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Catherine Deaton » AP Studio

AP Studio

AP Art and Design Syllabus

Oak Grove High School

Dr. Deaton Rm. 1603


Two Dimensional Design/Drawing/Three Dimensional Design


Course Overview:


The AP Art and Design course framework is composed of course skills, big ideas, essential questions and enduring understandings, learning objectives, and essential knowledge. AP Art and Design skill categories delineate overarching understandings central to the study and practice of art and design. Each of the three skill categories consists of skills that encompass foundational to advanced learning over the span of the course. Students need to develop, practice, and apply these skills in a variety of contexts.

The AP 2-D Art and Design course framework is made up of three big ideas. As always, you have the flexibility to organize the course content as you like.

  • Big Idea 1: Investigate materials, processes, and ideas.
  • Big Idea 2: Make art and design.
  • Big Idea 3: Present art and design.

Course Skills

The new AP Art and Design framework included in the course and exam description outlines distinct skills that students should practice throughout the year—skills that will help them learn to think and act like artists. Skills 2 and 3 are specifically assessed in both portfolio sections (Sustained Investigation and Seleced Works).

This course is designed for students who are seriously interested in the practical experience of art on a college level.  The Advanced Placement Studio Portfolio consists of two sections: Sustained Investigation and Selected Works.  Both areas will be discussed and worked on in depth throughout the semester in and out of class.  Students will develop skills of creating compositions, developing concepts, and applying critical thinking and problem solving to their artwork.  Students will complete in class projects as well as out of class assignments such as journals, sketchbooks, and writing assignments.  This course enables the development of mastery in concept, composition, and execution of successful designs.  The course will cover a variety of media and techniques and will encourage students to go outside of project guidelines and above project requirements.  Students will also participate in weekly critiques of theirs and other student’s works.  Together we will create a learning community where as a class we will investigate various subjects and media and help each other to progress and improve as artists. 

There are 3 types of portfolios students can produce:


  1. Drawing: Can be works with only drawing or painting techniques.  
    1. No Collage, photography, or sculptures.  
  2. 2D: Can be anything that does not come off the page. Can be photography, digital work, paintings, drawings, collage, mixed media, etc.
    1. Nothing can stand up-if you can see around it you cannot do it.
  3. 3D: Can only be 3-dimensional works but can be in any material.  Ceramics, paper, wood, metal, etc.
    1. No flat works.  You must be able to see around the objects produced.

During the semester we will create 12 pieces focusing on technique, understanding of media, and display of the students skills as an artist in your chosen portfolio.  These pieces will be teacher guided but will be student driven.  These compositions must show synthesis of materials, processes, and ideas by practicing, experimenting, and revising.  Students will pick a central idea to explore and investigate visually in these pieces known as the sustained investigation.  From these 12 works we will take 1 photograph of a detail of one work, 1 photograph of your sketching processes, and 1 photograph of a piece you revise.  Yes at least one work will end up needing to be redone, it is a part of the investigative process.  In total you will have 15 photographs.  


This class is very fast paced as it is only offered one semester.  During the semester we will complete everything needed to complete the AP Studio Art exam (including those in the fall semester, even though it is not until May.)  This allows time to re-photograph works, redo pieces that may be weak, or to replace works you are not happy with to allow the portfolio to be the best representation of the student as a serious artist.  This will also allow time to upload images to the AP website in advance to make sure this portfolio is to the best of your abilities.  


In May, students will submit their slides and work as a portfolio for an AP exam grade.  Five works will be sent off to be graded and returned over the summer.  The exam will last approximately one hour.  Submission of a portfolio is required to receive AP credit, and the portfolio must score a 3 or higher.




Content of the Class:


Textbook:  “The Art of Seeing” 7th edition Paul Zelanski and Mary Pat Fisher


Online Resource: APSI participant shared folder

https://drive.google.com/open?id=1b5nkgU2hwsYoUoyLyBj8yj687NdKzFW3


Student Sketchbook/Workbook:  Students will complete a sketchbook throughout the semester that will contain sketches for their portfolio projects as well as sketches from in class lessons or demonstrations.  This is where they will complete most of their home and prep work assignments.

***In the making of a work of art or design, students repeatedly test a specific material, process, or idea to explore and discover possibilities, noting changes to and within their techniques and outcomes. This is what a sustained investigation is.  Students will document in their research workbooks how they apply their learning from this practice, experimentation, and revision to develop specific 2-D, 3-D, or drawing skills in support of portfolio development. Students exchange workbooks with a partner and write a short statement about one of their partner’s works. The statement notes specific elements and principles of art and design used in the work, and how the work embodies the questions and inquiry of the creator’s sustained investigation based on what the creator documented in terms of their practice, experimentation, and revision. Partners then share statements, discussing and learning about each other’s interpretations.  For this reason books should be well organized and put together with skill and thoughtfulness. 


