AP STUDIO ARTDRAWING AND PAINTING

2016/2017 SYLLABUS

Mrs. Katherine C. WrightHernando High Schoolkatherine.wright@dcsms.org

AP Studio - Drawing and Painting - Mrs. Wright

AP Studio Art is a challenging and rigorous course that has at its core the generation of a substantial body of very high quality works of art. The coursework is expected to be at the college level in terms of its quality in subject, content and form. The success of AP Studio Art requires a strong commitment from the teacher, the school and highly motivated students. The program of study follows the course description provided by the College Board. Success in AP Studio Art is dependent upon completing and submitting the prescribed AP Studio Art Portfolio to College Board for official scoring by the first week in May.

The AP Studio Art course addresses three major concerns that are a constant in the teaching of art: (1) a sense of quality in a student’s work; (2) the student’s concentration on a particular visual interest or problem; and (3) the student’s need for breadth of experience in formal, technical, and expressive means of the student’s art.

AP Studio Art is a 1 semester class. The AP portfolios are due for adjudication in early May while the course work continues to the end of the academic semester. The National and Mississippi Standards are embraced throughout AP Studio Art. The AP Studio Art Goals/ Poster will be posted for students’ and teacher to refer for the duration of this course of study.

Advanced Placement Studio Art 2D Course Description

The AP Studio Art course requires students to produce a minimum of 24 works of art that mirror issues related to drawing and painting to develop technical skills using a variety of the elements of art and principles of design in compositional forms.

The course is outlined during the first week of school. The core of the program is essentially a portfolio course involving three sections. These are Quality, Concentration, and Breadth. Each individual section of the portfolio is explained and discussed in detail. The Quality section asks the student to select their five best works that

best exhibit a synthesis of form, technique, and content. The Concentration section asks the students to demonstrate a depth of investigation and process of discovery, requires twelve works that are related to each other in a variety of ways, and includes a written plan of study in the area of investigation. The Breadth section asks the student to demonstrate a serious grounding in visual principles and material techniques and requires twelve strong pieces that explore numerous subjects using a variety of media. Students will be shown wide-ranging digital image examples from the College Board and past students’ work that corresponds to each section of the portfolio and will include detailed information on the distinctions between the Drawing Portfolio and the 2-D Design Portfolio. During class students’ will review extensively the images and instructions from the AP Studio Art Poster and online resources provided by the AP College Board.

Section I – Quality (1/3 of total score)5 Actual Works that demonstrate mastery of design in concept, composition, and executionSection II – Concentration (1/3 of total score)12 Digital Images – some may be details;A body of work investigating a strong underlying visual idea/concern in 2-D designSection III – Breadth (1/3 of total score)12 Digital; 1 image of each of 12 different worksWorks that demonstrate a variety of concepts and approaches in 2-D design.

Detailed Description of Course Content Areas

SECTION I: THE QUALITY PORTFOLIO

The five works included in this section should demonstrate concepts, composition, technical skills and the realization of artistic intent. The works may be distinctly different or related and can utilize a variety of media. The actual works must be shown and should not be larger than 18”X24”. The evaluators should be able to recognize the students’ best quality in concept and execution. Separate works are to be completed for each of the Breadth and Concentration Portfolios. Selections of the best work from each portfolio will comprise the Quality Portfolio.

SECTION II: THE CONCENTRATION PORTFOLIO

The twelve pieces in this section should represent a body of work of the students’ interest in an idea that is expressed in visual terms. The works should show exploration and growth while investigating an in-depth problem or theme. The concentration of work should show development of thinking over time and considerable effort should be evident. A written piece describing the nature of the project, the development and sources of ideas and the media is also required. The twelve pieces selected for this section are to be presented in a digital image format.

SECTION III: THE BREADTH PORTFOLIO

The twelve works completed for this portfolio should show evidence of an ability to work on a wide range of problems. The pursuit of advanced art concepts and a broad range of 2- dimensional design and drawing should be experienced. The work completed also includes technical observation, perceptual solutions and expression. The translation of invented, non- objective subjects into the two dimensional surface is encouraged. A strong demonstration of breadth is evident through experimentation in approach in conjunction with conceptual thought and physical processes. The twelve pieces for this section are presented in digital image format.

