AP Studio Art: 3-D Design Syllabus Course Description This portfolio is intended to address sculptural issues. Design involves purposeful decision making about using the elements and principles of art in an integrative way. In 3-D Design Portfolio, students are asked to demonstrate their understanding of design principles as they relate to depth and space. The principles of design (unity/variety, balance, emphasis, contrast, rhythm, repetition, proportion/scale, figure/ground relationship) can be articulated through the visual elements (mass, volume, color/light, form, plane, line, texture). ---from AP Studio Art Course Description, available on AP Central. The course will emphasize the making of 3-D Design through additive, and subtractive processes as an ongoing endeavor, involving the student/artist in informed, critical and creative decision making. The student will be encouraged to find their own voice working with various approaches figurative/nonfigurative sculpture, ceramics, three-dimensional fiber arts, casting, assemblage and construction, jewelry, architectural models among others. Many materials may be used or considered for use in 3-D Design. The student could explore wire, clay, paper, paper clay, Styrofoam, foam core, wood, metal, found objects, plastics, wax, stone, earth, sticks, rope, fabric, burlap, threads, yarns, cottons, fibers and so forth. How to use materials and how to present his/her 3-D Design pieces will be a decision for the artist/student as he/she demonstrates his/her understanding of the elements and principles of design.. The course will teach students a variety of techniques with a single media or a variety of mediums, so that the student may demonstrate a range of abilities in critical thinking, ideation and problem solving in 3-D Design. The student will regularly take part in class critiques as well as one-on-one critiques with the teacher. This will be done through oral and written discussion. Students will keep record of their research, visual ideas and writing through journals/sketchbook. Formal vocabulary of design concepts will be demonstrated by the use of the principles and elements of art in the students written and oral critiques. Students taking AP Studio Art 3-D Design will have taken at least 2 semesters of Art, one of which was Ceramics and Sculpture. The spring quarter prior to the start of the beginning of the fall class students will be given an overview of the AP Studio Art 3-D Design course of study. The course sections of the portfolio, Quality, Concentration, and Breath will be discussed and requirements will be outlined and given to the student. The AP Poster will be given to the students to review and read for instruction. Digital examples of student work from AP Central will be viewed, studied and discussed. Students will understand that the course will challenge and expect a creative and sustained growth to investigate 3-D Design conceptually and technically, as he/she develop mastery in concept, concentration and execution of 3-D Design.
The class will meet five days a week for 48 minutes for a full year. Before and after school studio times will be available for all students to have time for success. Open studio nights will be at least once a week until 4:30 p.m. Field trips into the community to visit art and artists will be a part of the student s experience and education. Artists will also be invited into the school studio. Students will be required to keep a sketchbook/journal to record his/her ideas and investigations. Professional publications, books and online virtual tours of museums and galleries will be part of the student s investigative assignments. The student will be asked to research and explore the history of art, and artists. They will be asked to research styles, ideations, materials and techniques and how the history of art inspire and influence us and other contemporary art. However the student will be taught to understand artistic integrity and to understand the difference between inspiration and plagiarism. He or she will be expected to adhere to an ethical standard and practice. They will know the difference between being inspired by an artist and plagiarizing an artist or work of art. Students will be encouraged to find their own voice while admiring and gleaning from the wealth of art that is around us and preceded us. Prior Spring Quarter Requirement: Students will meet at a designated time to go over the course outline (as described in the course description using the AP Studio Art Poster). Students will understand the rigorous nature of the portfolio process and that the course is designed to be at a foundation college level class. The student will understand their responsibility to build the three sections of their portfolio, Quality, Concentration and Breadth. They will understand that the portfolios will take dedication and self motivation to be successful. Students will be asked to join a walking tour of our local sculptures. This is within walking distance of our school. The tour is sponsored by the Kettering Arts Council and the Arts Director will give the tour. Summer Assignments The spring quarter prior to the beginning of the class, students will be given an overview of the AP Studio Art 3-D Design course of study and an official AP Studio Art Poster. The course portfolios, Quality, Concentration, and Breath will be reviewed and requirements will be outlined while going through each section of the poster. A digital presentation of AP work will be presented. The scoring guidelines will be introduced and explained. The student will be asked to look through pieces that he or she has previously completed in Ceramics and Sculpture to be included into their Breadth part of their portfolio. The students will be asked to keep digital records of their processes for future use. The students will be given their summer work during this meeting. The due date for the assignments will be the second Thursday upon returning to school. Summer work will include: Looking at Art, Journal/Sketchbook (reading, making notes about art, artists and art vocabulary), and creating at least three 3-D pieces of art. You are to start research and sketches in your journal/sketchbook.
