AP STUDIO ART: 3D DESIGN
Instructor: Amirra Malak
Period: 2
Course length: 2 semesters
Room: D01
Prep Period: periods 3 and 5
Email: amIrra.malak@hoodriver.k12.or.us
Teacher Website: http://www.hoodriver.k12.or.us//Domain/257
Course Description:
AP (Advanced Placement) Studio Art is a program administered by the College Board to provide
highly motivated high school students an opportunity to earn college credit. Students taking Ceramics
for a second year or with a strong body of three dimensional works will work on an AP 3D Design
Portfolio. In AP Studio Art: 3D Design, students will create a portfolio of art-work exploring three
dimensional design using ceramics, sculpture and mixed media. Design involves purposeful decision
making using the elements and principles of art in an integrative way. Students will develop mastery in
concept, composition and execution. In May, students will submit their completed portfolios consisting
of digital images of completed pieces to the College Board for scoring. If students receive a passing
score of a 3, 4, or 5, they may receive college credit for the class. Students must bring two works
completed over the summer to be allowed to be AP students. All work for the portfolio will be
photographed and submitted digitally. We will use a professional photo booth to photograph all work
for submission online.
PORTFOLIO REQUIREMENTS
The 3D Design portfolio consists of the following three sections:
1. Breadth section: 16 DIGITAL IMAGES OF 8 WORKS, 2 VIEWS OF EACH. This section should be a variety
of works demonstrating your understanding of the principles of design. Students will use work
created in their first year of ceramics for this section in addition to 4 pieces created over the
summer.
2. Concentration: 12 DIGITAL IMAGES of works describing an in-depth exploration of a particular
design concern. Some images may be detail shots. Students will work in a series much like
professional artists do. The majority of the year will be spent on this section of the portfolio.
Students will also type a written commentary addressing the following:
 Clearly and simply state the central idea of your concentration.
 Explain how the work in your concentration demonstrates your intent and the
exploration of your idea. You may refer to specific images as examples.
3. Quality: 10 DIGITAL IMAGES of 5 original works that demonstrate your mastery of design. These
should be your very best pieces.
ARTISTIC INTEGRITY
All pieces must be the students’ own work using original ideas. Duplicating the work of others or blatantly
using other people’s ideas is considered plagiarism. Any work that is plagiarized will result in zero points for
that assignment. Repeated infractions will result in removal from the class. In addition, the use of
copyrighted images and logos is strongly discouraged unless the images are being used to make a social
commentary. Throughout the year, artistic integrity will be stressed. Students will be encouraged to develop
a personal artistic voice while researching and exploring the art of others.
RESOURCES:
All students will have access to the computer lab and the Ceramics classroom library of books
incorporating a range of topics including hand-building ceramics techniques, sculpture techniques,
book art/paper art techniques, art history, and contemporary studio artists. In addition, students will
have access to a high quality digital camera, photo booth and lighting equipment for photographing
their work.
DEADLINES and FEES:
Students eligible for free and reduced lunch may pay a reduced fee rate.
Early March (Date to be announced): Regular registration deadline, $88 per exam, $8 fee for free and
reduced lunch
Mid March (Date to be announced): Late registration deadline, $138 per exam, $25 for free/reduced
lunch
*Students who do not register by this week will NOT be eligible to submit their portfolios.
May 9, 2014: Final Portfolios due
COMMUNICATION:
EMAIL:
 Some class communications will occur via email. Emails will be sent to the school email address
created for each student by the district. Email accounts can be accessed on the HRVHS
website. Student email addresses will be in the following format:
Email address: firstname.lastname@hoodriver.k12.or.us)
Password: 00 plus student ID (Example: 00123456)
 If a student is absent, it is the student’s responsibility to check for updates and read school
emails. Students who do not have internet access at home are encouraged to check email
daily in the school library.
HOME ACCESS CENTER (HAC):
 HAC gives students access to grades, assignments and class calendars online. You can access
HAC on the school website: http://www.hoodriver.k12.or.us/site/Default.aspx?PageID=799
 Log in as follows:
Email address: firstname.lastname@hoodriver.k12.or.us)
Password: 00 plus student ID (Example: 00123456)
 All assignments will be posted on HAC including worksheets and due dates.
GRADING:
Grading is based on total points earned. Grading is based on the state standards for the arts and the
College Board scoring guide.

Written Work Sheets:
10 points per assignment
Students will periodically have written worksheets including art history aesthetic scans and skill
building work sheets. Written worksheets are scored based on thoroughness and thoughtfulness of
answers and the use of complete sentences and correct spelling and grammar.

