AP Studio Art
T.L. Hanna High School
2600 Highway 81 North
Anderson, SC 29621
Kathy Moore
Instructor
2D and Drawing Syllabus
The AP Studio Art program makes it possible for highly motivated high school
students to do college-level work. Students are required to submit a portfolio of
work, consisting of twenty-four quality artworks, for evaluation at the end of the
year by the College Board. A score of “3” by the College Board is considered
“passing”. Most colleges will accept a “3” score for college credit unless you are
applying to an art school; they usually require at least a “4” for college credit.
Check with the schools you are applying to. A score of “5” is the highest score
the College Board gives. The twenty-four artworks are submitted in digital format
on a web-based server, along with your best five artworks, which are packed up
and sent in May for scoring by AP scorers, known as “readers”. Some of the
twenty-four artworks will come from the junior year (and possibly sophomore
year) in art, as well as two assignments in the summer prior to the senior year.
Art created in Art IV, III, and possibly Art II all having potential for consideration in
your “Breadth” section of the portfolio. The more work you have, the better your
chances are of receiving a high score.
Goals of the course:
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To encourage creative as well as systematic investigation of formal and
conceptual issues in Quality, Concentration, and Breadth sections of
the portfolio.
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 skills using the visual elements and
principles in compositional forms.
To encourage students become independent thinkers who will contribute
inventively and critically to their culture through the making of art.
The AP Art Studio 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 the
student’s art. AP should reflect these three areas of concern: Quality,
Concentration, and Breadth.
Students with several AP classes state that AP Art is more time consuming than
many other AP courses. Many of the top AP Art students who take other AP
classes say that AP Art is the hardest course on campus. These same students
also usually say it’s one of the most rewarding classes they have taken in high
school. Of course, the work is different because it is of a “hands on” nature. You
will get out of it what you put into it! Robert Urban, Dorman High School, Spartanburg, SC
AP Studio Art Portfolio Areas: Drawing and 2-Design
You will submit into one of the following portfolio areas:
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Drawing
2-D Design
(There is also 3-D portfolio but we do not submit that portfolio here at T.L, Hanna
High School).
Drawing: Emphasis on mark-making
Drawing is designed to address a broad interpretation of drawing issues. For
example, drawing, painting, printmaking, studies for sculpture, some forms of
design and abstract and observational works would qualify as addressing
drawing issues. The work should focus on the act of “mark-making” for the
Drawing Portfolio. Photos, digital works, three-dimensional works, and color
photocopies of your work in other media may not be submitted.
2-D Design: Emphasis on design-the formal elements and principles (elements:
line, color, texture, space, value, shape, and form; principles: unity, balance,
contrast, repetition, variety, emphasis etc...)
In 2-D Design, students are asked to demonstrate a conscious and deliberate
application of design issues using a variety of forms, therefore developing
mastery in concept as well as execution of 2-D design elements and principles.
As you approach the requirements for this course, you will be expected to use a
variety of concepts and approaches to demonstrate your ideas and abilities.
Versatility of techniques is also emphasized as you develop ideation and abilities.
These could include, but are not limited to, graphic design, illustration,
typography, digital imaging, photography, collage, fabric design, weaving,
illustration, painting, drawing, printmaking, etc. Regardless of the medium, you
should submit only works in which design is the primary strength of the work.
Design works place emphasis on the elements of art and the principles of design.
AP Studio Art Portfolio Requirements: Drawing and 2-D Design
The AP Art portfolio consists of three sections:
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Breadth (12 artworks; submitted in digital format)
The Breadth section displays a variety of experiences in using the formal,
technical, and expressive means available to an artist. “Breadth” in this
portfolio refers to your experiences and accomplishments in a variety of art
forms, concepts and techniques. Successful works of art require the
integration of elements and principles of design; you are asked to
demonstrate that you are actively working with these concepts while
thoughtfully composing your art. These artworks do not simply use a variety
of media, but combine a range of conceptual approaches and physical means
of creating art.
