AP Studio Art Syllabus2011!09!05

8/4/2019 AP Studio Art Syllabus2011!09!05

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AP Studio Art Course Syllabus 2D Design and Drawing

Course Pre-requisites:Grade of B or higher in Art Foundations

Grade of A in Beg. Drawing and Adv. Drawing OR Grade of A in Beg. Photo and Adv. PhotoLetter of Recommendation from an Art Faculty Five original works photographed digitally and submitted on a CD indicating: title, date, media, anddimensions of each piece.

Course DescriptionThe AP Studio art course is for serious art students to excel in an inspirational environment whilecreating a college-level art portfolio that may allow students to receive college credit. The work produced in this course is that of a beginning level college course. The portfolio may be used for

college admission and/or the Advanced Placement Exam. The submission of the portfolio in May isoptional but all students are required to complete the work required for submission. This course may be repeated for credit.

Course SummaryThe AP Studio Art Portfolio Course is designed for those students wishing to pursue the practicalexperience of art, while developing mastery in concepts, compositions, design and implementation of artistic ideas. [C2]. Students have the potential to receive national recognition for their artwork.Through the portfolio development students experience a multitude of techniques and approaches in

the visual arts allowing them to demonstrate their mastery of the subject. AP Studio Art is not basedon a written exam, but submission of a portfolio at the end of the school year. This course is part of the National College Board Advanced Placement Program.

AP Studio Art Portfolio:The current program at the high school offers two portfolio choices: Drawing and 2D Design. Withthe guidence of the instructor students will select one of the two portfolio choices to investigate.Students develop three portions to their portfolios which require students to demonstrate knowledgeand competance of a wide range of visual concepts and methods. The three sections to each portfolioare Quality, Concentration and Breadth. [C1].

The Quality Portfoliodemonstrates a students mastery of technical skills and concepts.For this section students are asked to submit five actual works in one or more media. Worksmay come from the Concentration or Breadth sections, but dont have to. They can berelated or unrelated works. Works from this section demonstrate college-level excellence andare the students highest level of accomplishment. [C2].


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2D Design quality portfolio select five high quality works that address 2Ddesign issues. Mastery of design principles should be apparent in concept,composition and execution. [C2].

Drawing quality portfolio select five high quality works that successfully demonstrate engagement of drawing issues. Mastery of drawing techniques shouldbe apparent in concept, composition and execution. [C2].

The Breadth Portfolioincludes 12 artworks and is developed during the first and secondmarking periods and may include pieces created prior to, or outside the class, such as duringa class or workshop at a local art center or college. In breadth students are exploring anddemonstrating mastery through a variety of concepts, mediums, and techniques. In Breadthstudents evidence their understanding of problem solving, and development of ideas throughsystematic investigation of their subject. Students utilize continual revision of their ideasthrough personal assessments, critique/discussions, sketching, and visual research. [C4].Students will use sketchbooks for brainstorming ideas, relating ideas to create innovative works in a variety of mediums. Work in this section will help in the development of thedirection of a cohesive body of work for the concentration.

2D Breadth Portfolio will demonstrate an understanding of the elements of art andthe principles of design. The students work should show evidence of expressive,conceptual, perceptual and technical mastery in composition in a variety of mediums. Work in this section will demonstrate the students visual organizational skills, variety of

application, and creativity.

This course meets the AP curricular requirement 4 by providing students with projectunits in a variety of concepts and approaches in 2D design. Students will demonstrate arange of abilities and versatility with technique, problem solving, and ideation. [C4].

Artworks in this section emphasize the elements art (line, shape, form, texture, value, andspace) and are oganized using the principles of design (balance, emphasis/constrast,unity/harmony, variety, gradation, movement/rhythm, repitition/pattern,

proportion/scale). Projects will focus on particular principles and elements. [C4].

Media can include drawing (pen, pencil, charcoal, conte, colored pencil), paint(watercolor, acrylic paint, ink, tempera), graphic design, photography (darkroom, digital,alternative) printmaking, collage, and mixed media. Application of these media willrange from traditional to restricted, such as using the non dominent hand, or painting with sticks, leaves, utensels, etc. [C4].


