AP Studio Art: 3D Design Portfolio Summer Assignment These 4 parts/assignments are due the first day of class, August 13, 2015. It is worth 200 points, approximately half of your 1st quarter grade. Materials needed: Large sketchbook (min. 9” x 12”, heavy-weight, spiral bound, min. 80 sheets) pencil/pens white paper (if sculpture dictates, paper can be heavy, colored, printed, etc.) scissors tacky glue ruler rubric (attached) Part 1 – Paper Sculpture You will complete one physical sculpture over the summer as your AP Studio Art class preparation. This assignment is about quality, not quantity. You must also keep a sketchbook that you will continue to work in throughout the school year; sketch some ideas for this sculpture first. The instructions for this piece are intentionally vague. Create a paper sculpture that represents your individual sense of aesthetics; representational or abstract, organic or geometric, etc. This sculpture needs to show a clear theme throughout, demonstrate appropriate time and planning investment, and show strong craftsmanship and originality in design. You will find many examples for inspiration when researching paper artists listed below. Here are some general hints about what you can do with individual pieces of paper before assemblage: Fold it: fold it forward or backward, fold it in half, fold the corners down, make an accordion fold or or make multiple folds. Cut it: cut strips, shapes, angles, rounded edges and free-form shapes. Use straight scissors or scissors that make decorative cuts Roll it: wrap the paper around a pencil to make curls and twists, form tubes, cones, or rolls. Punch it: decorative shape punches or simple hand-held hole punches are an easy way to add interest, especially when repeated at regular patterned intervals. Rip it: torn edges can be just as intriguing as cut ones. Crimp it: use a paper crimper to create corrugate and textures paper Emboss it: if a paper is lightweight, place texture surfaces beneath the paper and burnish with a hard-edged ruler or similar to pick up textures. Glue it: use glue wherever needed to make paper and shapes stay together.

For more specific requirements, see rubric below. RESOURCES Paper Sculptors: • Jen Stark - http://www.jenstark.com/ • Emma Van Leest - http://www.jenkhoshbin.com/manipulation • Daniel Grein - http://daniel.graphicid.de/ • Elodole - http://www.flickr.com/photos/popupology/ • Helen Musselwhite - http://www.helenmusselwhite.com/ • Carlos N. Molina - http://carlosnmolina.com/ • Olafur Eliasson - http://community.livejournal.com/buntarh/31546.html • Jolis Paons - http://www.flickr.com/photos/jolispaons/ • Sher Christopher - http://www.sherchristopher.com/ • Yulia Brodskaya - http://www.artyulia.com/index.php/Illustration • Peter Callesen - http://www.petercallesen.com/ • Ingred Siliakus - http://ingrid-siliakus.exto.org/ • David Brownings - http://www.davidbrownings.com/ • Sue Blackwell - http://www.sublackwell.co.uk/ • Bert Simons - http://www.bertsimons.nl/zenphoto/ • Whiteshadows (DA) - http://hellofromthemoon.deviantart.com/art/White-Shadows-69026397 • Calvin Nicholls - http://www.calvinnicholls.com/ • Jeff Nishinaka - http://www.jeffnishinaka.com/ • Eric Joisel – • Brian Chan – http://chosetec.darkclan.net/origami/ • Brian Dettmer -

http://blog.uncovering.org/en/archives/2008/08/brian_dettmer_book_sculptures.html • Elsa Mora - http://www.elsita.typepad.com/ • Annie Vought - http://annievought.com/ • Richard Sweeny - http://richardsweeney.co.uk/ Part 2 - Sketchbook Requirements Brainstorm 3 Concentration ideas (see ideas below or create your own) You should have a minimum of 24 thumbnail sketches (8 for each) with brief written explanations to support concentration ideas. Part 3 – Research Contemporary Artist Research: Explore the work of 2 contemporary 3D artists and address the following areas about the artist and their work.

1. Give some background information about the artist. 2. Describe the artists’ work. 3. React to the artists’ work.

Include printed images/text as well as your own descriptive drawings/writing of the artists work. Use as many pages as needed in your sketchbook on each artist.

Ideally these artists work in the media and subject matter you are interested in for your concentration section of your portfolio. Part 4 - Museum Visit You must visit at least one museum this summer. I would like you to document this experience in your sketchbook. Please choose an interesting piece within the museum/gallery/public art exhibition and sketch. You should also take a few notes on the context of the space and the artist. Museum Suggestions: The Museum of Contemporary Arts at http://www.mcasd.org San Diego Museum of Arts at http://www.sdmart.org List of Museums in LA at http://www.latourist.com/index.php?page=los-angeles-museums AP Studio Art: 3D Design Course Overview 3 Sections of the Portfolio (Defining the three sections): Quality: Design involves purposeful decision-making about using the elements and principles of art in an integrative way. In the 3-D Portfolio, you should demonstrate your understanding of design principles as they relate to depth and space. The principles of design can be articulated through the visual elements. These issues can be explored through additive, subtractive, and /or fabrication processes. These approaches could include figurative and nonfigurative sculpture, architectural models, metal work, ceramics, installation work, and three-dimensional fiber arts, among others. You will be asked to demonstrate quality throughout your portfolio as a means of demonstrating your mastery in successfully applying the principles of design. Your mastery should be apparent in the composition, concept, and execution of your works, whether they are simple or complex. Concentration: A concentration is an in-depth study of a particular visual problem or a variety of ways of handling an interesting subject; it should reflect a process of investigation of a particular artistic concern and share a single theme. The works should be unified by an underlying idea that demonstrates growth and discovery through conceptually related works. The students in consultation with

the instructor make the choices of technique, media, style, form, subject, and content. A written commentary describing the concentration and how it evolved must accompany the work and the following questions need to be addressed:

