Mrs.

Hamilton-Cooper AP 2-D Design

AP Studio Art-2-D Design

I. Course Content:

The purpose of this course is to assist each student to complete a portfolio of work, which represents the best of the students efforts. Students will have to address three sections of the portfolio: quality, breadth, and concentration. They will need to meet all the standards on the AP poster. Students will be asked to use higher level thinking skills to solve artistic problems in their own personal way.

The number of works completed will range from 30 to 44, depending upon the individual concentration of the portfolio. There are two semesters composing the year, which means that each student must complete 14 to 22 pieces each semester to meet the demands of the portfolio.

II. Student Learning: Activities and Strategies:

To insure that the students work reflects a variety of techniques, subjects, and thinking processes, the instructor will make six assignments during the course of each six weeks-some dealing with breadth or general aspects of the portfolio, and some relating to the nature of the concentration or student directed part of the portfolio. These assignments are usually referred to as Challenge Assignments. The remaining works needed to fulfill the essential number is the responsibility of the student. In the concentration section students should focus on achieving a high level of investigation, growth and discovery in their work. The work should be coherent and show an evolution in the students critical thinking, concept, focus, and quality. Students completing a 2-D design portfolio will be asked to use critical thinking skills to solve problems dealing with balance, emphasis, rhythm, scale, proportion, value, figure/ ground, and color relationships such as complementary colors, analogous, value, and monochromatic.

III. General Learning Outcomes:

1) Students will address the three sections of the portfolio: quality, breadth, and concentration. 2) Students will develop their own personal work that is focused. 3) Students will gain knowledge of art history, cultures, mediums, styles, art vocabulary, and current issues in the art community. 4) Students will meet the standards listed on the AP poster. 5) Students will experiment with a variety of mediums, techniques, and approaches to creating art. 6) Students will compete in art contests such as Scholastics and All-State and display their work throughout the year and at the schools Art festival. 7) Students will participate in critiques both written and verbal of their own work, other students work, and master works. 8) Students will participate in field trips to galleries, colleges and universities, performances, and museums. 9) Students will listen to recruitment officers from post-secondary colleges and universities and will create a portfolio that they can evaluate. 10) Students will complete readings, discussions, studio projects, writing projects, sketchbooks, follow class rules, and be a responsible student. 11) Students will complete the portfolio matting quality pieces, taking slides of breadth and concentration sections, completing a written statement, and labeling each section correctly.

IV. Methodology: At any time in the process of completing a work there can be discussions regarding the process of the work with the instructor. This will assist the student in realizing the goals of the work, the nature of the technique, facility with the subject matter, or conceptual or idea part of the process. Sometimes this process will be in the form of the class critique or discussions. This is a good time to clarify what each student is interested in achieving. V. Instructional Materials: Films, art textbooks, guest speakers, student reports, the internet, and art magazines will be used.

VI: Assessment and Evaluation:

Complete Work: Once a work is complete, the student is to submit the work for final evaluation by completing an Evaluation Form. In it which the student rates himself or herself from 1 to 5 based on quality, commitment to the piece, use of materials, and creativity; with 5 being the highest form. The instructor will provide a comparative evaluation, using the same numerical scale. The student should rate an average of 3 for the work to be satisfactorily completed. If a student falls below the average, the instructor will offer suggestions or request a conference regarding the work. Students are expected to continue to improve pieces and resubmit them to improve their grade. Hopefully the standard of the piece can be brought to a level that will impress the National Evaluation Committee. As with any Advanced Placement Course of study, the students are expected to achieve at a college level, since the national evaluation determines to what degree a student succeeded in each course of study.

Types of Weights of Assignments:

Student Assessment:
20% Daily Projects: class projects, homework, seatwork, discussions, and assessments. 40% Projects: Completed project grades (only finished projects will be graded). 10% Tests 10% Sketchbook 20% Final Exam/End of Course Exam Late Work: Everyday an assignment is late 10 pts will be deducted from the grade.

Late assignments: Your assignment will drop a letter grade for each day an assignment is late. Sketchbooks: Students must purchase an 11x14 sketchbook (the pages must be easy to tear out-no spiral notebooks). All papers and notes given in class must be kept in an organized binder that can be collected at any time. Sketchbooks will be collected and graded at least twice every six weeks. Sketchbook assignments will usually be given in the form of homework.

VII. Class Overview:

Semester One: Sept/Oct/Nov/ Dec Breadth Section:

Semester Two: Jan/ Feb/March Concentration Section: Students will look for artists that inspire them by going to galleries, museums, looking online, in textbooks, and magazines. Students will analyze master works and how the masters' concentrations evolved. They will then use their knowledge from the first semester to develop their own personal vision and learn to narrow their focus. They will need to complete at least 12 pieces. Week Thirteen through Week Twenty-Four: Students will create 12 concentration pieces and display their work in the schools arts festival. Bibliography: AP Art Poster AP Scoring Guidelines Warren, Bruce (2002). Photography. Delmar Thompson Learning.

