MABRY
AP® Studio Art: Drawing, 2-D Design and 3-D Design Syllabus
THE STUDENT WILL BE ABLE TO
 Sustain an investigation of all three aspects of portfolio development—
quality, concentration, and breadth—as outlined in the Course Description and Poster
throughout the duration of the course.
 Develop mastery (i.e., “quality”) in concept, composition, and
execution of drawing, 2D design or 3D design
 Develop a cohesive body of work investigating a strong underlying visual idea in
drawing, 2D design or 3D design that grows out of a coherent plan of action or
investigation (i.e., a “concentration”).
 Demonstrate a range of abilities and versatility with technique. Such conceptual variety
can be demonstrated through either the use of one or the use of several media.
 Demonstrate a range of abilities and versatility with problem-solving. Such conceptual
variety can be demonstrated through either the use of one or the use of several media.
 Demonstrate a range of abilities and versatility with ideation (i.e. “breadth”). Such
conceptual variety can be demonstrated through either the use of one or the use of several
media.
 Engage in making art as an ongoing process that involves the student in informed and
critical decision making.
 Engage in group critiques, with the teacher, enabling students to learn to analyze and
discuss their own artworks as well as artworks of their peers.
 Engage in individual student critiques and or instructional conversations with the teacher,
enabling students to learn to analyze and discuss their own artworks and better critique
artworks of their peers.
 Understand artistic integrity as well as what constitutes plagiarism.
 Develop their work so that it moves beyond duplication.
Course Description
The instructional goals of the AP Studio Art program can be described as follows:
• Encourage creative and systematic investigation of formal and conceptual issues.
• Emphasize making art as an ongoing process that involves the student in
informed and critical decision making.
• Help students develop technical skills and familiarize them with the functions of
the visual elements.
• Encourage students to become independent thinkers who will contribute
inventively and critically to their culture through the making of art.
Through studio practice, application of design concepts, and informed decision making,
students will assemble a body of artwork that demonstrates a high level of quality and
growth over time of content, technique, and process. Students will develop mastery in concept,
composition, and execution of Drawing, 2-D Design, or 3-D Design Students will address the
three components in their portfolios: quality, concentration, and breadth. Students
will submit this body of work to the College Board for grading and possible college credit.
Each portfolio is comprised of three sections: Quality, Concentration, Breadth
Quality: for the 2-D Design and Drawing portfolios 5 actual works that exhibit mastery of
technique and/or concept; for 3-D Design, 5 works in digital form, 2 views of each, that exhibit
mastery of technique and/or concept.
Concentration: works that describe an in-depth exploration of a particular artistic concern…12
images for each portfolio, some may be details. The students provide a written commentary
along with their images to explain the intent of their work. This commentary is not graded, it is
strictly regarded as information to guide the reader in understanding of the student's work. The
student responds to two questions: (1) Clearly and simply state the central idea of your
concentration. (2) Explain how the work in your concentration demonstrates your intent and the
exploration of your idea. You may refer to specific images as examples.
Breadth: a variety of work that demonstrates understanding of the principles of design, the
principles of three-dimensional design, or drawing issues relative to each portfolio…12 different
images for 2-D Design and Drawing portfolios; for 3-D Design, eight works in digital form, 2
views of each for a total of sixteen images.
The 2-D Design Portfolio is intended to address two-dimensional design issues. Design
involves purposeful decision making about how to use the elements and principles of art in an
integrative way. In the 2-D Design portfolio students should demonstrate their understanding of
design principles as applied to a two-dimensional surface. The principles of
design(unity/variety, balance, emphasis, contrast, rhythm, repetition, proportion/scale and
figure/ground relationship) can be articulated through the visual elements (line, shape, color,
value, texture, space). Any 2-D process or medium may be submitted, including, but not limited
to, graphic design, digital imaging, photography, collage, fabric design, weaving, fashion design,
illustration, painting, printmaking, etc.
