Course
Description for
AP® Studio Art 2D:
Teacher:
Carl Dellutri cdellutri@asd103.org
(360)293-2166 ext. 754
The AP® Studio Art Portfolio course is designed for students who
are seriously interested in the practical experience of art and wish to develop
mastery in the concept, composition, and execution of their ideas. (C2) Teacher
approval is required for this course to ensure that each student clearly
understands the course expectations.
Typically, at least two sessions are required to complete the Portfolio requirements
* One session = about 75 hours of instruction & study and receives .5 High School Credit.
* One Semester session = about 4 hrs per week for 18 weeks
The course focuses on all the three parts of the AP® Studio Art 2D
Design Portfolio. (C1)
This section has 12 different works showing that the student
has experience and understanding in a variety of media, techniques, and subject
matter.
This section has 12 examples of the students work showing an
in-depth commitment to a single artistic concern. When a theme is selected, the
student should spend considerable time developing it. It should demonstrate
investigation, growth, and discovery involved with a compelling visual concept.
(Up to three slides can be detail views)
This section has five original matted works. These should be
the student’s best work,
demonstrating a sense of excellence in art, and can not be larger than 18"
x 24".
During the first few days of the session, the course expectations will be explained. After reviewing the images and instructions from the AP Studio art poster, I will present examples of past AP portfolios for ideas and inspiration.(C1) I will work individually with each student to help them choose projects that reflect an understanding of concepts typically covered in a first year college level course. (C2) Students are expected to work both in and out of class to complete the assignments. I will encourage students to formulate ideas for their Concentration section as early as possible and I will help them to start working on those ideas independently. (C6) The body of work submitted for the portfolio can include art created prior to and outside of this course.
Summer Assignment:
Students must complete at least 12 pieces* before starting the first AP 2-D Design class:
These pieces can be done over summer, or in previous art classes, and they will be due at the beginning of the third week of school. They may choose the type of surface to work on—paper, cardboard, canvas board, plywood, mat board, etc. It is also recommended that students keep a personal sketchbook to rough out their ideas.
* Click for a list of potential project ideas
In the first session, students should focus most of their time on the Breadth section so they have time to explore different concepts and approaches with a variety of media. (C4) After periodic class demonstrations, students will determine how they wish to pursue their study. Throughout the course, students will be working independently on many diverse projects. This ensures that each student’s portfolio expresses their own individuality. (C5) In the Breadth section, students should demonstrate their versatility by developing innovative ideas, showing creative problem solving, and effectively using different techniques. (C4)
The Breadth section should show
that the student clearly understands the elements and principles of art covered
in the prerequisite course. They should produce work that emphasizes the elements of
design (line, shape, depth, space, form, texture, value, and color) organized
using the principles of design (unity, balance, emphasis, rhythm, pattern, and
proportion). Media could include pencil, charcoal, pastel, digital imaging,
photography, collage, ink, watercolor, acrylic, or oil paint. (C4)
* Click for a list of potential project ideas
In the second session, students
can use their experiences to develop an idea for completing the Concentration
section. (C4) In the Concentration section, students
are expected to develop a body of work that is an investigation of a single
theme. It should be well planned and investigate an idea that is of personal
interest to the student.C3). The choices of technique, medium, style,
form, subject, and content are made by the student.
In May, students receive all the portfolio materials; these include the Section II, Concentration, envelope, with spaces for a written commentary describing what the concentration is and how it evolved, which must accompany the work in this section.
Students are asked to respond to the following questions:
1. What is the central idea of your concentration?
2. How does the work in your concentration demonstrate the exploration of your idea? Students may refer to specific slides as examples.
The responses themselves are NOT graded as pieces of writing, but they provide critical information for evaluating the artwork. Thus, they should be legible and well written; it is suggested that students type responses in no smaller than a 10-point font, then cut and paste the text on the envelope. Students should be encouraged to formulate their responses to the first question early in the year, as they define the direction their concentration will take. Responses should be concise, and extra sheets may not attached.
* Click for a list of
concentration example ideas
Toward the end of the second session, the students will identify five of their pieces to be submitted
for the Quality section of the portfolio. (C5) The
work must be 18” x 24” or less. I will encourage them to select pieces
that demonstrate variety of subject, media, technique or process. By this time,
the students will have developed a strong understanding of
quality from class critiques, portfolio evaluations and one-on-one discussions
with me. (C2)
Keeping Track
Students may choose to include work in their portfolios from previous studio or design classes. Consequently, each individual student will have a very individual portfolio. This can be trying when dealing with large classes. In order to keep up with individual progress, a computer file will be created with digital photographs of each students work. Also in this file, each student will have an excel spreadsheet that contains an inventory list of all completed work by category, including the size of the piece and the medium, a statement about their Concentration idea.
Grading
In terms of grading, students are expected to have 6 AP quality pieces after each 75 hours of study. We stress that this is the student’s personal portfolio, and that outside work and work from other courses can also be included. Students will participate in regular class critiques. Each student must show his/her work and briefly discuss their intent. The class is then expected to provide positive feedback based on the principles and elements of art introduced in the prerequisite classes. Before each grading period, students will use the class feedback and an AP® Studio Art . (C5) (C6)
Students will receive an “A” if they are on schedule to complete the portfolio
Students will receive a “B” if they have at least 70% -90% of the projects needed to complete the portfolio on time. These students may need an additional session to complete the portfolio the following year.)
Students will receive a “C” if they have 50% - 70% of the projects needed to complete the portfolio on time
Students will receive a “D” if they have less than 50% of the projects needed to complete the portfolio
Students will receive an “F” if they have less than 50% of the projects needed to complete the portfolio
Copyright
In the beginning 2-D design class, students may use
published photographs to complete their concept studies. Students also use published images of
art to study the techniques and styles of accomplished artists. However,
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. In this course students will
be encouraged to work from direct observation or from their own
photographs. If the students do use
a published image, it should be significantly altered to express the
student’s creative solution to a problem, or, if it is used as a
reference, it should only represent a small component of their entire creation.
(C7)
AHS Art club and Open
Studio
AP Students are expected to be involved in the Anacortes High School Art Club. Students will have an opportunity to participate in art based community service projects. One night a week students are encouraged to meet after school for an open studio. A schedule of meeting dates will be posted. Some of these meeting will be open for students to work on projects independently and some will be structured opportunities like figure drawing sessions with a model.