AP Studio Art 3-D Design Syllabus 2017-2018
The AP Studio Art 3-D Design class is a rigorous course study that encourages individuality, critical thinking, and problem solving. A high degree of motivation, independent thinking, and personal commitment from the student is required for this college-level art course. Students are expected to work outside of the class, both at home and in extended studio hours. Throughout this course, students will commit to developing mastery in concept, composition, and the execution of 3-D design.
Pre-Requisites:
It is recommended that the student have at least one full year of Art I or Pre-AP Art I as well as one year of an upper-division studio art course. Students will generally begin with a portfolio of previous works and experience developing a sketchbook with plans for future artworks.
The 3-D Design portfolio is intended to address sculptural issues, exploring the compositional space that shows height, width, and depth.This course emphasizes the use of the 3-D Elements of Art (line, shape, form/mass, space, color, value/light, and surface/texture)and Principles of Design (balance, proportion, rhythm/movement, pattern, variety, emphasis, unity/harmony) in an integrative way. Students may explore various sculpturalmethods including additive, subtractive, construction, assemblage, installation, environmental, kinetic, and temporal work. A variety of mediums including paper, fibers, wood, plaster, concrete, polymer clay, ceramics, metal, and other found materials may be used in any combination to develop each aspect of the 3-D portfolio.
This course promotes a sustained investigation of all three aspects of portfolio development: quality, concentration, and breadth.
Through studio practice, application of design concepts, informed creative decision making, and problem solving, the AP student will assemble a body of artwork that demonstrates as high degree of quality, content, technique, process, and growth. Students will develop mature studio practices including critique, artistic integrity, and development of presentation skills.
A personal flash drive is required for this course. Students will be responsible for documenting their development by photographing/recordingboth finished and works in progress as well as practicing presentation and exhibit skills. The teacher will guide students in proper staging and creative lighting to best capture their work.
A meeting with each AP student occurs in previous spring semester, if possible, or in the beginning of the fall semester. The course syllabus and general procedures for class will be presented. Artistic integrity, originality, copyright law, and student voice are discussed during this meeting.
Students will be asked to present some of their previous works and summer assignments and will discuss their goals for the first semester.
Studio Practices
Students will further develop technical skills, as well as a unique, personal voice through the ongoing process of art making. The studio practices of research, visual journaling,reflection and critique are essential to art making and the development of a strong portfolio.
Research
Students should research, investigate, and collect information from a variety of sources. This information may help to inspire and clarify their ideas. Assignments and projects will be designed to promote independent research at a college level. Students will choose concepts, mediums, and techniques that further develop their concentration.
Students are expected to research a variety of artists, movements, techniques, and materials that are related to their own interests. Students should consider sculpture in historical, social, cultural, and contemporary contexts. Students are encouraged to visit local and virtual museums and galleries.
While students research and explore artworks of other established 3-D artists, they must understand the concepts of artistic integrity, referencing, appropriation, and plagiarism. Students are encouraged to work from their own sources, such as personal photographs, observations, experiences, and journal entries. If a student makes use another person’s work as a basis for their own work, they must significantly alter the technique and/or concept to reflect their own voice and to avoid duplication.
All student works must be original. These concepts, which have also been established in all foundation courses, will be discussed and reinforced throughout the AP course, as students begin to develop their portfolios.
Visual Journal/Sketchbook
A visual journal is a critical tool in the development of a coherent plan of action. Students will plan forindividual works through sketches, photographs, observations, notes, and journal entries. Direct observation sketches of the natural and manufactured world that surrounds them can help students generate ideas for future works. Planning sketches should include multiple viewpoints with detailed notes regarding the medium, techniques, and conceptual ideas. Students may record their progress and make production notes, referring back to these entries as they develop future works. It also allows a place for student to record post-production information such as the dimensions of each work. These entries can aid in the development of the concentration, while helping to articulateartist statements for individual works. The visual journal allows a place for written reflection and offers points of conversation for regular conferences between the student and teacher.
