Ap and Pre-AP 2-D Design Syllabus
Course Description
The AP Studio 2-D course is a year long course and has been developed for students who have expressed an interest in completing and submitting an AP Portfolio to the College Board for consideration of advanced placement college credit and scholarship opportunities. All content aligns with the requirements stated in the student exam poster. Students will address all sections of the AP portfolio including, Breadth, Concentration, and Quality. Through teacher instruction, emphasis will be placed on the production of a body of college level work demonstrating mastery of concept, composition, and execution of their personal ideas and themes.
This course is setup and designed to expose students to a wide range of 2D design concepts and mediums. these will include painting, drawing, printmaking, mixed media and collage. During the first weeks of school, students will be shown examples of AP portfolios from the College Board website and past students. Early instruction will include observational value drawing, life, contour and gesture. Followed by their choice of mixed media or collage projects focusing on the elements and principles of design. Students will then be encouraged to move on to projects of their choosing. Students will work in multiple mediums on diverse projects to encourage a wide range of accomplishment and individuality. Students will understand that part of the ongoing art making process requires problem solving and informed and critical decision making skills
Content - the student’s submitted portfolio, has three required sections:(The following is taken from the College Board 2D course description.)
1. Quality (original, physical works): Five matted works are required 2-D Design. These should be the student’s best work, selected for excellence, and cannot be larger than 18″ x 24″. They can come from the Concentration and/or Breadth sections.
2. Concentration: This should include 12 slides exploring a single visual concern in depth. It is something like a visual term paper and is an important part of the class. When a subject is settled on, the student should spend considerable time developing it. It should show investigation, growth, and discovery involved with a compelling visual concept. The Concentration is usually completed in the second term. (Up to three slides could be close-ups to show details.)
Concentration ideas include:
- Defining the word “uncommon”
- The female figure with natural objects
- Reflection
- The mannequin
- Creating the new cover girl
- Design elements in architecture
- Close-ups of old cars
- Butterflies
- My siblings and me
- Only three colors plus black and white
- Inside looking out
- My photographs manipulated in Adobe Photoshop
- Hand-coloring my black-and-white photos
- Capturing the common moment
- Design in nature
- A series of interiors simplified to contour lines that served as the basis for a process of investigation of other elements, most predominately color and space (the assertion and negation of space).
- A series of works done with encaustic, printmaking, and variety of other media, concerned with different approaches to the picture plane as discussed in the text Drawing: A Contemporary Approach (Claudia Betti and Teel Sale).
- A series of works done in graphite, colored pencil, and Adobe Photoshop illustrating aspects of the subject “Roller Coaster.”
- The investigation increasingly moved away from illustrative renderings to bold, graphic symbols.
- A series of works done in 2-D and low relief as a response to slide discussion on the work of Jim Dine.
- The student investigated a tool (hammer) in a body of work done in a variety of media, with a variety of techniques as well as processes.
- Investigation combined interest in imagery developed from direct observation as well as engaged in issues of formal design,
- An illustrated story
- A photographic and illustrative investigation
- A series of works based on the subject “Skateboards.” The student began painting random pictures of (cartoonish) characters on broken/discarded skateboards; two were brought in as summer assignments work. I encouraged that student to pursue the idea, but to paint images that were more relevant to the idea of “skateboard” or his experiences as a skateboarder.
- A series of works from a student’s visual journal. Sophisticated in terms of development, including text, personal photographs, and collage items such as ticket stubs, product labels, fortunes (fortune cookies), netting, and bubble wrap, intimate illustrations, figurative and/or based on human anatomy.
- A series of black-and-white photos showing strong evidence of investigation into a number of design elements and principles. Examples included works showing repeating shapes/patterns, geometric division of space, and balance.
- A series of photos related by subject, portraits and self-portraits.
- A series of invitations, program covers, and poster designs created with Adobe Photoshop An exploration of pattern and design found in nature and/or culture.
- A series of expressive landscapes based upon personal experience of the particular place. Abstract paintings developed from cells and other microscopic images.
- A series of original photographs in which formal and expressive quality have been enhanced through use of other media.
3. Breadth: This is a set of works showing mastery of varied media, techniques, and subject matter. This should include 12 slides of 12 different works.
Review of elements of art and principles of design
Works emphasizing the elements of Art (line, shape, pattern, texture, value, color, illusion of space, and illusion of motion) in which the principles of design (balance, emphasis, unity/variety, rhythm, and proportion/scale) are organized.
**The students are encouraged from the beginning of the class to formulate ideas for their Concentrations and, where allowable, to start working on those ideas in their studio classes. The concept of working in a series or on a concentration is emphasized. The Concentration must contain a body of work that is developed from a sustained plan of action or investigation of a visual idea in drawing.