Course Requirements

1. Students will keep a daily sketchbook containing drawings, paintings, ideas, sketches, notes, photos from magazines, thoughts, and references and written responses to artwork.

2. For approximately the first 3 weeks, students will complete assignments for the breadth portion of the portfolio.

3. For the remainder of the semester students will work on the concentration portion of the portfolio.

4. In both the 2D design and the Drawing/Painting portfolio, 12 digital images of breadth and 12 digital images of concentration and 5 actual works of quality are required (the 5 works can also be included in the digital images).

5. Students will keep a log of work completed. 6. For each production piece, students will study artists, subject

matter, historical references, do sketches, and plan/create a process portfolio of ideas leading to the final composition. This information will be contained in the sketchbook.

7. Writings for class will employ art vocabulary, knowledge of the principles of design and elements of art, and historical references.

8. Students will write self-critiques for all compositions, including how the idea was conceived, nurtured and generated.

9. Students should plan to complete at least 1 to two works per week to keep on schedule.

Visit the AP College Board website to look at other AP studio art portfolios to familiarize yourself with quality of work that you will be expected to create during your course of study. Follow this link: http://apcentral.collegeboard.com and continue to the AP Studio Art 2-D Design & Studio Art Drawing courses Home page. Please contact me by email at any time if you have questions or concerns.

* Purchase a sketchbook - bring to class.

In order to complete your College Board Portfolio you will be required to submit 24 pieces. Review of Requirements below:

Drawing and Painting Portfolio

Section I: Quality

Five actual works that demonstrate your mastery of Drawing and Painting

Section II: Concentration

Works describing an in depth exploration of a particular drawing and/or painting concern – 12 digital images

Section III: Breadth

A variety of works demonstrating your understanding of the principles of drawing and painting - 12 digital images

The dimensions of all your artworks are as follows: 18”X24” surface or less – nothing larger. These works must show considerable effort and each reflect a minimum of 8 hours of work and /or research. You may choose the type of surface to work on- paper, cardboard, canvas board, plywood, mat board, etc. Remember to use a variety of media- pencil, colored pencil, acrylics, charcoal, conte` crayon, ink, or pastels to name a few. Craftsmanship, concept/idea, and the creation of a visually successful art work will all be components of every grade.

REQUIRED ASSIGNMENTS FOR BREADTH:

1. PORTRAIT

Do a portrait, in the style of another artist in which formal aspects of design are emphasized. Ideas/Examples: Monet/Impressionism, Matisse/Fauvism, Picasso/Cubism, Warhol/Pop Art, Dali/Surrealism, Van Gogh/Post-Impressionism, etc...You will have to do research to understand the stylistic tendencies of these artists/movements.

2. SELF-PORTRAIT

Do a self-portrait, or several different ones, that expresses a specific mood/emotion. Ideas/Examples: anger/rage, melancholy/loneliness, happiness/joy, etc... Enhance the psychological atmosphere through the manipulation of light values and color. Create interest by developing an interesting setting/ environment. Draw just a portion of your face – use cropping techniques – breaking up your facial portions into fractions. Try distorting and emphasizing certain facial features for and unusual view. Use different views such as: worm’s eye or bird’s eye views.

3. STILL-LIFEDraw a collection of 3 or more metal objects assembled in a still-life. Pay close attention

to your use of lighting, background, and reflections. Train your eye to see details, not what you think you see.

4. MIXED MEDIADo some exploration with mixed media. Do a piece (still-life, landscape, portrait, or self- portrait) in which you use at least three different media such as: a wet medium, a dry medium, and some collage element. Ideas/Examples: adhere/attach ( sew, staple, paste, gesso, or use gloss medium) a selection of collage elements of varying thickness, work with the element of art texture and experiment adding texture to the paint like sand or crushed dry leaves.

