AP Syllabus: 2014-2015

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AP Studio Art: Drawing Portfolio/2D Design

Course Description The AP Studio Art Portfolio course is designed for students who are seriously intent on the artistic experience and wish to develop mastery in the conception, composition, and execution of their artistic ideas. AP Studio Art is not based on an end-of-course exam or written content; instead, students submit portfolios for evaluation at the end of the school year. During portfolio development, students experience a variety of concepts, techniques and approaches designed to help them demonstrate their abilities as well as their versatility with techniques, problem-solving, and ideation. Additionally, students will develop a body of work for their portfolio that investigates an idea of personal interest to them. Students who take this course must be prepared to master the elements and principles of art; seek out creative problems and challenges with enthusiasm and perseverance; be dedicated to accepting and giving constructive criticism at all times during the year; be passionate about developing their own artistic voice through conceptual thinking and stylistic choices; be willing to explore various mark-making techniques and different media options for art creation. Students will need to be responsible, positive goal setters and effective communicators both visually and verbally. The AP Studio Art course addresses three major issues that are constant in the teaching and learning of art:

1. Developing a sense of quality in student work 2. Providing opportunities for students to enhance their breadth of artistic experience in formal, technical and

expressive ways by gaining versatility with specific techniques and uses of different media 3. Guiding students in a portfolio concentration that explores a conceptual visual theme and demonstrates

artistic growth out of a coherent plan of action or investigation

AP Curricular Requirements

1. This course promotes a sustained investigation of all three aspects of portfolio development—quality, concentration and breadth—throughout the duration of the course as outlined in the Course Description above and on the Advanced Placement Studio Art poster.

2. The course enables students to develop mastery or college level work in drawing or 2D design focusing on concept, composition and execution.

3. The course enables students to develop a body of work investigating a strong underlying visual idea in drawing or 2D design.

4. The course teaches students a variety of concepts and approaches in drawing and 2D design so that the student is able to demonstrate a range of abilities and versatility with techniques, problem-solving and ideation. Such conceptual variety can be demonstrated through the use of one or the use of several media choices.

5. The course emphasizes making art as an ongoing process that involves the student in critical decision-making.

6. The course includes group and individual student critiques and instructional conversations with the teacher, enabling students to learn to analyze and discuss their own artwork and those of their peers, this assists with the decision-making process.

7. The course teaches students to understand artistic integrity as well as what constitutes plagiarism. Students are taught to develop their own work so that it moves beyond duplication.

Learning Objectives

To encourage creative and systematic ways to investigate formal and conceptual issues that occur with the artistic process

To emphasize making art as an ongoing process that involves the student in informed and critical decision making to develop ideation

To develop technical versatility and skill growth while using the visual elements and principles of art in compositions

To encourage students to become independent thinkers who will contribute inventively and critically to their culture through the making of art

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Course Outcomes During this course the student will:

Choose which AP portfolio option is compatible with their artistic endeavors Show an understanding of the focus of their selected portfolio Demonstrate a breadth of high quality work (12 pieces)

Develop a personal concentration portfolio (12 pieces)

Select five of their highest quality works for physical submission to the College Board

Produce a minimum of 24 works (more is recommended) Reflect, record and discuss their artistic development and growth with various critiques, peer evaluation

worksheets and sketchbooks Keep a detailed sketchbook/portfolio where they will record thoughts, ideas, inspirational material, research and

practice items Continually participate in the ongoing critiquing process that occurs in the art world where they will describe,

analyze, interpret and evaluate their own artwork and the work of others Explore possible postsecondary options View local art shows and exhibits Submit work to at least one of the local art exhibitions throughout the school year

Semester One—Units of Study

First semester will focus on breadth

What is breadth? The breadth section of a student portfolio is meant to demonstrate their understanding of fundamental art concepts and drawing applications. It is important for this section to really show what a student can accomplish. Students will experience a range of approaches to using different media, problem-solving and ideation. A strong emphasis during this semester will be placed on exploring mark-making, value, color use and composition. Critiques will be an ongoing process while these projects are being completed. At the end of the semester, a student’s breadth portfolio needs to show:

Work from direct observation Work with invented or nonobjective forms Work with effective light and shadowing Work that uses various special systems, perspective, and 3-dimensions Work that uses good composition and is organized well Work that addresses various subjects and content Work that proves various approaches to rendering form and space with effective line quality (gesture, painterly,

expressionistic, or abstract) Work that proves a conscience effort and understanding using the elements and principles of art and design

Below is a list of units, topics and assignments we will address to cover breadth

Unit Topics Covered/Assignments Commitments: to the course, to art, to your art process

Topics: AP Syllabus and Rubrics Commitments to goal setting, problem-solving and following through How to problem-solve and enjoy it as part of the creative process Viewing breadth portfolio examples

DUE: signed syllabus, breadth planning worksheet, concentration planning worksheet, written commitment paper, participation in problem-solving exercises

Composition Topics: Composition techniques Spatial relationships (perspective, foreshortening) Activities to view and discuss good composition in artwork

DUE: participation in composition discussions which will include bringing in previous pieces you’ve created, 3

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projects: Foreshortening Project (open media, color recommended) Object Close-Up/Abstraction Project (open media, color recommended) Perspective/Forms Project (open media, color recommended)

Mark-Making, Expressive Line

Topics: Learning to loosen your lines and body movement while drawing (we will use various types of media

during this unit to get you comfortable with branching out) DUE: 1 project:

Expressive Contour/Line Drawing or Painting (charcoal various types, pen/ink & watercolor) Observational Drawing Topics:

Learning to observe/Techniques “Relaxing” into the observation process Relying on yourself, not photographs

DUE: participation in observational exercises, 1 project:

Figure Drawing/Life Drawing Project (charcoal various types, pen/ink & watercolor) Observation of Light/Shadow

Topics: Observing Light and Shadow Enhancing shading and highlighting techniques

DUE: participation in observational/light exercises, 3 projects:

Reflective Still Life/ Shinning Objects Project with drapery(open media) Facial Portrait (charcoal, pencil, pen/ink or color painting) “Compositional” Hands Project (open media/color recommended)

Combining/Manipulation & Color Schemes Pushing our Idea Barriers (with art, all things are possible)

Topics: Combining shading and line techniques, mediums and approaches Combining colors/color schemes and symbolism for effectiveness

DUE: 3 projects:

Pen & Ink Manipulation Project (ink only, color recommended) Animal Manipulation Project (open media, color recommended) Self-Portrait Manipulation Project (painting, color recommended)

Having a Viewpoint Topics: Art as expression, influence and social/political commentary

DUE: 1 project:

Political Satire or Social Statement Project (color recommended) Concentration/Idea Development

Topics: Recognizing a concentration portfolio vs. a breadth portfolio Personal reflection research and journal writing to explore topics of interest and start the

concentration idea process Art, artists of interest, and artistic movement research

Semester Two—Units of Study

Second semester will focus on concentration

What is a concentration? This portion of your portfolio will consist of creating a body of work centered on a “thesis-like” idea known as a concentration. A concentration is an ongoing investigation of a specific visual idea. Think of a concentration as demonstrating the “evolution” of an idea. A concentration requires considerable time, effort, thought, investigative research, sketching and personal reflection. As the concentration portfolio develops, students will be asked to constantly research, investigate, and reflect upon their underlying visual idea and their body of work will grow from this consistent plan of readdressing and reevaluating concept, composition, design and execution. Via continual critiques and sketchbook journaling, students will document and gain insight into how their body of work, skill levels and mastery of art concepts are developing by charting their personal progress and growth. Students will work to establish and maintain a clear visual purpose with their art

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pieces while maintaining their own strong artistic voice. Throughout the semester, a student’s concentration portfolio needs to show:

Continual growth from a coherent plan of action or investigation Unification of all pieces by the underlying visual concept/idea “Conceptual” coherence of all pieces as well as visual coherence A strong focus on the process of investigation and discovery A development of a “visual language” appropriate for their subject/idea A strong commitment to personal reflection and advancement from these reflections A strong body of work that remains true to the student’s individual artistic voice and style throughout the reflection,

change and growth process

Below is a list of units, topics and assignments we will address to cover concentration