Journal Entries:  These will be included in their sketchbook as will serve as critical thinking practice for their projects and sketches.  They will be given writing assignments where they will be asked to do readings and respond to what they have read, they will receive research assignments and will be asked to collect images from out of class sources.  These entries will include written notes pertaining to the sketches and research done for projects to allow an investigation of their subject using literacy strategies.  These are not to be taken lightly and effort will be graded.


Critiques:  We will hold group critiques with everyone Monday and Friday for you to discuss your personal vision and progress with the class.  Students will be expected to discuss On Wednesdays we will have individual critiques where I can work one-on-one with you.  These processes will allow students to exercise communication and Reflection through portfolio development.


Classroom Digital Resources: 

1 Nikon digital SLR

1 Canon digital SLR

5 art department only iPads with 3 different drawings apps

2 student desktop classroom computers both with the Adobe Creative suite

1 Wacom Tablet for computer drawing

1 Promethean board for discussions and critiques

1 chromecart lab for 30 individual student laptops-available daily in art room


County Wide Share Sessions:  There will be opportunities to meet with 4 other high schools in the county at after school and weekend “Exploration” workshops.  At these workshops teachers at each school will present activities that allow students to investigate media and concepts that can be used in your portfolio and towards your sustained investigation.  Students will engage in group critiques and discussions with peers as well as students and staff from other sites to allow exposure and discussion of their and others works.  

Revision Work: Students will have to select a work they’ve completed for their sustained investigation and make at least three additional iterations. They will document their thinking and making, describing how each iteration is the result of practice, experimentation, or revision. Students explain how these iterations furthered their inquiry about a specific material, process, or idea.  

Portfolio:  Through teacher-student discussions, a cohesive plan of action is generated for students to formulate questions that guide their sustained investigation through art and design. After the initial ideation process, students begin work on a sustained investigation with preliminary sketches, maquettes, and/or written notes to inform ongoing practice and experimentation. Students develop and revise their work, strengthening relationships of ideas, materials, and processes with the goal of demonstrating synthesis. These portfolios will consist of two sections of work created in this course for the AP exam.  The two parts are:

  1.                 Sustained Investigation: 15 slides based on an ongoing thematic investigation of a subject of the student’s choice which is accompanied by short written commentary as instructed on the exam.
  2.                 Selected Works: Five original pieces of at work that display a mastery of design.  These will need to be the student’s best works out of the entire portfolio.  They can be from the sustained investigation or from their own personal works. 

Homework:  An AP studio art course requires time spent outside of class planning, visiting galleries, and collecting materials, researching topics and artists, and completing or revising portfolio entries.  If sketchbook and journal work is not completed in class it will become homework and is to be handed in promptly on the due date or it will receive NO credit.  


Working with Copyrights and Image Appropriation: The Collegeboard states: “Any work that makes use of (appropriates) photographs, published images, and/or the work of someone else must show substantial and significant development beyond duplication. This is demonstrated through manipulation of the materials, processes, and/or ideas of the source. The student’s individual vision should be clearly evident. It is unethical, constitutes plagiarism, and often violates copyright law simply to copy someone else’s work or imagery (even in another medium) and represent it as one’s own.”


For this reason students will be given frequent opportunities to work from life and self-produced imagery (i.e., photographs). We will discuss the benefits of making work based on direct observation and experience at the beginning of the semester. If students reference images or work created by others, they will need to use their sketchbooks to create a visual bibliography of sources they reference. When students turn in work for teacher evaluation, it will need to be accompanied by sources from their visual bibliography and a written statement of how the work shows the students’ ideas. As a visual research assignment, students will find a work of art or design, investigate the maker’s influences, and present their findings for class discussion about creative integrity.  We will also periodically look at works by various artists who appropriate other images (e.g., Andy Warhol and Kahinde Wiley). The class will discuss how appropriated images become transformed in the service of the artists’ personal visions. Students will identify instances of their own use of appropriation, if any, and how it was informed by their thinking and making. 


Grade Scale:

60% Projects-final works of art, photographs of final works, tests

40% Writings, sketches, and research.  

