AP Studio Art: Drawing, 2-D Design, 3-D Design – Allison Boyd

Hermitage High School – 2017-2018

Course Sequence and Purposes All Portfolios: Through studio practice, application of design concepts and informed decision making, students will assemble a body of artwork that demonstrates a high level of quality and growth over time of content, techniques and process. For a variety of concepts and approaches to the Drawing, 2-D Design, or 3-D Design portfolios where students will demonstrate a range of abilities in problem solving, the elements of art and principles of design, specific art mediums, art techniques and content, a variety of assignments are listed in the Course Portfolio overviews. Students will develop mastery in concept, composition, and execution of Drawing, 2-D Design, or 3-D Design. Students will address the three components in their portfolios: quality, concentration and breadth. Course Approach Course readings, key concepts, and required skills are fully integrated and directly influenced by the students’ learning needs. Formative assessments are based on course assessment forms and the College Board’s AP Studio Art Drawing/ 2-D Design/3-D Design Scoring Guidelines, and are embedded into daily course activities. Summative assessments occur at the end of units and at prescribed times during each assignment. Formative assessments include self-evaluations, teacher reviews, and peer reviews.

Units of study are presented to satisfy the Breadth requirement of each portfolio. Students will use a variety of mediums, techniques, and approaches to develop concepts and ideation.

Critiques and displays of work are ongoing. Students are expected to participate in group critiques of their personal work as well as the work of their peers and master artists. The vocabulary of art will be used to engage in written and verbal critiques of these works.

Individual conferencing will assist in the development of their Concentration work. Students will develop a body of work that is an investigation of an idea or theme that is of personal interest to them.

Recruitment officers from a variety of postsecondary institutions are invited to present candidate information and to evaluate portfolios on a regular basis.

Drawing Portfolio: Students will expand their drawing and two-dimensional design skills and advance their visual communication skills by exploring a variety of design processes and techniques, as well as compositional and aesthetic concepts. 2-D Design Portfolio: Students will expand their two dimensional design skills and advance their visual communication skills by exploring a variety of design processes and techniques, as well as compositional and aesthetic concepts.

3-D Design Portfolio: Students will expand their three dimensional design skills and advance their visual communication skills by exploring a variety of design processes and techniques, as well as compositional and aesthetic concepts. Expectations: All: The ongoing process of developing a portfolio requires a great deal of time and effort. The 5 classes of 45 minutes per week are inadequate to create the amount of work necessary for the college-level portfolio. Directed study times as well as working after school at home and in the art classroom are all recommended for success. Homework, in-school assignments, and reflections: Students will receive specific assignments as well as be asked to spend time working on particular in-class assignments at home. They should be prepared to spend four to eight hours a week outside of class on their work. During all activities and assignments, the students will demonstrate how they make art and solve problems, while emphasizing the ongoing process they are involved with and ways they can make their informed, critical decisions. Students will use a sketchbook as an ongoing visual journal to work through ideas, practice drawing and design skills, and record their journey through this year. Due to the amount of work students do outside of class some specific sketchbook assignments will be made with the expectation that additional out-of-school time will be used by students to work in their sketchbooks as tools of developing and recording their ideas. Critiques: The majority of class time is spent making artwork, though students are expected to participate in ongoing group critiques with peers and teacher as well as ongoing, individual, one-on-one critiques and conferences with the teacher throughout the course. Furthermore, individual instructional conversations with the teacher will assist each student in assessing strengths and weaknesses in their own images and provide feedback on ways to further develop their individual and unique drawings and compositions. These conversations will help students discover ongoing ways to improve their art making. Specific Portfolios Requirements: ALL Portfolio development is an ongoing process in which students are expected to use informed and critical decision making to develop their work. The body of work submitted for the portfolio can include art created prior to and outside of the AP Studio Art course. Drawing Portfolio: Students will produce a minimum of 24 works that satisfy the requirements of the quality, concentration, and breadth section of the AP Studio Art: Drawing Portfolio. The Drawing Portfolio student exhibit the following throughout the year:

Show an understanding of the focus of the portfolio selected.

Demonstrate a breadth of high-quality work, 12 pieces.

Develop a personal Concentration unified by a conceptual idea of 12 pieces.

Select five top-quality pieces for presentation. (Quality section)

Discuss and record the development of the Concentration.