Critique
Critique is an essential part of the college-level studio art experience. Students are expected to participate in self-critique as well as formal and informal peer, group, and teacher critiques. Students are expected to use formal art vocabulary, expressing a clear understanding of the 3-D Elements of Art and Principles of Design. On-going verbal and written critique helps students to clarify their ideas, concepts, and to develop a confident artistic voice and vision. Peer, group, and teacher feedback can help students to analyze their own works and the works of others—identifying both strengths andproblem-areas, while seeking solutions. Students should use the current AP Studio Art: 3-D Design Scoring Guide as a format for constructive criticism.
Assessments
Students will be assessed on sketchbook/visual journal entries, art criticism (both artist research and self/peer critiques), and studio projects.
Studio projects will be assessed based on the AP Studio Art: 3-D Design Scoring Guidelines available through AP Central. Each student will be given a copy of the most recent scoring guidelines and will complete a self-assessment for each project.
Portfolio Development
The AP Studio Art: 3-D Design course promotes a continuous investigation of the three aspects of portfolio development: quality, concentration, and breadth, as outlined in the Course Description and Studio Art Poster. This course follows the guidelines provided by the College Board for submitting a portfolio in the Spring semester.
The AP Studio Art: 3-D Design portfolio is submitted digitally and has three sections:
I. Quality: 10 images/5 works
II. Concentration: 12 Images
III. Breadth: 16 images/8 works
Images may be edited, but only to present the clearest representation of the student’s work and to ensure that the images meet the requirement of the Digital Submission application.
Students will be required to enter full dimensions (height x width x depth) as well as the medium for each work.
Upon submission, students will be asked to accept the following statement:
“I hereby affirm that all works in this portfolio were done by me and that these images accurately represent my actual work.”
I. Quality (10 Images)
This portion of the portfolio focuses on the development of mastery in concept, composition, and execution of 3-D Design.
These works should reflect the quality standards of an introductory college course.
The selected works should demonstrate the student’s highest level of accomplishment in 3-D Design. Mastery of composition (how the Principles of art are used to effectively arrange the Elements of Art), concept (the development of the students original idea), and execution (the technical skill) should be clearly evident in each of these works.
Critique (peer and group), self-assessment, and teacher feedback informed by the AP Studio Art: 3-D Design scoring guidelines will help students to select their strongest quality works.
Students will submit digital images of their 5 best works, including 2 views of each work. The second image may be from a different viewpoint or a detail that provides the viewer with more information about a particular aspect of the work.
II. Concentration (12 Images)
This portion of the portfolio focuses on a cohesive body of work that investigates a strong, underlying visual idea in 3-D design that grows out of a coherent plan of action or investigation. Quality is evident in concept, composition, and execution.
These works should reflect the student’s sustained, intensive investigation of a specific and personal idea or area of interest. Students are free to work with any techniques, or media that best address the 3-D design issues and concept they choose to explore.
Students should develop possible central ideas during the summer and early in the first semester. Through research, visual journal entries, group critiques, and conferences with the teacher, students will begin to refine their concept. Students should also review concentration images from the College Board website and resources, including the Studio Art: 3-D Design poster.
Please see Examples of Concentrations.
The works and images selected for the concentration should demonstrate the student’s personal growth and discovery through both technical and conceptual problem solving. The evaluator will look for both a unified idea and visual evidence of the student’s thought process and development over time. The concentration should show how the student has created a unified body of work while developing technical expertise, personal voice, and mastery of the Elements of Art and Principles of Design throughout the course.
Students will submit 12 images, some of which may be second views, or details. Some of the images submitted may also be “process-oriented” or film stills that document a performative aspect of a work.
This section is accompanied by a concise, written commentary which describes the student’s central idea and how the artworks demonstrate the intent and development of their concentration. This commentary is similar to an artist’s statement that would be developed in a college level course. Ongoing visual journal entries, self-reflection, critique, and dialogue with the instructor will help the student to clarify ideas and statements.
III. Breadth (16 images)
This portion of the portfolio focuses on the demonstration of the student’s range of abilities and versatility with technique, problem-solving, and ideation. This variety may be demonstrated through the use of one or multiple media. The works should show a clear understanding of the Elements of Art as applied throughthe Principles of Design, including balance, proportion/scale, rhythm/movement, repetition, variety, emphasis, unity/harmony. Students should also demonstrate the ability to combine and manipulate a variety of mediums in new and innovative ways that reflect their personal style. Students may explore various methods including additive, subtractive, construction, assemblage, installation, environmental, kinetic, and temporal works. Works may be representational or abstract.