Introduction to the Principles of Design In Class Assignments:
6 points per assignment based on Design, Creativity and Craftsmanship
Introductory in class assignments are photography exercises to teach students the basic elements
and principles of design.
Breadth/Concentration Projects:
30 points per project
Projects are designed to teach students to APPLY the elements and principles they have learned to
COMMUNICATE ideas. Projects will be allotted more time than the weekly assignments. You will be
REQUIRED to take pictures outside of class time for projects. Projects will be scored as follows:
6 points
Design: use of the elements and principles of design and exploration of ideas
6 points
Creativity: problem solving, experimentation, exploration, risk-taking, self-expression.
6 points
Craftsmanship: professional final presentation, correct formatting of digital images.
6 points
Art history/aesthetics/art criticism: aesthetic scan/art history worksheets, written
reflections and class critiques
6 points
Participation: photos taken outside of class, showing up with needed materials,
positive attitude, ability to work independently, consideration for working
environment of all students, respect for studio and materials, ability to follow
classroom guidelines.

Semester Finals:
100 points each
Semester I: BREADTH SECTION OF PORTFOLIO
Semester II: Gallery Exhibit
Quarter 1: BREADTH SECTION
INTRODUCTION TO AP 3D DESIGN PORTFOLIO REQUIREMENTS:
 Read AP Studio Art Poster: Breadth, Concentration, and Quality
 View student examples of completed portfolios and read College Board scoring guides for all
sections of portfolio online at AP Central:
http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/7880.html
Breadth Schedule:
Students should come into the class with a year’s worth of assignments and a project created over the
summer. All of these past pieces will be used in the Breadth section of the portfolio. Using the College
Board scoring guide for the Breadth section, students will evaluate past pieces and pieces created
over the summer. Students will then meet with instructor to come up with a list of projects to complete
first quarter to build the strength of and to complete the breadth section of the portfolio. 4 new
Breadth projects must be completed by end of the first quarter. Students may choose to redo past
assignments as well.
For EACH Breadth project, you will complete the following tasks:
Lecture/Demonstration by Instructor: Instructor will introduce the project, demonstrate any new
techniques and present sample work. Students will take notes in their sketchbooks during the
lecture/demo.
Research: Using the internet and Ceramics library, students will research artists who have used similar
themes to the current projects. Print a page of photographs of favorite artists’ work. Include written
notes listing the artists, what materials they used, and any sparks of inspiration you have gained
through your research. Research can include techniques and how to information as well. Write down
website addresses used.
Aesthetic Scan worksheet: Students will choose one of the above artists’ pieces and complete an
Aesthetic Scan worksheet in which students will analyze the piece in terms of of cultural context,
technical qualities, elements/principles of design, criticism and judgment. Write down source for
image. If a text, site the text. If a website, site the website.
Design Process: Students will sketch 3 design ideas for projects. Include the following in each sketch:
 Two points of view
 Color
 Materials and techniques to be used
Meet with instructor before starting project.
Studio Time: Work independently on projects. Meet one on one with instructor weekly to show
progress.
Document work: Sketch finished piece in sketchbook. Show at least two points of view. Include color.
Fill up the page. Title the work.
Critique: Students will critique their classmates work verbally and in writing in all class critiques at the
midterm of each quarter and will evaluate their own pieces for the week verbally and in writing using
the using the AP Concentration scoring guide and attached grade sheet. The instructor will then meet
individually with each student to evaluate the work and give written and verbal feedback.
Written Critique: Gather three written critiques from fellow classmates about your work. Have fellow
students answer the following questions: What worked well and what could be improved. Where could
the artist go next?
Class Critique: Participate in verbal class critique evaluating what worked well, what could be
improved and where students could go next in their work. Use 3D Design Vocabulary, constructive
criticism and positive feedback.
Self Evalution Grade Sheet:
Complete a self-evaluation grade sheet when all above tasks are completed. Work will be scored in
terms of design, creativity/concept, craftsmanship, aesthetics/criticism, art history research, and
participation/work ethic. Each category is worth 6 points. Each final project is worth 30 points.
Meet with Instructor:
Meet one on one with instructor with all above documents in hand and all completed pieces.
Breadth Assignments (Last year’s assignments and new possible assignments are included):
 Closed Pinch Pot with radial symmetry that communicates Mood through the FORM.

Open Pinch Pot with radial symmetry with Contrast between the Interior and Exterior using
impressed texture of natural objects and dull iron oxide wash on the interior surface and
smooth, shiny glaze using a saturated color on the exterior surface. Communicate a Mood
through the form.

