Rahway High School Fine Art Department
AP® Studio Art: Drawing, 2-D, and 3-D Syllabus
AP® Studio Art Drawing, 2-D Design, and 3-D Design portfolios, may all be conducted in one course.
It is imperative for students enrolling in any AP Studio Art course, but especially a triple-rostered
course, to possess the ability to work independently in terms of their ability to conduct research,
their knowledge of materials and equipment, and their ability to take initiative during the
production phase.
The AP Studio Art Development Committee recognizes that there is no single, prescriptive model
for developing a rigorous, college-level studio art course. Accordingly, the committee has chosen
to suggest guidelines for the submission of an AP portfolio rather than to delineate a specific
course. The portfolios are designed to allow freedom in structuring AP Studio Art courses while
keeping in mind that the quality and breadth of work should reflect first-year college-level
standards. Therefore, the major responsibility for creating an AP course in art and preparing work
to submit for evaluation belongs to the participating teachers and students.
AP Studio Art Syllabi: Drawing, 2-D Design and 3-D Design Portfolios Course Description:
The AP Studio Art course strives to encourage:
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A rigorous program
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Critical thinking
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Energy and verve
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Emergence of technical competence
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Original ideas
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Work that has intent, purpose and direction
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Evidence of decision making
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Range of stylistic and technical concerns
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Risk taking
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Effort
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Developing student voice
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Problem solving
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. For a variety of concepts and approaches to the Drawing, 2-D
Design, or 3-D Design portfolios where students will demonstrate a range of abilities in problem
solving, the elements of art and principles of design, specific art mediums, art techniques, and
content. 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.
All three sections are required and carry equal weight, but students are not necessarily expected
to perform at the same level in each section to receive a qualifying grade for advanced level class.
Students will submit this body of work to the College Board for grading and possible college credit.
Portfolios:
2-D Design Portfolio: Students will expand their two-dimensional design skills and advance their
visual communication skills by exploring a variety of design processes and techniques, and
compositional and aesthetic concepts. Students will produce a minimum of 29 works that satisfy
the requirements of the Quality, Concentration, and Breadth sections of the AP Studio Art 2-D
Design Portfolio.
3-D Design Portfolio: Students will expand their three-dimensional design skills and advance their
visual communication skills by exploring a variety of design processes and techniques, and
compositional and aesthetic concepts. Students will produce a minimum of -25 works that satisfy
the requirements of the Quality, Concentration, and Breadth sections of the AP Studio Art 3-D
Design Portfolio.
Drawing Portfolio: Students will expand their drawing and two-dimensional design skills and
advance their visual communication skills by exploring a variety of design processes and
techniques, and compositional and aesthetic concepts. Students will produce a minimum of 29
works that satisfy the requirements of the Quality, Concentration, and Breadth sections of the AP
Studio Art Drawing Portfolio.
➢ Quality section of Portfolio
The Quality section of the portfolio requires students to produce and include at least five works
that are excellent in the concept, composition and execution. These works best exhibit a synthesis
of form, technique, and content.
➢ Breadth section of Portfolio
In the Breadth section, students will experience a variety of specific concepts and specific
approaches to specific mediums, mixed media, problem-solving explorations, ideation, concepts,
and subject matter to produce at least twelve diverse works. Students will explore mark making
and the use of color and value to develop their ideas and compositions and style. Students are
expected to demonstrate exploration, creative problem solving and higher level thinking modes
throughout the development of their body of work.
➢ Concentration section of Portfolio
The Concentration section of the portfolio requires students to conduct a systematic investigation
of a single idea/concept that is of personal relevance to the individual; developed through selected
techniques, processes and resource exploration and culminating in a series of at least twelve works,
work is to be accompanied by a written reflection of the process and the evolution of the
Concentration as a whole. Students will document and reflect on their concentration process in
their sketchbook/journals.
Students will develop mastery in concept, composition, and execution of drawing, 2-D, or 3-D in a
portfolio of related communicative artworks. Students will establish and maintain a clear visual
focus/purpose within their artworks in pursuit of their personal voice.
Each student will present, to the class and teacher, an action plan for the development and
completion of his or her investigation.
