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AP Studio Art: 2-D Design

Brooke Sides (ext. 180) bsides@randolph.k12.nc.us The AP Studio Art 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. Students are required to investigate three major concerns: (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 the formal, technical and expressive means of the artist.

Course Summary
The goals of the AP Studio Art course are: To encourage creative as well as systematic investigation of formal and conceptual issues in the Quality, Concentration and Breadth sections of the portfolio. First, students will create 12 pieces demonstrating a broad and diverse range of high-quality work (Breadth) Second, students will create 12 pieces showing your generation and development of a personal artistic vision/voice (Concentration) Third, students will select 5 pieces of your highest quality work (Quality) Individually record in your sketchbook the development and experimentation of your artistic ideas in visual and written form Collaboratively analyze, interpret, evaluate, and critique your work and the work of your peers in written and oral form Develop creativity through problem-solving, experimentation, and risk-taking Develop understanding of art history, style periods, and cultural influences To emphasize making art as an on-going process that involves the student in informed and critical decision making to develop ideas. To develop technical versatility and skills while using the visual elements and principles in compositional forms. To encourage students to become independent thinkers who will contribute inventively and critically to their culture through the making of art. AP Studio Art: 2-D Design Portfolio requires students to produce a minimum of 24 works of art that reflect issues related to 2-D design. The portfolio requirements are explained in the student exam poster and will be referred to throughout the course. The Breadth Section will be composed of teacher-directed challenges; the Concentration Section will be composed of student-directed and teacher-assisted pieces while the Quality Section will be composed of the five most successful works taken from the Breadth Section and/or Concentration Section. It is possible to include pieces produced prior to this course and outside of the class environment in the portfolio. These works may include traditional as well as experimental approaches to 2-D design. Drawing, painting, printmaking, mixed media and collage are all appropriate means for expressing design principles.

In the Breadth section, students will experience a variety of concepts and approaches to demonstrate their abilities and versatility with techniques, ideas and problem solving. In the Concentration section, students develop a body of work that is derived from a planned investigation of an idea that is of personal interest to them. Ideas may be developed in any media or process. Students will use informed decision making and problem-solving skills in an ongoing process to develop and select the 12 pieces of work for their concentrations. In the Quality section, students will choose 5 actual works that demonstrate their mastery of design issues. These works should best represent their accomplishments.

Course Details
The course includes a grouping of crucial components: 1. EXPOSURE: Students will encounter various aspects of art for inspiration through teacher presentations, demonstrations, assigned challenges, assigned research and assigned gallery/museum visits. 2. EXPLORATION: Sketchbooks/journals (18 x 24) will be continuously developed. Include sketches of ideas, notes, research, photos, thinking maps, doodles, project proposals, assignments, drawings, and demonstration notes and practice, etc. This will essentially record the progression of your thoughts, ongoing learning, and experimentation leading to successful finished products. 3. ETHICS: It is imperative that students develop personal imagery. This will be encouraged through observational challenges, imaginative challenges, and personal experiences. If published photographs or the works of other artists are used, they should be in the service of a personal vision and move beyond their original intent. Any published image should be altered in a substantial way and move beyond duplication. This is a matter of plagiarism and artistic integrity. Failure to comply will not be tolerated. 4. EXECUTION: The essential order of the course coincides with the portfolio requirements explained on the AP Studio Art Poster and the culmination of all learning will be exhibited in the portfolios development and execution. HOMEWORK As with any college level course, it is expected that students will spend a considerable amount of time outside the classroom working on assignments. A good rule of thumb is to spend at least 2 hours on homework for every hour you spend in class. This demands a rigorous work ethic and excellent time management skills. If you feel you cannot keep up with this requirement, you should not sign up for this class.