5. REFLECTIVE OBJECTSDo graphite drawing of a still-life arrangement which consists of reflective objectives – convey a convincing representation with a full range of values. To add interest to the art work, you might want to render yourself being reflected in the objects.

6. INTERIORCreate a drawing or painting of an unusual interior. Idea/Examples: looking inside a closet, cabinet, refrigerator, inside your car, fish tank...use your creativity!

7. IMAGINED ACTIVITYCreate a self-portrait of yourself engaged in some imagined activity that holds personal meaning.

8. SYMBOLS OF OUR LIFE STYLECreate a symbolic message using graphic designs and images that characterize you and your lifestyle. Use the symbols to tell such things as who you are, what you look like, what you do, the environment you live in, the technology, the things you have created, games, inventions, science, sports, literature, transportation systems, dances, etc. that you personally are interested in.

9. CLOSE UP ON A PACKAGE OR CANThis image should touch 3 sides of your surface and emphasize an interesting viewpoint.

The package or can may be whole, ripped apart, crushed, or use part of the can or wrapper in your artwork.

10. FIVE CHAIRSCompile a grouping of 5 or more chairs- chairs can be all the same or a variety of colors, styles, heights, and shapes. Chairs can intersect each other, overlap, or be transparent. This can become a realistic or cubistic piece. Try out different color relationships, for example: make them complimentary, analogous, primary, or triadic.

11. FORESHORTENINGCreate a piece where a person is being portrayed at an angle that shows foreshortening.

12. “REDOING” AN OLD MASTERPIECEChoose a painting, sculpture, or well-known image from art history for interpretation. Redo the work to update it, change the colors, media, characters, types of costume/clothing etc.

Optional :

CAFE DRAWINGGo to a place (any local hangout) where you can sit and sketch for a long period of time. In your drawing, convey the essence of this place (cafe, food truck, local eatery, bookstore, mall, local pool etc.) by drawing people and places you see.

EXPLORE OUR AREATake a trip to the local park, state park, or some other destination.

Pick a point near a bridge, or manmade structure positioned in nature. Take a digital photograph of this location to refer to if you plan to work at home. Pay close attention to the visual composition, the leading lines, horizontal line, balance, and repetition.

Some other areas of the AP College Board website to explore:

http://www.collegeboard.com/student/testing/ap/about.htmlhttp://www.collegeboard.com/student/testing/ap/studioart/digital-submission.html

Goals and Objectives

Students will:

Engage with the world of visual language, performing at the college level

Demonstrate the ability to give advanced level ideas tangible form

Be able to think “outside the box” when solving visual problems

Demonstrate higher order thinking skills

Pull from past experiences to create highly complex and personal visual statements

Explore realms of thought that move away from the mundane and ordinary to the fantastic, playful, evocative, and innovative

Demonstrate an ability to be persistent and overcome obstacles

Show a mastery of basic art techniques (and basic visual literacy) that allows them to excel at creating their own visual “voice”

Collaborate with others; interact with others in class and feel part of a group

Be self-directed, self-motivated, and demonstrate a consistent work ethic

Engage in self-reflection, involving imagination, intuition, conceptualization, and trial and error

Demonstrate a sophisticated understanding of how art functions in the world and their lives

Experience other art institutions such as museums and galleries and be able to work on site as well as critique what they see

Be encouraged to participate in student shows outside of the school environment such as in local galleries, colleges, etc.

Timeline for AP Studio Drawing and Painting

First 4-Week Period:

Breadth: This segment of the semester will focus on completing the Breadth section. The student must complete the 12 required pieces of artwork. Students may use work from the previous year or class with the teachers’ approval. Students are encouraged to review the examples within the Breadth section to attain a better idea of what will need to be accomplished. Students will need to be creative in their decision-making and may utilize the teacher as a resource, as well as books, images, and other inspirational items. With students needing to accomplish 12 total works of art, there will be little room for error. Students will need to show the completed works of art for the grading period.

*If the student has the 12 artworks for the Breadth portion of their AP Portfolios during or at the onset of the class, they should immediately begin on their Concentration.

Concentration: These students will be required to turn in 3 of the 12 required completed works for this grading period.

