Roosevelt High School
2019-2020 Course Syllabus:
AP® Studio Art
Teacher: Sara Haag
Plan Period: 2nd and 6th Period
AP® Studio Art: 2-D Design
C1—The course promotes a sustained investigation of all three aspects of portfolio development—Quality, Concentration, and Breadth—as outlined in the the Course Description or Studio Art poster throughout the duration of the course. (Note: The body of work submitted for the portfolio can include art created prior to and outside of the AP Studio Art course.
C2—The course enables students to develop mastery (i.e., quality) in concept and execution of Drawing, 2-D Design, or 3-D Design.
C3—The course enables students to develop a body of work investigating a strong underlying visual idea in Drawing, 2-D Design, or 3-D Design that grows out of a coherent plan of action or investigation (i.e., a Concentration).
C4—Evidence of Curricular Requirement. The course teaches students a variety of concepts and approaches in Drawing, 2-D Design, or 3-D Design so that the student is able to demonstrate a range of abilities and versatility with technique, problem-solving, and ideation (i.e., Breadth). Such conceptual variety can be demonstrated through either the use of one or the use of several media.
C5—Evidence of Curricular Requirement. The course emphasizes making art as an ongoing process that involves the student in informed and critical decision making.
C6—Evidence of Curricular Requirement. The course includes group and individual student critiques and instructional conversations with the teacher, enabling students to learn to analyze and discuss their own artworks and those of their peers.
C7—The course teaches students to understand artistic integrity as well as what constitutes plagiarism. If students produce work that makes use of photographs, published images, and/or other artists’ works, the course teaches students how to develop their own work so that it moves beyond duplication.
General Learning Outcomes
The student will:
- Choose which exam portfolio program is appropriate: 2-D Design
- Show an understanding of the focus of the portfolio selected.
- Demonstrate a Breadth (Section III) of high-quality work: twelve (12) pieces for 2-D Design
- Develop a personal Concentration (Section II) of twelve (12) pieces for all disciplines.
- Select five (5) Quality (Section I) pieces for quality presentation for all disciplines. [C2]
- Discuss and record the development of the Concentration (Section II).
- Review the images and instructions from the current AP® Studio Art Poster.
- Explore postsecondary options.
This course has been developed to accommodate students who have expressed an interest in completing the AP® 2-D Design Portfolio Exam. Therefore all content meets the requirements as stated in the student exam poster. Through direct teacher instruction, emphasis will be placed on the production of a volume of quality pieces of art work. [C2] Students will address all three sections of the portfolio: Breadth, Concentration and Quality. [C1]
Students will be challenged to develop their own personal work. Students will develop mastery of concept, composition, and execution of their personal ideas and themes. [C2] Students will also understand that art making is an ongoing process that uses informed and critical decision making to determine outcomes to problems. Students will be expected to develop a comprehensive portfolio that addresses each of these issues in a personal way. Formulaic solutions to problems are discouraged. [C5]
Student Learning: Activities and Strategies
- Units of study are presented to satisfy the Breadth requirement of each portfolio. Students will use a variety of mediums, techniques, and approaches in 2-D design to develop concepts and ideation. [C4] Units of study are presented to satisfy the Breadth requirement for the 2-D design portfolio.
- Critiques and displays of work are ongoing. Students are expected to participate in class critiques of their personal work as well as the work of their peers and master artists. The vocabulary of art will be used to engage in written and verbal critiques of these works. [C6]
- Individual student critiques with the teacher will help students learn to analyze and discuss their own artworks and artworks of their peers. [C6]
- Individual conferencing will assist students in the development of their Concentration work. [C6] Students will develop a body of work that is an investigation of an idea or theme that is of personal interest to them. [C3]
- Ongoing instructional conversations with the teacher will help students develop their work, assessing the strengths and weaknesses in their images, and will provide feedback on how they can further develop their artwork. This will also help students learn to analyze and discuss their own artworks and the works of their peers. [C6]
- Recruitment officers from a variety of postsecondary institutions are invited to present candidate information and to evaluate portfolios on a regular basis.
Assessment and Evaluation
Portfolio Development (75%)
- Based on finished work as per term quota
- Graded using the evaluation rubrics as established by the College Board
- Both volume and quality will be taken into consideration for final grades
Studio Conduct (25%)
- Regular attendance is mandatory.
- Use of in-class time and extra classes
- Attention to lectures, directions, and demonstrations
- Participation in critical discussion. [C6]
- Proper safe use of materials and equipment
- Cleanup duties and storage of work
Term 1—August, September, October
This term will introduce the breadth portion of the portfolio. A series of teacher-initiated assignments will be presented with the purpose of introducing students to the widest possible range of experiences in 2-D design together with high-level problem-solving skills. By term end, students will create a body of work suitable for the Breadth (Section III) of the portfolio. As well, it is anticipated that students will discover personal directions, particular studio strengths, and visual ideation interests.
Through a range of specific assignments, students will be involved in four sustained in-class assignments and at least five short-duration assignments for 2-D design. Assignment introductions will be staggered to allow students to work on more than one assignment at a time.
- Develop a definition:
- for 2-D Design that emphasizes purposeful decision-making about the elements and principles of design in regards to 2-dimensional surfaces.
- Be introduced to a range of 2-D design issues. These issues will include both conceptual and media driven assignments. These shall include discussions, demonstrations, in-class and out of class assignments which focus on; [C2, C4]
- Media explorations and refinements in photography, graphic design, mixed media, collage, graphite, pen and ink, graphic markers, and ink washes, etc.