As you view and read about sculpture start thinking and making notes in your journal/ sketchbook as possible ideas for your concentration. 1. In your sketchbook research the definitions of the following sculpture vocabulary on the website known as Artlex, List the word and a definition for each, or use assignment handout. Attach to the front of your sketchbook to use as a resource. a. Elements of design: mass, volume, color, light, form, plane, line, texture b. Principles of design: unity, variety, balance, emphasis, contrast, rhythm, repetition, proportion, scale, figure/ground relationship. 2. Looking at art a) Visit two public sculptures in our city Kettering: Take photos or make sketches of the sculpture from 2 or more sides of the piece. Place these in your sketchbook, research the artist and the details of how it is made. Describe its visual appearance visually through words and a sketch. Analyze it, how did the artist use the elements and principles? Give its history, artist, dates, size, location, material. Give an interpretation of the piece, what do you think is the artist s concept or ideation? What is the artist expressing? OR b) Visit an art gallery or museum this summer. Take photos or make sketches of at least 2 sculptures you saw and liked. Include the photos or sketches in your sketchbook research the artist and the details of how it is made. Describe its visual appearance visually through words and a sketch. Analyze it, how did the artist use the elements and principles? Give its history, artist, dates, size, location, material. Give an interpretation of the piece, what do you think is the artist s concept or ideation? What is the artist expressing? 3. Research two sculptors whose work interests you. List their name and a piece that you enjoyed, sketch the piece or print a photo and attach this to your journal/sketchbook, list the material or process used for the creation of the piece. What concept or idea is the artist conveying through the piece? Write this in your journal. Do one page for each artist. You may use any sculptor you wish, but a list is provided to assist you. You may research through the internet or books. List of Sculptors for summer and throughout AP 3-D Design Abakanowicz, Magdalena Andre, Carl Arneson, Robert Arp, Jean Booker,Chakaia Brancusi, Constanin Buonarroti, Michelangelo Buster, Kendall Butterfield, Deborah Calder, Alexander Caro, Anthony Catlett, Elisabeth Chihuly, Dale, Chillida, Eduardo Christo, Jean and Claude Cornell, Joseph Davis, Willis Bing Dine, Jim Donovan, Tara Duchamp, Marcel
Duckworth, Ruth Flavin, Dan Frey, Viola Gehry, Frank Giacometti, Alberto Goldsworthy, Andy Graves, Nancy Grooms, Red Hesse, Eva Indiana, Robert Johns, Jasper Judd, Donald Koons, Jeff LeWitt, Sol Lin, Maya Lipchitz, Jacques Moore, Henry Nauman, Bruce Nevelson, Louise Noguchi, Isama Oldenburg, Claus Puryear, Martin Rauschenburg, Robert Rodin, Auguste Saar, Betty Saint-Gaudens, Augustus Schwitters, Kurt Hamilton, Ann Hesse, Eva Judd, Donald Koons, Jeff LeWitt, Sol Lin, Maya Lipchitz, Jacques Moore, Henry Nauman, Bruce Nevelson, Louise Noguchi, Isama Oldenburg, Claus Puryear, Martin Rauschenburg, Robert Rodin, Auguste Saar, Betty, Saint-Gaudens, Augustus Schwitters, Kurt Seegal, George, Serra, Richard Shapiro, Joel Skoglund, Sandy Smith, David Smith, Kiki Voulkos, Peter Wright, Frank Lloyd 4. You are to complete 3 sculpture assignments from the following list, before the school year starts. With each assignment think and analyze how you are designing your piece. Make simple sketches of your ideas before or as you create. Use the elements and principles of art, while you design and manipulate your materials. Make decisions as you design, critique and assess your work during the process. If you would like to send to me a digital photo through email, we can discuss your work along the way. The pieces created should be entries for the Breadth portfolio. 