AP Studio Art: 3D Design Portfolio Course Syllabus Instructor Chris Vigardt School Phone: 678 639 3415 Email: christopher_vigardt@gwinnett.k12.ga.us School website: www.brookwoodhighschool.net Prerequisite: Taken and excelled in at least one semester (preferably a year) of advanced level Pottery and/or Sculpture classes. Students should have been documenting and saving their strong work all along to put toward their portfolio. Overview of AP Studio Art: 3-D Design Advanced Placement Studio Art is a college course designed for students who are seriously interested in art and highly motivated to do college level work in a studio-based classroom setting. AP Studio Art is not based on a written exam; instead, students submit portfolios for evaluation at the end of the school year. The AP 3-D Design students generally have taken sculpture or ceramics for one to two years following the introductory 2D Design and 3D Design classes. AP course students and teacher meet to go over the content and structure of the class for the subsequent year in the spring. Expectations are made clear on the quality of work, work ethic, and development of personal voice and students are given 2 summer studio assignments during the spring meeting. Emphasis is placed on independent work that is original in all aspects. Doing considerable work outside of the structure of the classroom is the norm for the course. In 3-D Design Portfolio, students will be given the opportunity to work with any 3-D process or medium including, but not limited to, pottery, sculpture, jewelry, glassblowing, mixed media, installation, etc. Design involves purposeful decision-making and problem solving skills - using the elements and principles of design in an integrative way, as applied to a three-dimensional object. The principles of design (unity / variety, balance, emphasis, contrast, rhythm, repetition, proportion / scale, and figure / ground relationship) can be articulated through the elements of design (line, shape, color, value, texture, space, and form). Students enrolled in the AP courses are required to investigate all three aspects of portfolio development: Quality, Concentration and Breadth. The AP Studio Art portfolio consists of three sections submitted in digital format for a total of 38 images. Project images include: 12 artworks representing the personal exploration of a concentration: 8 works with two views each showing a breadth of approaches to media, subject, and technique, and 5 works with two views of each that represent the highest technical quality. Students are expected to produce work that develops mastery in concept, composition, and execution of ideas.
Course Content (Learning Outcomes: C1 C7) Students are required to investigate all three aspects of the portfolio which include: Quality, Concentration, and Breadth. [C1] The course consists of two semesters, making up one school year. First semester: 4 Breadth and 4 Concentration *subject to change Students are expected to have a thumb drive or some form of external hard drive to store images and electronic copies of work throughout the year. In addition, students are also expected to maintain a visual journal/ sketchbook to record ideation and the progression of skill development. Students begin the course the first term by working on their Breadth section to allow them to experiment with a variety of media, concepts, and techniques. The pace is fast compared to other art classes, and the students are expected to work outside of class to make the deadlines for the projects. While working on their Breadth assignments students are expected to develop mastery in technique, concept, composition, and execution of ideas. [C2] Each assignment is introduced with a power point or other teacher led presentation showing historical and contemporary artists solutions to the project s issues. After class demonstrations of techniques, students choose what and how they wish to work. [C5] Students need to work on many diverse projects to encourage and ensure portfolio individuality. Technically based, labor-intensive projects usually take two or three weeks of class time. The in-depth nature of the projects allows for mastery of skills and media while exploring concepts of Three Dimensional Art. Hence, in the Breadth section students explore a variety of concepts, approaches, techniques in order to demonstrate their abilities and versatility with formal techniques and conceptual development. These experiences are also used to develop an approach for their concentration. During the second half of the first semester, students will begin to formalize a concentration statement, as well as work on Concentration assignments. [C4] Students are also given homework assignments due several weeks out, exploring a specific idea, concept, or formal technique. Class critiques will occur on the due date of the homework. Critiques area required part of class participation. Students are expected to discuss their own work, the work of their peers, and the work of master artists in written and verbal form. [C6] During these class critiques the vocabulary of art will be used to form decisions about the work being discussed. Quizzes and written art criticisms will also be a part of the student s evaluation. [C6] At the end of the 18 week semester students are required to label and organize the breadth and concentration images.