Explore post-secondary options. 2-D Design Portfolio: Students will produce a minimum of 24 works that satisfy the requirements of the quality, concentration, and breadth section of the AP Studio Art: 2-D Design Portfolio. The 2-D Design Portfolio student exhibit the following throughout the year:

Show an understanding of the focus of the portfolio selected.

Demonstrate a breadth of high-quality work, 12 pieces.

Develop a personal Concentration unified by a conceptual idea of 12 pieces.

Select five top-quality pieces for presentation. (Quality section)

Discuss and record the development of the Concentration.

Explore post-secondary options. 3-D Design Portfolio: Students will produce a minimum of 18-20 works that satisfy the requirements of the quality, concentration, and breadth section of the AP Studio Art: 3-D Design Portfolio. The 3-D Design Portfolio student exhibit the following throughout the year:

Show an understanding of the focus of the portfolio selected.

Demonstrate a breadth of high-quality work consisting of 16 images (at least 8 works with 2 views)

Develop a personal Concentration unified by a conceptual idea of 12 images (approximately 4-6 pieces with details).

Select five top-quality pieces for presentation through 10 slides of 2 views. (Quality section)

Discuss and record the development of the Concentration.

Explore post-secondary options. Concentrations: Concentrations are developed in media-specific studio sections. In the Concentration section, students develop a body of work that grows from a coherent plan of investigation. In studio classes, students explore and develop their personal interests and ideas, and develop an individual artistic voice. Students develop mastery in concepts, composition, and execution as they compile their portfolios. Students explore a variety of concepts and approaches to demonstrate their abilities and to develop versatility with techniques, problem solving and ideation.

Artistic Integrity: Original Work, Copyright Issues, and Moving Beyond Duplication Students are not allowed to copy published photographs. All student work must be original. Activities throughout the course and discussions will take place, and these will assist the student in understanding how artistic integrity, plagiarism, and moving beyond duplication are included in every aspect of this course. Students will not use someone else’s work, images from the Internet or books, or any published or unpublished images or photos created by another person. The student is to work from direct observations of his or her life and life events, environment, dreams, fantasies, and self-made photographs. Ongoing conferences with the teacher, as well as one-on-one individual discussions and/or group peer critiques with the teacher, will provide additional activities to help with this understanding. Artistic integrity is essential. If a student uses someone else’s work as a basis for one of his or her own pieces, there must be significant alteration to the work for it to be considered original and/or appropriate for this college-level portfolio. Supplies: All Most supplies and equipment will be provided by the school, but the following supplies will need to be purchased by each student:

Moleskine sketchbook (blank 100 pages) 2-D Design and Drawing Portfolios: Set of pencils Set of drawing pens A portfolio Set of brushes It is recommended that students purchase a set of Prismacolor colored pencils. 3-D Design Portfolio: A majority of the tools will be provided but you may wish to gather items like wire, fabric, and wood. HOMEWORK As in any college-level course, it is expected that students will spend a considerable amount of time outside of 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 experimentation of media. Sketchbooks are checked frequently for progress. You will need to purchase a moleskin (100 pages) rather than a traditional sketchbook. Students will read the book Idea Spotting and take notes in their sketchbooks. Students will also create a professional art website and keep up to date artwork on it. ASSIGNMENTS/EVALUATION Assignments that are open-ended in nature and that explore a variety of approaches to design are made during the first semester. Assignments have end dates. Students should make every effort to complete work by the end date; however, there may be circumstances that cause an assignment to be delayed. It is important that students have a discussion with the instructor if work is going to be turned in late or they will miss a critique.

Artistic Process

During the course, students will support their own creative development as well as that of others. Students will display sensitivity to the emotive qualities of artworks and also display respect for others, for the materials and for the classroom environment. They will be expected to display sensitivity to their own creative process and learn to understand the causal factors or motives behind their artwork. Students will develop a portfolio of related communicative artworks through personal investigation of their ideas. This is an ongoing process that requires informed and critical decision making about the works produced. As students analyze visual influences from contemporary culture they will solve advanced visual problems. They will learn to establish and maintain a clear visual focus/purpose within an artwork and achieve purpose through the competent use of foundations, composition, approaches, and documentation/reflection.