1. Using wire and polymer clay or wire and paper Mache design two or more small figures representing portraits of people in your life. Show the relationship between the figures. Create a simple setting for figures. Examine the figure/ground relationship, unity of forms, placement and how light will be used. Look at the work of Alexander Calder, Sandy Skoglund, Red Grooms, George Segal, for reference and inspiration. 2. Collect sticks, plants, and manmade things such as string, toothpicks, popsicle sticks, coffee stirrers, cotton swabs, straws, paper or Styrofoam cups, pencils, crayons etc to create a piece that explores form either figurative or nonfigurative in a linear sculpture or 3-D Design. Consider
using common objects combined into modular units. Explore use of positive and negative space, and rhythm through repetition. Look at Carl Andre, Debra Butterfield, Martin Puryear, Pablo Picasso, David Smith, Mark di Suvero, Tara Donovan 3. Use materials and soft sculpture technique to create a soft sculpture of a common object such as a person, animal, insect, bird, and office or kitchen gadget as a subject or you may like to explore a non objective design. Think in multiples and how the forms can be repeated with slight variations for interest. Look at the work of Magdalena Abakanowicz and Faith Ringgold. 4. Use found objects to create an assemblage sculpture. Use the forms together to create unity by repurposing their function and meaning. Look at the work of Pablo Picasso, Marcel Duchamp, Alexander Calder, Louise Nevelson, Joseph Cornell, Tony Cragg, Jasper Johns, Willis Bing Davis 5. Create an abstract sculpture out of paper. You may cut, bend, fold, and glue the paper. You may additionally use paper products such as straws, plates, etc worked in with the other paper forms. You may also recycle paper and create paper pulp to make your own paper. Use the elements and principles to create a unified, well constructed piece. Look at the work of Anthony Caro, Tara Donovan. 6. Student Choice ONE LAST SUMMER THING START COLLECTING A BOX OF INTERESTING OBJECTS AND FORMS. This could be broken items, natural objects, multiples of objects such as clothes pins, small objects that could be used to create a sculpture. First Semester: The first week of class we will meet to discuss the portfolio requirements. We will arrange our first group critique for the following Thursday when all summer work will be due. Each student will receive a flash drive to save their digital images as they work. After school open studios will be announced and procedures for arranging extra studio time as students have need. Each student will work on the three of their portfolio throughout the year, Quality, Concentration and Breadth. The first month or two, the Breadth section of the portfolio will be developed using new work and pieces prior to AP 3-D. The students will demonstrate their understanding of the elements and principles of design through a range of abilities and versatility with techniques, problem solving and ideation C4 from AP Studio Art Course Description, available on AP Central. Research of art and artists will be an ongoing process through class assignments. Students will be held responsible for working ethically in regard to not plagiarizing. Critiques will be held individually as well as in group. The elements and principles of design will be used as our vocabulary and rubrics will be used for self assessment and teacher assessment. There will be sketchbook/journal assignments for each piece, writing artist statements and reflection.
