COURSE: A.P. Studio Art (Drawing) Calendar: 2 Semesters - 5 Days a Week

COURSE: A.P. Studio Art (Drawing) Calendar: 2 Semesters - 5 Days a Week

Grade Level: 10-12 Units of Credit: 10

TEXTS:

Assigned Research and Reading from ArtDepartmentResearchCenter

Jack Hobbs & Richard Salome, The Visual Experience, Davis, 1995, Second

Lois Fichner-Rathus, Understanding Art, Thompson-Wadsworth, 2004, Seventh

Mary Stewart, Launching the Imagination, McGraw- Hill, 2002, First

Ogvirk, SinsonWigg, Bone, Clayton, Art Fundamentals, McGraw-Hill, 2002. Ninth

ORIGINALITY & COPYRIGHT ISSUES:

Copyright issues are discussed with the students early on - they are made aware of the legal issues involved with working from someone’s published work. Though this tends to be more of an issue in the drawing and 2-D classes, admittedly, there are specific things that students could only reference through a photograph. In these instances, students thoroughly understand that the image is merely for reference and must be transformed through their individual expression through drawing and painting. The artistic integrity of the portfolio must be paramount.

Students are not allowed to work from published photographs or other copyrighted work in the foundation drawing courses - those classes being based on drawing from direct observation. Many students will come into the program with the idea that there is nothing wrong with drawing from photographs, and many of them are quite accomplished at it. Nonetheless, it is a practice that we do not allow in any class and strongly discourage out of class.

SUMMER ASSIGNMENTS:

Students are asked to start a sketch journal and research any artist’s body of work (group or series) that clearly shows a connection and continuity in concept, style and/or theme.

Write a paper on a specific visual drawing problem that interests you (example: Using shading to develop form, contrasts and depth of field).

Write a paper comparing and contrasting three classical artists that specialize in drawing as their medium of expression. Include 12 or more samples that clearly show some visual connection or cohesive elements.

GENERAL GOALS:

1. Preparation of professional level portfolio consisting of 30-40 high-quality work.

2.Development of technical skill, art process and discovery of functions within the visual elements of art. Art Methodology: Students will utilize the elements and principles of art in their drawings, graphic arts, paintings and sculptures.

1. Emphasize art-making as an on-going process involving self-evaluation, critical thinking, decision-making and media experience.
2. Encourage creative investigation of conceptual, as well as formal art issues.
3. Art History: Students will identify, describe, contrast and compare the following art periods: Impressionism, Symbolism, Cubism, Futurism, Abstract Art, Bauhaus, Surrealism, Abstract, Expressionism, Pop Art, and Conceptual Art.

1. Art Technique: Using a variety of art media, students will produce still lives, portraits, figure studies, floral art, abstract and abstract expressionist works, posters and graphics, a clay mask and found object sculptures.
2. Cultural Enrichment: The students’ art work will reflect their own creativity and originality using elements from observation
3. Develop a series of twelve or more compositions that are related by one or more means using a variety of drawing techniques.

OBJECTIVES:

The course syllabus is designed to prepare students for the College Board advanced placement evaluation in Studio Art, with a specialization in drawing, two-dimensional and three-dimensional portfolios.

This is a Discipline Based Art Education in which students take an active part in describing, analyzing, interpreting, and judging their art work and the work of their classmates.

The student develops techniques and style around a focused theme. The student, through creative expression, analytical & critical self-evaluation and research into relevant historic and cultural style, will discover insight within himself.

Emphasis is placed on the student’s ability to conceive and develop a series of twelve drawn compositions related to a central theme or visual problem. These will show considerable personnel growth in draftsmanship, technique and style. The works will clearly show a conceptual cohesion and improved development of the underlying visual problem related to drawing, rendering or mark-making and a complete understanding of the elements of art and the principles of design.

METHOD OF INSTRUCTION: Studio work, presentations, demonstrations, group discussions and critiques, cooperative group learning activities, silent reading, written assignments, guest speakers, field trips to artists studios, art museums and galleries, artists in residence.

LEARNING STRATEGIES & ACTIVITIES:

1. Breadth:

Through a series of assignments and exercises, the students’ will experiment, experience and learn about a wide selection of media such as printing, water color, pen and ink, and various elements that can be used for drawing. They will try to emulate an artist’s style in a manner that makes it original and not copied. We will study the component that makes up style using historic models. They will learn the formal and technical aspects of art making with an emphasis on self discovery and concept development. The students will produce (12) twelve, high quality works that show their understanding and development of style and process in art making.

2. Concentration:

The class will view historic, contemporary and previous student’s body of work that shows a continuity of concept and style. Students will chose a specific drawing related concept and create a series of twelve or more compositions directly related to it. The series will show growth and development from the original idea and be clearly organized, and be of high quality in skill and technique. Some examples of possible concentration topics that have been brought up for discussionare :Create expressive figurative studies with pencil and paint, metamorphosis of realism to abstraction using personnel items as still life, color and light series using landscapes in morning and evening light sources. We will review the Summer Assignments and discuss the concept of series,group or concentration. The students will select visual problems and produce (12) twelve engaging, high quality pieces that will be presented in an AP drawing portfolio. Group and individualcritiques and reviews are scheduled as required to foster growth and development of their concentrations. Individual work/study projects will be assigned to specifically address each student’s particular field of interest in their portfolio development.

3. Quality:

Through historic and contemporary examples, exercises, studies and practices of processes, the students will learn to develop a high quality of content, concept and craftsmanship. They will learn to analyze and evaluate their art work. They will pick the best (5) five pieces for an AP portfolio. Each portfolio will be critiqued by the class, the artist and the instructor prior to a final selection.

ASSESSMENT & CRITIQUES:

When meeting with individuals, or as a group, student work will be evaluated and discussed, using a 1 to 5 point grading system (AP Rubric) based on growth in using and understanding the principles of design, the elements of art, creativity, innovative concepts, skill and craftsmanship. Students are encouraged to use proper art vocabulary when writing and discussing their art work. They are asked to complete a self-evaluation worksheet on each piece prior to group critiques.