AP Studio Art (All Portfolios): Breadth Spanning Term 1 and 2

The Overarching Question

What is the world of art outside of my personal concentration interest and how can I effectively demonstrate interpretive understanding through a visual format? Criteria for Scoring Components 3-6 are mixed and matched throughout at least 16 assignments (Drawing and 2-D portfolio) and at least 10 assignments for 3-D Design. Assignments are assessed using specific AP Seminar rubrics and the College Board’s AP Breadth Scoring Guidelines for Drawing, 2-D Design and 3-D Design. In the Breadth section students will experience a variety of concepts and approaches to media, problem solving, and ideation. Problem solving is an important component of this course. Students will learn to use of previously learned information in new and concrete situations to solve problems that do not have a single answer. They will break down observations and works into their component parts, examining and trying to understand the organizational structure and develop divergent conclusions. They will creatively or divergently apply prior knowledge and skills to produce new and original work. These discoveries and syntheses will be communicated and expressed through the use of a variety of concepts and approaches in drawing, art mediums and techniques, as explored in their art works, structures, models and designs. Students will also study Western and non-Western approaches to making art. They will experiment with traditional and non-traditional techniques and media. The Breadth process will be documented in journals through reflections and self-evaluations.

Suggested Breadth Assignments:

Drawing Portfolio: Breadth

1. Do a color painting of a still-life arrangement consisting of your family member’s shoes – try to convey some “sense” of each of your individual family member’s distinct personalities in your piece.

2. Do a drawing of the monsters hiding underneath your bed in layered color pencil. 3. Do a drawing of a futuristic cityscape – Richmond in the year 2050.

4. Create a portrait of a classmate in color. Be imaginative. Use chalk or oil pastel on watercolor paper. 5. Do an architectural drawing of any building in Richmond. 6. Do a drawing that is your interpretation of a song. Any color media. 7. Do a landscape drawing of trees and surrounding vegetation. 8. Do a color composition of an imaginary world. Any media. 9. Draw a still life contour composition of kitchen utensil in detail. Pencil on black, white, or gray paper. 10. A marker line drawing of a cluttered area of your room or garage.

2D Design Portfolio: Breadth

1. Work from a detailed photo of an interior space, create a cut paper design of the same space using a limited color

palette 2. Design an oversized CD cover promoting you as the artist, or your band 3. Do a portrait, self-portrait, or landscape in the style of another artist. You may need to do a little research in order to

fully understand their use of color and brushwork. 4. Do a self-portrait that expresses a specific mood. Think about the effects of color and how its use can help to convey

the individual mood. 5. Do a drawing of an unusual interior – for instance, looking inside a closet, cabinet, refrigerator, your car… use your

imagination. 6. Do a drawing of your worldly treasures arranged in a still life setting. 7. Cut paper self-portrait 8. Distorted interiors 9. Piece inspired from a fortune in a fortune cookie 10. Social commentary piece relating to today

3D Design Portfolio: Breadth

1. A plasticine figure showing movement 2. A wheel thrown vessel 3. A ceramic piece that has been created by several thrown vessels combined into the creation of one non-objective form 4. An abstract plaster carving 5. Show movement through space with the repetition of found objects 6. Create a ceramic pirate’s chest with working drawer 7. Cardboard gigantic hand or foot 8. Create a functional piece of clothing form recycled materials 9. Create a clay model of a modern age mode of transportation 10. Create the bust of a child in clay

AP Studio Concentration (All Portfolios): Spanning Term 2 and 3 The Overarching Question What is my personal concentration interest and how can I effectively communicate this through a visual format? Criteria for Scoring Components 3-6 are mixed and matched throughout assignments for the concentration section: 12 assignments for Drawing and 2-D portfolio and 6 assignments for 3-D Design. Assignments are assessed using specific AP Seminar rubrics and the College Board’s AP Studio Concentration Scoring Guidelines for Drawing, 2-D Design and 3-D Design. Students will develop a thesis or Concentration idea by the identification of personal interests and the investigation of visual resources. Each student will provide and present an outline of their specific coherent plan of action or investigation, growth, and discovery involved with their compelling visual

concept to the class. Students will document their ideas using thumbnail sketches and personal reflections. As the Concentration section of the portfolio develops this process will be used again and again to develop a body of work that grows from this consistent plan of investigation and reflection. Students will develop mastery in concept, composition, and execution in a portfolio of related communicative artworks. Students will establish and maintain a clear visual focus/purpose within their artworks in pursuit of their personal voice. Students will document and reflect on their concentration process in their journals. They will chart their personal progress through the use of written reflections.