The Breadth Portfolio requires the student to submit 16 digital images of eight works, two views each. The work will be a body of high-quality conceptual, expressive works employing a variety of techniques. By the end of the first semester most Breadth Pieces should be complete. Possible Breadth Projects Coil built forms earthenware Maria Martinez Pinch Forms used alone or in a combined piece that uses repetition, Slab clay forms, used geometrically exploring architecture- Gehry, Wright Slab forms to be used organically draping over pillows, into natural forms-willis Bing Davis Ancestral forms and masks rhythm, texture, emphasis, balance Willis Bing Davis Additive Sculpture Modeling Figurative sculpture Rodin, Giacometti, Skoglund Casting- Segal and other forms such as paper casting Subtractive Sculpture, plaster, Creastone, wood, Michelangelo, Moore, Hepworth, ancient glyptic Found object assemblage- Nevelson, Picasso, Miro, Fiber Sculpture Ringgold and others Humorous sculpture- Grooms Fantasy sculpture Wire sculptures- Calder Kinetic sculpture Abstract Design Duchamp Non-objective sculpture Combined clay techniques with fibers
First semester will also include ongoing community gallery/artists visits, research assignments using textbooks, internet resources, and professional magazines-journals keeping notes in journal/ sketchbook. Concentration pieces will be started and planned, by the first of October. In class and after school discussions with the teacher will help direct the student and enable the student to critically think about the development of their Concentration portfolio. Individual conferences will be held in November during conference night to discuss students portfolios. The Concentration Portfolio will be Works describing an in-depth exploration of a particular design concern. The course enables students to develop a body of work investigating strong underlying visual idea in 3-D Design that grows out of a coherent plan of action or investigation. C3 from AP Studio Art Course Description, available on AP Central. The works should use the principles of 3D Design. By October the student will have defined their concentration focus. By the end of the first semester the student should have four to six concentration pieces in process or completed. The Concentration presentation must have 12 images, some of which may be details of the same piece, around the student s chosen ideation. The Concentration pieces and the Breadth pieces must be different work. Students will keep an ongoing journal/sketchbook record of his/her work. The student will also keep digital images on a flash drive. The student should be planning their written commentary on their Concentration for the final presentation. Individual conferences will be scheduled in February during district conference night. Examples of Concentrations: A series of abstractions from natural objects A series of personal images A series of portraits, busts or figures that have emphasis on expression, or abstraction A series of assemblages that express a message A series that uses multiple that explores repetition of daily routine A series of form that explores nature/ manmade coexisting A series of wheel thrown and hand built forms that animal like A series of soft sculpture that explores 3-D space A series of teapots A series exploring ritual A series exploring self adornment A series of portrait busts A series of sculptures exploring one s own religious beliefs A series that moves from representation to abstraction A series of castings that are related into an installation exploring 3D space A series of related figures constructed from found materials A series of hand built and thrown pieces that have natural and woven components and appendages. A series of boxes..joseph Cornell, Robert Rauschenberg A series of wrapped objects within a given space
A series of carved wood, organic forms A series of found natural objects constructed into organic or natural forms A series of large soft sculpture that are related A series of architectural or geometric forms and structures using foam core or other material. A series of wire sculptures around a theme exploring line Kinetic sculptures exploring, light and movement A series of subtractive sculpture around a theme or ideation Second Semester By second semester the student should well be into their Concentration and the Breadth portfolio nearly complete. Critiques, sketchbook/journals, research and artist and gallery visits will be ongoing. The remaining concentration pieces will be completed by April. The Quality portfolio will be decided upon in the second semester. The Quality Portfolio will contain the students best work. They are to have 10 images of five pieces. They will include 2 images of each of the five pieces. The student should show their mastery of 3-D Design. The works should apply successfully the principles of design. Your mastery of design should be apparent in the composition, concept and execution of your works, whether they are simple or complex. AP Studio Art Poster. (C2) Throughout all three portfolio developments the student will use, critiques, class discussions, personal research of art and artist to assist them in making informed critical decision making about their work. (C5) Also through instructional conversations with the teacher during the course duration, the student will be enabled to learn to analyze and discuss their own artworks and those of their peers. (C6). In March students take part in the district art show. Students will be given the opportunity to view their work in an exhibit setting prior to making final choices for submission of their portfolios. In April students will be compiling their portfolios. Group and teacher critiques will help the student choose his/her work. Digital images will be reviewed for quality and choice, and check lists will be used to assure accuracy in the total portfolio development for all three portfolios, Quality, Concentration and Breadth. Final individual conferences will be scheduled with the teacher in April. Assessment: Rubrics using the AP Scoring Guidelines, Critiques, Personal Reflection Bibliography Art In Focus, Gene L. Mittler, 4 th edition, 2000 Glencoe McGraw Hill Shaping Space, Paul Zelanski, Pat Fisher, 2 nd edition, 1995 Wadsworth Thompson Learning
Sculpture A Basic Handbook, Ronald L. Coleman, 3 rd edition, 1990 Bowling Green State University Ceramics A Potter s Handbook, Glenn C. Nelson, 5 th edition 1988 Harcourt Brace College Publishers Internet Resources ArtLex Art Dictionary: http:// www.artlex.com Art cyclopedia: www.artcyclopedia.com Part 21: www.pbs.org/art21 Craft in America: www.pbs/craftinamerica