Advanced Placement Art: AP 2D Design Portfolio



Advanced Placement Studio Art: AP 2D Design Portfolio

Career Center – Ms. Toni Graves

Email: tgraves@wsfcs.k12.nc.us

Contact #: 336-727-8181

Advanced Placement 2D Design Class Overview

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All students that come into the program are required to have had Beginning and Advanced Art at their home schools, but many others have had much more exposure to art by taking summer programs or being mentored by local artists throughout the year. We are in a unique situation in that our students come to our school specifically to take classes that are not offered at their home schools. We accommodate 13 different area high schools which creates a unique atmosphere of socioeconomic and artistic diversity that most students do not normally experience.

The AP Studio Art program is designed for highly motivated high school students that wish to work and excel in a college level environment. The 2D Design Portfolio involves purposeful decision-making about using the elements and principles of art in an integrative way. The class intention is to produce a portfolio that addresses a broad interpretation of design. The student will learn to demonstrate a conscious and deliberate application of the principles of design (unity/variety, balance, emphasis, contrast, rhythm, repetition, proportion/scale and figure/ground relationships) articulated through the visual elements (line, shape, color, value, texture, and space) in works of art. 2D Design media include but are not limited to illustration, painting, drawing, printmaking, digital imaging, collage, etc. Each student will create a body of work during the school year that will be submitted to the national AP College Board for evaluation for potential college credit.

Advanced Placement Studio Art classes are demanding of time and quality expectations. It is a very enriching experience and thoroughly prepares students for the rigors of college.

Instructional Goals:

• Encourage creative as well as systematic investigation of formal and conceptual issues.

• Emphasize making art as an ongoing process that involves the student in informed and critical decision-making.

• Develop technical skills and familiarize with the functions of the visual elements and principles.

• Encourage students to become independent thinkers who will contribute inventively and critically to their culture through the making of art.

• Students will analyze and discuss artwork in a group and individual critiques.

The following expectations apply:

• AP courses are college-level courses with college level rigor and expectations.

• AP courses require a much larger commitment of time and energy.

• For each AP course taken, students must be prepared to spend a minimum of one hour a day, 5 days a week on work outside of class.

• Students must accept personal responsibility for their own learning by meeting deadlines, keeping up with current assignments, and seeking extra help if necessary to succeed. Approximately one project should be completed each week. Work should be finished and ready for classroom presentation and critique on the date assigned.

• Students must be willing to accept the challenge of learning in new ways.

• Students must be committed to their AP course for the entire year.

• Students are required to take the AP exam at a cost of $89 at the end of the year. (Financial aid is available for those who meet need requirements.)

Assignments

The “Breadth” assignments for the first semester will be teacher directed. Expect approximately 16 projects. During second semester, students will work independently on a body of work, “Concentration”. This body of work must have a theme with visual coherence. There will be approximately 14 -16 projects in each semester that must show growth as an artist and innovation through technique and concept exploration. Assignments, or projects, are taught as a creative process that begins in the mind and takes form through experimentation, practice and research, first in the sketchbook, then later as a complete work of art.

AP Exam

In late April, students will register for the AP Exam. Students will be required to take digital images of their artwork and prepare a portfolio for evaluation. They will edit the photos and upload them to College Board. Optional college credit for the Advanced Placement Art Portfolio is not through a written exam, but through a National AP Portfolio evaluation which is based on images of your artwork and the “Quality” pieces we will mail to College Board for scoring.

Physical Requirements for the AP 2D Design Portfolio Exam

SECTION I: Quality -Five actual works showing mastery of materials, technique and concept; maximum size is 18" x 24"

SECTION II: Concentration - 12 slides of a Body of Work that all pieces have a coherent theme or underlying idea or exploration; some may be details

SECTION III: Breadth - 12 slides of 12 different works that each shows understanding of a variety of techniques, use of materials and concept; one slide of each is submitted

Grading and Attendance

Work is graded on technical aspects of the assignment, quality of presentation, originality, and creativity. Points will be deducted for late work. Five points for each week late. A “0” will be recorded for failure to turn in an assignment. Not participating in a critique will result in a five-point deduction of your project grade. Attendance is essential and parental notes are required the next day after an absence. Major projects are 60%, homework is 20% and participation is 20% of the final grade. Homework may be a written or drawn assignment, or it may be making progress on the current project. Participation consists of taking part in any activity in the classroom, including but not limited to focusing on making art, taking part in discussions, listening to instruction, cleaning the work area, etc.

Grading Scale: 90 – 100 A

80 – 89 B

70 – 79 C

60 – 69 D

0 – 59 F

Required Supply List: This list represents a small portion of materials that will be used during the school year. Most other materials will be provided for you by the school.

• Sketchbook (8” x 10”- 9”x12”, for use in this class only)

• Portfolio large enough to carry 22” x 28” work

• 1” Three ring binder (for assignment sheets, evaluation sheets and other handouts throughout the year)

A $15.00 supply fee will be collected for these items which students may take home:

drawing board, pencils, erasers, brushes, and a palette.

Optional Supplies: (only purchase those you especially like to use)

• Colored Pencils Set (Prismacolor preferred – more pencils allows for more color options)

• Marker Set (Prismacolor markers are also great if you like working with markers)

• Xacto knife and blades (For use at home. Xacto’s may not checked out from school)

Originality and Integrity

Copying work in any medium without significant and substantial manipulation is an infringement on the original artist's rights and can constitute plagiarism. Students become knowledgeable about copyright laws through group discussion and citations of specific instances where copyright infringements have been legally handled (i.e.…Disney).