ART ASSIGNMENTS AND EVALUATION The work in this course is highly individual and experimental. Assignments are often open ended in nature and explore a variety of approaches to design. Although that makes grading challenging, there are standards of quality in student work, expectations based on the range of accomplishments of other AP art classes, and the evidence of thought, care and effort demonstrated in the work. All of these elements are discussed with students individually, with self-critique rubrics and in class critiques. In addition to portfolio projects, students will complete a minimum of 1 sketchbook page each week. All assignments also have due dates. It is pertinent that students turn all work in on or before the due date in order to stay on track to completing the portfolio on time and in its entirety. WRITTEN ASSIGNMENTS AND GALLERY VISITS AP Studio Art students are expected to develop verbal and written literacy about not only their own work but the work of other artists. 1. Students will write one paper (2 pages, typed, double spaced) about a work of art by a professional artist that they are inspired by. Due ______________ 2. Students will visit 1 museum or gallery and present a Powerpoint presentation to the class about the artwork and artists that they saw. Due _____________ 3. Students will also write one (4) page research papers about an art topic of their choice. Due _______________ EXHIBITIONS AP Studio Art students are expected to exhibit their work during the school year. Several opportunities will be provided locally and at school. In addition, students will create a digital portfolio of their artwork and an Artist Statement. SUMMER ASSIGNMENTS Students that plan on using photographs as reference material for their area of concentration, need to take at least 30 pictures showing strong composition, contrast, interesting content, depth or lighting. From these, at least 20 should be good quality images that can be cropped and/or combined with other images to create a final composition. In addition, students should complete 3 out of the following 10 assignments. These may be done in your sketchbook/journal. Students must be sure to consider the following with their AP assignments: The elements and principles of art and design, color theory, composition (not centering everything), mixing media, drawing from observation and risk taking. The three assignments that students choose to complete will be due on the first day of class as well as the 30 photographs. Create a pencil drawing of the interior of your closet. Be sure to use a full range of values. Create 3 drawings of different parts/areas of the human body (i.e. knees, ears, toes, etc.). One must only use a continuous contour line showing line variation. One must show value, form and contrast. The third must emphasize an investigation of mark making and your understanding of foreshortening. Create a prismacolor drawing of at least 3 eggs on a brown paper bag. Use strong lighting from one direction.

Select and arrange at least 5 items that have a repeating element. Artistically capture that repeating element and the essence of those items using the media of your choice. Create a pastel self-portrait with unusual lighting and composition. Morph one mobile item with one immobile object. Draw a piece of architecture from observation in its environment with accurate perspective. Using mixed media of your choice, visually convey a global issue including either the source of the problem, your proposed solution, or both. Consider your use of space intentionally creating symmetrical or asymmetrical balance. Show a three-step visual progression in paint. Create 4 visual journal or altered book entries that are a non-representational exploration of mixed media techniques and strong composition.

Students that do not complete the summer assignments will be placed in an Honors level art class instead of AP Studio Art.

2-D Design Portfolio Sections:


Breadth, Concentration and Quality

Section III: Breadth (12 slides from 12 different works; No detail slides are permitted)
This first section is composed of works showing mastery of varied media, techniques, and subject matter. Challenges will be issued by the teacher during the completion of this section to provide as many opportunities as possible to develop problem-solving skills and the widest range of techniques and media options as possible. Students must complete assignments 1-3 during the summer. These completed works will be due on the first day of class and critiqued soon after.
Works emphasizing the elements of design (line, shape, illusion of space, illusion of motion, pattern, texture, value, and color) organized using the principles of design (unity/variety, balance, emphasis, rhythm, and proportion/scale). Media could include digital imaging, photography, collage, drawing, mixed media, weaving, illustration, painting, or printmaking. Patterned timeline for all breadth assignments: (1.5 weeks for each breadth assignment) Monday Introduction of Project A assignment choices (sketch 2 compositions) Tuesday Students begin final assignment composition Wednesday Critique progress in class followed by in class work time Thursday Class work time to continue to make alterations after critique Friday Workday Monday Final critique on Project A and then introduction of next assignment for Project B (Students may make changes on own time at home from final critique on Project A. Project A piece will be due at the start of class on the following Wednesday before in progress critique on current Project B. Every project lasts 1.5 weeks.