Unit Topics Covered/Assignments Concentration/Idea Development Cont’d from Semester One

Topics: Recognizing a concentration portfolio vs. a breadth portfolio What make a good concentration idea vs. topics to avoid How to turn our personal reflections, interests and areas of growth into and artistic study Analyzing growth in concentration portfolios Researching art, artists, style and art movements that inspire us Mastering principles of design vocabulary with research and use

DUE: Personal reflection research and journal writing exploring topics of interest; all concentration development worksheets from semester on; all research on artists of interest, art movements and styles; mastery analysis of one principle of design that you do not excel at and want to improve your understanding of

Integration of Idea Topics: Planning, experimentation, research, sketching

DUE: Presentation of concentration idea to the class (class critique of idea); Project #1 (class roundtable critique) questions we will ask: Are you communicating your idea

effectively?; Are you using good artistic design? Progression of Idea Topics:

Planning, experimentation, research, sketching Continual critique and feedback on progression

DUE:

Project #2 (class critique) Project #3 (class critique & written reflection) Project #4 (peer critique) Project #5 Project #6 (written reflection)

**During the beginning stages of development, namely the first 4 projects, class critiques will happen regularly after the completion of each project, this is to assist you in making choices and judgments on your artistic process and growth. Additionally, this will help you determine whether or not your art work is communicating what you originally intended. Class critiques will happen every 1-2 weeks and written reflections in your portfolio every 2 weeks.

Progression of Portfolio Cont'd.

Topics: Cont’d effective communication of idea Portfolio growth (at this point in the process, an assessment will need to be made as to whether or

not you are growing enough with your work) Problem-solving methods for cont'd growth

DUE: Project #7 (entire portfolio class critique, we need to see everything together) Project #8 Project #9 (peer critique)

**During these projects, it will be crucial to keep evaluating whether or not your work is evolving

Portfolio Completion DUE: Project #10

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Project #11 Project #12

**During these projects, studio time will not be interrupted by class critiques, instead, you will meet with the instructor after each project to maintain communication and continue self-reflection analysis

Evaluating Final Portfolio/Photographing Artwork

DUE: Entire Portfolio for Class Critique Digital Photos of Breadth & Concentration Portfolios

Best Practices for Sequencing Images & Identifying Quality Pieces

DUE: 5 quality pieces for Saturday matting workshop **All cutting and matting will take place during Saturday workshops only; bring in any work you may have taken home during semester one

Final Editing of Written Statement and Digital Images

DUE: Entire Digital Portfolio Online & Submitted Written Statement Finalized, Edited and Submitted Send Portfolios off to College Board

Artistic Reflections Topics: Your growth as an artist during the year

DUE: Video/slide show with entire digital portfolio and reflections Class video/slide show presentation to class

Both Semesters—Quality

Both semesters will focus on quality

What is a quality? This portion of the student’s portfolio will consist of selecting work in which they have mastered drawing, concept thinking, composition and skill execution. These works can be simple or complex, but they must be the student’s very best work. There is no preferred style or content as long as the work shows mastery in the above-mentioned elements. These are pieces that are not only executed masterfully, but also show decision-making and college level thought processing. You must submit works in one or more media in this section. These works may come from your breadth or your concentration portfolios, but again, the must represent your very best artistic accomplishments. College Challenges

Breaking old habits and chartering new territory in the realm of better compositions Taking risks with ideas and techniques Developing ideas and concepts that are mature and visually invigorating Executing ideas, themes and techniques from conception to finish (follow-through) Developing a style (seek that fresh edge that only you can provide rather than doing what is always done) Communicating effectively with yourself, other students and your instructor Communicating effectively through your artwork Cleaning-up craftsmanship issues in your work Keeping up with the work pace and maintaining focus Keeping a sense of the “personal” in the artwork no matter what the assignment or problem-solving objectives

are Enjoying when the artistic process is exhilarating but accepting it when it is frustrating (the artistic process is

unique and you must face the difficulties of it with fresh angles, new approaches, confidence, diligence and maturity when it is difficult)

Homework As in any college-level course, it is expected that students will spend a considerable about of time outside the classroom working on completion of assignments. Ideas for projects or solutions to problems should be worked out in a sketchbook both in class and outside of class. The sketchbook is an essential tool in recording ideas, capturing visual information, working on compositional issues, and just fooling around with ideas and sketching. Sketchbooks are checked frequently for progress.