Second 4-Week Period:

During this time, all students should begin/continue work on the Concentration section . Students will be required to complete 6 of the 12 required Concentration pieces during this time. This will depend on where students are on their portfolios. Students will need to show the completed works of art for the grading period.

Third 4-Week Period:

All students will be working on finishing the 9 pieces out of 12 pieces in the Concentration section. At this time, students should be thinking about how they will go about finishing the Quality requirements.

Fourth 4-Week End of Semester:

The final 12 of 12 required Quality pieces will need to be completed during this term. Each of these pieces will be worth 100 total points.

Also during this time, students will be required to prepare the overall portfolio. This will be the time that photographs are taken, works are matted if necessary, and the finalization of the portfolio is completed. There are some writing requirements too, and these will need to be written and revised in this remaining time.

Students will be graded upon the completion of the portfolio. The ultimate goal is to have the required material and to have it submitted by the deadline. The teacher will help with this process when needed, but up until this point, students should have completed all of the work necessary.

Friday Critiques:

Each class meeting on Friday will serve as a critique session. This should result in students meeting every week. This time will be devoted to talking about the current artwork students are producing and discussions based on constructive criticism.

Sample AP Studio Project Self-Critique

1. Describe your finished artwork. 2. Did you achieve what you planned? Why or why not? 3. Did your project take you into any unexpected areas? 4. Did you narrow or expand your original vision in order to

complete your project? 5. What did you find most difficult about the project? 6. Did you have conceptual, technical, or information access

problems?

7. In making your project, what areas did you find you needed to know more in depth?

8. Did this project lead you to new directions? 9. How can you incorporate what you learned from this project into

a new project?

Major Content Areas as applied to the Studio Art; Section I: Quality, Section II: Concentration, and Section II: Breadth

As students approach the requirements of this course, the expectation is that all students will use a variety of concepts and techniques to demonstrate their abilities.

Review of elements of art and principles of design Works emphasizing the elements of Art (line, shape, pattern,

texture, value, color, illusion of space, and illusion of motion) in which the principles of design (balance, emphasis, unity/variety, rhythm, and proportion/scale) are organized.

Art history related to assigned breadth projects and concentrations Drawing – still life, landscape, and portrait, figure

Acrylic paintingWatercolor paintingReview of color theoryAdvanced color theoryPastels

Copyright lawsArt criticismMatting artworkTaking digital images

CompositionWriting artist’s statements preparing work for display

Complex space drawing Mixed-media collage Abstraction

Some concentration ideas that have really worked include:

Defining the word “uncommon” The female figure with natural objects

Reflection The mannequin Creating the new cover girl Design elements in architecture Close-ups of old cars Butterflies My siblings and me Only three colors plus black and white Inside looking out Capturing the common moment

Concentration Ideas

Design in nature A series of interiors simplified to contour lines that served as

the basis for a process of investigation of other elements, most predominately color and space (the assertion and negation of space).

A series of works done with encaustic, printmaking, and variety of other media, concerned with different approaches to the picture plane as discussed in the text Drawing: A Contemporary Approach (Claudia Betti and Teel Sale).

A series of works done in graphite, colored pencil, and Adobe Photoshop illustrating aspects of the subject “Roller Coaster.” The investigation increasingly moved away from illustrative renderings to bold, graphic symbols.

A series of works based on the subject “Skateboards.” The student began painting random pictures of (cartoonish) characters on broken/discarded skateboards; two were brought in as summer assignments work. I encouraged that student to pursue the idea, but to paint images that were more relevant to the idea of “skateboard” or his experiences as a skateboarder.

A series of works from a student’s visual journal. Sophisticated in terms of development, the book included text, personal photographs, and collage items such as ticket stubs, product labels, fortunes (fortune cookies), netting, and bubble wrap. Student enhanced the compositions with intimate illustrations, many figurative and/or based on human anatomy.

An exploration of pattern and design found in nature and/or culture.

A series of expressive landscapes based upon personal experience of the particular place.

Abstract paintings developed from cells and other microscopic images.