1. What is the central idea of your concentration? 2. How does the work in your concentration demonstrate the exploration of

your idea? You may refer to specific slides as examples. Concentration Ideas:

• Create pottery vessels both handmade and wheel thrown • Coil build sculptural humanoid forms • Experiment with slips and Japanese surface decorations on simplified

wheel ware • Do a sculpture series of environments • Do a series of earth works in the style of Andy Goldsworthy • Create a series of ceramic masks • Sculpt distorted human forms inspired by Fernando Botero • Do a ceramic series building and firing in the technique of Maria Martinez

Breadth: The students’ work in this section should show evidence of conceptual, perceptual, expressive, and technical range; thus the students’ work should demonstrate a variety of drawing skills and approaches. Note: If you attend an art class or workshop over the summer at a college, museum, or arts center, you may submit work from those programs as your summer assignments. If you have not yet taken an AP class, go to www.collegeboard.com to register ASAP. You will find information on the AP Studio Art courses, the “exam,” scoring rubrics, as well as examples of past student work and how they were scored. Under “My Organizer” you can create a free user account. You can use this account to access information about any AP exam and class. Under the “College Board Tests” section, you will click on “AP” to direct you to the AP homepage. Studio Art at https://apstudent.collegeboard.org/apcourse/ap-studio-art-3-d-design?studioart You will receive an AP Art Poster at the beginning of the school year. This provides you with important information on the portfolio requirement. Take some

time this summer to familiarize yourself with the three sections of the AP Art portfolio: Quality, Concentration, and Breadth. All three are required and carry equal weight. Keep in Mind: Your portfolio may include work that you have done over a single year or longer, in class; on your own, or in a class other than one you have taken at our school. Please feel free to contact me over the summer, send images for input or critique. I’ll check in with your periodically. It is easy to start the summer with the best intentions and then run out of steam or motivation. Suggestions: It is very important to be disciplined and have good time management, so that you do not find yourself at the end of the summer scrambling to create something to turn in at the start of the school year. This would not be a great way to start an AP portfolio. Periodically, you should search online for art being made by artists in the media or subjects that are similar to yours. It is important to stay current and it is always inspiring to look at what other contemporary artist are doing/creating. Again, don’t hesitate to contact me: swiedmann@cathedralcatholic.org. Have a great summer! I can’t wait to see all of the amazing work that you produce over the summer.

AP 3-D SUMMER ASSIGNMENT RUBRIC 1) PAPER SCULPTURE

Name: __________________________ Period: _____________ First rate yourself on the small lines provided by assigning a “+” for something you did well, a “ ” for something you did ok, and a “-” for something you did not do or need to do better. The give yourself a grade (100 points for each assignment) Title/Description of Sculpture: ________________________________________________________ Use of 3-D Design Principles _____ Design exhibits unity _____ Emphasis is evident _____ Design shows variety _____ Work is balanced _____ Use of detail, if applicable _____ Contrasting elements, if applicable _____ Use of rhythm, if applicable _____ Use of repetition _____ Contains overlapping of elements _____ Interesting use of space in the round _____ Overall use of proportion _____ Overall use of scale _____ Awareness of occupied versus unoccupied space is evident _____ Overall good use of 3-D Principles in form, concept, + activation of physical space Craftsmanship/Following Directions _____ Appropriate media selection _____ Neatness, use of the media _____ Creativity of the overall idea _____ Creative use of the media _____ Sculpture has impact on viewer _____ Sculpture has an “edge” to it/not trite _____ Correct size (no smaller than 12” in height) _____ Work based on summer assignment requirements _____ Work reflects appropriate time and thought investment Student Grade ___/100 Teacher Grade ___/100 ________________________________________________________________________

2) CONCENTRATION IDEAS (in sketchbook) Idea #1 _____ Idea is not trite or overused and based on personal interest _____ Student completed a minimum of 8 well-developed sketches in sketchbook _____ Student listed written thoughts, which relate to idea and to personal interest Student Grade ___/10 Teacher Grade ___/10 Idea #2 _____ Idea is not trite or overused and based on personal interest _____ Student completed a minimum of 8 well-developed sketches in sketchbook _____ Student listed written thoughts, which relate to idea and to personal interest Student Grade ___/10 Teacher Grade ___/10

Idea #3 _____ Idea is not trite or overused and based on personal interest _____ Student completed a minimum of 8 well-developed sketches in sketchbook _____ Student listed written thoughts, which relate to idea and to personal interest Student Grade ___/10 Teacher Grade ___/10

3) RESEARCH (in sketchbook)

3-D Artist #1 _____ Brief statement addressing background information _____ Description of artist’s work _____ Personal Reaction to artist’s work _____ Printed images and text included _____ Personal descriptive drawings and writing Student Grade ___/10 Teacher Grade ___/10 3-D Artist #2 _____ Brief statement addressing background information _____ Description of artist’s work _____ Personal Reaction to artist’s work _____ Printed images and text included _____ Personal descriptive drawings and writing Student Grade ___/10 Teacher Grade ___/10

4) MUSEUM/GALLERY VISIT (in sketchbook)

_____ Brief description about where/when the visit occurred _____ Personal refection about visit impression, mention at least two specific 3-D works _____ Documented proof of visit (ticket stub, photo of self at site, etc.)

Student Grade ___/50 Teacher Grade ___/50

You will lose credit for the following: _____ Incomplete scoring guide (-3points) _____ Late project (-10% per period) _____ Work not presented in sketchbook (-20) _____ o name on sketchbook (-3) ______ Sketchbook not required size or format (-20) Overall Grade Student Grade ___/450 Teacher Grade ___/450