Suggested Possible Concentrations: Drawing Portfolio Concentrations (can also be used in 2D Design Portfolio) Do a series of paintings based on the history of any culture Do works showing risk in our lives Combine painting and drawing in a series of narrative works Do a series of different printmaking techniques combining personal prose Do a super realism series using your childhood toys Draw with color in a childlike fashion based on Paul Klee Do a series of reflection works using colored glass or colored water in glass forms like Janet Fish Do an artist’s journal depicting your growth as an artist Do a series of location paintings showing the existence of man Do a series of alternative shaped canvases Do a series of non-objective drawings in ink and on scratchboard Experiment with collage and drawing Select two objects, one organic and one inorganic, and do a series of drawings Explore the relationship between science and art Depict your own existence through the eyes of a child Design and paint the covers for one year of any magazine Write and illustrate a comic book Write and illustrate in woodcut a children’s book Do a series of works based on the lonely figures in our society (ala Hopper) Do a series of works depicting social injustice Do a series of works depicting the lifestyle of the homeless Do a series of expressive drawings incorporating layered images of words

2D Design Portfolio Concentrations

Create film animation cell designs on computer Do a series of commercial posters in airbrush (ala Vargas) Do a series of collages based on commercial photography Explore the color usage of Wayne Thiebaud Do a photographic series showing the changes of time on human nature Design a clothing line based on African masks Do a photographic series documenting your community Show the passage of time through charcoal drawings Do a photographic series showing the landscapes of your life Paint your reaction to patriotism Do a photographic series based on darkroom manipulations Create photographic portraits of your friends in the style of Annie Liebowitz

Do a series of commercial products for an ad campaign Do a series of fabric designs inspired by the South Seas Islands Design, render, and construct costumes for a specific performance Develop a corporate identity form logo to letterhead to web design Do a series of paintings of figures, dealing with color transparencies Show the stages of your life as seen through the art works of others Do a series of figures in motion/action settings Draw your reactions to natural disasters Do a series of color relationship works-using watercolor and still life set ups Do a series of non-objective pieces based on a personal crisis Create works reflecting environmental issues Do a series of natural landscapes, both micro and macroscopic Show your personal changing image as based on the work of Ivan Albright Do a photographic series of a human in different natural settings Paint your reaction to circumstances that affect your world Draw a series on non-traditional surfaces Paint your family as royalty Do a series of cubism-based landscapes Paint a series of elaborately dressed females with animal heads Do a series of works based on crime Show your emotional reaction to living in Richmond (fill in the blank) Paint in the style of the expressionists Create a series of works showing your reaction to war Do a watercolor series showing the effect of light transparencies Do a series of paintings depicting the opulence of the Victorian age Draw a series that deal with entrances and time continuum Modernize the fairy tales of childhood Do a series of known works that switch gender roles Do a series of woodcuts based on Japanese printmaking styles Do a series of silkscreen prints based on the colors of Hawaii Do a print series based on the metamorphic changes ala M. C. Escher

3D Design Portfolio Concentrations

Create pottery vessels both handmade and wheel thrown Build assemblages based on the works of Louise Nevelson Design and construct theatrical set models Build a series of wood constructions showing movement through space Build kinetic sculptures based on Alexander Calder Create a series of soft sculptures Build found object figurative sculptures based on Marisol Carve soap stone memorial/monument sculptures Use foam core to create a park landscape sculpture Coil built sculptural humanoid forms Do a series of wheel works that are raku fired Throw a set of dishes based on textures found along a rough coastline Sculpt a series of naughty children Design and illustrate pop-up books Do a series of fiber works, such as weavings, feltings, etc… Do your personal history depicted in bas relief Design and construct educational toys Design and build a theatrical set: actual size Do a series of installations Create a series of artist’s books Cast a sculptural series of simplified forms based on Constantin Brancusi

Experiment with slips and Japanese surface decorations on simplified wheel ware Do a sculptural series of environments Do a series of found object sculptures Do a series of earth works in the style of Andrew Goldsworthy Develop some special effects Create masks for a movie production Work with neon and terra cotta Sculpt distorted human forms inspired by Fernando Botero Sculpt the heroes of literature Sculpt the goddesses of different primitive or indigenous religions Design a car from paper to clay Design an amusement park inspired by physics Do a ceramic series building and firing in the technique of Maria Martinez Do a series of sculptures with found objects that emphasize movement Work with the figure and plaster Use fiber as a sculptural form in human depictions Do a series of wrappings based on the works of Christo Draw a fantasy boxes giving homage to the media darlings in the style of Joseph Cornell Do a series of personality furniture

AP Studio Quality (All Portfolios): Spanning all terms, taken from portfolio pieces. The student’s best work will be included in the Quality section of the portfolio, which will be selected for excellence in concepts, composition and execution of Drawing, 2-D Design or 3-D Design. Each work will show mastery of varied media, techniques, approaches, concepts, and subject matter. These 5 pieces will show mastery of skills at a college level.