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Open Studio Once the semester is up and running, open studio days will be announced. The classroom will be available during these times for students to come in on their own time to work on projects. During second semester, some Saturday times will be available.

Exhibitions/Competitions AP students are encouraged to participate in exhibitions and competitions. Several local shows happen close to the end of the school year during second semester. AP students are expected to complete a gallery wall design that displays their entire concentration portfolio at the end of second semester during the school’s art show evening event. This exhibition of their work will be shown to the public and will include an artist statement by the student.

Copyright Issues/Artistic Integrity Integrity in the arts is important! Throughout this course, ongoing discussions and critiques will take place to help students gain an understanding of ethical practices in making art. Students are not allowed to work from published photographs or other copyrighted work. Copyrighted work can be used as reference material only! Students must move beyond mere duplication in their work. Students must use their own voice and expression in their work. Misuse of copyrighted material is plagiarism and considered breaking the law. It can be pursued as such as well!

Student Visual Research Please refer to the following items you received frequently:

o AP Studio Art Poster o AP Scoring Guidelines o AP College Board Website: http://apcentral.collegeboard.com

Technology Students will develop and present a digital portfolio:

o Using a computer graphic editing program o Using PowerPoint to create a portfolio of digitally documented work, including written reflections and an

artist statement that can be used for a college application

Assignments/Evaluation Since this is a Studio Art class, projects will be assessed on an ongoing basis. Please remember however that projects have end dates. Students should make every effort to complete work by the end dates, however, there may be circumstances that cause an assignment to be delayed, such as reworking-it. It is important that students have a discussion with the instructor if work is going to be turned in past a completion date. Students who miss critiques because of incomplete work will be penalized. Work is allowed to be revised at any point after discussions and critiques with the instructor or peers, even after it is in its so-called “finished” state. The AP Studio Art rubric provides the grading criteria for the course. Assessment and grading of student work will be based on an adjusted AP Studio Art rubric.

Grading Scale/Percentage Breakdowns Please note that these are estimate and the instructor reserves the right to change this breakdown at any time.

Class assignments and studio projects—50% Studio Conduct—20%

o Regular attendance o Use of in-class work time o Attention to lectures, directions and demonstrations o Participation in critical discussions o Proper and safe use of materials and equipment o Clean-up duties and proper storage of work o Fairness and integrity during critiques

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Critiques/Notes/Written Reflections-10% Thumbnails/Planning/Sketchbook—10% Project Progress Checks—5% Final Reflection Paper-5%

Grading in this class is based on the AP College Art Rubric which is very demanding! If I were to follow it exactly, percentage breakdowns for projects would look like this:

AP # Percentage 6 Exceptional 6/6=100 5 Extremely Well Qualified 5/6=83 4 Well Qualified 4/6=66 3 Qualified 3/6=50 2 Possibly Qualified 2/6=33 1 No Recommendation 1/6=16

6.0/6.0=100% 6.0x10=60 points 5.9/6.0=98 5.9x10=59 points 5.8/6.0=96 5.7/6.0=95 5.6/6.0=93 5.5/6.0=91 5.4/6.0=90 5.3/6.0=88

Controversial Subject Matter Because this is a college level course, neither the AP College Board nor the district will censor material created by the student. The class instructor will report controversial subject matter to the appropriate administration, however, it is up to the parent(s) to know what types of artwork the student is producing at all times. Although the class instructor will give appropriate guidance to the student, it is up to the student and parent(s) to decide what is acceptable material based on any moral or religious situations. Any artwork representing nudity or violence will not be displayed anywhere on campus or any high school art shows. Controversial subject matter the student uses as reference material may not be researched on school computers or devices. In addition to the production of controversial material, students may want to explore forms or figures containing nudity as studied in basic college level figure drawing courses. A permission slip will be sent home regarding this issue. This type of material will be done on an independent basis only and will not be taught in a high school class. It is the parent’s discretion as to whether or not they will allow the student to study such material for their artistic growth. Students are allowed to submit artwork containing nudity to the AP College Board.