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Concentration (12 artworks; submitted in digital format)
This is an in-depth, personal commitment to a particular artistic concern. In
this section, you are asked to demonstrate your personal commitment to a
specific visual idea or mode of working. A concentration is thematic-based. To
do this, you should present an aspect of your work or a specific project in
which you have invested considerable time, effort and thought. It is important
to define your concentration early in the year so that the work you submit will
have the focus and direction required for a concentration. A concentration is a
body of related works that:
- are based on your individual interest in a particular idea expressed visually;
- are focused on a process of investigation, growth, and discovery;
- show the development of a visual language appropriate for your subject;
- are unified by an underlying idea that has visual and/or conceptual
coherence; AND
-grow out of a coherent plan of action or investigation.
*When submitting your 12 images, students will also be asked to respond to the
following questions:
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 images as examples.
The responses themselves are NOT graded as pieces of writing, but they provide
critical information for evaluating the artwork. Students will be asked to formulate
their responses to the first question early in the year, as they define the direction
their concentration will take. Responses should be concise.
The students who score 4’s and 5’s have well thought out and conceived
concentrations. These students plan extensively. They also go through a
thorough process of developing their final idea for their concentration. It is
never too early to start this thinking process!
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Quality (5 original artworks)
Excellence is demonstrated in original artwork. Quality is evident in the
concept, composition, and technical skills of your work. You are asked to
demonstrate quality through carefully selected examples of your work; work
that succeeds in developing your intention, in terms of both concept and
execution… flat paper, cardboard, canvas board, or un-stretched canvas is
acceptable. Maximum size is 18” X 24”. These are actual works we send in
to the AP College Board. These five artworks will be selected from either your
“Breadth” or “Concentration” sections, or both. The bottom line is that these
should be your very best five artworks.
TOTAL= 24 or more high quality artworks. The more artwork you have that is
of a high quality, the easier it is to narrow down your very best work for inclusion
in your portfolio.
NOTE: The teacher will take high quality photographs of all artwork that is worthy
of possible inclusion in your portfolio. These digital photos will be cropped and
stored in folders on the teacher’s computer and a flash-drive for back-up.
Students are asked to have a flash-drive (2GB minimum) to also store these
photos on for further back-up.
Students who enter the AP Art Studio program are expected to be dedicated and
serious art students who are willing to invest the time and effort necessary to
complete a strong portfolio. Students should keep in mind that this course is for
college credit; therefore expectations are high. When completing the portfolio,
student goals should include trying to earn their very best score. A “4” or “5” will
ensure them college credit, but usually a “3” is accepted by state schools. How
much time and dedication the student is willing to invest will determine the final
outcome.
What AP Judges Want to See
The AP judges prefer to see as much work as possible of real three-dimensional
subjects drawn from direct observation. Please avoid TRITE imagery, which is
overused subject matter.
Integrity
AP Studio Art students will have a thorough understanding of artistic integrity and
what constitutes visual and conceptual plagiarism. As students explore stylistic
and thematic ideas, they will be guided to create their own work so that it avoids
duplication, redundancy, trite and overused images, and sentimentality.
The AP judges want to see you draw from observation, making the translation
from three dimensions to two dimensions yourself. They do NOT want you to
copy directly from other people’s photographs because they do not allow you to
create your own composition and work with your own ideas. Working directly
from published photographs is prohibited. Do not work from photographs unless
you substantially alter the image or you take your own photos. You could decide
to start with an image as inspiration, and then change it using color, abstraction,
or other interpretative techniques. Simply copying photographs as they are
does not produce AP-approved work; unless they are photos you have
taken and composed yourself. Photos, taken by you, can be used as
reference. Be aware, however, that work from photographs tends to look “flat”
since the camera sees with one eye, and we see with two.
Critiques
The course includes group or individual student critiques and instructional
conversations with the teacher, enabling students to learn to analyze and discuss
their own artworks and those of their peers.