Summer and independent (homework assigned during breaks) assignments will provide students with opportunities to experiment on their own and develop work ethic. Some projects are defined bya conceptual problem (students must choose the best technique and medium for their solution), while other projects are defined by a technical problem (students are given a medium/technique and must develop their own thematic solution). Students are instructed to maintain artistic integrity on assignments completed outside of the classroom.
Please see Summer/Independent Assignments
The first quarter of the course will provide students with further opportunities to express their own concepts and ideas through visual problem solving while experiencing a broad variety of media and techniques. By applying prior knowledge and skills, research, and experimentation, students will develop unique and original solutions to open-ended assignments.
Please see Examples of Breadth Projects
The visual journal/sketchbook is a valuable tool for idea-generation. Students will be evaluated on their sketches and notes and their ability to transform their vision into a three-dimensional artwork.
Students may use or manipulate work completed in previous 3-D foundation courses in the breadth section of their portfolio.
Students will submit 16 digital images of 8 works, including 2 views of each work. Students may NOT submit images of the same works for both the Concentration (Sustained investigation) and Breadth (Range of Approaches) sections. This may negatively affect a student’s score.
If submitting digital images of relief sculptures or small, detailed works (such as jewelry), students should ensure that the works are fully visible and clearly address three dimensional issues (such as surface texture or form expressed through light and shadow).
Timeline
Summer
Complete Breadth Projects 1-2
The student should complete the summer assignments, including two breadth projects. Ongoing communication with teacher through email is recommended.
Please see Summer/Independent Assignments
First Semester
Complete Breadth Projects 3-8:
The student will focus on creating the breadth section of the portfolio. Previous work may be used or manipulated to be included in the portfolio. This will allow the students more time to focus on developing and expanding the content and quality of their body of work. Students will use a variety of media and techniques to construct both freestanding and relief sculptures.
Begin a Personal Digital Portfolio:
Students will also practice digitally documenting their art, both as works in progress and the final products. Students will explore proper set up and lighting as well as point of view and detail photographs. Students are required to save all images to a flash drive as well share their images with their instructor through Google drive.
Develop the Concentration:
Students should begin to define their original concentration by exploring personal themes and interests. Students will use their visual journal, research, on-going peer critique, and teacher feedback to help them clarify their concentration.
Begin Concentration Projects:
Before the Thanksgiving break, students should select their concentration. The teacher will guide the student in researching artworks and artists that have a strong visual and conceptual relation to the student’s own interests. Students are encouraged to investigate design ideas which have reoccurring subjects that appear in their own work.
Please see Artists to Research
Independent Work:
Ten sketches for artworks will be completed during the Thanksgiving break. The student should present their sketches for peer critique and teacher feedback, before choosing a project to begin.
Before the winter break, students will propose two sculptures for their concentration to be completed independently. Students may contact the instructor by email for consultation during the break. These works will be reviewed and discussed though self-evaluation and peer critique when classes resume.
Develop Quality works:
Students will be expected to work on both sketchbook development and artworks outside of class. Students may work at home or coordinate with their teacher for studio time outside of their class period. Before and after school studio sessions are available (except Wednesday mornings).
Second Semester
Access the 3-D Design Portfolio Web Application:
The Web application for development and submission of the Quality, Concentration, and Breadth sections is available beginning in late January.
Complete Concentration Pieces:
The student will focus on completed a body of work that explores their chosen concentration. The student will present critiques, both oral and written, about their sculptures. They should define how the sculptures support their own voice and selected concentration. This provides students with valuable feedback about the quality and depth of the works, as well as the clarity of their concentration. These critiques will greatly inform the commentary in the digital portfolio. The development of the concentration is continuous and should be refined by the student using informed decision making and critical thinking, inspired by these critiques.
The next few weeks are devoted to investigation, production, and documentation of the remainder of the sculptures. Grades for the third and fourth marking periods will be based upon the production of pieces and clear materialization of the concentration. All works should be completed, documented, and labeled. Students may revise their commentary before submission. The digital portfolio will be submitted on or before the May AP exam deadline. A digital and print portfolio will be completed for the student to keep.
Complete the Commentary for the Concentration Section: