description
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!
Portfolio Requirements
- 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.
Artistic Integrity
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.
Sketchbooks
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)
Independent Studio
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.
Course Schedule
·
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.
Resources
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,
Attachment
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
Consuming healing
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
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