Common Core In accordance with the new Career and College Readiness standards and the Common Core educational initiative, rigor will be an important component in this course. Students are expected to write and reflect frequently as well. Grading is tough and is based on the AP College Board grading rubric. Grades for this course on projects are not given just for “completion” and “effort.” Let me repeat—your scores are not based on EFFORT. If the skill, idea growth and professionalism of each piece are not present at the time of grade submission, the student will not score well on the project. Additionally, the instructor will be looking for growth factors from project-to-project. You may be a very good artist, but you are not a perfect one! The AP rubrics are extremely specific and students/parents should familiarize themselves with them. There are NO extra credit opportunities given in this course.

As you can see, a student turning in strong work may only achieve “B” percentages in this scenario. Therefore, I have adjusted the scale to include leeway.

The adjusted scale works like this. I will multiply your adjusted AP number by 10 in order to increase your point values for the twelve demanding projects. Please keep in mind though that a 6.0 is very hard to achieve just as a 6 is hard to get from the College Board. Your work has to be exceptional to receive 100% on it. If your art needs work in composition, skill, subject matter, technique, etc., than it cannot receive a 6.0.

Projects are not graded on effort in this class!

A 6 really needs to be thought of as the perfect project.

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Materials Fee There is a $20 materials fee for this class. This cost ensures that students have advanced drawing and painting materials. Additionally, the fee will be used to purchase canvases and matting/framing materials typically used for submitting portfolios to the AP College Board.

Weighted Scales The school system calculates weighted grades for students who complete and take the requisite exam of an Advanced Placement (AP) course. Unweighted Scale A=4 Weighted Scale A=5 Unweighted Scale B=3 Weighted Scale B=4 Unweighted Scale C=2 Weighted Scale C=3 Unweighted Scale D=1 Weighted Scale D=2 Unweighted Scale F=0 Weighted Scale F=0

Instructor Contact Info

Eleanor Roosevelt High School Site: www.cnusd.k12.ca.us/erhs Ms. Paratore’s Site: www.cnusd.k12.ca.us/207220113153233733/site Room: F102 Phone: (951) 738-2100 x1602 Email: aparatore@cnusd.k12.ca.us

References/Resources AP Central http://apcentral.collegeboard.com AP Studio Art Poster. New York: The College Board, 2013. Dodson, Bert. Keys to Drawing with Imagination: Strategies and Exercises for Gaining Confidence and Enhancing Your Creativity. North Light Books, 2006. Gatto, Joseph; Albert Porter & Jack Selleck. Exploring Visual Design. Davis Publications, 2000. Purcell, Carl. Your Artist’s Brain: Using the Right Side of the Brain to Draw and Paint What You See, Not What You Think You See. North Light Books, 2010. Rose, Ted. Discovering Drawing. Davis Publications, 2000.

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Eleanor Roosevelt High School—Corona-Norco School District

Advanced Placement Studio Art

** Please sign and return to me.**

My parents and I have read and discussed Ms. Paratore’s syllabus. We understand the requirements for the class

and we also understand the rigor involved in an AP class. We have also reviewed the school agenda for official school and district policies not listed in this syllabus.

STUDENT PRINT Student’s Name:__________________________________________ Period: _________ Student Signature:_________________________________________________ Date:___________

Parent Parent/Guardian Printed Name: ______________________________________________ Parent/Guardian Signature:__________________________________________________ Date:___________

Please check which way you would prefer to be contacted. Home Phone #_______________________ Cell Phone #_______________________ Work Phone #_______________________ Email address _______________________ (please provide!!!!!)

Please check this box if you do not speak English and need an interpreter (verifique por favor esta caja si usted no habla inglés y necesita a un intérprete)

---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Parents: Please cut this out and keep it in case you need to contact me throughout the year for grades or questions.

Important Parent Info: Course: Advanced Placement Studio Art Instructor: Ms. Paratore Email: aparatore@cnusd.k12.ca.us. Website: www.cnusd.k12.ca.us/erhs Click on: Teachers/Staff; Paratore, Alana

Grade checks: You can check grades by going to the new “Q” site which can be accessed through the ERHS website