Escolar Documentos
Profissional Documentos
Cultura Documentos
Course Prerequisite
Student must have taken and passed Art I level course and have instructors
permission.
Course Description
The course is designed to assist the student in fulfilling the requirements of the AP
Studio Art 3-D Design portfolio. The 3-D design portfolio is intended to address
engagement with physical space and materials. 3-D Design involves purposeful
decision making about using the elements and principles of art in an integrative
way. The 3-D Design portfolio should demonstrate an understanding of design
principles as they relate to height, width, and depth. The principles of design
(unity/harmony, variety, balance, emphasis, movement, balance, contrast, rhythm,
repetition/pattern, proportion/scale and occupied/unoccupied space) can be
articulated through the visual elements of art (mass, volume, form, plane, line,
color/light, shape, space, texture and value). These issues can be explored through
additive and /or subtractive processes. Examples of approaches include, but are
not limited to figurative or nonfigurative sculpture, architectural models,
architectural models, metal work, ceramics, three-dimensional fiber arts/fashion,
and jewelry/body adornments.
3-D Design competence may be demonstrated through abstract, imaginative and
observational works. Students should exhibit knowledge of visual structures and
functions within their artwork and be able to communicate their intended
meaning. Students are expected to investigate historic and contemporary artistic
styles and demonstrate competence, visually, verbally and in writing using the
language of the discipline.
The course will integrate the State TEKS for Visual Arts and the Advanced
Achievement Standard of the National Visual Arts Content Standards to aid the
student in development and growth at higher levels through the evaluation,
analysis and synthesis of the content to solve challenging visual art problems
autonomously using higher level thinking skills and to better understand their
artistic ideology.
There is no preferred (or unacceptable) style or content.
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Student Performance
The AP student is expected to exhibit an autonomous work ethic and complete all
in-class and out-of-class assignments. The student should utilize feedback from the
instructor and peers during the evaluative process as well as thoughtful and written
self-reflection to aid them in the creative process.
The first semester will focus primarily on fulfilling the breadth portion of the
portfolio. During the first six weeks the student will develop a timeline for
completing the three sections of the portfolio by the end of April. The
concentration proposal will be submitted by the end of the first semester, at the
latest, for approval.
Weekly meetings, afterschool with the instructor, to review progress, address
student questions or concerns or use for studio time are required. The day will be
agreed upon by the student and instructor.
Experiencing art and artists is important for the AP Studio Art 3-D Design student.
The student is expected to turn in critiques of three different art exhibits or of a
piece in particular at three different art exhibits (should more than one artist be
showing).
Exhibiting and speaking publicly about personal artistic expressions are intrinsic to
being an artist. To that end the student will be required to participate in:
Regional V.A.S.E.
District AP Exhibit (installation and attendance),
District Portfolio Day
B.I.S.D. Middle and High School Student Exhibit
B.M.F.A Student International Show
Portfolio Requirements
There are three sections to the AP Studio Art Drawing Portfolio; Quality,
Concentration and Breadth. *
Quality
Quality will be demonstrated through five carefully selected examples of work that
demonstrate understanding of and engagement with 3-D Design issues. This
should be apparent in the concept, composition and execution of the works,
whether they are simple or complex. There is no preferred (or unacceptable) style
or content. For the Quality Section, the five works chosen should best represent
the students accomplishments. The five Quality pieces may come from the
Concentration and or Breadth section, but do not have to. The quality artwork may
be a group of related works, unrelated works or a combination of related and
unrelated
2 views of each of the five works for a total of 10 images must be submitted.
The second view of each work should be taken from a different vantage point
than the first view
The second could be a detail, if it informs the viewer about a particular aspect
of the work.
All images should be labeled with dimensions (height, depth, width) and
media.
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Concentration
The student must submit twelve images describing an in-depth exploration of a
particular visual idea. This series of cohesive art pieces will explore a single visual
concern in depth. Students will develop their body of work committed to the
thoughtful investigation of their specific visual idea or evolution of an idea through
thematic concepts. Student will be required to explore through writing and
sketching, a number of different ideas and themes early in the course. Using
finalized themes, student will provide and present an outline of their plan of action
or investigation, illustrating their intended goals or directions necessary to show
evolution and growth in their most compelling visual concept.
