AP Studio Student Handbook

Transcription

1 AP Studio Student Handbook Name

2 What is AP Studio Art? A letter to parents and students: The AP Studio Art course is for advanced, serious, and self-motivated art student. The demands of the class require extra time and effort satisfactorily complete the requirements. The student will create and assemble bodywork demonstrating breadth and a concentrated area of study; totaling a minimum of 24 pieces of art. This portfolio of the students will be photographed and submitted to the College Board for analysis and scoring. The Heritage Hall AP Studio Art class will work toward this goal both collectively and independently. It is, however, not the primary focus of the course. The class is designed to promote analytical thinking skills and ownership of opinions and ideas processed into an art product created by an accomplished art student. The class is organized to promote student understanding of art dialog, art critique and self-evaluation of performance. The AP Art student is encouraged to be innovated, experimental and open-minded in their approach to their work. Thus resulting in new and fresh involvement between the student s self-expression and the art pieces themselves. The student work is graded in class by a variety of rubric scales. Each one designed to build student learning and understanding. All students are expected to succeed at their particular level of readiness.

3 Syllabus AP Studio Art Drawing and 2-D Design Prerequisites The Advanced Placement Studio Art course is open upon the instructor s review of the student s artwork and work ethic. In order to be considered, students must have successfully completed the Foundations of Art and another level II art course. Course Description AP Studio Art is a college level course taught in high school. Students will study drawing or 2-D Design. Thereby building a foundation for further study of visual art in higher education. Students will have the opportunity to compile a portfolio of their best artwork for submission to and review by the College Board. Students will submit this portfolio in the first week of May; submissions will be in the form of slides (digital) and actual work. Students will decided whether to submit a Drawing or 2-D Design portfolio, the finer distinction between the two portfolios will be discussed in class. Students should be aware that a 2-D Design portfolio may include photography and digitally produced designs, while the drawing portfolio is limited to mark making techniques such as drawing, painting, or printmaking. Both portfolios consist of three sections: Breadth: This section of 12 works in slide form shows a variety of drawing or design approaches using different techniques, compositions, and media. The student s work in the section should demonstrate understanding of the principals of design, including unity/variety, balance, emphasis, contrast, rhythm, and repetition, proportion/scale, and figure/ground relationship. Successful works of art require the integration of elements and principals of design; students must therefore be actively engaged with these concepts while thoughtfully composing their art. The work in this section should show evidence of conceptual, perpetual, expressive, and technical range. Concentration: This section of 12 works in slide form shows the development of a unifying theme or idea. A concentration is a body of related works describing in-depth exploration of a particular artistic concern. It would reflect a process of investigation of a specific visual idea. It is not a selection of a variety of works produced as solutions to class projects or a collection of works with different intents. Students should be encouraged to explore a personal, central interest as intensively as possible; they are free to work on any idea with any medium that addresses twodimensional design issues. The concentration should grow out of the student s idea and demonstrate growth and discovery through a number of conceptually related works. In this section, the evaluators are interested not only in the work presented but also in visual evidence of the student s thinking, selected method of working, and development of the work over time.

4 Quality: This section consists of five actual best works. These works may not exceed 18 by 24 in size. Quality refers to the total work of art. Mastery of design should be apparent in the composition, concept, and execution of the works, whether they are simple or complex. There is no preferred (or unacceptable) style or content. AP Overarching Goals 1. Encourage creative and systematic investigation of formal and conceptual issues. 2. Emphasize art as an ongoing process that involves the student in informed and critical decision making. 3. Help students to develop technical skills and familiarize then with the functions of the visual elements. 4. Encourage students to become independent thinkers who will contribute inventively to their culture through the making of art. Instructional Goals 1. Introduction to Various Art Mediums a. Able to continually see the world with new eyes, the student work implement thus new vision through various art mediums. b. Through observational drawing, students will be able to utilize the process in a more symbolic application, exploring meaning and interpretation of works of art. 2. Techniques and Interpretations a. The student s experiences will grow, expanding the repertoire of techniques, stretching understanding of art. b. Students will learn art forms, processes, styles, context theories, and philosophies together with skills to create, study, and interpret works of art. 3. Art Media and Expression a. Create works of art from observation, memory, and imagination with a variety of art media, exploring open-ended avenues of expression. b. Identify problems associated with rendering a subject, putting creative solutions into action to realize a finished work. 4. Design Elements and Compositions a. Demonstrate the ability to arrange design elements and visual images in a given amount of time to create various compositions. b. Creatively involve the coordination of ideas, subject matter, symbols, metaphors, and themes into new structures, indicating the student s connection to the world. 5. Perceptual Skills and Artistic Understanding a. Develop perceptual skill and artistic understanding by promoting attention to detail, aesthetic relationships, and expressive content.