Second semester: 6 Concentration and 2 Breadth *subject to change The majority of the second semester is devoted to creating the Concentration portion of the portfolio. Students have been developing the Concentration ideation since the summer assignments prior to the AP year. Over winter break students are required to formulate an artist s statement that defines their concentration and focus for the upcoming semester. The artist s statement is presented to the class for critique and is revised after peer and teacher input. Students develop a body of work that investigates a theme or an idea for their Concentrations. In the second term, students continue to develop a body of work that explores and investigates an idea for their Concentration section. It should be well planned and investigate an idea that is of personal interest to the student. [C3] Slides and power point presentations at the beginning of the concentration centered semester students focus on Advanced Placement 3D student concentration portfolios and examples from the College Board website. The development of the Concentration is an ongoing process that uses informed decision making and critical thinking skills to refine their ideas. Students are expected to follow the project completion timeline which averages two weeks per project depending on the technical applications difficulty. From these total works, we then discuss and select their five Quality examples of excellence to be matted. Students understand that making art is an ongoing process that uses informed and critical decision making as these selections are made for their portfolio submission. [C5] Students are encouraged to develop verbal and written literacy about their works. The AP scoring rubric is used for individual and group evaluation. Students are encouraged to examine their work and discuss how to move it from a middle-range piece to a high-level one. [C6] Students participate in an end of the year art show to showcase their work and participate in a series of peer critiques of their works. In the end, portfolios are narrowed down to the best works, and students complete a checkout sheet. The course culminates with a showing of each student s slide portfolio. [C1] The course is enriched with visits to local galleries and museums to broaden students viewpoints. Possible Breadth projects: Positive Cast items Thrown vessels Vessel designed to hold something specific Wire Sculpture Carved Marble abstracted organic form Plaster casts of simple iconic buildings embedded with industrial and organic materials Metamorphosis: an organic form evolving into another organic form or an organic form evolving into a geometric form Multiples: formed together to make another object Creating an aesthetic object from an old cast off from society Creating soft sculpture Transforming an ordinary object into something monumental Wood carved and turned vessel Artist-inspired sculpture
Body extension/distortion sculpture Jewelry Woven functional objects Book reorganization Combined organic and geometric forms Container created completely out of scavenged material from the student s Environment Cubist self-portraits in cardboard or paper Familiar object cast in a material that radically changes its impact Found-object insect Functional cardboard chairs Hand-built clay forms Jewelry cast in pewter Life-size, nonfigurative self-portrait Outdoor installations Found object Self Portrait Sculpture designed to abstracted music Surreal object Assemblage Examples of Concentration projects: A series of kinetic sculptures based on the human form A series of life-size figures exploring aspects of self A series of sculptures centered around cultural views of women and their bodies A series of sculptures based on a girl s relationship with beauty A series of sculptures reinterpreting themes and deities from world religions A series of self-portrait busts A series of wind-driven sculptures A series of participant interactive sculptures A series of wheel thrown teapots A series of sculptures based on the transition of identity as a person becomes an American citizen. A series inspired by plant forms A series of architectural models for homes, public buildings, or monuments A series of enlarged common objects constructed from unusual objects A series of wooden sculptures that investigate formal design elements A series about changing the function of common objects A series of cast silver rings with a stone setting A series of thrown and hand built ceramics that were enhanced by attachments relating to a theme A series of memory boxes based on the work of Joseph Cornell A series of figures created from old computer parts A series of nests created from a combination of weaving and found objects. Each nest tells a continuing narrative
Portfolio Requirements There are three sections of the portfolio: Quality, Concentration, and Breadth. A minimum of 20 exhibit-quality artworks will be completed and included in your portfolio. A maximum of exhibit-quality artwork is set at 25. Section I: Quality 10 images (5 actual works, 2 views of each, digital images) Quality should be demonstrated through the mastery of design issues. The mastery of design should be apparent in the composition, concept, and execution of your works. Designs may be simple to complex with any style or content. These five works should represent student s best accomplishments. Section II: Concentration. 12 images (some of them may be second views or details) The concentration should include works describing an in-depth exploration of a particular design concern. Considerable time, effort, and thought should be devoted to an investigation of a specific visual idea. Progress should be documented as works should show growth and discovery. The principles of design should be used in an informed and/or experimental way. Section III: Breadth. 16 images (8 works, 2 views of each, digital images) The breadth section should include a variety of works demonstrating understanding of the principles of design, and possibly a variety of materials and techniques. Include examples of unity / variety, balance, emphasis, contrast, rhythm, repetition, proportion/scale, and figure/ground relationship. Student should be thoughtfully applying these principles while composing the work. The best demonstrations of breadth clearly show experimentation and a range of conceptual approaches to the work.
