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ART 1 / ART 2 / ART 3 / ART45 / AP Studio
AP 2D Art and Design: Objectives:
Course Description This is a full-year course developed to accommodate students who have demonstrated a strong interest and commitment to excel in computer generated artwork. These students will complete an AP 2-D Art and Design portfolio with an emphasis on computer generated media. Research, field trips, regularly (at least biweekly) oral and written critiques will be integral parts of this course. All students will submit a portfolio at the end of the course that has followed the AP Art and Design Portfolio Submission requirements. With direct teacher instruction, the emphasis will be placed on the development of the AP Portfolio. The students will complete both sections (Sustained Investigation and Selected Work Quality Section) of the portfolio. This course will emphasize ongoing documented experimentation with design concepts, composition, and media that uses ‘Design Journals (DJs)’ (sketchbooks). Students will use these DJs daily, and they will be the core source of ideation and documentation of their art-making. Artist growth, ideas, and final artworks will be investigated through the use of these books. As a part of this course, students must develop their own personal voice. Mastery of concepts, composition, execution, varied art mediums, mixed media, and themes, concepts, subject matter, and content are an expected outcome. Students will understand that creating and developing art is a constant, ongoing activity that involves personal decision making. Students will understand that in order to for their artwork to achieve quality in concept, composition, and execution, it includes much risk taking, experimenting, and research. This risk-taking process will be documented in their Design Journals (DJs). Assignments and Problem-Solving Activities: All assignments are to actively address composition using the elements of art and principles of art/design, along with experimentation using a variety of computer-generated imagery. Students will come to the course with a working knowledge of Adobe Photoshop and Illustrator, how to print properly, and the options of printing surfaces (altered surfaces, handmade paper, commercial printing paper, transfer processes, and scanning options, and final preparation for final artworks). Design Journals (DJs) will be the integral core of the ideas for the students. These books will be used for documentation of experimentation of process and ideas. For example, if students are making a graphic in Photoshop, they can print small samples to glue in the book in order to record thoughts and results of a new technique and list possibilities for artwork in the future. One day each week will be dedicated to working in DJs. Most of these will be crafted for a specific new technique, idea, or process that is short and brief. Then the students will expand on this assignment outside of class time. In addition to the weekly DJ pages, students will also be expected to use the DJs outside of class for ongoing art investigations. These will be monitored weekly for ideas/progress using a grading rubric. Students will be writing explanations on the development of their ideas using correct art vocabulary and communication skills. Critiques and displays of artwork are a requirement and will be conducted at a minimum of every other week (most will be weekly). Students are expected to participate actively in class/group critiques as well as individual discussions with the instructor and classmates. Instructional conversations will assist students in analyzing their personal artwork, the work of their peers, and other artists. Correct art vocabulary is expected to be used while engaged in the critiques and any written statements. The critique process is ongoing daily within the art classroom. The students are expected to take these skills of talking about artwork and to apply them in their individual conversations with each other. There will be daily/constant individual conferencing (critiquing) with students to assist in their decision-making skills regarding their portfolio development. As a result of these conferences, students will be able to develop and complete a highly successful sustained investigation of their art-making. Assessment and Evaluation: Portfolio Development: (80%) This will constitute 80% of the course grade for the student for each grading period. This will include all art assignments including DJs and critiques. There are individual rubrics for each assignment. Each rubric will have creative and investigative components as well as a reflective section. Quality of the investigative process will be considered in the final grade calculation using a well-developed rubric. Art Room Participant: (20%) This will constitute 20% of the course grade for the student for each grading period. Regular attendance is critical and required. Using in-class time and extra classes effectively and productively.
Course Time Frame Overview: August, September, October, Mid-November A series of teacher-led and initiated assignments will be presented with the purpose of investigation, experimentation, and creating images with the emphasis on the elements of art and principles of art/design. The intention of all of these assignments is to lead to a personal investigation, idea/concept development for the final sustained investigation. These assignments are to create a high level of problem-solving skills with a wide range of experiences. During these assignments, students will discover their personal direction of art investigation, artmaking techniques, and visual interests leading to their sustained investigation for the portfolio submission. Š There will be weekly DJ activities, critiques, and constant demonstrations of new techniques for creating artwork. Through electronic presentations using digital projectors and electronic portfolios, students will discuss their ideas, research, and critiques with their peers. This will include their experimentation and collaboration with other art students. Sample Assignments: Students will solve problems that emphasize each of the elements of art (line, shape, form, color, texture, space, value) and principles of art/design (rhythm, balance, emphasis/contrast, proportion, gradation, harmony, variety, movement). Students will research/record artwork from current practicing artists and how their artwork influenced their own way of art-making. Using a teacher designed DJ activity, students must translate a researched artwork into a new artwork that deliberately targets a specific principle of design. The DJ will be used daily to record ideas, thoughts, and processes as the student is creating artwork. The student will also reflect on these ideas in the form on artist statements, written and orally. The DJ will be used outside of class time for continuation of this investigation and documentation. Mid-November, December, January, February, March: The experimentation and initial artworks created during the fall months should lead students into their personal inquiry-based sustained investigation study. During this time, students will develop and refine their sustained investigation part of the portfolio. Students will weekly/biweekly continue the process of formal and informal critiques through classroom discussions and teacher and peer reviews. Students will document this process in their DJ books by recording in any manner they choose (photo documentation, notes, sketches, copies glued in book, etc.). This investigation must be a personal exploration by the student and include the guidance, suggestions, etc. from peers and the instructor. Specific Time Frame: Mid-November, begin the research/investigative process of the sustained investigation. Each week, students are to have their progress presented via classroom discussions/critiques/written form. Peers and instructor will offer suggestions, ask questions, and inquire about the thought process in regard to the process, materials, and the degree of successful achievement. By Winter Break, a sustained investigative process should be begun in a specific direction of artmaking. This process can change as the investigation continues, but it must be documented and explained. January, February, March, continuous work in the sustained investigation with ideas documented as it progresses. This documentation will take place in the DJ and be checked on a weekly basis. By the end of March, students should have 90% of their sustained investigation developed. Design Journals (DJs) All thinking evidence is recorded here in art student’s choice of style. Thinking evidence must show progress of research and investigation. Students must include written art statements using proper art vocabulary to communicate ideas. April, May Portfolio Deadline: Students will finalize, complete uploading, and choose their five Selected Works, basing their selections on concept, composition, and execution of their artworks, for the final portfolio submission. CR5 This timeframe is devoted to successfully completing the entire process of the AP 2-D Art and Design portfolio. Each student will receive individual mentoring concerning their specific needs. This time period of the portfolio is extremely individualized per student. Each student will be at a different stage in their investigation. The instructor will meet with each student to assess and determine their needs prior to the completion of the portfolio. As soon as the Digital Submission is available online, students will upload, resort, refine, and explain their sustained investigation until the final deadline is met. Students will be required to use an online platform to post their artwork by creating a digital portfolio for the use of ongoing, online critiques, etc. This electronic portfolio will include documentation of research, investigation, and experimentation in their art-making process. Students will scan, photo, type, etc. to document the entire process. |
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