Kyle Clark and Cassie Edmondson
Advanced Placement ®Art
Two-Dimensional Design Portfolio
Course Description
The aim of this AP® Studio Art Portfolio course is to guide the art student through an understanding of design principles as applied to a two-dimensional surface. Understanding design involves the student making decisions with a purpose about the use of the elements and principals of art in an integrative way. The principals of design (unity/variety, balance, emphasis, contrast, rhythm, repetition, proportion/scale, and figure/ground relationship) can be displayed through the visual elements (line, shape, color, value, texture, space). At the end of this year long course students will submit 24 works that investigate all three aspects of the portfolio which include Quality, Concentration and Breadth. Any 2-D process or medium can be submitted, including, but not limited to, graphic design, digital imaging, photography, collage, fabric design, weaving, illustration, painting, printmaking, etc. The portfolio may include work that students have done over the year (or longer), in class, and outside of class.
Section III: Breadth
We will first approach the Breadth section in the first semester of the year. The goal of the Breadth section is to teach the student a variety of concepts and approaches that demonstrate a range of abilities and versatility with technique, problem-solving and ideation. This section is composed of 12 pieces of work based upon teacher assignments. Each piece of work is evaluated twice in group critiques to promote the understanding that making art is an ongoing process that involves informed and critical decision making. The work will then be photographed and uploaded to the College Board website for their Breadth section of the portfolio.The assignments in the Breadth sections include:
* drawing that employs line and value to create emphasis in a composition
* drawing that employs a complimentary color scheme with contrast
* drawing that employs a focus on real color with an emphasis on balance
* collage/digital image that employs a focus on size relationships
* drawing that employs a focus on shapes and symmetry or asymmetry
* painting that employs a focus on positive/negative space relationships
* drawing that employs a focus on figure/ground relationship
* painting that employs a focus on color and texture with variety
* collage that employs a focus on perspective with figure/ground relationship
* painting that employs a focus on color and form with contrast
* scratch board that employs a focus on line and texture with variety
* painting that employs a focus on color theory with rhythm
* drawing that employs a focus on value with figure/ground relationships
Section II: Concentration
We will then focus on the Concentration section in the second semester of the year. The goal of the Concentration section is for the student to develop a body of work that investigates a strong underlying visual idea that grows out of a coherent plan of action or investigation that shows growth and discovery. The work is evaluated twice in group critiques to make sure that the students are using the principals of design in an informed and/or experimental way. This section is composed of 12 pieces of work; some of them may be details. Each piece of work will then be photographed and uploaded to the College Board website for their Concentration section in their portfolio.
Section I: Quality
We will then focus on the Quality section in the second semester of the year. The Quality section is composed of 5 pieces of work done during the entire year from the Breadth and Concentration section. From these 24 pieces, 5 pieces which successfully demonstrate the students’ mastery of design issues will be chosen through individual critiques and then a group critique. The students’ mastery of design should be apparent in the composition, concept and execution of the work. These pieces will then be matted and placed within the portfolio with the 12 pieces of artwork from the Breadth section and 12 pieces of artwork from the Concentration section to complete the portfolio. Students may reference the Studio Art poster hanging in the classroom (each student will receive a poster later on in the year) at any point during the year for any of this information and visual references.
Grades
During the Breadth section (first semester) each week the students will be assigned a new assignment with a written assignment sheet. This sheet includes the objective, directions, list of supplies and the evaluation used for each assignment. The students are then given a verbal introduction with a power point of past students works based on that particular assignment. This is to demonstrate to the students a wide range of techniques and problem-solving skills for that assignment. The students will then work on this assignment the entire week in class so that they can receive individual feedback from the teacher about their work.
A group critique will then be held based upon that assignment the first day back after the weekend. During this critique it is an important to emphasize the making of art as an ongoing process that should always provide the student with informed and critical decision making information. The students will be given a grade based upon the progress that they have achieved over the week/weekend. Students are assessed based upon a simplified version of the AP® Studio Art rubric which is given to each student separately. The students should keep in mind that late work is never accepted as stated in the contract that is given to them separately. Please see outline included at the end of the syllabus for actual due dates for each Breadth assignment.
After the students’ group critique, a new assignment is given and their current assignment is then completed outside of class. The new assignment will be assigned and worked on during that current week and is then critiqued on the first day back after the weekend. This critique will include the previous assignment (now graded as a completed assignment) and the new assignment is graded with a progress grade.