Section II: Concentration (12 slides)


Introduction: To initiate theme ideas, students will participate in a class discussion in which they will identify, define, and evaluate the themes of professional artists works throughout history as well as work created by current local artists. This presentation will serve to generate the sophistication and college-level thinking that should be present throughout the concentration section of the student portfolios. Brainstorming: Following the above discussion, students will collaboratively brainstorm possible themes using thinking maps and then individually determine and develop their chosen themes. Each student will create a proposal for his/her concentration that includes a written statement explaining influences, ideas for investigation of the theme, and his/her artistic plan to do so. This proposal will also include developed examples, sketches, and/or plans for at least 3 pieces to be created for submission in the Concentration Section. Concentration needs to be innovative and show risk taking. Critique: The Concentration Proposal will be presented to the class to be evaluated, critiqued, challenged, and improved. Group Critiques will also consistently be used throughout this section of the course to provide constructive feedback during the artmaking process. Creation: Refined Concentration Proposals will then serve as a coherent plan of action to generate in-depth, college-level artistic investigation of a single underlying idea within a body of at least 12 works of art. These works must clearly show growth and discovery as well as mastery of design principles, art elements, composition, and media of choice.
Twelve slides of a series of works organized around the visual concept (some may be details). Look for quality of ideas, and quality of execution of work. Media could include digital imaging, photography, collage, drawing, mixed media, weaving, illustration, painting, or printmaking.

Section I: Quality (5 original works)


Finally, from all works created, students will determine the 5 works of highest quality to submit as actual works for evaluation. These works must be matted and no larger than 18" x 24". This selection process will be made considering suggestions from peers during a group critique and feedback from individual consultations with the teacher. ***To successfully complete all 3 sections, students must work steadily and aim to complete 1-2 works per week. Submission of a portfolio in May is mandatory to receive AP credit.
Assess your selected portfolio work and score it on the following criteria:
Materials well used; technique is excellent Poor 1 Moderate 2 Good 3 Strong 4 Excellent 5

Inventive/Imaginative Evidence of thinking; Clear visual intent Purposeful composition Awareness of style and format Sensitive/evocative

1 1 1 1 1

2 2 2 2 2

3 3 3 3 3

4 4 4 4 4

5 5 5 5 5

If you have not scored your work consistently in the 4 or 5 range, now assess what your artworks strengths and weaknesses are, and how to rework the piece and raise it to a 5. Explain your rationale in a paragraph below, considering: Have you done anything special with the use of the art elements (line, color, shape, texture, value)? What are some of the dominant shapes, expressive forms, color schemes, and textures that carry significance in this artwork? Is the work ordered/balanced? Or chaotic/disturbing? What makes for the order or chaos? Would you use words such as unity, variety, contrast, balance, movement, and rhythm to describe formal characteristics of this work? Describe the quality of execution and technique. What gives the work its uniqueness? Does the work evoke any feelings? To what do you ascribe your feeling, the use of colors, shapes, technique, theme? Is there symbolism used in the work to convey meaning other than what one sees? What is your general impression of the work? What did you want the viewer to think about? Did you successfully get your message across? Discuss if the work is a significant success, why or why not, and support your judgment with evidence.

Assessment and Evaluation


Portfolio Development (75%) Grades determined by using the evaluation rubrics as established by the College Board Both volume and quality will be taken into consideration for final grades Class written assignments, gallery visits, powerpoints and exhibitions Progress Check grades will be included Studio Participation (25%) Regular attendance is mandatory Use of in-class time and after-school schedule Attention to lectures, directions, and demonstrations Participation in critical discussion Proper, safe use of materials and equipment Cleanup duties and storage of work

Bibliography
Art Synectics, Nicholas Roukes, Davis Publications Design Synectics, Nicholas Roukes, Davis Publications Design Principles and Problems, Paul Zelanski, Mary Pat Fisher, Thomson Wadsworth Experimental Drawing, Robert Kaupelis, Watson-Guptill Publications, 1992 Altered Books, Collaborative Journals and Other Adventures in Bookmaking, Holly Harrision, Rockport Publishers, 2003 The Creative Artist, Nita Leland, North Light Books, 1990 Altered Books Workshop, Bev Brazelton, North Light Books, 2004 ArtistsJournals and Sketchbooks, Exploring and Creating Personal Pages , Lynne Perrella, Quarry Books, 2004 The Artist Muse, Unlock the Door to Your Creativity, Betsy Dillard Stroud, North Light Books, 2006