Organic Pinch Pot with asymmetrical form with contrast between interior and exterior through
etched lines that emphasize the form on one surface with dull iron oxide wash and smooth,
shiny glaze using a saturated color on the opposite surface. Communicate a Mood through the
form.

Three Coil Cups that show Unity through equal height and base size and Variety through the
use of three forms to include open, closed and cylindrical and through glaze experimentation
on all three cups.

Elemental Coil Bowl that communicates one of the four elements (fire, water, air, or earth)
through Abstraction of forms found in nature. The element must represent something about the
students’ personality. Create contrast through smoothed coils creating radial balance on the
bottom half of the vessel and shaped coils showing their bumpy texture on the top half of
vessel.

Pierced Decoration Filigree Candle Holder communicating a Sense of Place and creating an
inter-play between light and shadow and interior and exterior through the creation of filigree
patterned cut out shapes representing imagery from this region.

Wire Sculpture using contour lines to express the form and proportion of a natural object.

Functional Realistic Sculpture Vessel of a volumetric natural object using accurate proportion,
definition of plane changes on the surface, accurate surface texture, and removable lid.

Plane repetition sculpture: using any stiff medium such as cardboard, recycled cereal boxes,
balsa wood etc. to create a sculpture that creates form through repetition of flat planes.
Create movement through space.

Abstract sculpture of a volumetric natural object using exaggeration or simplification of plane
changes, pierced openings that emphasize the form, and interplay between the interior and
exterior surfaces through contrasting textures.

Mixed Media Book art utilizing at least one binding technique, clay, papier mache, collage,
and at least one found object. Must tell a story from your personal history.

Altered Space: choose a space in nature or in a man-made structure. Alter the space using
string, paper, and/or fabric. Use color and light to communicate mood.
Quarters 2-3 CONCENTRATION SECTION:
Concentration Review:
 View student examples of completed portfolios and read College Board scoring guides for all
sections of portfolio online at AP Central:
http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/7880.html

View student examples of Concentration Portfolios from this school’s previous AP Art students.
CONCENTRATION SCHEDULE:
Students will create AT LEAST 4 new concentration pieces every quarter.
You will be graded at MID TERM and at the END OF EACH QUARTER. Every grade check, you must
complete the following tasks:
Concentration Brain Storm and Written Statement: Review all past work and evaluate your strengths in
terms of concepts and 3D Design principles. Write a Concentration statement using complete
sentences which expresses what theme you would like to explore and what 3D principles of design you
will use to express your ideas. Include what ceramics and sculpture techniques you will use and
materials you will need. Develop a concentration idea that incorporates a particular design concern
with a theme that has personal meaning to you. Artistic experimentation and originality will be
encouraged while you develop a cohesive body of work. You will be working on this series for many
weeks, so it is important that you choose a topic about which you feel passionate. Go beyond purely
decorative work.
Research: Using the internet and Ceramics library, research artists who are working on similar themes to
what you are interested in. Print a page of photographs of favorite artists’ work. Include written notes
listing the artists, what materials they used, and any sparks of inspiration you have gained through your
research.
Aesthetic Scan worksheet: Choose your favorite piece from the group of photos you printed. Circle
that piece. Complete an Aesthetic Scan worksheet in which you will analyze the work in terms of art
history, cultural context, technical qualities, elements/principles of design, criticism and judgment.
Design Process: Sketch 3 design ideas for projects to be completed by Mid-term. Include the following
in each sketch:
 Two points of view
 Color
 Label with glazing names and/or materials.
 Meet with instructor before starting projects.
Studio Time: 4 and half weeks of studio time. Work independently on the projects you sketched. Meet
one on one with instructor weekly to show progress.
Document work: Sketch finished piece in sketchbook. Show at least two points of view. Include color.
Fill up the page. Title the work. List materials used and dimensions: Height x Width x Depth in inches.
Blog:
Create a blog documenting your process and progress on your concentration series. Update blog at
each grade check with photos and written descriptions of your process.
Critique: Students will critique their classmates work verbally and in writing in all class critiques at the
midterm of each quarter and will evaluate their own pieces for the week verbally and in writing using
the using the AP Concentration scoring guide and attached grade sheet. The instructor will then meet
individually with each student to evaluate the work and give written and verbal feedback. The
instructor will informally evaluate student progress on a daily basis as well.
Written Critique: Gather three written critiques from fellow classmates about your work. Have fellow
students answer the following questions: What worked well and what could be improved. Where could
the artist go next in their series?
Class Critique: Participate in verbal class critique evaluating what worked well, what could be
improved and where students could go next in their work. Use 3D Design Vocabulary, constructive
criticism and positive feedback.
Self Evaluation Grade Sheet:
Complete a self-evaluation grade sheet when all above tasks are completed. Work will be scored in
terms of design, creativity/concept, craftsmanship, aesthetics/criticism, art history research, and
participation/work ethic.
Meet with Instructor:
Meet one on one with instructor with all above documents in hand and all completed pieces.
CONCENTRATION IDEAS:
Students may take any of the past Breadth assignments and develop a series based on those ideas.
Students will be encouraged to take the projects to a more complex level and to incorporate a personal
connection or conceptual focus into the new projects created. Additional ideas for concentration series
are listed below:

A series of found object sculptures incorporating at least two found natural and man- made
objects into assemblages which interact with three dimensional space asymmetrically.

A series of altered environments or spaces.

A series of sculptures of animals that have patterned surface texture exploring proportion,
movement, plane changes, volume and interaction with space.

A series of natural forms exploring the seasons with pierced decorations based on patterns found in
nature.

A series of slab constructions that create repetition and movement through the use of planes.

A series of functional vessels that imitate objects from popular culture.

A series of mobile structures incorporating found objects, movement, unity and variety.

A series of abstract forms using wire and stretched fabric exploring the concept of flight and
aerodynamic form.

A series of sculptures exploring the contrasts and connections between manmade and natural
objects

A series of sculptures exploring body image.
QUARTER 4
QUALITY SECTION:
Student will meet with instructor to choose the 5 original works to use in the Quality section. Quality pieces
may come from the Breadth, Concentration or may have been created independently. Quality pieces are
carefully selected to demonstrate the student’s highest level of accomplishment in terms of concept,
composition and execution of 3-D design.
PORTFOLIO FINALIZING:
FINAL PORTFOLIOS MUST BE UPLOADED TO THE COLLEGE BOARD BY MAY 9, 2014
In order to meet this deadline, during the last two weeks of April and the first week of May, students are
to complete following tasks:
 Typed Written Commentary for Concentration series
 Digital photographs of at least two views of each Breadth, Concentration and Quality piece
using high resolution digital camera and 3D photo booth
 Format all images to RGB mode, 72 dpi and 10 inches on the largest side, and JPG format.
 Measure dimensions of each piece in terms of height, width and depth
 Register on the Digital Submission website
 Upload Breadth, Concentration, and Quality images
 Enter dimensions and medium for each image
 Upload Written Commentary
Final portfolios will be scored by the College Board in June and scores will be mailed later in the
summer.
SEMESTER 2 FINAL: GALLERY SHOW
After portfolios are submitted, you will be working on a group gallery exhibit of your work and the work
of your fellow AP Art classmates. This will give you an authentic professional artist experience. Your work
can be for sale. The following will be included:
 Type and print artist labels and mount to foam core
 Type an inventory list.
 Modify AP essay to create an artist statement.
 Print essay and mount to foam core.
 Field trip permission slip.
 Attend field trip to set up group exhibit.
 Attend artist reception.
 Written reflection about the gallery show experience.
CLASSROOM GUIDELINES:
Attendance:
 Absences: If a student misses a class, it is the student’s responsibility to find out what was missed. He/she
may ask a fellow student during studio time or see Mrs. Malak after school, during lunch, or during her prep
period.
 Tardies: If a student is tardy, he/she should make every effort to enter the classroom quietly with as little
interruption as possible. Three tardies will require time to be made up outside of class.
Behavior Plan:
If students follow the basic guidelines of the art room, all students should be able to be creative in a fun,
productive working environment. If a student chooses not to follow the basic guidelines of the art room
and chooses to inhibit his/her own learning or the learning of others, the following will take affect:
1st Warning: Verbal reminder of correct behavior
2nd Warning: Student will be asked to change seats or sit away from other students
3rd Warning: Student will be sent to Time Out room with an assignment to complete.
If a student continues with the behavior they will then earn a minor referral which will include the following:
1. Contact home.
2. Detention before school, after school, or during lunch.
All major referrals are dealt with by the vice principals. Extreme behaviors will result in an immediate major
referral and removal from the classroom. Please see your student handbook for the list of behaviors which
would result in a minor or major referral.
Demonstrations and Lectures

Demos and lectures happen at the beginning of projects.

No talking unless a question is asked of students

No leaving the room or moving around the room

Save questions for the end

Pay attention
Open Studio time

Open studio time is when students are actively working on projects.

Students are expected to work diligently and independently

Students are expected to respect the working environment of all students.