Grading: Portfolio Development (75%)

Based on finished work as per term quota.

Graded using the evaluation rubrics as established by the College Board.

Both volume and quality will be taken into consideration for final grades.

Visual Journal (sketchbook) Lab Conduct (25%)

Regular attendance is mandatory.

Use of in-class time and extra classes.

Attention to lectures, directions, and demonstrations.

Participation in critical discussion.

Proper safe use of materials and equipment.

Cleanup duties and storage of work.

Student Readings and Visual Research AP Studio Art Poster AP Scoring Guidelines Harrison, Sam, ideaspotting, Cincinnati, OH, HOW Books, 2006.

Selections from texts Brown, Claire Waite. The Sculpting Techniques Bible. Chartwell Books, Inc. 2010. Edwards, Betty. Drawing on the Right Side of the Brain. Jeremy Tarcher/Putnam. 1999. Grosenick, Uta & Riemschneider, Burkhard, Art Now – 81 Artists at the Rise of the New Millennium, Koln/London/Los Angeles/Madrid/Paris/Tokyo, Taschen Books, 2005. Pink, Daniel, A Whole New Mind – Moving from the information age to the conceptual age, New York, NY, Riverhead Books, 2005. Pipes, Alan. Introduction to Design. Prentice Hall, 2009. Zelanski, Paul and Mary Pat Fisher. The Art of Seeing. Prentice Hall, 2010.

Art History, Alternative Approaches, and Visual Culture Students will:

Participate in class presentations and discussions of artists, art periods, alternative approaches, past and contemporary cultures, and underlying visual issues.

Relate their own artwork to the artworks of other artists, art periods, alternative approaches, past and contemporary cultures, and underlying visual issues.

Research self-selected artists and visual issues.

Develop a multi-artist synthesis or homage artwork.

Incorporate the understanding of a selected artist/cultural issue into student’s focus concept.

Present the research and resulting art products to the class.

Vocabulary: Students will: Demonstrate understanding of vocabulary in written tests, critiques, and reflections. Demonstrate understanding of vocabulary in classroom discussions and critiques with teacher and with their peers.

Technology

Students will develop and present a digital portfolio:

Using a computer graphic editing program.

Using Power Point to create a portfolio of digitally documented artwork, including written reflections and a critique that can be used for a college application.

Course Overview: Term 1 – September, October, November Overview A series of teacher-initiated assignments will be presented with the purpose of introducing students to the widest possible range of experiences in art making with high-level problem-solving skills. By term end, students will create and complete a body of work suitable for the Breadth of the Drawing, 2-D or 3-D Portfolio. As well, it is anticipated that students will discover personal directions, particular strengths, and visual ideation interests. Through a range of specific assignments for 2-D and Drawing portfolios, students will be involved in five sustained in-class assignments and at least eight short-duration assignments. 3-D Design portfolio students will be involved in four sustained in-class assignments and at least eight short-duration assignments. Assignment introductions will be staggered to allow students to work on more than one assignment at a time. Students will develop a portfolio of college-level drawings, 2-D designs and 3-D Designs that show evidence of mastery in concept, composition, and execution. They will:

Explore ideas using an ongoing process of experiments, practice, and planning.

Understand artistic integrity as it applies to their work.

Be presented with historical, contemporary, and contextual art references.

Select methods of development for major artworks that are suitable to the purpose of the artwork.

Experience a variety of concepts and approaches to demonstrate their abilities and versatility with problem solving, ideation, media, and techniques.

Use experiments, practices, and informed and critical decision making to develop a unique visual approach for their ideas and to solve advanced visual problems.

Build and improve their work through self-reflection and critiques with their peers and teacher.

Incorporate the elements of art and the principles of design into each work.

Incorporate ideas and concepts from art history, alternative formats, and visual culture studies into their artwork.

Develop meaningful and personal responses to stated assignment criteria.

Demonstrate a range of successful and purposeful image development strategies stemming from observation, memory, and fantasy sources.