Learning Outcomes C1 C7 C1 The course promotes a sustained investigation of all three aspects of portfolio development quality, concentration, and breadth as outlined in the AP Studio Art Course Description or 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, composition, 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 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., C5 The course emphasizes making art as an ongoing process that involves the student in informed and critical decision making. C6 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 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
Quality and Image Submission In April students have an end of the year review and the final selections for the Concentration and Quality sections of their portfolios will be added to the previously collected Breadth images. Quality represents the most mastered concepts, technical skills, and execution of two-dimensional design. Integrity Statement All students submitted work must be original in nature. Work that is based on published photography or another artist s work in not acceptable. The intent of Advanced Placement Studio Art is to develop a student s personal voice. Any work that makes use of other artists work (including photographs) and /or published images 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 simply to copy an image (even in another medium) that was made by someone else. Grading policy In terms of grading, students are expected to produce, on average, one work per week of AP quality, and work outside of class a minimum of 5-10 hours per week. Some of the works can be completed in other art classes or outside of class. Grading Criteria (% of course grade): Class Assessments (35%) o Art History and Writing 10% o Quizzes 10% o Sketchbook 15% Summative Assessments (45%) o Portfolio (24 29 artworks) 45% Quality (5 works) Concentration (12 works) Breadth (12 works) Final Exam (20%) o Performance (5%) o Final written critique/essay and artist statement (5%) o Final Presentation (10%) Grading Criteria (in detail): Portfolio scoring guidelines: The AP studio art scoring rubric contains score points from 5 (excellent), 4 (very good), 3 (good / average), 2 (weak), and 1 (poor). See rubric for specifics.
Classroom assignments / Portfolio Projects Throughout the year, class assignments will be given exploring a specific formal technique, conceptual concern, or historical art significance or movement. These assignments will be a part of the completed portfolio and development of students concentration. These assignments may be a progressive development and exploration of formal and conceptual issues. Daily Work / Sketchbook A sketchbook should be composed of visual ideas, notes, photos, doodles, plans, short assignments, quick drawings, and practice of various techniques. Many art schools like to see students sketchbooks to see how their minds and creativity work. Think of it as a visual diary. Specific assignments will be provided for the Breadth assignments. However, it is an expectation that students will submit a sketchbook drawing/rendering before each project. *Note, sketchbook assignments will not be accepted after the projected due date, nor during resubmission week. Art Criticism / Art History Students will be expected to turn in written art criticisms of their own work and professional artwork. Students will also be expected to write about and discuss art history and art movements relating to their artwork. Additionally, students will also develop artist statements pertaining to their Concentration. Critiques Critiques will be scheduled throughout semester, including progress critiques, group critiques, and individual presentations. Students are expected to participate in critiques and communicate ideas with the class and instructor. Quizzes Quizzes will be scheduled periodically throughout the course. Students will be expected to know and use a college-level vocabulary, while being evaluated on the student s understanding of vocabulary, art history, art criticism, aesthetics and required AP curriculum. Grading Criteria (artwork evaluation) There are standards of quality in student work, these expectations are based on the range of accomplishments set forth by the College Board and the AP Rubric. All assignments should show evidence of thought, care, and effort demonstrated in the work. All of these elements are discussed with students, individually and in class critiques. [C2,C6] In general, artwork will be graded and evaluated on the following criteria: 1. Composition / effective use of elements of art and principles of design 2. Purpose / Intent of the work of art 3. Creativity / Originality / Inventiveness 4. Effective use of media / Craftsmanship 5. Level of skill / Mastery of technique