Talking quietly and playing music is fine as long as all students are able to focus and work.

Remain seated unless getting materials or cleaning up.
Clean Up

Last 15 minutes of class

When clay dries, it creates a fine dust that is toxic to inhale. To keep the room safe, all surfaces and
tools that have touched clay must be washed with soap and water to keep clay dust down.

All students are expected to clean up their own areas and the shared areas of the studio.

All supplies and artwork put away. Clay work in progress stored in plastic bag on shelves for your
class period. All unused clay recycled. Wet clay pounded into wet clay tub. Leather hard clay in
leather hard tubs. Bone dry clay in slip buckets.

Floors cleaned

When finished sit quietly and wait to be excused. No standing by the door. The room must be
checked for cleanliness before students may be excused.
Critiques

Class critiques happen when all students have completed a class project.

One person talking at a time

Use art vocabulary

No put downs

Constructive criticism

No leaving the room or moving around the room

Positive feedback

Pay attention
Cell Phones

Cell phones may only be used for music during open studio time.

Cell phones may be used for research relating to assignments.

If you use a cell phone for any other purpose such as texting, web surfing not related to ceramics, or
phone calling, your phone will be taken till the end of class. Students who repeatedly violate the cell
phone policy will no longer be allowed to have their cell phone in class. Repeated violations once
student has lost cell phone privileges will result in a referral and call home.
Music

Students may listen to music using headphones during open studio time only.

Headphones must be out of ears during roll, demos, lectures, critiques, and clean up.

Students using headphones during inappropriate times will have music device taken
till end of class. Students who repeatedly violate the music policy will no longer be allowed to have
their device in class. Repeated violations once student has lost music device privileges will result in a
referral and call home.

Music is often played out loud during class, only during studio time. Students may not repeatedly
change the music during class. Students will vote as a class on the music to be played. If music
becomes a distraction to learning, the class will lose the privilege of playing music during studio time.
Food and Drink

For your own health and safety, food and drinks (except water) are not allowed in the Ceramics
room. You may have a water bottle with a sipper on it so that you do not have to open it with dirty
hands.
Leaving the Room

Ask to leave the classroom.

Do not leave during a demonstration, lecture, or clean up.

Sign out on the clipboard and take the art pass with you.
AP SYLLABUS SIGN OFF SHEET
This SIGNED SYLLABUS is worth 10 points. There will be an online group created for this class to share artwork
and communicate important class information, notification of deadlines, art exhibit information etc. For the
purpose of easy communication, please have your PARENT or GUARDIAN read this entire syllabus, fill out the
following information and sign below. PLEASE MAKE SURE TO FILL IN BOTH STUDENT AND PARENT EMAIL
COMMUNICATION INFORMATION BELOW.
STUDENT NAME:___________________________________________________________________
LAST
FIRST
PARENT/GUARDIAN NAME(S)_________________________________________________________
LAST
FIRST
_________________________________________________________________________________
LAST
FIRST
STUDENT EMAIL ADDRESS:__________________________________________________________
PARENT EMAIL ADDRESS(ES):_________________________________________________________
□ PARENT/GUARDIAN, PLEASE CHECK THIS BOX IF YOU WOULD BE WILLING TO VOLUNTEER FOR THIS CLASS.
By signing below, I acknowledge that I have read and agree to follow the classroom guidelines for AP
Studio Art.
STUDENT SIGNATURE__________________________________DATE_________________________
PARENT SIGNATURE____________________________________DATE_________________________
AP STUDIO ART 3D DESIGN: GETTING TO KNOW YOU: 10 points
NAME____________________________________________________PERIOD (CIRCLE ONE) 1
1. What inspired you to take this class?
2
5
6
2. List any art experiences and exposures to art you have had in the past:
3. What is your favorite form of art to make or look at?
4. Have you ever been to a gallery show or art museum? If so, where?
5. Does anyone in your family have a career in art? If so, what job?
6. Does anyone in your family enjoy creating art? If so, what kind?
7. Circle the phrase that best describes your current 3D experience:
no skill
a little skill
some skill
quite a bit of skill
I’m an expert!
8. Are you planning to major in art in college?
9. What is your favorite thing to do in your spare time?
10. List the places you have lived:
11. What is your favorite place to visit?
12. What is the most beautiful thing you have ever seen or most beautiful experience you have
ever had?
13. If you could express one idea to the world, what would it be?
14. Choose something you’d like to share about yourself. Create an image representing that idea
in the box below. It does not need to be realistic. FILL UP THE BOX. USE ONLY LINES.