The Drawing Portfolio is designed to address a wide range of approaches and media. Line
quality, light and shade, rendering of form, composition, surface manipulation, the illusion of
depth and mark-making are drawing issues that can be addressed through a variety of means,
which could include painting, printmaking, mixed media, etc. Abstract, observational and
inventive works may be submitted. The range of marks used to make drawings, the arrangement
of the marks and the materials used to make the marks are endless. Any work submitted in the
Drawing portfolio that incorporates digital or photographic processes must address drawing
issues such as those listed above, as well as mark-making. Using computer programs merely to
manipulate photographs through filters, adjustments or special effects is not appropriate for the
Drawing portfolio.
The 3-D Design Portfolio is intended to address engagement with physical space and materials.
Design involves purposeful decision making about using the elements and principles of art in an
integrative way. In the 3-D Design Portfolio, students should demonstrate their understanding of
design principles as they relate to depth and space. The principles of design (unity/variety,
balance, emphasis, contrast, rhythm, repetition, proportion/scale, and occupied/unoccupied
space) can be articulated through the visual elements (mass, volume, color/light, form, plane,
line, texture). These issues can be explored through additive, subtractive and/or fabrication
processes. Examples of approaches include, but are not limited to, figurative or nonfigurative
sculpture, architectural models, metal work, ceramics, 3-dimensional fiber arts/fashion, jewelry
and body adornment.
Expectations:
Student Objectives
• Maintain a strong work ethic.
• Work through and solve visual problems effectively.
• Refine the ability to draw/render what you see.
• Understand how art elements and design principles communicate content.
• Increase awareness of the creative process.
• Increase knowledge of art tools and materials.
• Pursue the art-making process with a passion — be fearless.
Supplies and Fees:
All supplies necessary to be successful will be supplied with the exception of a sketchbook.
Each student is responsible to purchase their own sketchbook and bring it to class daily.
There is a $50 fee per semester as stated in the course guide. The student is required to return
the fee reminder letter with a signature from a parent or guardian in a timely manner. The
student is required to return the signed letter. Fee reminder letters are due back signed on
September 6th.
The student is not required to pay the fee at the same time that he or she returns the letter.
The fee may be paid any time before October 1st, 2013. After this date the student will be
placed on the fine list.
Homework, in-school assignments, and reflections:
Students will receive specific assignments as well as be asked to spend time working on a
particular in-class assignment at home. They should be prepared to spend time each outside of
class on their work. During all activities and assignments, the students will
demonstrate how they each make art and ways that they solve problems, emphasizing
the ongoing process they are involved with and ways that they make their informed
and critical decisions. Students will use a sketchbook as an ongoing visual journal
to work through ideas, practice drawing and design skills, and record their journey
through this year. Due to the amount of work students do outside of class, some
specific sketchbook assignments will be made with the expectation that additional
out-of-school time will be used by students to work in their sketchbooks as tools for
developing and recording their ideas
Critiques:
The majority of class time is spent making artwork, though students are
expected to participate in ongoing group critiques with peers and teacher as well as
ongoing, individual, one-on-one critiques and conferences with the teacher throughout
the course. Furthermore, individual instructional conversations with the teacher will
assist each student in assessing strengths and weaknesses in their own images and
provide feedback on ways to further develop their individual and unique drawings and
compositions. In turn, these conversations will help students discover ongoing ways to
improve their art making.
Exhibitions:
In addition to viewing current exhibitions (individually and as a class), AP students are also
encouraged to participate in art exhibitions and contests in the area. Two that are required are
the VASE competition and the annual Student Juried Art Exhibition. A few of the others that
are encouraged are Culture Shapers, HLSR Rodeo Competition, Lawndale’s Dia de los Muertos,
the Contemporary Art Museum’s Teen Exhibition, The Big Show, and the Houston Area
Exhibition. Submitting to shows requires a considered self-evaluation and critique.
Original Work, Copyright Issues, and Moving Beyond Duplication
All student work must be original. Activities throughout the course and discussions will
take place, and these will assist the student in understanding how artistic integrity,
plagiarism, and moving beyond duplication are included in every aspect of this course.