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Drawing Breadth Portfolio will demonstrate a variety of drawing skills andapproaches evidenced through expressive, conceptual, perceptual and technical mastery. Work in this section should demonstrate an understanding of fundamental drawingconcepts, elements of art, principles of design, and include observational drawing,invented form, use of line quality, surface manipulation, composition, and expressivemark making. [C4].

This course meets th AP curricular requirement 4 by providing students with projectunits that explore a variety concepts that demonstrate versatility with respect to the use of media, techniques, problem solving, and ideation. [C4].

Artworks in this section explore a variety of techniques in mark making using a variety of tools (pencils brushes, sticks, rags, etc.), both wet and dry media and mixed media.Drawing techniques used throughout the course include conceptual and observationaldrawing ; expressive, gesture, contour, cross contour, and other drawing mechanics withan emphasis on line quality, chiroscuro, intuitive and linear perspective.[C4].

Media can include pen, pencil, charcoal, conte, colored pencil, marker, watercolor,acrylic paint, tempera, ink, tea, dyes and other mixed media. [C4].

Drawing problems can include figure-ground relationships, composition in perspective,evoking emotion through use of mark making, narrative exploration of portraits,

metamorphosis, and patterns and structures in nature. [C4]. [C5].

Breadth assignments include some of the following visual problems explored in a variety of wet anddry media. Students will demonstrate a range of abilities in problem solving and ideation throughthe application of the organization of the elements of art and the principles of design. Projectsevolve as a result of sketching, notes, critical analysis, and a variety of techniques where students canmake informed choices about their art work. [C5].[C6].

Natural Patterns and Structures Repetition Rhythm Shape Texture

Narrative Figure Emphasis Contrast Value FormFigure Ground Reversal positive negative space Balance Space ColorPortrait, still life or landscape - limited color scheme Harmony/Unity ColorSix stage metamorphosis of a common object on onedrawing paper

Gradation Movement Form Value

Memory project using text and image Emphasis Line ColorSelf portrait depicting an expressive mood that youhave been in; rage, glee, panic etc.

Contrast Proportion Value Form


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Figure Landscape or Architectural drawing usingextreme perspective

Proportion Variety Space Form

Social commentary Emphasis ColorMetallic objects, such as a close-up part of a bike,motorcycle, spoons, eggbeater, etc. Make use of hard-edge metal reflections and cast shadows.

Contrast Value Space Shape

Image within an image such as a close up Repetition Scale ShapeInterior/Exterior Space Movement Line FormObservational drawings with and withoutrestrictions of tools

Variety Harmony

Close ups of objects that create drawings that vergeon abstraction

Gradation Balance Shape Line

Landscape, portrait or still life use at least 3 differentmediums (wet, dry, collage)

Variety Emphasis Space Value Color

Figure/Ground Relationships Emphasis Contrast Balance Space ValueColor

[C4]

Other Possible Breadth Projects

High Contrast Studies JuxtapositionPositive/Negative Absurd objects Abstraction from Nature Extreme perspective or point of view Repeated Patterns Dreams and nightmaresClassical Compositional Studies ReflectionsTexture Studies Color OrganizationDesign and contemporary compositional studies Color Theory Line Studies Typographic organizationSimplified Shape Studies Design a logo in computer graphicsPsychological and Emotional Studies Linoleum Print Abstraction Studies PosterPortrait and head studies Graphic DesignNon-objective work Logo designNarrative figures CD DesignTriptych Industrial Design

Rituals and events Visual Closure


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With the exception of the quality section the all artwork in Concentration and Breadth will bephotographed and submitted uploaded to the AP College Board site. Digital submission must be jpeg file format. Maximum file size 3MB per image.