Master a variety of materials that are black/white, color, wet/dry, etc. Percent scores will be based on rubrics for individual assignments. 2-D and Drawing Midterm: five slides total, term end: 10 slides total. 3-D Midterm: 3 works (6 slides total), term end: 6 works (12 slides total) Term 2 – December, January, February Overview While some Breadth work will continue to be required, the main focus of this term will be the development of specific personal imagery suitable for a Concentration Study of the Drawing, 2-D Design and 3-D Portfolio. Considerable time will be devoted to defining and describing successful approaches to the highly personal nature of Concentration work through individual and whole class assignments. Early in the term students must attend a mentoring appointment at which time they are individually counseled about their choices of plan for a Concentration study. By term end, students will

not only have completed a significant portion of the Concentration pieces but will also have initiated a written statement to describe the intent and development of the project using accurate artistic language. Students will

Develop a working definition of what constitutes an acceptable and successful Concentration.

Be assisted in discovering and narrowing their areas of greatest strength and interest.

Receive guidance in planning a sequence of action for individual pieces.

Achieve quality in completing pieces that demonstrate: a sense of pursuit in visual problem solving, the creation of a related body of work with an underlying theme, that all pieces have relevance to the study, progression trough discovery, active problem solving, and invention, and choices of materials and techniques successfully linked with ideation development.

Begin the first part of the written statement forming an individual plan of action and writing it down as succinctly as possible.

Reference at least one artist whose work has some relationship to Concentration work.

Sequence work to best advantage in demonstrating the development of the body of work.

Identify the opening piece in the presentation sequence.

Plan best strategies for continuation while reviewing the plan for study.

Understanding that writing informs the work and work informs the written statement. Percent scores will be based on rubrics for individual assignments. 2-D and Drawing Midterm: 15 slides total, term end: 20 slides total. 3-D Midterm: 8 works (16 slides total), term end: 12 works (24 slides total) Term 3- March, April, first week of May Overview This short term will be developed to the final preparation for the AP Drawing/2-D Design/3-D Design Portfolio. Students will receive individual mentoring regarding the selection of pieces for the Breadth Section in order to demonstrate maximum variety while continuing to develop work that demonstrated invention, personal direction/voice, and thoughtful decision-making for the Concentration Section. Four process-based assignments in the form of challenges will be presented. These are intended to encourage risk-taking in the production of the final pieces for the Concentration. An individual mentoring appointment will be scheduled at which time the Breadth Section and the Concentration Section will be thoroughly reviewed in order to identify and remedy weak pieces. Students will

Evaluate all work that is intended for the final portfolio and carefully consider the inclusion of any pieces completed prior to the course or completed outside the instruction offered in this course.

Follow instruction regarding best practice for sequence and labeling slides for the Breadth and Concentration Sections.

Implement strategies for identifying and presenting five best-quality pieces

Complete final editing and printing of the written statement for the Concentration.

Complete registration and ordering work within the portfolio based on the completion of the entire portfolio.

Critique & Analysis

Develop advanced considerations of media, composition, themes, ideas, and concepts through the advanced uses of compositional elements.

Identify specific visual issue (conceptual theme) that can be pursued as a Concentration by using a coherent plan of investigation to develop a body of work.

Reflect on own work and the work of peers with informed and critical decision making skills to make suggestions for improvement of personal work and the work of others.

Student Self-Critique: Upon the completion of your work, fill out the following self-critique to be submitted with each assignment. Be sure to complete both the rubric section and the explanation section below: Student Self-Critique Sheet Name: Assignment:

Excellent Average Needs Work

Design Quality Uniquely utilizes given design concepts

Utilizes given design concepts

Insufficiently utilizes some design concepts

Creativity Work is distinctly original in terms of the concept, process, or materials used

Work demonstrates some originality of concept, process, or materials used

Work is clichéd, basic, or does not demonstrate inventiveness from the artist

Craftsmanship Extraordinary or proficient level of craftsmanship

Sufficient level of craftsmanship

Mediocre or inferior level of craftsmanship

Design Quality — The elements of art (line, color, texture, shape, form, space, and value) and principles of design (rhythm and movement, balance, proportion, variety and emphasis, harmony and unity) are utilized successfully; there is strong evidence of the artist’s plan or organization of thought, and the basic assignment criteria are met or exceeded. Creativity — The work is conceptually innovative, the materials used and the process of creating the work are inventive, or the work is simply quite original. Craftsmanship — Time and care are taken to create a piece that feels finished and is well made — it doesn’t seem to the viewer that the work was “slapped together in a hurry.” Self-Evaluation Mark one box under each category above to describe the level of success in your own

work. For example, next to Design Quality, do you believe your work is excellent, average, or needs work? Then, in the space provided below, describe why you rated your work as you did in each category. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ (If you need more space, write on the back of this paper.)