- Conceptual and subject exploration utilizing still life arrangements, basic formal compositions and value studies, nature scenic imagery, portraiture and facial distortions.
- Achieve quality in the completion of assignments that demonstrate: [C2, C4]
- confident use of design considerations such as composition, focal point, and use of space;
- a range of successful and purposeful image development strategies stemming from observation, memory, and fantasy sources;
- meaningful and personal responses to stated assignment criteria;
- mastery of a variety of artistic media;
- sensitive visual response to demonstrations of a variety of techniques:
Term 2—October, November, December
This term will continue to build skills and pieces needed for the breadth section of as well as start to create the pieces needed for the concentration section of the student’s portfolios. Five breadth assignments (Section III) and 4 concentration assignments will be required for 2-D design. The main focus of this term will be the development of specific personal imagery suitable for a Concentration Study (Section II) of the 2-D Design Portfolio. Considerable time will be devoted to defining and describing successful approaches to the highly personal nature of Concentration (Section II) work through individual and whole-class assignments. At least two (2) process-based assignments in the form of challenges will be presented. These are intended to encourage risk-taking in the production of the final pieces for the Concentration (Section II). Early in the term students must attend a mentoring appointment at which time they are individually counseled about their choices of plan for a Concentration study. By term end, students will not only have completed a significant portion of the Concentration pieces (Section II) but will also have initiated a written statement to describe the intent and development of the project using accurate artistic language. [C3]
- Develop a working definition
- of what constitutes an acceptable and successful Concentration (Section II). Early in the term students must attend a mentoring appointment at which time they are individually counseled about the “visual idea” for their Concentration study as well as the development of a “plan of action” leading to its completion. [C3, C6]
- Continue their work with a range of drawing and 2-D design issues. These issues will include both conceptual and media driven assignments. These shall include discussions, demonstrations, in-class and out of class assignments which focus on; [C2, C4]
- Media explorations and refinements in photography, mixed media, collage, graphite, charcoal, color pencil, chalk pastel and oil pastel
- Conceptual and subject exploration utilizing figure studies , figure distortions, mechanical studies and imaginative mechanical compositions, textural studies and compositions focusing on textural issues.
- Receive guidance in planning a sequence of action for individual pieces.
- Determine that all pieces have relevance to the study;
- Progress through discovery, active problem solving, and invention; and [C4, C5]
- Begin the first part of the written statement forming an individual plan of action and writing it down.
- Sequence work to best advantage in demonstrating the development of the body of work.
- Plan best strategies for continuation while reviewing the plan for study.
- Understand that writing informs the work and work informs the written statement.
Percent scores will be based on rubrics for individual assignments
Term 3—January, February March
This term will be devoted to continuation of preparation of the AP Drawing and 2-D Design. Students will receive individual mentoring regarding the personal direction/voice and thoughtful decision-making of pieces for the Concentration Section (Section II). [C5]
Students will be responsible for eight (8) Concentration assignments (Section II) for Drawing and 2-D Design. At least two (2) process-based assignments in the form of challenges will be presented.
- Be assisted in continuing to discover and narrow their areas of greatest strength and interest.
- Students will be given a series of in class tasks in which they are asked to create compositions that incorporate their chosen theme with additional thematic elements. This will help build and refine their problem solving skills and their critical thinking abilities. [C5]
- Continue to receive guidance in planning a sequence of action for individual pieces.
- Continue to achieve quality in completing pieces that demonstrate: [C2]
- a sense of pursuit in visual problem solving; [C4, C5]
- the creation of a related body of work with an underlying theme; [C3]
- that all pieces have relevance to the study;
- progression through discovery, active problem solving, and invention; and [C4, C5]
- choices of materials and techniques successfully linked with ideation development, [C4, C5]
- Complete the written statement forming an individual plan of action and writing it down as succinctly as possible.
- Continue to sequence work to best advantage in demonstrating the development of the body of work.
Term 4—March, April, May
This term will be devoted to the preparation for the AP Drawing or 2-D Design portfolios. Students will receive individual mentoring regarding the selection of pieces for the Breadth and Concentration Sections in order to demonstrate invention, personal direction/voice, and thoughtful decision-making. Portfolios will be thoroughly reviewed in order to identify and remedy weak pieces. [C5, C6]
- Evaluate all work that is intended for the final portfolio and carefully consider the inclusion of any pieces completed prior to the course or completed outside the instruction offered in this course. [C5, C6]
- Utilize critical and strategic thinking skills to refine pieces that they have decided to use in their portfolios. They may also need to create new compositions if a portfolio of suitable work cannot be created from existing body of works. [C5, C6]
- Complete final editing and printing of the written statement for Section II.
- Complete registration and ordering work within the portfolio based on the completion of the entire portfolio.
- Explore post-secondary and career options within the framework of the students interests and strengths, both artistic and otherwise.
Percent scores will be based on rubrics for individual assignments
Originality and Copyright Issues
Students are expected to develop their own personal imagery. When published photographs or the works of other artists are used they should be as reference only. Plagiarism will not be tolerated in the class. Any work in which the work of another artist or published image is utilized directly and is only indicative of the original shall be deemed as unfit as either the completion of an assignment or for the final portfolio. This is a matter of artistic integrity and as such cannot be overstressed. [C7]
Lauer, D. A., & Pentak, S. (2012). Design Basics, 8th Ed. Boston, MA: Wadsworth.
The College Board. (2011). AP® Art Poster. USA.
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