Resubmission of work: Students will have the opportunity to resubmit projects for reassessment. These opportunities are designed to allow students to recover from a low or failing score on a project. The reassessment will be allowed during the resubmission week/s, and only for the current assignments due during the specified time period. The resubmission grade will be averaged with the original grade in order to create the final score. Resubmission of work assumes that the student has demonstrated a legitimate effort to improve upon the original work. *Students must request make-up work within (5) school days after an excused absence and are given one week to make-up missed work; failure to do so will result in a 0 for work missed. Classroom Behavior Expectations and Care/Cleaning of Work Area 1. care and cleaning of tools and equipment 2. punctual 3. actively engaged in assigned work for entire class time on a daily basis and meeting deadlines for required work 4. consideration of others 5. willingness to take responsibility for work missed when absent 6. willingness to take direction, to follow instructions, and to take constructive criticism 7. respectful attitude of my obligation to teach and other students rights to hear and speak. Consequences for failure to follow classroom and school rules include: 1. Warning 2. Phone call to parent/guardian 3. After school detention 4. Administrative Referral Open Studio /Help Sessions One afternoon a week, Wednesday, the art studio will be open from 2:10pm 5:30pm. One, if not more, visual art teachers will be available for assistance. Please be sure to sign in when you arrive and sign out when you leave. It is the expectation that you will follow classroom/studio procedures and all safety guidelines. In addition, if you should fall behind or need extra help on a project, I am available in the mornings from 6:45 7:15. ** Due to the nature of the work in this class, students who are absent may need to come in before or after school to complete make-up work. The teacher has posted office hours, and is also available during the open studio hours. If these times are not sufficient, it is up to the student to make an appointment for additional help. Tardy Policy Tardiness to Class: Any student tardy to class will be marked as tardy. Subsequent tardiness will result in student/s being sent to the Attendance office to receive a pass to class. Excessive tardies may result in detention or Saturday school according to school policy.
Classroom Safety Policy Students who follow the art room safety guidelines will participate in art activities utilizing the following tools, equipment and supplies: X-acto knives (carving and cutting) Utility knives Saws, hammer, pliers, wrench Drill Gouges, carving tools (wood, linoleum) Files, sandpaper Adhesives (hot glue, rubber cement, epoxy) Clay tools Chemicals (plaster, dyes, glazes, etching cream, enamel) Aerosols (spray paint, fixatives) Students will receive instruction on safe practices and proper care of tools, equipment and supplies and will be expected to adhere to the safety guidelines. If a student does not adhere to proper safety procedures, they may risk losing the opportunity to use the tools, equipment and supplies. In the case of severe misuse or negligence, administrative action may be necessary. Page 12 of the syllabus must be signed and returned in order to use the classroom tools. Parent Connect Parents are able to check online student progress and attendance in this and all Brookwood High School classes via the Parent Portal. In addition, progress reports are posted every six weeks. Bibliography Zelanski, Paul, and Mary Pat Fisher. The Art of Seeing. Wadsworth Thomsom Learning Stefl, Jerry. The AP Vertical Teams Guide for Studio Art. The College Board Chaet, Bernard. The Art of Drawing. Wadsworth Thomsom Learning Supplies and Visual Art Contributions Most supplies and equipment will be provided by the school. However, it is the expectation that some supplies and tools will need to be purchased by each student due to the independent nature of the course. The following are the general supplies that all students will need. Thumb-drive or some form of external hard-drive Sketchbook Pencil and eraser However, we are committed to providing a quality visual arts program and with the need for quality supplies for the AP Art Studio, we will need additional art material funds to maintain standards of excellence. A voluntary contribution of $25.00 per student will help defray the expensive cost of materials. Please help your AP Studio student by sending in $25.00 cash or check payable to Brookwood High School. *Please sign pages 11 & 12, and then return them to your child s art teacher.
Brookwood High School AP Portfolio Syllabus
Thank you for reviewing this information with your son/daughter. Please sign and return this form to the art teacher. I have read and understand the art syllabus and understand the classroom and safety expectations. Student s Name (please print) Student s Signature Student s Grade Level Class period Class Parents: Parent s Name (please print) Parent s Signature Parent s Email address (please print) Parent s Phone #: (home) (work) (cell) I can be best reached at : (circle one) home work cell email