 Individual and class critiques will be scheduled in conjunction with the
completion of artwork
 Individual conferences with teacher will help assist you in determining
progress and final grade on assignments. Periodic discussions with
teacher will keep your goals in place while opening up conversation
regarding investigation of concentration focus, as well as progress on
breadth and quality work.
 Critiques with peers and the teacher, and self-reflection will be used to
help you develop as an artist.
Student Expectations
The following expectations are to help guide you throughout this course. In
meeting these expectations and the class assignments, you’ll develop a mastery
of the drawing process, learn about artists, improve your problem solving,
aesthetic, and critical thinking skills, and create an advanced body of visual work.
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Show a level of responsibility that is expected of college students
Use class time well and effectively
Complete assignments, inside and outside of class--on time!
Bring notebooks, text, and resources/equipment to class as required
Demonstrate and apply knowledge of design elements and principles in
composing visual images
Be original in your ideas and images - no copying other’s
artwork/intellectual property
Use a variety of techniques and methods in creating images
Use and show a range and depth of subject matter undertaken
Work towards developing an individual style in ideas and image making
Be able to discuss and articulate reasons, verbally and in writing, for
composition, content, and themes of own artwork
Analyze and evaluate the visual characteristics and content of drawings,
both historically and of personal work
Be able to participate in individual and group critiques of artwork
Visit and view art exhibits, in art museums and galleries in person, or via
on-line galleries and comment on experiences
Learn how to photograph artwork
Develop a portfolio for submission to the AP College Board addressing the
Art Studio
Homework
As in any college level course, it is expected that students will spend a
considerable amount of time outside the classroom working on completion of
assignments. Ideas for projects and 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 ideas, and just “sketching” around. Sketchbooks will be checked
frequently for progress.
Sketchbook
This should be your “constant companion”! You never know when an idea will hit
you!
Ways to make your sketchbook an integral part of your process as an artist:
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Draw, draw, and draw some more! Paint, paint, and paint some more!
Use pencils, pens, crayons, charcoal, pastel, watercolor, acrylic, sticks,
burnt matches, fingers, etc...basically anything that will make a mark...you
have the power to make a mark!
Always fill the page you are working on. Go off the page whenever
possible. Make every square inch count for something.
Do media studies—experiment with media, thinking, what if I try using this
or that together?
Brainstorm for assignments—try not to accept your first idea!
Glue, attach, tape etc...”stuff” in your sketchbook. Things that inspire you,
things that are visually interesting, things that are important to you, things
that are beautiful, things that are ugly, and even things that might not even
fit into any of these categories, but you think you might want to use for
‘something”.
Play around with geometric and organic forms, interlocking, overlapping,
and weaving to create interesting compositions. Play with color
combinations/schemes and include in some of your compositions.
Do not start something and abandon it. Go back later, change it, and
make it into something else. Being able to rescue bad beginnings is the
sign of a truly creative mind.
Investigate artists and their philosophies—take notes on your research
Reflect on your experiences—journaling your thoughts
Think about your concentration and journal visual or verbal ideas about it
Write about your work. Write about what you like and don’t like about your
work. Write about your hopes for your artwork. Write about why you
create art.
Write about how your artwork could impact another’s thinking or feeling.
Write about what you want to say in your artwork, and what it means to
you in a larger sense.
Your sketchbook experience should be for your growth as an art student, as a
person who values art as a means of expression. Remember this is an ongoing
process that uses informed and critical decision making to develop ideas!
