AP Studio Art: Drawing, 2-D, and 3-D Syllabus
Learning Outcomes
The student will
· Show an understanding of the focus of the portfolio selected.
· Create 12 pieces of high quality work that demonstrate breadth.
· Develop a strong idea to create a personal Concentration of 12 pieces.
· Discuss and write about the Concentration.
· Choose and matt five quality pieces.
· Create and produce an AP art exhibit.
· Explore art career options.
Course Sequence
Students that are interested in pursuing art, through high school and into college, have many course choices. Students begin with Exploratory Art or Art Projects, then choose Drawing and Painting, Commercial Art, or Ceramics/Sculpture, and culminate with AP Studio Art. Ideally, the AP Studio Art drawing student will begin with Exploratory Art, then take Drawing and Painting for two years, and finish with the AP class.
Exploratory Art introduces students to the elements and principles of design through an exploration of a variety of techniques and media. Students of Drawing and Painting receive concentrated training in the fundamentals of drawing and painting to enhance observation and perception. 3-D courses, such as, ceramics and sculpture, work to expand students’ three-dimensional design skills by exploring different design processes and techniques, and compositional concepts. Emphasis is on developing creative and expressive skills. Ability to develop aesthetic judgment and evaluation are introduced.
Course Content
The Advanced Placement Program in Studio Art is an intellectually challenging course intended for highly motivated students who are seriously interested in the study of art. Course content meets all requirements as stated in the Course Description for Studio Art. Under encouragement and teacher guidance, students will generate a portfolio of quality art pieces that will be submitted for possible college credit. The portfolio will consist of three sections: Breadth, Concentration, and Quality.
The breadth section will consist of twelve pieces that explore a variety of concepts that show a command of different media, techniques and problem solving. In the concentration portion of the portfolio, students will generate twelve pieces that are unified by an underlying idea that has visual coherence. In the quality section, students and teacher will choose five of the best pieces and matt them for presentation.
Each student is challenged to develop their own personal work. Students are the taught artistic ethics through the emphasis of the completion of artwork that is unique to the artist, and is not from published photographs, or published images. Their art will show mastery in concept, composition and execution of ideas. Development of their portfolio is an ongoing goal oriented process that requires informed and critical decision making to determine outcomes to problems. This is accomplished through ongoing individual and group critique, which provides opportunity for assessment and revision of students’ artwork.
Students are expected to show dedication and responsibility by being on time and attending regularly. They are required to engage in teacher directed activity as well as working independently to solve problems they have developed themselves. Participation in individual and group critiques as well as meeting deadlines is mandatory. In the event of a problem it is the student’s responsibility to meet with the teacher to make-up missed work.
Students are required to complete all class assignments, including reading, research and homework. All students will maintain a sketchbook that will consist of daily observational drawing, written goal setting and self- evaluations and critiques. Student Sketchbooks and Idea Books provide analysis and discussion of contemporary social concerns as they relate to their own concerns and individual artwork.
Critiques will take place to evaluate quality and progress of work. All students will participate in evaluations of their own art, peer work and work of other artists. Art vocabulary will be used in written, verbal, individual and group discussions. Students will work together to develop, produce and promote an AP Studio Art Gallery Exhibit. This show will be advertised to the community, and all work will be framed and hung in the school gallery.
Course Schedule
Unit One
Students will develop an understanding of the Breadth portion of their portfolio. Beginning with teacher-initiated assignments, students are introduced to a wide range of drawing concepts and approaches. Various techniques and media are explored in projects that will result in a body of work suitable for the Breadth portion of the portfolios. While generating this variety of work, it is expected that students will discover personal directions, technique and media strengths, and visual ideation interests, which will be definite considerations in the development of their Concentration.
Students will:
· Be exposed to a range of drawing issues.
· Use a variety of techniques and media.
· Understand artistic integrity as it applies to their work.
· Be influenced by historical and contemporary drawing references.
· Be introduced to college and career options in the arts.
· Create quality pieces that demonstrate:
1. confident use of the elements and principles of design.
2. thoughtful and appropriate solutions to assigned projects.
3. mastery of a variety of media and techniques.
Unit Two
Students will continue developing and finish the Breadth portion of their portfolio. Personal and group critiques, along with instructor input, will determine which pieces show a wide variety of technique and media approaches. Each piece of art will be scrutinized to determine its validity and weaker pieces will be reworked. Students will begin the process of taking and developing slides of their work.
Through individual mentoring and personal reflection, students will begin the process of developing ideas that demonstrate invention, personal direction and thoughtful decision-making for the Concentration Section.
Students will
· Evaluate work completed in this class, as well as work completed outside this class, and chooses twelve pieces for inclusion in the Breadth Section.
· Photograph and prepare slides for portfolio.
· Begin formulating ideas for Concentration Section.
Quarter Three
Students will finalize ideas and submit a written proposal, with thumbnail sketches, for their Concentration. Through one on one sessions, with the instructor, Concentration proposals will be evaluated to ensure that students will have a body of work that is unified by an underlying idea that has visual coherence. Students are encouraged to work at home as well as in class. Periodic individual and peer critiques will take place to check progress. Additionally, students will document and reflect on their Concentration process in their sketchbooks. Slide preparation is ongoing through this quarter.
Students will:
1. Finalize and submit a written and illustrated proposal of their Concentration.
2. Work on Concentration pieces in class and at home.
3. Participate in group and individual critiques of their work.
4. Write about the Concentration process in their sketchbook.
5. Continue slide preparation.
Quarter Four
Students will devote this quarter to the final preparation of their AP Drawing Portfolio. All Concentration pieces are finished, evaluated, and reworked if necessary. All art, Breadth and Concentration, will be evaluated a final time and any problems will be revised through assessment, analysis and student revision. From the complete body of work students and teacher will choose the five best to be matted and readied for the Quality Section. Slides are finished and students work with their instructor to determine order of sequence. Written statement for Concentration Section is completed. All registration procedures will be completed and portfolio is assembled for shipping.
Students will
· Finish Concentration pieces.
· Choose pieces to be matted for Quality Section.
· Label and sequence slides for Breadth and Concentration Section.
· Complete final editing of written statement for Concentration Section.
· Assemble portfolio.
Rubric-Critique
Artist Name: ______
Project Name: ______
Excellent / Average / Needs WorkDesign 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 material 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, movement, unity, balance, contrast, pattern, and emphasis) 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 or 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 Art Exhibit
Upon completion of the AP Drawing Portfolio, students will put together an art show of their work that was not sent in for grading. Although five pieces are sent as “top-quality,” there is much left over that needs to be shared with the community. Students will matt and frame their work and hang it in the school gallery. They will design advertising materials to be posted at the school and around the community. They will put on an opening reception and maintain the show throughout its duration.
Assessment and Evaluation
Portfolio Development
· Quantity and quality of work per quarter.
· Graded according to College Board rubric
Participation
· Attendance
· Clean-up duties
· Class critiques
· Sketchbook
· Art Exhibit
Supplies
Most supplies and equipment are provided by the school, however students must purchase:
· Sketchbook
· Slide film
Bibliography
AP Centralâ
Apcentral.collegeboard.com
AP Studio Art Poster. New York: The College Board, 2006.
AP Studio Art Teachers Guide. New York: The College Board, 2006.
Edwards, Betty. The New Drawing on the Right Side of the Brain. 1999, Jeremy P. Tarcher/Putman
Stoops, J./Samuelson, J. Design Dialogue. 1990, Davis Publications, Inc.
Tansey, R./Kleiner, F. Gardner’s Art Through the Ages. 10th ed., 1996, Harcourt Brace & Company.