During ongoing, individual, one-on-one conferences with each student, the teacher will assist the
student in discovering and focusing on his or her concentration theme or concept. The student
will develop and present to the teacher, for approval, his or her specific plan of action
and plan of investigation, outline, thumbnail sketches, etc. for the development of his
or her chosen concentration theme, idea, concept focus. This cohesive body of work
investigating a strong underlying visual idea in drawing, 2-D design, or 3-D design
will grow out of a coherent plan of action or investigation. The student must include
specific evidence of the process he or she is going to follow to develop this cohesive
underlying original visual idea and include a specific plan, which may be modified, with
teacher approval, as the body of work develops and evolves over time. [SC3] Dates for
each group critique with peers and teacher will be set and provided to students along
with each assignment. Students will be expected to have projects “critique ready” at
the beginning of class on each assigned critique day. Individual conferences, critiques,
and one-on-one discussions with the teacher as well as group critiques with peers and
the teacher are mandatory. [SC8 & SC9]
Expectations
The process of developing a portfolio requires a great deal of time and effort and five 43-minute
class sessions per week are markedly inadequate to create the amount of work necessary for the
portfolio. The open studio is designed to provide concentrated work time in the studio with a
teacher present as a resource. Open studio is not required but is recommended for success.
Homework— Students may receive specific assignments and/or spend time working on a
particular in-class assignment at home. They should be prepared to spend four to eight hours a
week outside of class on their work.
Sketchbook- Students will use a sketchbook as a visual journal to work through ideas, to practice
drawing and design skills, and to record their journey through this year. It is expected that
students will use their sketchbooks as tools for developing and recording their ideas. It should be
utilized several times a day. Students should draw in it, write in it, scribble in it, paint in it, glue
things into it, cut the pages, tear the pages, and change the way it looks. I should reflect the
student and his/her experiences. Work in sketchbooks is ongoing processes that will help
students make informed and critical decisions about the progress of their work. It is the perfect
place to try a variety of concepts and techniques to develop their own voice and style.
Guidelines for working in your sketchbook:
• DO NOT make “perfect” drawings. Make imperfect drawings; make mistakes; make false
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starts. Let your hand follow your feelings, not what your brain is telling you to do.
ALWAYS FILL the page you are working on. Go off the edges whenever possible. Do not make
dinky little drawings in the center of the page. Make every square inch count for something.
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.
Always finish what you start no matter how much you don’t like it.
Put the date on every page you finish.
DO NOT DRAW FROM PHOTOGRAPHS, magazines, etc. The use of published photographs or
the work of other artists for duplication is plagiarism. Draw from observation, things you see
in the world. Learn to translate the dynamic three-dimensional world into a two-dimensional
world.
By midterms, your sketchbook should be twice as thick as it was when you got it.
NO CUTE, PRETTY, PRECIOUS, ADORABLE, or TRITE images. This is a college-level art class.
Expect your ideas to be challenged on what makes good art.
Don’t be boring with your work. Challenge yourself!
Critiques—The majority of class time is spent making artwork, though students are expected to
participate in group and individual critiques throughout the semester – both written and oral.
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 the student discover ongoing ways to improve their art making.
Plagiarism & Artistic Integrity: Students are expected to use artistic integrity throughout the
course as well as understanding what constitutes plagiarism. Work that is based on published
photographs or the work of other artists must move beyond duplication to illustrate an original
idea.
Assignments: Assignments that are open-ended in nature and that explore a variety of
approaches to design are made during the first semester. Assignments have end dates.
Students should make every effort to complete work by the end date, however, there may be
circumstances that cause an assignment to be delayed. It is important that students have a
discussion with the instructor if work is going to be turned in late or they will miss a critique.
Evaluation: Work is evaluated in progress and in the finished state through critiques with
teacher and peers.
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The AP Studio Art rubric, which is distributed separately, provides the grading criteria.
Assessment of student work is based on original compositions and artistic integrity.
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Student classroom grades fall into three categories:
1. Design: how well thought out the idea was
2. Craftsmanship: how well executed the technique was
3. Attitude: the student’s overall working ethics and time management
Supplies: Most supplies and equipment will be provided by the school.