Recommended Image sizeLandscape orientation:Maximum size 780 X 530 (10.83 X 7.36 inches)Minimum size 480 X 480 pixels (6.67 X 6.67inches)

Portrait Orientation:Maximum size 530 X 780 (7.36 X 10.83 inches)Minimum size 480 X 480 pixels (6.67 X 6.67inches)

SketchbooksSketchbook assignments include vocabulary exercises related to the elements of art and priciples of design, photos, short assignments/sketches, mindmapping, practice of design techniques, drawing

from observation, from invented forms, and written records of ideas, observations, and responses toreadings and prompts. Students can expect weekly sketchbook assignments to be completed outsideof class time. Sketchbooks are used to document, plan, and reflect on the ongoing art makingexperiences. [C5].

Ways to develop in your sketchbook Draw paint, collage every day. Collage ideas drawings paintings photos, tickets, wrappers, ribbons, leaves, flowers, letters,

envelopes, fabric, anything that is fairly flat that you can glue etc. Layer, layer, layer, different media, collage items Make lift up areas, cut through windows Have an area of every page connect with a related image or word. Interpret a word with images Interpret a song with movement of line or color or? Make lots of contour drawings large small layered blind modified blind Make drawings and paintings with unusual tools Fill pages Dont make things that are precious or cutsie respect that you are in acollege level class make

things beautiful, grotesque, shocking, challenging, messy etc. Scribble all over a page and look to see what reveals itself to you. Go back to previous days and add to work Fill a page with words that pop into your head in the moment Dont judge, just make and reflect after Dont share everything with our class, some things can stay safe and personal. Make quick sketches of patterns, patterns of people gathering in a courtyard, patterns in

nature, patterns in fabric, patterns in design.


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Draw while you listen to your favorite song. Let the song dictate your movements. 2-point perspective of your home or apartment building, Visit the museum and sketch people at the museum, Sketch sculptures at the museum, Visit the zoo and draw animals,

Visit an area park and sketch people or landscape, etc. Make notes of artist you find interesting, record why, what princples and elements are

dominant? Print off small images and paste them in your sketchbook, Dont copy fromthese, but consider what about the images inspired you. [C7].

The sketchbook is used to explore to the students interests, to find their voice as an artist, to reflecton their choices and think critically about art and design. Record your thoughts about your work, what you like, what you dont like. Goals you have for your art work. Ideas you want tocommunicate through your work. How your art can affect another persons feelings. This is apersonal activity for the student to explore ideas and make choices about their art. Art making is anongoing process requiring informed and critical decision making. While there will be instructordirected assignments, a major portion of the sketchbook is for the student to experience a continualdiscovery of art as process. [C5].

Summer WorkThe summer prior to the beginning of the course, students are required to conduct research of the AP studio portfolio requirements, brainstorm three possible concentration ideas, complete a portrait,and complete five sketch assignments. Lists of themes and design options are available in theassignment packet. Students are required to send images of progress to instructor in the middle of the summer, and all assignments are due the first day of class. Summer work carries a large grade,and the class will critique the work the first week of school. [C6].

Plagerism, Artistic Integrity, and Copyright IssuesStudent artwork must be original. Work submitted that is based on another artists artwork orphotographs must move substantially beyond duplication in design and concept. Discussions withreferences to the AP course description will take place throughout the course. Student work must beof a high integrity and quality expressing the students personal voice. It is unethical andunacceptable to copy anothers work regardless of the source; internet, magazines, photos of famousart or the art of another student. Class discussions include the differences between findinginspiration from and duplication of another work of art. [C7].

CritiquesStudents can expect weekly group critiques. Constructive critisim is focused on the discussion of concept, composition, and technique. Critiques of unfinished works are required throughout the art


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making process to allow time for modifications and changes to be made. Vocabulary of art includingthe elements of art and the principles of design that students were intoduced to in art foundationsare used throughout crtiques with peers, individual discussions with the instructor and in thestudwents personal evaluative critiques required for each project. Discussions strengthen theunderstanding of art vocabulary, allowing students to practice verbal communication, and the class isfocused on sucesses and areas that will benefit from improvement. Students are required to takenotes during critiques. [C6]. [C5].