5 Curriculum Outline First semester: Students will focus on completing the Breadth section of the portfolio. The instructor will provide a list of ideas that serve as starting points for worked to be included in the portfolio. Students may choose to use this list of ideas implicitly or modify the assignments to suit their own artistic goals. The ultimate purpose is to compile twelve accomplished works of art that show the breadth of each student s ability. (The assignments on this list are subject to change as the needs of students change.) 1. Mixed media Expressive self Portrait Use a variety of media or techniques to produce a self-portrait this may be abstract or representational. 2. Expressionistic figure painting or drawing Use the human figure as a compositional element to express an idea or emotion 3. Realistic Enlarged to Abstract Still Life Choose an object and enlarge it in the drawing, paying close attention to detail. Students may use any media, but should work as realistically as possible. 4. Printmaking Choose a print making method and produce a small series of prints, possibly referencing the work of Andy Warhol. 5. India Ink Landscape Reference Chinese or Japanese landscape painting using India ink 6. Abstract Expressionist Painting Apply paint in any way excluding traditional methods such as brushes 7. Application of an Art Style Study and use the approach to produce either a still life or figurative work using any drawing or painting media 8. Dream Inspired Image Students will base their image on a dream they have experienced. The result may be surreal or even nonobjective. 9. Social Commentary on a Current Event Students may choose styles, subject, and media to react to a current issue 10. Architectural Drawing Students will independently research various styles of architecture and design a building inspired by an architectural style of their choice. 11. OP Art This piece must include an optical illusion of some sort.

6 12. Pattern Referencing the works of Henri Matisse or Gustav Klimt, students will include a decorative pattern within a composition Second Semester: Each student will choose a unifying theme for his or her Concentration by focusing on personal interest and building on personal artistic strengths. This is an opportunity for the students to develop his or her artistic voice. A concentration should consists of a group of works that share a single theme---for example, an in-depth study of a particular of a particular visual problem or a variety of ways to handle an interesting subject. Some concentrations involve sequential works, such as a series of studies that lead to, and are followed by, more finished works. If a development of a visual idea, generally does not constitute a successful concentration. Students shouldn t submit group projects, collaborations, and/or documentation of projects that merely require an extended period of time to complete. An extensive library of resources including book, DVDs/videos, technology labs, the Internet, ECT. Are available to the students for research. This list of possible concentration topics is infinite. Below are examples of some. They are intended one to provide a sense of range and should not necessarily be considered better ideas. An exploration of patterns and designs found in nature and/or culture A series of works that begins with representational interpretations and evolves into abstraction A series of works that begins with representational interpretations and evolves into abstraction A series of landscapes based upon personal experience of a particular place in which composition and light are used to intensify artistic expression Design and execution of a book or story board Development of a series of identity products (logo, letterhead, signage, and so on) for imaginary businesses A series of political cartons using current events and images Abstractions developed from cells and other microscopic Interpretive portraiture or figure studies that emphasize dramatic composition or abstraction A personal or family history communicated through symbols or imagery A series of fabric designs, apparel designs, or weavings used to express particular themes Because that range of possible concentrations is so wide, the number the number of works the student creates should be dictated by the focus of the investigation. The chosen visual idea should be explored to the greatest possible extent. In most cases, students will produce more than 12 works and select from among them the works that are not as well resolved as others, but that help show the evolution of thinking and of the work, the student should consider including them. The choice of works to submit should be made to present the concentration as clearly as possible.