Overview of class assignments to develop breadth section of portfolio
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Object Drawings: Light to Dark, Surface Qualities, Graphic Qualities,
Points of View, Unusual Objects, Exploring Details, Outdoor Objects,
Natural Size
Arranging Objects: Lighting, Grouping, Composition, View, Information,
Imagination, Graphic possibilities
Nature/ Trees, Plants, Flowers etc...: Recording reality, Close Up, With
Surroundings, Shadow Shapes, Light and Shade, Textured Volume,
Variety of Textures
Space and Place: Detail, Scale, Overlap, Diminishing Detail
Exploring Tools/Media Studies: Variety of Tones, Textures, Artist
Techniques,
Converting Drawings: Simplify, Formalize, Repetition, Symmetrical,
Transformation
Light and Shade: Shadows, Raised or Lowered, Changing Light Sources,
Studying Tone
Perspective: Overlap, One Point, Two-Point, Three-Point, Atmospheric
Architecture: Using Tools, Using Artist’s Techniques
Patterns: Patterns of Light, Patterns of Texture, Patterns of Detail
People: Portraits, Light Effects on People, Portraits with a Linear Net, The
Skull, Portraits that Explore Tools, Portraits that Explore Mark Making,
Capturing Expression
Figure Drawing: Gesture, Figure as Line, Figure as Mass, Figure as a
Means of Non Verbal Communication
Abstraction
Surrealism
Print-making
Collage: Paper, Mixed Media
Artist Study: in any medium (focus on style, technique, concept)
Assessment
6
Excellent Work
( 98-100)
5
Strong Work
(97-93)
4 Good Work
(92-85)
3 Moderate Work
(84-78)
2 Weak Work
(76-73)
Excellent work. Shows evidence of original thinking, demonstrates
verve, addresses complex visual or conceptual ideas, uses materials
well, technique is excellent, evidence of experimentation or risktaking
Work at this level is strong, although there may be inconsistencies.
Shows evidence that it is about something. Is fairly confident. Has a
grasp of the elements of art and principles of design.
Work at this level shows some sense of direction, but may not be
fully resolved. Exhibits some degree of success. Shows some
manipulation of ideas. Shows a good understanding of the elements
and principles of design. Technical aspects are handled well but do
not always match the idea.
Work at this level shows a sense of real effort but problems are not
successfully resolved. May be more accomplished technically than
conceptually. Demonstrates an emerging awareness of the elements
of art/principles of design. Erratic in technique
Work at this level is weak or awkward. It is simplistic in addressing
solutions to problems. Shows no clear intent. Limited artistic
decision-making
(72 and Below)
Work at this level shows little if any evidence of thinking, is poor in
technique, is trite in addressing solutions to problems, has poor
composition, poor grasp of elements of art /principles of design.
Grade:
Comments:
1 Poor Weak
Date Turned In:
Grading Rules
Q1/Q3
Q2/Q4
Production
Daily/SB
Production
Daily/SB
Portfolio
70%
30%
60%
10%
30%
Summer Assignments:
You will select three of the assignments listed below to be completed over the
summer. They will be due on the first day of class! You will put your name and
assignment number on the back of your work. Quality is important! These
artworks will count as your first two grades, so please take this seriously! Please
do not wait until the last few days before school starts to work on these, it will
show in the final work and will be reflected in your grade. These artworks should
be executed with skill and demonstrate excellent craftsmanship. Keep your work
within the AP standards: 9” x 12”, 12” X 16”, 16” x 20”, or 18” x 24”.
1. Create a drawing of an unusual interior—for instance, looking inside a
closet, cabinet, refrigerator, inside your car, under your bed, inside a tool box,
under the hood of your car, inside your glove compartment, inside your book bag,
... use your imagination!
2. Do a color rendering of a still-life arrangement consisting of your family
member’s shoes—try to convey some “sense” of each of your individual family
member’s distinct personalities in your piece.
3. Do a graphite drawing of a still-life arrangement that consists of reflective
objects—your goal is to convey a convincing representation with a full range of
values. To add interest to the composition, you might also want to render yourself
being reflected in the objects.
4. A close-up drawing of a bicycle/tricycle from an unusual angle. Don’t just
draw the bicycle from the side!