In addition to group critiques with peers students are provided ongoing conversations with theinstructor to dicscuss strengths and weaknesses, with feedback for improvement during studio time while the student is engaged in the art making process. These conversations occur during scheduledmeetings and informally during studio work time. [C6].

Students will use a rubric based on th AP Studio Art rubrics to complete self evaluations, to analyzeand discuss their own art works, and the artworks of peers and professionals. [C6].

GradingSemester grades consist of :60% completed artwork, completion of the portfolios, and the AP artist statement.20% sketchbook assignments, class readings, visual and written activities.20% daily attendance, cleanup, participation in production, discussion, exhibitions, competitions,and critiques.

Attendance and ongoing dedication to art production is essential. Late work will be marked downup to 20%, and will not be accepted later then one week after the due date. Students must keep pace with the assignment dates to ensure a minimum of 24 pieces are completed for the AP Portfoliosubmission.

Student artwork will be graded using a modified AP scoring rubric. This is an abbreviateddescription of the scoring levels. The actual scoring grid used throughout the semester is moredetailed.

AP Scoring Scale5 Extremely well qualified4 Well qualified3 Qualified2 Possibly qualified1 No recommendation


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Although the AP rubric is used to assess semester grades, the grade for the class is different from the AP grade. AP grades are awarded from the college board and are a composite score of the threeportfolio sections Quality, Concentration, and Breadth, evaluated by 3-7 art educators. The APreaders evaluate your portfolio as if you have completed freshman college art course. The scores arereported to students, their high schools, and selected colleges in July and will determine if a studentrecieves the AP credit. It is imperitive that students review and follow the guidelines in the current AP Studio Art Course Description and on the AP Studio Art Poster. Each college has differentpolicies regarding acceptance of AP credit. The AP Exam fee is approximately $87.

Pace of ProductionStudents should expect to produce two finished works per week, one at home and one in class.Every project will require a minimum of three preliminary sketches exploring concept,design/composition, and method of execution. [C5] [C6]. Students are also required to photograph work as its completed. Class Studio time outside of the scheduled hour will be determined. All work regardless of where it was made will be required during crtiques. Students must keep a minimum of five works in school once the class has completed five weeks of school. Students will also store andupdate a weekly an inventory sheet at school of all artworks complete or in progress.

Marking Period 1Predomently instructor led assignments addressing a wide range of techniques, problemsolving related to elements and principles, as well as thematic approaches to concepts.Students will develop the majority of the Breadth portfolio during this marking period.Students will brainstorm and research their area of concentration, and with instructorapproval, may begin on this portfolio near the end of the marking period.

Marking Period 2Students will continue to work on pieces for the Breadth portfolio with teacher ledassignments, but the a larger proportion of work time is devoted to the development of works for the concentration. Students continue to have sketchbook assignments and spendmore time reflecting on choices in concentration. The scholastic art and writing competitionentries are due during this marking period. Students begin working on the artist statement

for the concentration.

Marking Period 3 Work on Concentration pieces continues as students rework their artist statements. Thethree sections of the portfolio are continually evaluated and adjusted. Students organizeartworks for order and selection of quality pieces. Critiqes focus on whole portfolios and themodification of pieces where needed. Students organize their digital files verifing size


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requirements in preparation for submission to the college board. The artist statements arefinalized with a third draft and students have them proofread by another teacher if available.

Marking Period 4Students finalize the Concentration and Breadth portfolios, and the artist statements. Thedigital files are uploaded and reviewed by the instructor. Artwork for the Quality portfoliosare matted and prepped for mailing. Students will upload digital portfolios for webpresentation to a site determined by the instructor and submit a CD of portfolio imagery.Final class critique of portfolios will be digital. Students will prepare a final school show of select work. The class will then create a donation of artwork to the school. This community service project is mandatory and will be graded.

