AP Studio Art
Course Description: This course has been developed to accommodate students who have expressed an interest in completing the AP Portfolio. Students are required to investigate all three aspects of the portfolio, which include Quality, Concentration, and Breadth. Students begin the course the first semester by working on their Breadth section to allow them to experiment with media and concepts. Students will be challenged to develop their own personal work while developing mastery in concept, composition, and execution of ideas. Students experience a variety of concepts, techniques, art mediums, and approaches designed to help them demonstrate their abilities as well as their versatility with specific techniques, problem solving, and ideation to create a volume of quality pieces of artwork focusing on design as it is related to the Elements and Principles of art.
The goals of the AP Studio Art: are to:
- Encourage creative as well as systematic investigation of formal and conceptual issues in the Quality, Concentration, and Breadth sections of the portfolio.
- Emphasize making art as an ongoing process that involves the student in informed and critical decision making to develop ideation.
- Develop technical versatility and skills while using the visual elements of art and the principles of design to compose graphic images in a variety of two-dimensional design.
- Encourage students to become independent thinkers who will contribute inventively and critically to their culture through the making of art.
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 art. AP work should reflect these three areas of concern: quality, concentration, and breadth
Section I: Quality
5 artworks that demonstrate mastery design in concept, composition, and execution
Section II: Concentration
12 high quality artworks
A body of work investigating a strong underlying visual and/or conceptual idea
Concentration section includes spaces for a written commentary, which must accompany the work in this section, describing what the concentration is and how it evolved. Students are asked to respond to the following questions:
- What is the central idea of your concentration?
- How does the work in your concentration demonstrate the exploration of your idea? You may refer to specific images as examples.
The concentration should consist of a group of works that the student has created that demonstrate an idea, concept, or subject matter which he/she has explored in depth. This investigation of the theme should be something that is important to them. During ongoing individual conferences/meetings with each student, the teacher will assist the student in choosing a concentration theme. Each student will develop and present to the teacher for approval a specific plan of action for investigation, and an outline for his or her chosen Concentration theme. The plan should include details of how they can investigate the idea from many visual and conceptual perspectives to demonstrate growth and discovery as they explore the theme they have chose.The cohesive body of work will investigate a strong underlying visual idea, using any single medium or a combination of media.
Section III - Breadth
For this section, students are asked to submit 12 high-quality works,
Work submitted in the breadth category should demonstrate mastery of varied media, techniques, and subject matter. Students are asked to respond to a visual problem in several different ways by incorporating different media and techniques to demonstrate a diversity of solutions to the problem. Students are required to master their skills with a medium and technique of their choice and to show how the media and technique can be applied effectively to depict a variety of subjects or content.
Critiques are an integral part of all classes. All students are brought together for critiques at regular intervals usually bi-weekly. Each student must show his or her work and briefly discuss his or her intent. The class is then expected to provide positive feedback and offer suggestions for improvement. All students participate. The vocabulary of art is introduced through foundation classes and reinforced through the verbal and written critique.
Assessments are both formative and summative and include self-evaluations and peer evaluations. A simplified rubric based on the actual AP scoring guidelines for Studio Art is used for grading purposes. The student is provided with a brief written commentary of their work. Additionally, there is an ongoing dialogue with students on an individual basis during class time.
All work must be original. Students are made aware of the need to create original work from direct observation, fantasy, the imagination and photographs they have taken. College foundation drawing and design courses are based on drawing and working from direct observation and the personal life of the student. During individual as well as group discussions and critiques, students will develop an understanding of what constitutes plagiarism and how to maintain their own artistic integrity. If students use someone else’s work or a published image as a basis for their own pieces, there must be significant alteration to the piece for it to be considered original.