The second view should be taken from a different vantage point than the
first.
The second view could be a detail, if it informs about a particular aspect of
the work.
All images should be labeled with dimensions (height x width x depth) and
media.
The web application for development and submission of the Concentration
section is available in late January.
The Concentration section requires a well written, concise commentary
describing what the concentration is and how it evolved. Students will be
asked to respond to the following
1. Clearly and simply state the central idea of your concentration.
(500 character maximum)
2. Explain how the work in your concentration demonstrates your
Intent and the exploration of your idea. You may refer to specific
Images as example. (1,350 character maximum)
Students may not submit images of the same work that they submit for
Breadth.
Breadth
Students will submit sixteen images of eight different works demonstrating an
understanding of the principles of 3-D Design. Include examples of unity/variety,
balance, emphasis, contrast, rhythm, repetition, proportion/scale and
occupied/unoccupied space which can be articulated through the visual elements
of art (mass, volume, form, plane, line, color/light, shape, space, texture and value)
in your Breadth section. You are asked to demonstrate that you are thoughtfully
applying these principles while creating your art. Your work should confidently
exhibit technical skill in addition to conceptual and expressive development in your
approaches to 3-D Design issues.
Approaches to Breadth
The course will expect innovation in thought, concept and execution in the
students approach to 3-D design topics. Students will gain familiarity with and
understanding of the use of the Elements of Art and Principles of Design using
conventional and unconventional media, and provocative and stimulating subject
matter so that experience is gained in problem solving and ideation to further
strengthen the students artistic foundation.
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Abstract
Primitive
Cubism
Realism
Oriental
Middle Eastern
Roman, Greek
Post-Impressionism
Non-Objective
Pop Art
Fashion/Jewelry
Fauvism
Architectural
Surrealism
Latin
Egyptian
Religious
Modern
Natural materials
fabric
Plaster/plaster gauze
Mixed media
Paper/cardboard
Metal/foil sheets
Wire
Yarn
Burlap
Papier mache
Media to be explored:
Clay
Plastic
Foam/ Styrofoam
Wood.
Found objects
Assessment
Grades will reflect individual achievement exhibited by the fulfillment of class
requirements. Grades will be reported and calculated using percentages mandated
in District Policy. District policy regarding retesting and failing grades will be
followed
Major Assessments- 67% of student grade
Students will be informed of rubric criteria or provided with a grading rubric for
major assignments. Major assessments are inclusive of but not limited to the
following:
Completed individual works
Formal written analysis of Historical, Contemporary or Personal work
Individual Critiques with Instructor or Group Critiques with Presentation of
work
Sketchbook
Participation in activities outlined in Student Performance
Six weeks tests
Semester exams
Concentration statement
Completed Portfolio
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Preliminary sketches
Research
Technique Exercises
Critique notes
Review notes
Quizzes
Participation in Group Critiques
Behavioral Expectations
Respect yourself, your peers, and your teacher. Make a commitment to:
Attend class
Be prepared
Be on time
Listen
No electronics
No offensive actions
Turn your work in when due
Keep the studio clean
Student supplies
Students at this level should be investing in personal materials to use in and out of
class.
AP 3-D Design -*set of drawing pencils *sketchbook *colored pencils * watercolors
or watercolor pencils * erasers *sharpeners *tool box
*For more information on portfolio requirements go to Collegeboard.com see AP Studio Art Drawing pages 21-25
http://apcentral.collegeboard.com/apc/public/repository/ap-studio-art-course-description.pdf
AP Students can also find additional student information at:
https://apstudent.collegeboard.org/apcourse/ap-studio-art-drawing
Student Agreement
I have received and read the expectations of me while enrolled in the
AP Studio Art Drawing Class. I agree to fulfill the expectations and
submit a portfolio for credit by the deadlines set forth by the College
Board.
Student Printed Name_______________________________________
Student Signature ____________________________ Date __________
Phone numbers (home and cell) ________________________________
Parent Agreement
I/We have read the expectations and agree to support our
son/daughter in achieving these expectations.
Parent Printed Name_________________________________________
Parent Signature ______________________________Date__________
Phone numbers (home and cell) ________________________________
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