AP Drawing and 2-D Design, 3-D Design* Concentration Reflection & Rubric

*Drawing and 2-D Design portfolios will consist of 12 pieces for the concentration *3-D Design portfolios will consist of approximately 6 pieces for the concentration Name _________________________________ Term __________ Period_____ Concentration Piece # _____ Size ________ Title of work ___________________________

Concentration: Conceptual Thesis Development

Existing or Emergent Idea 1.

Planning/Experimentation What will you do in preparation?

2.

List & discuss your references (Artists, Reading, Historical, or other)

3.

2-3 4 5 6

Integration of idea in the artwork

Pursuit of idea The work shows little investigation of an idea.

The work shows a clear relationship to the idea.

The work shows the strong pursuit of the idea.

The work shows an excellent and evocative pursuit of the idea.

Transformation & Progression of Idea

The work shows little transformation and progression from the previous artwork.

The work shows a clear relationship transformation & progression from the previous artwork.

The work shows a strong transformation & progression from the previous artwork.

The work shows an excellent transformation & progression from the previous artwork.

Artist’s Personal Voice

The work shows little personal voice.

The work shows a clear personal voice.

The work shows a strong personal voice.

The work shows an excellent personal voice.

Composition The composition has a moderate relationship to the idea.

The composition has a clear & good relationship to the idea.

The composition has a strong relationship to the idea.

The composition has an excellent & evocative relationship to the idea.

Structures

Formal (elements & principles)

Alternative

The structures have a moderate relationship to the idea.

The structures have a clear & good relationship to the idea.

The structures have a strong relationship to the idea.

The structures have an excellent & evocative relationship to the idea.

Light (value)

The value has a moderate relationship to the idea.

The value has a clear & good relationship to the idea.

The value has a strong relationship to the idea.

The value has an excellent & evocative relationship to the idea.

Color Plan The color plan shows a moderate relationship to the idea.

The Color Plan shows a clear & good relationship to the idea.

The Color Plan shows a strong relationship to the idea.

The Color Plan shows an excellent & evocative relationship to the idea.

List your Focus Element(s)

4. How do they work together?

List your Focus Principle(s)

Media Use The media shows a moderate relationship to the idea.

The media shows a clear & good relationship to the idea.

The media shows a strong relationship to the idea.

The media shows an excellent & evocative relationship to the idea.

Subject Matter The subject matter has a moderate relationship to the idea.

The subject matter has a clear & good relationship to the idea.

The subject matter has a strong relationship to the idea.

The subject matter has an excellent & evocative relationship to the idea.

Tell about how the plan and idea progressed and the overall effectiveness of the piece. (Unity)

Concentration # 1 - _________ Student Name - _____________________ Concentration # 2 - _________ Concentration # 3 - _________ Concentration # 4 - _________ Concentration # 5 - _________ Concentration # 6 - _________ Concentration # 7 - _________ Concentration # 8 - _________ Concentration # 9 - _________ Concentration # 10 - _________ Concentration # 11- _________ Concentration # 12- _________

Final Overall Assessment of Concentration Portfolio:

2-3 4 5 6

Pursuit of Idea

The work shows little investigation of an idea.

The work shows a clear relationship to the idea.

The work shows the strong pursuit of the idea.

The work shows an excellent and evocative pursuit of the idea.

Transformation & Progression of Idea

The work shows little transformation and progression from the previous artwork.

The work shows a clear relationship transformation & progression from the previous artwork.

The work shows a strong transformation & progression from the previous artwork.

The work shows an excellent transformation & progression from the previous artwork.

Artist’s Personal Voice

The work shows little personal voice.

The work shows a clear personal voice.

The work shows a strong personal voice.

The work shows an excellent personal voice.

Composition The composition has a moderate relationship to the idea.

The composition has a clear & good relationship to the idea.

The composition has a strong relationship to the idea.

The composition has an excellent & evocative relationship to the idea.

Structures

Formal (elements & principles)

Alternative

The structures have a moderate relationship to the idea.

The structures have a clear & good relationship to the idea.

The structures have a strong relationship to the idea.