5. Create a detail drawing of popped popcorn kernels. Set up a still-life with
the popcorn and a light to show dramatic contrast with values and shading.
6. Crumpled Photo--crumple up a black and white photo (one that you taken
yourself) and draw what you see. Zoom in on an especially interesting area of
the crumpled photo.
7. Take apart something OLD—a watch, a radio, small kitchen appliance,
power tool...use your imagination! Arrange the parts in an interesting
composition. Use medium of choice.
8. Collect different and interesting objects that when pressed in paint
leaves an impression. Ex: a piece of cardboard with the top layer pulled off
exposing the corrugated ridges (torn or cut into specific shapes), a lid from a
bottle, open lace, wrinkled aluminum foil Create an interesting composition with
the impressions—layering impressions. Use a Sharpie to enhance the contours
of the impressions.
9. Choose two subjects with pronounced different surface textures. Switch
the textures. Ex: A cup and saucer with Rhino skin or a Rhino with porcelain
texture and glazed patterns. Use medium of choice.
10. Select a song that you like that has interesting lyrics that you feel like
you could interpret visually. Look through magazines for images. Cut carefully
and play with your arrangement before final gluing. Optional: Create this artwork
in Photoshop using your own photographs.
11. A self-portrait that expresses a specific mood. Think about the effects of
color and how its’ use can help to convey the individual mood. You may use any
style (realism, cubism, expressionism, etc.). Do some research online or at area
museums about different artist’s self-portraits and the styles and techniques they
used to create them.
12. Still life arrangement that consists of 3 or more reflective objects. Your
goal is to convey a convincing representation. Use medium of choice.
Suggested Materials List
Note: Items in bold italics are required. The other listed items are not required,
but you may want to purchase these.
 Sketchbook (for ideas)
o Hardbound Spiral
 Pencils (set 4H, 2H, HB, 2B, 4B, 6B)
 Erasers (kneaded, pink pearl, plastic white, gum)
 Watercolors
 Acrylic paints
 Charcoal
 Canvas or canvas board (can be bought in a pad, too)
o We will discuss this in class!
 Portfolio (to carry your work)
 Pens
 Pastels
 Brushes
o Taklon or nylon---variety package of flats and rounds
 Colored pencils
 Markers
 Flash Drive (2GB minimum)
Note: Other supplies might be needed, depending on the project.
ADVICE TO NEW AP ART STUDENTS
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Take advantage of the summer. Use this time to build up your portfolio.
Maybe take an art class at the art center or attend a one-day workshop. Take
the three summer assignments seriously… I have found that students who
take the summer assignments seriously, maybe even producing an extra
non-required fourth artwork are also the students who score the 4’s and 5’s
on their portfolio. Coincidence?
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Don’t be afraid to try something new. Try a new art medium or subject
matter. Experiment!
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Keep working on something even if you hate it. Work until you like it-this is good for you as an artist.
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Don’t procrastinate. Don’t start on an assignment the day before.
Inspiration rarely comes late and your quality will suffer. Hold yourself to a
high standard.
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Set aside time and a place at home to just work on art.
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Keep up with your artwork. Don’t throw anything away, including
sketches. Keep it neatly in a portfolio where it will not get damaged.
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Start thinking about ideas for your concentration. Make a list of ideas.
Challenge: can you list 100 ideas? What are you passionate about? What
concerns you? Show me. Look around, inspiration is everywhere for an artist.
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Look at art as much possible. Look at art you like and art you don’t like.
Ask yourself why? It’s best to look at art in person. Go to a local museum or
gallery. Go to one if you travel, that’s a lot of fun. Are you afraid to go look at
real art? If so, why? You’re supposed to be a serious art student! Are you
really? Look at art on the Internet too… www.artcyclopedia.com is a great
place to start. Find contemporary artists and old masters that you identify
with… artists whose art inspires you. Find at least three “art heroes” this
summer. Use your sketchbook to reflect on all of this! Remember, your
sketchbook should be your constant companion!