VII. Class Overview:

Semester One: Sept/Oct/Nov/ Dec Breadth Section:

Students will have to complete a series of teacher initiated projects. They will be asked to experiment with different techniques, mediums, and styles. This experimentation and higher level thinking should help them to develop their own personal style and vision. Week One through Week Twelve: Students will decide what medium or mediums they would like to focus on. They can pick between photography, printmaking, collage, painting, drawing, or computer graphics. I will then make up an individual curriculum for them. However, no matter what the medium, all students will study the history of the medium, vocabulary, and techniques. All the assignments will deal with balance, emphasis, rhythm, scale, proportion, value, figure/ground, and color relationships such as complementary colors, analogous, value, and monochromatic.

Week One:

Students will read Why Look at Contemporary Art? Pgs 327-328. Students will write a short paper defining art, what it means to them, and what they hope achieve by of taking the AP class. Studio Project: Students will work on line. Students will practice gesture drawings, sustained gesture drawings, blind contours, and contour line drawing of themselves and other students. Students will experiment with mark making. Sketchbook: Students will create a 20 min. sustained gesture drawing of a clothing item. They will need to use different washes to show mass. Example: Francisco Goya Week Two: Studio Project: Students will work with color theory. Students will create a series of stilllives that use monochromatic colors, complementary colors, and experiments with blending colors. If students are studying photography they will learn to experiment with color in photography.

Week Three: Studio Project: Students will create a self-portrait. They will be able to pick between a self-portrait using symbolic color, a psychological portrait, inside/outside self-portrait, or an alternative self-portrait. Students should think about representation and symbolism. Examples: Alice Kneel, Van Gogh, and Chuck Close. Students will be able to pick their medium collage, photography, painting, printmaking, or drawing.

Week Four: Sketchbook: Students will need to create a series of graphic designs. Studio Project: Students will work on graphic design. They will study using patterns, balance, and rhythm to create graphic designs. They will have their choice of computer art, photography collages, or drawing. They will need to create some kind of advertisement. Week Five: Studio Project: Students will study lighting and the use of value. They will do this in photography through close-up portraits using studio lighting. If students are doing drawing or printmaking they will do the following assignment: Sketchbook: Students will do a drawing of someone sleeping. Students will look at how the pillow or hand under the head alter the head or features, perhaps pushing the mouth, cheek or eye up or down because of pressure, and how the hair is perhaps changing from waking hours. Can it form a lyrical pattern? Students will need to notice that in a deep sleep everyone goes limp, in ways that you may not notice upon casual observation.

Also, students will need to think about the subtle colors associated with sleep, unless the student has a particular alternative. Students will study master figure drawing work and their use of lighting. Week Six: Studio Project: Students will need to create a painting, drawing, printmaking, or photography dealing with motion and crowds, it could be dealing with people on a street, traffic, in school, or on a bus. Students will concentrate on scale, proportion, depth, perspective, spatial systems, and emphasis. Examples: Jacob Lawrence and Gerard TitusCarmei Week Seven: Studio Project: Students will create a landscape focusing on scale, proportions, composition, spatial proportions, and value. Examples: Monet, Seurat, and Manet. They can do this in photography, printmaking, collage, drawing, or painting. Week Eight: Studio Project: Students will need to create a collage using text or texture. Students can incorporate text into their drawing or draw on different surfaces. Examples: Look in scholastics book. Students will work with different textures and surfaces. Week Nine: Studio Project: Students will create a half-finished painting, drawing, collage, or printmaking. They will experiment with different colors and using motion. Students will create a picture that is semi-abstracted, free flowing, and ends short to create a mood. Students should pay careful attention to the emphasis of the piece. If they are doing photography they will create a photography shadow box. They will learn to create a collage that can have depth and spatial considerations. Week Ten: Studio Project: Students will create a nonobjective or abstract painting, drawing, printmaking, collage, or photography that focuses on rhythm, pattern, emphasis, and student vision. They will pay close attention to pattern, rhythm, and balance. Week Eleven: Students will create a drawing, painting, printmaking, or collage dealing with the concept of metamorphosis. Students need to create a composition where their main subject changes at least three times. Students should pay close attention to emphasis, scale,

proportion, rhythm, unity, and motion. If they are in photography they will create a photo essay that tells a story. Week Twelve: Students will create a printmaking piece that deals with social change. Students will need to think about an issue they feel strongly about and create a piece that makes a statement. Semester Two: Jan/ Feb/March Concentration Section: Students will look for artists who inspire them by going to galleries, museums, looking online, in textbooks, and magazines. Students will analyze master work and how the masters' concentrations evolved. They will then use their knowledge from the first semester to develop their own personal vision and learn to narrow their focus. They will need to complete at least 12 pieces. Week Thirteen through Week Twenty-Four: Students will create 12 concentration pieces and display their work in the schools arts festival.

Completing the Portfolio: April/May Students will work on any changes that need to be made to the portfolio so that it meets all the standards in the AP Art Poster. Week Twenty Five through Week Thirty-Six: They will create and edit their written statement, take slides of work, and label all sections. Originality and Copyright Issues: If you submit work that makes use of photographs, published images, and/or other artists works, you must show substantial and significant development beyond duplication. This may be demonstrated through manipulation of the formal qualities, design, and/or concept of the original work. It is unethical, constitutes plagiarism, and often violates copyright law to simply copy an image (even in another medium) that was made by someone else. Bibliography: AP Art Poster AP Scoring Guidelines Betti, Claudia. (1992). Drawing: A Contemporary Approach. Harcourt Brace Javanovich. Warren, Bruce (2002). Photography. Delmar Thompson Learning.