7 ARE YOU A COPY CAT? Student work that makes use of photographs, published images, and/or other artists works must show development beyond duplication. This may be demonstrated through the manipulation of the material(s), formal qualities, design and/or concept of the original work. The College Board Advanced Placement Program AP Studio Art Development Committee

8 WHAT IS A PORTFOLIO? In general, a portfolio is a body of visual work that exhibits the talents and interests of a student. It is a visual representation of the artwork of a specific student and should also show that the student is a living, willing, learning, and hungry sponge. Just as each student is different, each portfolio should show differences also. It should show the strengths of the student. Pieces that detract from the strengths, in most cases, should not be included. Portfolios are generally used for evaluation the artist for numerous reasons: Advanced Placement grades, entrance into a college, university or art school, scholarship consideration, job applications, etc. Obviously, the better the work is in the portfolio, the better the chances of receiving the desired goal for which the portfolio is presented. The obvious goal of the Advanced Placement Studio Art Portfolio (General and/or Drawing) is to achieve the highest possible score. The AP scores are very helpful to you in several ways: 1. Possibly being advanced placement and/or credit in college classes. 2. Possibly being considered for scholarships at various college, university and art schools. 3. Looked at closely by admissions officers to determine readiness to do the work at their institution. 4. Shows you are prepared and understand the visual arts creative process, 5. Shows readiness and willingness to tackle other difficult problems in life with creative solutions. With this much at stake, every student should be willing to do his best in the preparation of the portfolio. The AP portfolios are probably the most extensive and challenging that a high school student will face. Most admissions and scholarship portfolios required by even the best of the art schools require ten to fifteen pieces of art compared to the nearly thirty-five pieces required for the AP portfolios. After completing the AP portfolios, think how easy those other portfolios are going to seem because the work is already finished.

9 Criteria for good work for Advanced Placement Portfolios Strong contrast Strong area of emphasis Full range of values (where appropriate) Definitive use of the ELEMENTS OF ART Good design (clear use of the PRINCIPLES OF ORGANIZATION) Definite clarity of media Consistent use of medium Clear and strong technique Clear color scheme or harmony Direct observation as well as creative and expressive thought Demonstration of higher learning skills NO copied work 1. Identify: Set the problem or task, identify the subject. 2. Analyze: Examine the subject; break it down, classify it. 3. Ideate: Think, fantasize, and produce ideas. Generate options towards a creative solution. Relate, rearrange, reconstruct. 4. Select: Choose your best option. 5. Implement: Put your ideas into action. Realize it. Transform imagination and fantasy into tangible form. 6. Evaluate: Judge the result. Think about new options and possibilities that have emerged. Go back to Step #1.

10 Performance Contract for AP Studio Art I,, as a student enrolled in the AP Studio Art course at Shadow Creek High School, do understand that I will comply with the following course requirements as set forth by the instructor in this contract. Failure to do so will force unfavorable and unsatisfactory consequences. 1. The AP Studio Art students are expected to arrive to class on time, sit in the studio and listen to directions, be responsive to the directed assignment for the duration of the hour and clean up each day. 2. No more than 3 pieces of artwork will be accepted for a late grade. The three will be subject to a 10% point deduction for each day the work is late. Work that is more than 5 days late from the day it is due will not be graded. 3. All work that is missed during an absence is required to be made up upon return to class. 4. It is the responsibility of the students to secure missed assignments. 5. Studio Art is a college level course and participation in a studio environment is required. 6. Weekly forms of critiquing are to be engaged in by the AP Studio students. 7. All work is to be handed in to the teacher by the student for grading at the time specified for the grading. 8. AP Studio students are expected to engage in the art making processes and problems defined by the structure the instructor specifies for the class. (1 st 9 weeks teacher directed skill building, weeks additional skill building, and independent studies in area of concentration.) 9. Students are expected to keep a daily sketchbook. These sketchbooks are handed in weekly for a grade, 20 points/ day X 5 = 100 points /week. 10. The AP Studio Art students are expected to be cooperative, open-minded and ready to learn new ways of doing, making and assessing art. 11. Students may not have extensive absences or tardies in the AP Studio class. Exception approved school activities. 12. Students are expected to participate in art contests and exhibitions (Rodeo, Vase, Scholastic, Spring Show, etc.) 13. Each student will prepare work for the AP Studio Art portfolio having at least 24 pieces that will coincide with the course requirements as set forth by the College Board. 14. Students are expected to read and study the requirements on the AP Studio Art poster and website and are responsible for the information. 15. Lab Fee - $50/semester Please read and return signed contract to Mr. Moodie on or before August 26, 2016 Student signature Date Parent signature Date Questions or Comments