The structures have an excellent & evocative relationship to the idea.

Light (value)

The value has a moderate relationship to the idea.

The value has a clear & good relationship to the idea.

The value has a strong relationship to the idea.

The value has an excellent & evocative relationship to the idea.

Color Plan The color plan shows a moderate relationship to the idea.

The Color Plan shows a clear & good relationship to the idea.

The Color Plan shows a strong relationship to the idea.

The Color Plan shows an excellent & evocative relationship to the idea.

Media Use The media shows a moderate relationship to the idea.

The media shows a clear & good relationship to the idea.

The media shows a strong relationship to the idea.

The media shows an excellent & evocative relationship to the idea.

Subject Matter The subject matter has a moderate relationship to the idea.

The subject matter has a clear & good relationship to the idea.

The subject matter has a strong relationship to the idea.

The subject matter has an excellent & evocative relationship to the idea.

Collective Body of Concentration Work Overall Score - ______________ Notes - _____________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ EXHIBITIONS/COMPETITIONS AP Studio Art students are encouraged to participate in exhibitions and competitions. In May, students will organize an exhibition of their work in the Gallery. Details about this exhibition will be provided toward the middle of the 3rd 9 weeks.

AP Studio Art: Drawing, 2-D Design and 3-D Design Exams will consist of:

Digital portfolio of all artworks and journaling

Best works portfolio: Digital Portfolio for AP Studio Art Drawing Portfolio Exam: http://apcentral.collegeboard.com/apc/members/exam/exam_information/2182.html 2-D Design Portfolio Exam: http://apcentral.collegeboard.com/apc/members/exam/exam_information/2182.html 3-D Design Portfolio Exam: http://apcentral.collegeboard.com/apc/members/exam/exam_information/2135.html

The final exam portfolios are scored using the College Board’s AP Drawing, 2-D Design and 3-D Design rubrics for scoring.

Teacher References/Resources

AP Central® apcentral.collegeboard.com AP Studio Art Poster. New York: the College Board, 2013. AP Studio Art Teachers Guide. New York: the College Board, 2013. Bibliography: http://apcentral.collegeboard.com http://media.collegeboard.com/digitalServices/pdf/ap/ap-studio-art-drawing-sample_4_1058847v1.pdf

Drawing Portfolio Exam: http://apcentral.collegeboard.com/apc/members/exam/exam_information/2182.html 2-D Design Portfolio Exam: http://apcentral.collegeboard.com/apc/members/exam/exam_information/2182.html 3-D Design Portfolio Exam: http://apcentral.collegeboard.com/apc/members/exam/exam_information/2135.html http://www.artlex.com/ Brown, Claire Waite. The Sculpting Techniques Bible. Chartwell Books, Inc. 2010. Edwards, Betty. Drawing on the Right Side of the Brain. Jeremy Tarcher/Putnam. 1999. Pipes, Alan. Introduction to Design. Prentice Hall, 2009. Zelanski, Paul and Mary Pat Fisher. The Art of Seeing. Prentice Hall, 2010.

Summer Work: These assignments will be due end of the first week of school. We will be having our first graded critique and self-assessment based on these works that Friday. The work should demonstrate quality, strong technical skills, and a clear understanding of the elements and principles of art. The work can be two-dimensional, three-dimensional, or relief. 2-D Design and Drawing: FIVE FINISHED WORKS: 2 pieces in black and white..........................any two different media of your choice 1 piece in color.............................................any dry media of choice 1 piece in color.............................................any wet media of choice 1 mixed media piece.....................................at least two media should be used, collage is not allowed in this work

2 Concentration ideas……………………….………give your concentration statement with a paragraph explaining your work process and ideas

3-D Design: THREE FINISHED WORKS that are 3-Dimensional (Relief is included): 1 piece white on white……………….................any media of your choice 1 piece using color.........................................any media of choice 1 mixed media piece.....................................at least two media should be used

2 Concentration ideas……………………….………give your concentration statement with a paragraph explaining your work process and ideas

At least two of your summer works must deal with VALUE. You may produce more than five works as long as all the work is quality and considered “finished.” No studies allowed. Backgrounds need to be fully resolved if working two-dimensionally. Size should be a minimum of 8” x 10” and no larger than 18” x 24 “. The goal of the summer assignments is to keep you visually thinking, and to get you to experiment and try stretching your range of experiences and expressions. If you need inspiration, start drawing everyday objects from around your house and move into figurative work.