Students will not use someone else’s work, images from the Internet or books, or any
published or unpublished images or photos created by another person. The student
is to work from direct observations of his or her life and life events, environment,
dreams, fantasies, and self-made photographs. Ongoing conferences with the teacher,
as well as one-on-one individual discussions and/or group peer critiques with the
teacher, will provide additional activities to help with this understanding. Artistic
integrity is essential. If a student uses someone else’s work as a basis for one of his or
her own pieces, there must be significant alteration to the work for it to be considered
original and/or appropriate for this college-level portfolio.
Grading
Student grades fall into two categories: classwork/projects (60 percent) and class
participation (40 percent). Classwork/projects is self-explanatory. Class participation
includes students’ participation in ongoing group critiques with the teacher and
individual critiques with the teacher, preparation for final projects, taking photographs of
their work, etc.
Late Work
One day
85%
Two Days
70%
Three days
no credit
Four days
no credit
Advanced placement (AP) and pre-AP courses for high school credit will accept late work only
during the first nine weeks of the course.
Rubric
Design Quality — The elements of art (line, color, texture, shape, form, space, and
value) and principles of design (rhythm and movement, balance, proportion, variety and
emphasis, harmony and unity) are utilized successfully; there is strong evidence of the
artist’s plan or organization of thought, and the basic assignment criteria are met or
exceeded.
Creativity— The work is conceptually innovative, the materials used and the process ofcreating
the work are inventive, or the work is simply quite original.
Craftsmanship — Time and care are taken to create a piece that feels finished and is
well made — it doesn’t seem to the viewer that the work was “slapped together in a
hurry.”
Design Quality
Creativity
Craftsmanship
Extremely.
Well
Qualified
(95-100)
Excellent use
of Design
High concept
and
innovation
Well
Qualified
(90-94)
Good use of
Design
Above
Average
concept and
innovation
Excellent
Good
Craftsmanship Craftsmanship
Qualified
(80-89)
Possibly
Qualified
(70-79)
No
Recommendation
(69 or below)
Proficient
use of Design
Proficient
concept and
innovation
Sufficient
use of Design
Sufficient
concept and
innovation
Insufficient
use of Design
Insufficient
concept and
innovation
Proficient
Sufficient
Insufficient
Craftsmanship Craftsmanship Craftsmanship
THE AP ART CONTRACT
I understand that, as a student enrolled in the AP Studio course, that I must comply with
the following course requirements as set forth by the instructor in this contract. Failure to
do so will result in unfavorable and unsatisfactory consequences.
1. AP Studio students are expected to arrive on time, listen and be responsive to
instructions, evaluations and suggestions, and are expected to clean up their work areas
each day.
2. Late work will receive a grade of no higher than 70.
3. All work that is missed during an absence is required to be made up upon the student’s
return to class.
4. AP students are expected to engage in the art-making processes and problems defined by
the instructor. Students are also expected to fully engage with various forms of critique
and analysis, verbal and written, as an individual or group.
5. Students must maintain a sketchbook, adding new entries/drawings every week.
6. Students must attend one Open Studio session per month. Open Studio is held in the FAC
Art Rooms on Thursdays between 3 and 5 PM.
7. Students are expected to participate in at least 1 art contest/exhibition each year.
8. Each student will prepare work for the AP Studio Art Portfolio and have at least 36
finished artworks ready at the beginning of May 2013.
9. The AP art student is expected to be cooperative, open-minded and ready to learn new
ways of doing, making and assessing art. This includes:
•
•
•
•
•
•
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Maintain a strong work ethic.
Work through and solve visual problems effectively.
Refine the ability to draw/render what you see.
Understand how art elements and design principles communicate
content.
Increase awareness of the creative process.
Increase knowledge of art tools and materials.
Pursue the art-making process with a passion — be fearless.
Please read and return this signed contract and syllabus to Anne Mabry on or before September
8, 2013.
Student Signature________________________
Date_______________________
Parent Signature_________________________ Date_______________________