Grades:

Works will be graded using a rubric similar to that used to grade the AP exam.  It is a scale of 1-5.  A 1 is equivalent to an F and a 5 is equivalent to an A.  Scores on projects will be converted in to letter grades for progress reports and report cards.  Students will be graded weekly on their sketchbook/journals as homework grades.  Projects should be turned in weekly to be graded. No extensions will be granted.  If a work is not handed in the student will receive a deduction of 1 letter grade until the work is handed in.  Projects will be tracked to insure student is making adequate progress throughout course; this will be assessed in your participation grade.  Fridays will be used to critique current works and check progress and will also factor in to your participation grade.  Students need as much feedback as possible to be able to create the best possible work so participation in critiques is very important.  Students will have one on one conference with teacher on Wednesdays to check all work and progress.  See grading rubric at end of syllabus.


AP Scoring: The Advanced Placement Studio Art exam is scored on a scale of 1-5 with 5 being the highest.  If you pass the exam with a 3, 4, or 5 you will receive college credit of 3.0 credit hours at most schools.  If you receive below a 3 you will not receive credit but that does not necessarily mean you fail the course.  Your course grade and exam grades are completely separate and do not count towards one another.


Copyright Issues:

It is mandatory that all work produced by a student must be original imagery.  Do not work from magazines or published images as the basis of your images (i.e. do not copy photographs found on-line and call it your own work.)  If you want to alter someone else’s image and include it in your work (magazine clippings or photographs) it must be altered dramatically to the point it would be unrecognizable to the original artist.  

We will stress the concept of artist integrity in this course as it is vital to defining yourself as a serious artist.  We will discuss the topics of ethics in art during class and during critiques.   

A student who fails to acknowledge (i.e., through citation, through attribution, by reference, and/or through acknowledgment in a bibliographic entry) the source or author of any and all information or evidence taken from the work of someone else will receive a score of 0 on that performance task. A computational artifact without acknowledgment of the media used in the creation of the computational artifact, and program code segment(s) written by someone else used in a program without appropriate acknowledgment, are all considered plagiarized work.

To the best of their ability, teachers will ensure that students understand ethical use and acknowledgment of the ideas and work of others as well as the consequences of plagiarism. The student's individual voice should be clearly evident, and the ideas of others must be acknowledged, attributed, and/or cited.  When two students’ responses are nearly identical, both responses are considered plagiarized until further investigation upon appeal.


Collegeboard Comments on Copyright:

Although the use of appropriated images is common in the art and design world today, AP Art and Design students who use images made by others as a basis for AP Art and Design Portfolio Exam work must show substantial and significant development beyond duplication. Any work that makes use of (appropriates) photographs, published images, and/or the work of someone else must show substantial and significant development beyond duplication. This is demonstrated through manipulation of the materials, processes, and/or ideas of the source. The student’s individual vision should be clearly evident. It is unethical, constitutes plagiarism, and often violates copyright law simply to copy someone else’s work or imagery (even in another medium) and represent it as one’s own. Teachers and their students are strongly encouraged to become knowledgeable about copyright laws and to maintain reference citations for all resources used to develop student work. Teachers are expected to monitor students’ use of resources and to ensure that students understand and demonstrate integrity in making art and design. Students are encouraged to create works based on their own experiences, knowledge, and interests. Universities, colleges, and art schools have rigorous policies regarding plagiarism. Digital images of student work may be edited. However, the goals of image editing should be to present the clearest, most accurate representation of the student’s work and to ensure that images meet the requirements of the digital submission web application. When submitting their portfolios, students must attest: “I hereby affirm that all works in this portfolio were done by me and that these images accurately represent my actual work.” The College Board reserves the right to decline to score an AP Art and Design Portfolio Exam or cancel an AP Art and Design Portfolio Exam when misconduct occurs, such as copying another artist’s work.


Supplies:

  1. Sketchbook: Approximately 8”x10” (No Smaller)
  2. #2 Pencils
  3. Notebook/Folder for Handouts
  4. Portfolio larger than 18”x 24” (Can be purchased from Michaels or A.C. Moore)
  5. Hand Held Pencil Sharpener
  6. Kneaded Eraser
  7. Optional: Colored Pencils (Prismacolor, Crayola, or Prang)
  8. Optional: Good Quality Paint Brushes

For More Information on the Advanced Placement Guidelines or course information go to:

www.Collegeboard.com


AP Grading Rubric:


 