Homework

It is expected that students will spend a considerable amount of time outside the classroom working on the completion of assignments, as in any college- level course. Sketchbooks are an important tool in keeping track and recording visual ideas and working on techniques and compositional issues introduced during class demonstrations and critiques. All warm-ups and reflections will be recorded in sketchbooks and checked frequently for progress.

Open Studio

Each Monday - Wednesday after school from 3:30 – 4:30

The classroom/studio will be open for students to work on projects independently, meet with Instructor, photograph and upload art works for submission to the AP College board for review. It is important for students to arrive on time and remain to work during all meetings.

Exhibitions/ Competitions

AP Studio Art students are encouraged to enter art works in exhibitions and contests. During the month of November and December, students will organize an exhibition of their work in the Annual Student Art Show at Hernando High School each year.

Copyright Issues

During class and individual discussions and critiques, students will expand their understanding of what comprises and signifies plagiarism and how to uphold their own artistic integrity. All work must be each individual student’s original work. If a student chooses to use someone else’s work or a published image as a reference for their own pieces then there must be present a significant amount of alteration to the piece for it to be even considered original.

Books and Other Resources

(No textbook is required for this class.)Discovering Art History, Gerald F. Brommer Exploring Drawing, Gerald F. BrommerArt History, Volumes One and Two, Marilyn Stokstad Ways of Seeing, John Berger

Gardner’s Art through the Ages, Volumes One and Two, Horst De La Croix, Diane Kirkpatrick, Richard G. Tansey

Short Guide to Writing about Art, Sylvan BarnetThe Artist’s Handbook of Materials and Techniques, Ralph Mayer Art Synectics and Design Sunectics, Nicholas RoukesThinking Through Aesthetics, Marilyn StewartCareers in Art, Gerald Brommer and Joseph A GattoNew Technologies in the Artroom, Deborah Greh

From Ordinary to Extraordinary: Art and Problem Solving, Ken Vieth Art and Fear, David Bayles and Ted OrlandArtists’ Journals and Sketchbooks, Lynne PerellaShorewood Reproductions – Art History Posters

Exploring Visual Design – Large Reproductions Elements of Art Exploring Visual Design – Large Reproductions Principles of Design Internet Art History Images – projected with LCD classroom projector

Grading Policy – Assignments/Evaluation

Often student work is often investigational and individual therefore grading will reflect the standards of quality in student work based on the scale of accomplishments of other AP art classes, and the indication of effort, contemplation, and execution demonstrated in the work. All these factors are discussed with students individually and in class critiques.

40%- SummativeLong-term & short-term art projects (AP rubric standards will apply)

Individual student critiques with teacher during which instructional conversations occur.

-completed project on time

-met project objectives-craftsmanship (how carefully & neatly you handled project)

-art history component-written work included with a project Portfolio presentation

50% - Formative Sketch/workbook

-self reflections -handouts-research & reference

-class critiques with peers/Teacher during which work is evaluated in progress and state of completion

10%- Homework/Class Work -assignments

-required 4-6 hours/week sketchbook & project work

-daily warms-ups-studio management

-project progress

Re-teaching and reassessment is ongoing in this class. Students may have the opportunity to redo assignments one time after relearning the skills necessary to obtain the assigned objective. Students need to be aware that it is the grade received most recently that will be recorded for that project.

Work submitted on the due date can be reassessed one time. The most recent grade will be kept.

Work that is submitted late (after the due date) will be worth 10% less and cannot be submitted for reassessment.

Work submitted after the deadline will not be accepted. You will receive a zero. (Unless you have an excused absence.)

Final projects and exams will not be reassessed. In order to receive a minimum grade of 50%, students must

meet basic requirements.

Students who become at risk for losing credit due to three (3) or more unexcused absences must have a Parent/Teacher/Administrative conference.

I HAVE READ THE AP STUDIO PACKET AND AGREE TO THE CONTENT THEREIN.

Student Signature___________________________________

Date________________

Parent Signature____________________________________ Date________________

Mrs. Wright_____________________________________ Date_________________