Art History, Contemporary Artists and Art Colleges

It is vital to any path of art making to be aware and study historical and contemporary arts. Fieldtrips will be determined in the future and are dependant on the availability of funds from studentsand the school. Students will be required to conduct virtual excursions to websites and reflect uponartists in their sketchbooks. If time allows visiting galleries and museums will be arranged.Students are encouraged to visit galleries and museum on their own as much as possible. Studentscan expect visiting representatives from art colleges throughout the school year.

References and ResourcesThere is no formal text for this course. Several excerpts will be used from the following books.

Students are encouraged to examine books in the classroom and at local and school libraries forinformation and inspiration.

AP Central http://apcentral.collegeboard.com

AP Studio Art Poster College Board, 2011.

David Bayles & Ted Orland,Fears About Yourself in Art & Fear: Observations on the Perils (andRewards) of Artmaking (Image Continuum Press, 1993), pp. 23-36.

Anna Held Audette, 100 Creative Drawing Ideas, Shambhala Publications, Inc., 2004.

Wayne Entice and Melody Peters, Drawing Space, Form, and Expression, Pearson Edcuation, 3rdEdition, 2003.

Gatto, Joseph; Albert Porter and Jack Selleck, Exploring Visual Design. Davis Publications, 2000.

Mary Stewart, Lauching the Imagination, McGraw Hill, 2nd Edition, 2006.

Brian Curtis, Drawing from Observation, McGraw Hill, 2002.


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Christopher James, The book of Alternative Photographic Processes, Thompson Learning Inc.,2002.

John Inledew, The Creative Photographer, Lawrence King Publishing Ltd., 2005.

Robert Hirsch, Seizing the Light, McGraw Hill, 2000.

Supply Lists and SuggestionsDepending on the type of work you will be creating you will need some of the supplies listed.Suppliesavailable foruse by allstudents

All students will need topurchase the following items

Suggested additional consumable suppliespurchased by students for Photo/Graphics

Selection of materials will depend onstudent choice of Concentration

Rulers

Fixative

Scissors Xacto knives

Light Tables

Masking Tapestandard

Limited Brushes

Limited ColoredPencils

Soft Pastels

Oil Pastels

Charcoal

Limited AcrylicPaint

Limited DrawingPaper

Large Portfolio Envelope

Mat Board - for the five quality

pieces this should be purchased in thesecond marking period

Flash Drive storage of digitalrecord of artwork.

Drawing pencils variety of hardness (H to 6B and ebony)

Kneaded eraser

White plastic eraser

Black permanent pens uniball

vision works well on a variety of surfaces, sharpies

Sketchbook no smaller than 9x1250 pages.

Darkroom Traditional PhotographySLR film Camera

FilmPhoto Paper explore larger paper sizes,finishes and fibers.

Alternative Darkroom Printing Materials dyes, liquid light, toners, etc. (We mightbe able to order these together)

Fees for printing (digital) (darkroom)

Computer Digital Graphics and

PhotoSLR Digital Camera

Photo printer paper for images you want toprint

Other types of paper for printing

Internet Suppliers Local Suppliers www.dickblick.com(art supplies)

www.utrecht.com (art supplies)

http://www.jerrysartarama.com/(art supplies)

http://www.ultrafineonline.com/ (photo/digitalsupplies)

http://www.freestylephoto.biz/(photo supplies)

Utrecht (Royal Oak) -(248) 548-7679

28878 Woodward Ave, Royal Oak, MI 48067

Millers - 248-489-8070 (offers studentdiscounts)33332 W 12 Mile Rd, Farmington MI

Greens 248-644-1644 400 S Old Woodward Ave, Birmingam, MI

Michaels, Hobby Lobby, Jo-Ann Fabrics, Walmart


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I have read the AP Studio Art Syllabus and understand and agree to the course expectations, conditions andrequirements.

Student Signature_________________________________ Date _____________________

Student email _______________________________ Phone _________________________

Parent Signature_________________________________ Date _____________________

Parent email _______________________________ Phone _________________________

Documents

AP Studio Art Syllabus2011!09!05