Poor

Moderate

Good

Strong

Excellent

Materials well used, technique is excellent

1

2

3

4

5

Inventive and imaginative

1

2

3

4

5

Evidence of thinking, clear visual intent

1

2

3

4

5

Purposeful Composition

1

2

3

4

5

Awareness of style and format

1

2

3

4

5

Sensitive and evocative

1

2

3

4

5

You will receive points for each category to earn a total of 30 possible points. Your grade will take your points and divide it by 30 to create a decimal representations of the following numerical grades:


Example: If you scored 24 points then 24/30= 80 which is a B 


Translation into numerical Grade:


  • 5= 90-100 A
  • 4= 80-89 B
  • 3= 70-79 C
  • 2= 60-69 D
  • 1= 0-59 F

Outline of work: To be completed in student workbooks

  1. Students will create 3 art analysis.  These will explore past student work and examples found on the Collegeboard website.  You will analyze these sustained investigations and reflect on the processes, materials, and ideas used.  
  2. Students will create 3 why maps using the “hanging by a thread presentation”
    1. how to complete the AP Portfolio
    2. In each of  your “why maps” you will investigate a central idea. 
    3. Describe, in writing, how a sustained investigation through art and design shows evidence of practice, experimentation, and revision guided by questions
  3. Using the completed why maps students will investigate their ideas with thumbnail sketches and writing prompts to further explore their concepts cognitively.  Students will identify, in writing, materials, processes, and ideas used to make works of art and design
  4. We will have a class discussion about image appropriation.  We will discuss how to produce and use visual bibliographies.
  5. Students will present ideas of class and together we will help students choose the best topic for visual  investigation based on writing and drawing evidence provided.
  6. Students will create detailed sketches of their work further investigating their concepts through media, processes, and experimenting.
  7. Students will need to create visual bibliographies for any work that uses reference images.  Students will need to check their work for appropriate use of images.
  8. Students will exchange workbooks with other students for review and feedback on the use of materials and processes with a focus on the elements of art and principles of design.  This will happen multiple times during class.
  9. Students will follow the calendar below for turning in work and holding critiques in class: (dates change each semester)

AP Studio Art Calendar:  Assignments and Due Dates

Aug 26th-30th:  

  1. Monday:
    1. Read and review syllabus together as a class
    2. Discuss summer work with classmates in a critique
    3. Collect all summer assignments: Art analyses (3) Thumbnails (3) Monday August 26th go oer calendar and main ideas 
  2. Tuesday
    1. Review “hanging by a thread” class introduction and follow along in workbook
    2. do research, review copyright concepts
    3. Choose sustained investigation of choice. 
    4. Expand sketches for all works and create bibliographies for works with references.

Sept 2nd-6th:

  1. Wed Sept 2th Turn in finished 3 expanded sketches 
  2. Class discussion of sketches, exchange workbooks for student reviews
  3. Start piece 1
  4. Due: Monday Sept 9th  

Sept 9th-13th: 

  1. Turn in piece 1 and critique 
  2. Begin Piece 2
    1. Due Monday Sept 16th  
  3. Journal:  What is art?  Respond to this question in any way you feel is appropriate.  I would prefer you focus on the concept of art as a whole but you may discuss what makes an individual piece as well.
    1. Due: Monday Sept  16th 

Sept 16th-20th:

  1. Piece 2 due Monday Sept 16th.  Critique.
  2. Begin Piece 3
    1. Due Monday Sept 23rd  
  3. Journal:  How do you feel technology effects art?  This is not just limited to computer graphics, it can include the internet, cameras, tablets, etc.
    1. Due: Monday Sept 23rd 

Sept 23rd-27th: 

  1. Piece 3 due Monday Sept 23rd.  Critique.
  2. Begin piece 4 
    1. Due Monday Sept 30th 
  3. Finish next 3 in depth sketches for concentration pieces.
    1. Due Monday Sept 30th 
  4. Photograph finished investigations and put on network
  1. Journal:  What type of art is the most appealing to you and why?  You can pick a movement, period, or style to discuss.
    1. Due Monday Sept 30th 

Sept 30th-Oct 4th: 

  1. Piece 4 due Monday Sept 30th.  Critique.
  2. Check of 3 new sketches.
  3. Begin piece 5
    1. Due Monday Oct 7th  
  4. Journal:  What effect do you think mass production of art has on the value of the piece?  Which would be more valuable: a priceless work of art on everyone’s notebooks iphone covers, desktop backgrounds, or an unheard of work by a local artist that only few have seen?
    1. Due: Oct 7th

Oct 7th-11th:

  1. Piece 5 due Monday Oct 7th. Critique
  2. Look at “The Marilyn Deptict” by Andy Warhol.  Discuss the appropriate use of repeated or replicated imagery.  Check your work for similar concepts and add image bibliographies if needed.  
  3. Begin piece 6.
    1. Due: Monday Oct 14th   
  4. Journal:  Is photography a valid form of art to you?
    1. Due: Monday Oct 14th 

Oct 14th-18th: 

  1. Piece 6 due Mon Oct 14st. Critique
  2. Exchange workbooks with a classmate for review.
  3. Begin piece 7.
    1. Due: Monday,21st   
  4. Turn in next 3 in depth sketches for works in concentration.
    1. Due: Monday Oct 21st  
  5. Journal:  It is said that when an artist paints a portrait that they capture the soul of the subject.  Do you agree with this statement or think it is mere artsie bologna.  
    1. Due: Monday Oct 21st   

FACULTY REVIEW THIS WEEK AND NEXT

Oct 21st-25th: 

  1. Piece 7 due Monday Oct 21st.  Critique
  2. Turn in workbook to the teacher for a one on one in depth discussion of progress of work.
  3. Check next 3 sketches Monday Oct 21st  
  4. Begin piece 8.
    1. Due: Monday Oct 28th   
  5. Keep photographing and adding work to the network when finished.
  6. Journal:  Da Vinci Said “Art is never finished, only abandoned.”  Do you agree with this statement?  Why or why not?
    1. Due: Monday Oct 28th 

Oct 28th-Nov 1st:

  1. Piece 8 due Monday Oct 28th   
  2. Finish last 3sketches
  3. Begin piece 9.  
    1. Due: Monday Nov 4th  
  4. Journal: What is the difference between decorative art, fine art, and graphic art?
    1. Due: Monday Nov 4th  
  5. Keep photographing all art and logging it on the computer

Nov 4th-8th:  

  1. Turn in piece 9 Monday Nov 4th 
  2.  turn in last three sketches for portfolio monday Nov 4th
  3. Begin piece 10
    1. Due: Mon Nov 12th 
  4. Journal:  Is there such a thing as an original work of art today?  If so what makes it original? If not explain why.
    1. Due: Mon Nov 12th 

Nov 12th-15th: Veterans day Monday

  1. Piece 10 due Monday Nov 18th 
  2. Look at “Officer of the Hussars” by Kahinde Wiley.  Discuss the appropriate use of repeated or replicated imagery.  Check your work for similar concepts and add image bibliographies if needed.  
  3. Begin piece 11
    1. Due: Mon Nov 18th  
  4. Journal:  Is there such a thing as an original work of art today?  If so, what makes it original? If not explain why.
    1. Due: Mon Nov 18th 

Nov 18th-22nd:

  1. Piece 11 due Monday Nov 18th.  Critique.
  2. Last sketches due.
  3. Begin piece 12
    1. Due: Monday Nov  25th 
  4. Journal:  What makes someone an “Artist?”  As in what criteria does one have to meet to fit in to this category?  
    1. Due: Monday Nov 25th   

Nov 25th-26th: 

  1. Piece 12 due Monday Nov 25th. Critique.
  2. Create 3 revisions of one piece.  Try different media, perspectives, processes.
  3. exchange workbooks with a fellow classmate for review.  

FACULTY REVIEW 2 THIS WEEK AND NEXT



Dec 2nd-6th:


  1. Keep improving pieces turn in workbook and all finished pieces for in depth discussion with teacher 
  2. keep photographing and putting on the computer
  3. Final up load next week

Dec 9th-13th: 

  1. Finish everything and make revisions based on feedback.  Critique on 3 revision pieces.
  2. upload everything to computers
  3. choose close ups and details to upload 
  4. Finalize portfolio and choose selected works options 

Dec 16th-20th: 

  1.  Go back and rework any weaknesses. 
  2. work on commentary

Final Exam:  

  • 15 expertly created sustained investigations pieces photographed, edited and on network.

5 expertly created selected work pieces in room and filed away

  • Commentary completed, finalized, typed, and stored on network.  

Things to keep in mind:

  • Don’t procrastinate…..don’t leave anything until the last minute.
  • Remember Murphy’s Law.
  • At no time can any copyrighted images be used, so if any breadths are from photographs you must have permission from the photographer to use them.
  • I am always here to help, if you get overwhelmed, feel stressed, want to cry, let me know I’ll cry and stress with you and we will get through this together.  
  • You’re an amazing artist or you wouldn’t be in this class, never doubt your abilities.
  • No matter what happens stay positive, stay calm, and maybe try to have a little fun.  ☺