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Course Description:
The AP Studio Art portfolios are designed for students who are seriously interested
in the practical experience of art. AP Studio Art is not based on a written exam;
instead, students submit portfolios for evaluation at the end of the school year.
AP Studio Art students work with diverse media, styles, subjects, and content. Each
of the portfolios consists of three sections:
- The Breadth section illustrates a range of ideas and approaches to art
making, demonstrating a variety of skill sets
- The Concentration section shows sustained investigation of a student-
selected, personally relevant topic.
- The Quality section represents the students most successful works with
respect to form and content.
Students will be expected to solve creative problems using their knowledge of
elements and principles of design in the drawing course to create specific
compositional effects. They will be working at a college-level to develop and
demonstrate mastery of concept, composition, and execution of personal themes
and ideas through their drawings. Students will use a range of conceptual
approaches as well as show technical skill in a variety of mediums and familiarity of
traditional and contemporary approaches to art. Class assignments will challenge
students to set and achieve creative goals. The expectation is that the student will
be involved in a sustained investigation of all three aspects of portfolio
development: quality, concentration, and breadth.
Instructor Goals:
1. To promote a sustained investigation of all three aspects of the portfolio
quality, concentration, and breadth.
Portfolio:
The drawing portfolio focuses on using a wide variety of ranges and approaches to
consider line quality, light and shade, rendering of form, composition, surface
manipulation, the illusion of depth, and mark-making. There are no preferred or
unacceptable content or style. Students may use traditional drawing media,
painting, printmaking, digital drawing, a combination of media, or others not listed.
Works may be abstract, observational, and inventive. Consider a wide range of mark
used, how they are arranged, and materials used to make the marks.
Below are the three sections of the portfolio, with descriptions and requirements for
submission:
Quality: Contains 5 selected works of art to be sent to college board for
grading.
These works should demonstrate understanding and mastery of drawing in
concept (ideas and themes), composition (arrangement of space using
elements and principles), and execution (technical skill). The works should be
college-level pieces that are the best representation of your personal ideas
and skills. They may be pieces from your concentration or breadth section.
They should be flat, be able to fit in an 18" x 24" folder, and should not be
glass, stretched canvas, or anything else that could break in the mail. Pieces
should all have a cover attached to the back and folded over the front to
protect the image, and should be mounted or matted on neutral mat board.
Concentration: Contains 12 digital images (some can be details or process
images of the works).
A concentration is a body of work descibing an in-depth exploration of a
particular drawing concern. This is where you will come up with a theme that
is personally relevant to you, and you will create a variety of works of art that
connect to that theme. You will be working with teacher to discuss and
develop your theme and come up with plans on how to truly investigate the
theme through your artwork. Works such as the mini-concentration booklet
and your surreal self-portrait will help to explore and inform your interests in
order to come up with a concentration theme that is relevant and interesting
to you. The exploration should show growth within your concentration, should
show focus and direction, and must be original works of art. Creative
problem-solving should be evident through works, and all pieces included
should clearly tie to the concentration. Avoid clich themes such as "the
emotions of my friends" or "sunrises and sunsets". Ideas to consider are
specific memories, your own personal experiences, manipulated self-
portraits, social/environmental/political issues you are deeply invested in, or
other themes that you personally connect with.
In addition to your images, you will need to respond to two prompts
describing your concentration. One prompt will ask you to clearly and simply
state the central idea of your concentration. This should be developed early
on in the year as it will give direction to the actual works of art. The second
prompt will ask you to explain how your works demonstrate your intent and
the sustained investigation of your idea. You are able to refer to specific
images as examples in the explanation.
Breadth: Contains 12 digital images of 12 separate works of art.
The breadth section of your portfolio will contain a variety of works
demonstrating a range of conceptual and/or technical approaches. You should
clearly show experimentation, exploration, inventiveness, expressive
manipulation of form, and knowledge of compositional organization. You may
choose to use a single media or a variety of media, but if you choose a single
media, you still must show a range of approaches, techniques, compositions,
and subjects.
These works of art must be DIFFERENT than the works of art in your
concentration section. Submitting the same work of art in both sections will
negatively affect your score.
Plagiarism:
Students must submit only work that they have created, void of the intellectual
ideas or work of others. This means students may not use someone elses work,
internet images, or images found elsewhere (published or not) as the basis of their
own artwork. If students produce work that makes use of photographs, published
images, and/or other artist's work, the students' work must be developed so that it
moves beyond duplication by using significant alteration to the original. Students
can avoid this by creating work based on their own life, photographs, ideas, and
imagery. We will have class discussion about situations that exemplify plagiarism,
how artists could have avoided plagiarism in their work, and how students can keep
their own voice in their artwork. A key to being successful in artwork is placing
artistic integrity and ethical decision making at the forefront of the art making
process.
Class Timeline:
First semester will involve creating a mini-concentration in the form of either a set
of artist cards, or an investigation sketchbook, where the student will be able to
start to explore what idea they might want to consider for their portfolio
concentration. Students will also be creating the majority of their breadth pieces,
will decide on their concentration, and will begin concentration works.
September - mini concentration, surreal self portrait, still-life showing
transparency, 1 additional breadth piece (your choice), meet with teacher to
look at past work to be potentially used in AP portfolio
November - Meet with teacher to narrow down concentration to 2-3 ideas and
continue to develop in sketchbook, 2-3 breath pieces of your choice
March - Work on 3-4 concentraton pieces depending on how many you have
completed so far. You should have a minimum of 8 done by this point in time,
and more is better.
May - Class critique and selection of 5 quality pieces to be sent for portfolio,
submit portfolios by end of first week of May. Work on artist website after
portfolio is submitted, contemporary artist research assignment
Throughout the year expect to be creating sketches and preparatory work for each
piece you create, especially for your concentration works. The preparatory work can
be used as a slide to show the progress along the way to the piece. Often the
process is equally, if not more important, than the finished work. Additionally,
expect to have regular critique including individual, small group, whole class, and
teacher critique. Participation in critiques is vital to success in the class, and
therefore works need to be done in a timely fashion so you can be fully engaged. If
you need time outside class to work, the studio is open during mentoring, lunch on
odd schedule days, and select days after school.