While the use of appropriated images is common in the professional art world today, many colleges and art schools continue to stress strongly the value of working from direct observation. Since they aspire to college-level work, AP students who make use of borrowed images must demonstrate a creativity and sophistication of approach that transcends mere copying. This policy is clearly stated on the AP Studio Art poster and web site:

If you submit work that uses other artists’ photographs, images, or works, you’ll need to show substantial and significant development beyond duplication - through manipulation of the formal qualities, design and/or concept of the source. Your individual “voice” should be clearly present. Remember that it is unethical, constitutes plagiarism and often violates copyright law to simply copy a work of art (even in another medium) that was made by someone else and represent it as your own.

In evaluating portfolios, the Readers look for original thinking. Students are encouraged to create artworks from their own knowledge, experiences, and interests. Each week during our group critiques, students are orally given the opportunity to explain their concepts and intentions in their work. They are required and graded on their artistic process which includes a predetermined concept, research and discovery based around this concept, preliminary sketches created from imagination, found images or personal photography, and a finished piece. If copyright protected images seem to have been used, students must show the full context in which they were used before and then explain how they manipulated and developed those images beyond duplication.

The AP Studio Art program endorses these policies so I wish for it to be clear that my classes will strongly observe them as well. Work with simple duplication of plagiarized images will receive a grade of “0”. Students will have to answer to consequences for plagerizing according to school board policy. Do not borrow images from or trawl for ideas on the internet. The internet can be a tool for help with rendering a particular physical pose or specific type of tree, for instance, but not to create your compositions for you. Once you have a concept, you may need to research information about it on the internet, but never START at the internet searching for an idea. Personalize your work and look within yourself for your ideas for projects. Use your history and experiences, your likes and dislikes. Create your own compositions.

Breadth

The Advanced Placement Art program at our school is split into two specific semesters of work. During the first semester, each class focuses on the Breadth section of the portfolio while during the second semester we focus mainly on the Concentration section of the portfolio. In the end, the quality section of the portfolio is chosen from the body of work that is the result of both sections. The breadth section during the first semester consists of teacher-lead assignments that introduce the students to experiences with new and different materials and techniques. It is also a time when students begin to develop a vocabulary for explaining their experiences, processes and intentions in their work. They are given the opportunity to express themselves during a weekly critique which can be either a personally reflective self-critique, peer discussion, written evaluation, or teacher lead group critique. These allow the students to write and speak in an educated manner about their work while at the same time learning how to accept constructive criticism and positive feedback.

Some of the issues involving exploration and understanding of the basic elements and principles of art and design students will experience are as follows:

• Learning the Design Process

• Marriage of Medium and Concept

• Unity and Visual Harmony

• Emphasis/ Focal Point

• Scale/ Proportion

• Balance

• Rhythm

• Figure/Ground interaction (Use of Positive and Negative space)

• Using the Principles to compose the Elements

• Creating a Visual Vocabulary

Concentration

During the second semester, students are involved in the exploration of a single concept or theme for their entire body of work. This is an opportunity for them to really define themselves creatively and conceptually. Students will learn to choose the appropriate materials and approaches best suited to accomplish their conceptual intentions. Similar to the Breadth section of the year, the Concentration is also a time when students develop and refine their vocabulary for explaining the experiences, processes and intentions in their work. They are given the opportunity to express themselves during a weekly critique which can be either a personally reflective self-critique, peer discussion, written evaluation, or teacher lead group critique. These allow the students to write and speak in an educated manner about their work while learning how to accept constructive criticism and positive feedback. A written commentary regarding the Concentration central idea and evolution is required to be submitted online along with the images, although it is not scored. It simply gives the student an opportunity to explain their work.

Quality

After completing both Breadth and Concentration sections, five of the most successful pieces from the year are selected to represent the students’ best efforts in technical and conceptual areas. The five pieces are selected based on excellence of composition, concept and craftsmanship. These five pieces are used to fulfill the Quality section of the portfolio which we will pack and mail on the appointed AP Exam day, May 9th.

Homework

As in any college-level course, it is expected that students will spend a considerable amount of time outside the classroom working on planning, researching for and completion of assignments. Ideas/concepts for projects or solutions to problems should be worked out in a sketchbook mostly outside of class. The sketchbook is an essential tool for recording ideas, capturing visual information, working on compositional issues, and just fooling around. Any references, such as photos or internet imagery, used by the student should be included. The entire creative process for each assignment should be recorded in the sketchbook. They are checked frequently for progress.

Sketchbook

All students are expected to keep a sketchbook from the first day of school. This gives them a platform for research and development, as well as revision of ideas before final pieces are begun. The artistic process for each piece is required and a documentation of that process is monitored throughout and at the completion of each assignment. The AP Art grading rubric includes a strong emphasis on artistic process which should include successful use of the sketchbook for preliminary studies, sketches and compilation of images and references for conceptual development.

Participation

Take an active roll in your education. Listen to instruction, discuss ideas and brainstorm with classmates when appropriate. Express yourself and listen to others do so. Learn the visual vocabulary and use it. Put quality information in your brain and good things will come out in your art. Focus when executing your art and it will reflect your thoughtfulness. Clean up when finished working. Remember the Golden Rule(

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