This same cycle will continue the entire first semester until all 12 Breadth assignments are completed. Please see outline included at the end of the syllabus for actual due dates. At the end of each six weeks a grade will be given for revisions to each project done during the six weeks due on the last day of the six weeks. These revisions should be based upon critiques with the teacher and the students’ peers. Once a piece of work is completed it should then be placed in the “work to photographed” shelf so that it can be photographed for the portfolio.
The same cycle of grading and critiques will continue for the Concentration section. The main difference in the Concentration section is that the students are producing assignments that are based upon a body of work that is derived from an idea of personal interest to them. Critiques whether individual or group are critical in this section because they keep each student analyzing and focused on their ideas for producing their work. Each student is provided a forum to engage in conversation with their peers about composition, coherence and choices/decisions they are making in their work. This helps each student to begin thinking on a higher level about the process of producing a cohesive body of work for their Concentration section.
The Quality section is graded in a different way. This section is based on turning 5 projects (which can be from the Breadth section, Concentration section or a combination of the two) into the teacher so that they can be matted to be placed within the portfolio. A grade will be given based upon individual critiques with the teacher and then a group critique of each piece to be turned in on a particular due date (see outline for actual date) at the end of the second semester.
Expectations
The student should be able to display a high degree of commitment to this Two-Dimensional Design Portfolio studio art class and wish to develop mastery in concept, composition and execution of their ideas. Students should expect that in order to produce college-level work they must spend just as much time outside of class as they do inside of class working (if not more) on each assignment/project. Each student should make sure that they are scheduling enough time to complete the entire process of researching, producing and completing each piece of work for their portfolio in a timely manner.
Sketchbooks/research
Much of the students’ time is spent researching for each piece of work produced. Students should begin the process of each assignment by sketching, writing, referencing and formulating ideas in their sketchbooks. This sketchbook should be a place for students to experiment with a variety of concepts and techniques as a way of developing various stages of ideas into finished pieces of artwork. This process requires that students are visiting galleries, museums, or other venues that will help in the production of work in each section of the portfolio.
Copyright/plagiarism
Students should keep in mind when working through this process that using photographs and other copyrighted images from others work is considered plagiarism and is not allowed in this course. Students should understand that if they use photographs, published images, and/or other artists’ works, they must show substantial and significant development beyond duplication. This may be demonstrated through manipulation of the formal qualities, design, and/or concept of the original work. To simply copy any image produced by another person/artist is unethical, constitutes plagiarism and often violates copyright laws (even if the work is produced in another medium).
Students should also remember that when working from their own photographs the images tend to become very flat because they are transferring from two-dimensional to two-dimensional surface. Students should always try to work from real life or sketches from real life to continue to get better at transferring from three-dimensional objects to the two-dimensional surface. Working from life is what will help students to develop their skills and keeps their artistic integrity intact. This will also provide no question about copyright or plagiarism issues.
Competition/exhibitions
Students are encouraged to participate in a variety of competitions and exhibitions (inside the district and outside of the district) during the school year. Included on a separate sheet are optional and required competitions/exhibitions for the district. Details of each will be given in a timely manner before each event so that forms/fees can be submitted to the appropriate place.
Supplies/fees
Some supplies will be provided in class. Any additional supplies not within the classroom that the student desires to use are the responsibility of the student to acquire. Please be aware that there is a fee of $3.00 per mat board (used in the Quality section and various exhibits/competitions). There is also a fee for the actual AP® exam (the exam is the actual portfolio) that will be given to the students at a later day.
Rules
Students should be aware that all school rules are strictly enforced in the art classroom. It is each students responsibility to make sure that all projects are turned in on the day that it is due (except for any extenuating circumstances that must be approved), are keep intact (and accounted for until the end of the year), and completed by the time that the portfolio is due at the end the course. Each student should also keep their desks, storage area and portfolio shelves clean so that the work is not damaged or lost.
Grading Policy
40% Classwork (Sketches, research, progress grades)
25% Test (Major projects)
15% Six Weeks Test (Critiques)
20% Project/Product (Summer work and works completed off campus)
Bibliography
The Art of Seeing, Paul Zelanski, Mary Pat Fisher, Pearson Prentice Hall, 2005.
The New Drawing on the right side of the brain, Betty Edwards, Jeremy P. Tarcher, 1999.
Launching the Imagination; A Comprehensive Guide to Basic Design, Mary Stewart, The McGraw- Hill Companies, 2002.