Breadth ideas include:
Art history related to assigned breadth projects and concentrations
Drawing – still-life, landscape, portrait, figure
Acrylic painting
Watercolor painting
Review of color theory
Advanced color theory
Printmaking (linoleum, silkscreen, monoprint)
Pastels
Complex space drawing
Mixed-media
collage
Abstraction
Graphic Design
Fashion Design
Movie Poster Design
Fabric Painting
Children’s Book Illustration
Graffiti
Digital Art
Originality and Copyright Issues:
Work ethic and integrity are key to success in an AP Art course. All work completed in the AP studio 2D course must be original and all sources must be original. Students who are enrolled in the AP art courses are required to verify the originality of their work. Copyright infringement constitutes plagiarism. Students portfolios found to have plagiarized will not be scored and will incur consequences. Ethics and ‘moving beyond duplication’ will be discussed in the beginning weeks of the course and re-visited as needed throughout the year.
From the college Board website “ Any work that makes use of (appropriates) photographs, published images and/or other artists’ work must show substantial and significant development beyond duplication. This is demonstrated through manipulation of the formal qualities, design and/or concept of the source. The student’s individual “voice” should be clearly evident. It is unethical, constitutes plagiarism, and often violates copyright law simply to copy an image (even in another medium) that was made by someone else and represent it as one’s own.”
Prerequisites:
Students must request teacher approval before enrolling in the AP Studio 2D course. Students must have completed 2D Art 1, 2D Art 2, and Pre-AP 2D Art. Occassionaly students will be accepted based on student/teacher conference and portfolio review.
AP Portfolio Examination Requirements:
The AP Studio exam is not a written exam. It is a portfolio submission of 24 digital images, 12 for breadth, and 12 for concentration. Five matted works will also be sent in for review. Each student will need to complete 12 works each semester, or roughly one to two works per week. Students should work consistently during the class period and in addition approximately 3 to 4 hours outside of class per week. Grades in this course will be based on work completed and submitted to the AP portfolio.
Grade Distribution:
Project/Participation 60%
Journal/Sketchbook 20%
Exams/Critique 20%
Course Objective:
The AP student will:
• Choose which exam portfolio program is appropriate.
• Show an understanding of the focus of the portfolio selected.
• Demonstrate a breadth of high-quality work, 12 pieces.
• Develop a personal Concentration of 12 pieces.
• Select five top-quality pieces for presentation.
• Discuss and record the development of the Concentration.
• Explore postsecondary options.
Course Schedule:
The Ap art class meets 5 days a week for 1 full school year. Additional studio time is available during lunch and after school if needed. Students should be self-motivated and able to manage their time wisely, keeping in mind that they will be expected to work independently outside of the classroom 5 to 10 hours a week. Students are allowed to use work completed in other studio classes, but the majority needs to be completed during their year in Ap.
The first semester will focus on the breadth area of the portfolio submission. Students will focus on establishing and discovering their own art making style and techniques. In the breadth section, students will investigate a wide range of materials and techniques. This will help students to begin formulating ideas and develop a personal “voice” or style. During the second semester students will work more independently, they will begin to develop one area, theme or idea for the concentration section of their portfolio.
Critiques & Exhibits:
Critiques are an integral part of all art classes. Students actively participate in critiques at regular intervals—generally when major assignments are due. Each student must show his/her work and briefly discuss his or her intent. The class is then expected to provide positive feedback and offer suggestions for improvement. All students participate. The vocabulary of art, introduced in foundation classes, is reinforced through verbal and written critiques. Class critiques are held on the day's work is due. Additionally, there is an ongoing dialogue with students on an individual basis during class time. As well, the students dialogue with each other about their work. Teacher interjection will only occur when feedback or suggestions do not cover important issues with the artwork.
2D AP students will participate in the district wide art show and exhibit their artwork in several local art exhibits throughout the year.
Materials:
Most art supplies will be provided and included in the art fee. If the student wishes to use materials not available in the art class they may be purchased by the student. All students must keep a visual sketchbook/journal, which will include ideas for concentration, breadth and quality. It will be a visual and written record of the step by step process for each project, it will include a list of materials used, the amount of time allotted and needed for each project. Students will also use it to reflect on and critique their artwork.
Safety Form:
Students are required in all levels of 2-D art to complete the “Safety Quiz” and “Safety Contract.”students age 18 and over may sign their safety form for both student and parent.
Art Fee:
Art fees are 30$ per semester. Advanced level art fees are higher because of the larger amount of consumable supplies and materials needed for the more advanced projects.