AP Studio Art: 2D Design Portfolio for Digital Photography
You may choose to complete the AP 2-D Design Portfolio in this class. (It can consist of all photography.) This is optional.If you complete it successfully, you may receive college credit or place out of certain college courses, thus saving time and money. It is important that the teacher, student and parent agree to commit the time and energy needed to complete the portfolio successfully. The following is criteria that must be met in order to receive AP credit.
Overview of the AP 2-D Design Portfolio: Design involves purposeful decision making about using the elements of art and principles of design in an integrative way. In the 2-D design portfolio, you should demonstrate your understanding of design principles as applied to a two-dimensional surface. The principles of design (unity/variety, balance, emphasis, contrast, rhythm, repetition, proportion/scale, and figure ground relationship) can be articulated through the visualelements (line, shape, color, value, texture, space). Any 2-D process may be submitted, including photography, digital imagery and printmaking, painting, etc. Overall, the portfolio should show mastery of the use of design elements and principles. In preparation for the portfolio, the class will research, keep visual journals/sketchbooks, have class critiques, individual critiques (as you are working), and artistic dialogues that hopefully will inspire you as you create.
Requirements: The student must complete a total of 24 pieces of artwork. Students should work steadily and have the sufficient number of images by the middle or end of April, since the portfolio is submitted in early May. They may continue to improve their Quality section of the portfolio until the May submission. The portfolio includes the following components:
Section I: Quality—Excellence demonstrated in original artwork from either your Breadth
or Concentration sections—5 actual, matted works no larger than 18x24 inches.
Section II: Concentration—An in-depth personal investigation of a particular, coherent visual idea with a written commentary describing the idea and how it developed—12 digital images, some of which may be details.
A concentration is a body of work that describes an in-depth exploration of a particulardesign concern or theme. The works must have a strong visual idea and show mastery of the principles of design. The student must develop a proposal and present it to the class and teacher. This body of work will involve work outside the classroom. Concentration ideas will be explored and refined throughout the year through the use of the visual journal and independent project assignments. Some potential ideas are listed below:
• An exploration of patterns and designs found in nature and/or culture
• A series of works that begins with representational interpretations and evolves into abstraction
• A series of landscapes based upon personal experience of a particular place in which composition and light are used to intensify artistic expression
• Design and execution of a children’s book
• Abstractions developed from cells and other microscopic images
• Interpretive portraiture or figure studies that emphasize dramatic composition or abstraction
• A personal or family history communicated through symbols or imagery
• Light as Subject series that explores the use of design principles through photographs
Section III: Breadth— A variety of twelve works demonstrating an understanding of the principles of design. This section should show a thoughtful application of design principles in composing your artwork. In this section you should demonstrate your ability to problem solve, explore various techniques, and show a range of expressive and conceptual approaches to 2-D design —12 digital images of 12 different works (no detail images allowed).
(Note: If appropriate, work submitted can include art created by the student prior to and outside of the AP Studio Art course.)
Students will be exposed to the work of contemporary artists, photographers, digital
artists, and art history. This will provide the students with visual examples of various approaches to the use of the art elements and principles. The images will be used for discussion, inspiration, and to help the students learn to see. The photographs and works of art presented will be used as exemplars of the use of design skills and to expand their artistic vocabulary. Technique and visual problem solving will be a focus in developing the 12 breadth pieces.
Ethics, Artistic Integrity, and Plagiarism: Any work that makes use of (appropriates) other artists’ work (including photographs) and/or published images must show substantial and significant development beyond duplication. This is demonstrated through manipulation of the formal qualities, design, and/or concept of the source. The student’s individual “voice” should be clearly evident. It is unethical, constitutes plagiarism, and often violates copyright law simply to copy an image (even in another medium) that was made by someone else and represent it as one’s own.
Resources:
Class textbook: Photography, the Essential Way by Barbara London and Jim Stone
We also have a collection of various photography books in the classroom and a school library that has a wide range of art, design, and photography books that are accessible to the students.
Digital Software: Photoshop CS5
Web resources:
• Tips for taking great pictures:
• Tips for image composition and definitions on the elements of visual design:
• Videos/tutorials on CS5: and
• Copyright and fair use information: http://www.copyright.gov/ and http://fairuse.stanford.edu/
Homework: Students are expected to complete all homework on time. This is a college level class where it is expected that students will spend a considerable amount of time outside class working on completions of projects – especially in the area of concentrations.
Visual Journals: All students are expected to have a sketchbook at all times to develop both directed and non-directed work. Exploration of media, experimentation of various techniques and subject matter are a few of the uses of the sketchbook/visual journal. These visual journals are used to document the mandatory ideation process (brainstorming) for in class and out of class projects. Many art schools like to see the students’ visual journals to see the manner in which the student’s creative process evolves.