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Fine Arts Core Syllabus
-Includes all high school art courses
9-12/Fine Arts/Art Survey
Elements of Design
o Use the elements of design to create works of art
o Understand why the elements of design are important and necessary when creating, viewing, and discussing art
o Using the elements of design to develop analogical and creative thinking skills
Principles of Design
o Use the principles of design to create works of art
o Understand why the principles of design are important and necessary when creating, viewing, and discussing art
o Using the principles of design to develop analogical and creative thinking skills
Perspective
o Learn and understand how to use 1 point perspective
o Learn and understand how to use 2 point perspective
Drawing
o Understand how to use a complete value range when drawing objects from observation
o Understand the drawing process
o Learning how to visually see
Color Theory
o Understand how to use the color wheel and how to create different colors by only using the primary colors
o Learn the different color schemes
Painting
o Understand how to handle various painting materials such as brushes, palettes, paper
o Understand how to mix necessary colors
o Use different media such as tempera, watercolor, and acrylic
Portraiture
o Understand how to proportion the human head and facial features
o Understand how to use human expressions within drawing
o Understand the contrast of light and dark on the human head
Ceramics
o Understand the basic properties of clay and glaze
o Use hand building methods to create functional pottery
Sculpture
o Use various materials to create three dimensional sculpture such as cardboard, clay, plaster
o Understand the properties of three dimensional work such as height, width, depth, and the importance of the entire sculpture
o Understand the history behind sculpture
Art History
o Develop and understanding of various artists
o Understand the importance of art history
o Understand how to use a museum and their importance
Common Assessments:
District Policies:
9-12/Fine Arts/Drawing I and II:
Portraiture
o Depict and creatively use extreme expression and active pose in portraiture
o Understand and use a foreground, middle ground, and background in portraiture
Figure Drawing
o Proportion the human figure
o Understand the physical differences within the female and male bone and muscle structure
o Understand the differences in feature placement and proportions within the female and male figure
Still Life
o Create effective compositions using own objects, how to use themes within still life and how to arrange them creatively and effectively
o Use different types of media to draw still lifes
o Learn to draw objects realistically
Chalk and Oil Pastels
o Learn how to use them to create details, textures, values
o Learn how to use them to create realistic colors for skin and objects
Pen and Ink/Ink Wash
o Learn different drawing techniques – crosshatch, stipple, line
o Learn how to shade using these different drawing techniques
o Learn how to shade using ink wash
Multiple/Altered Portraiture
o Learn how to alter realistic portraits
o Learn how to use portraiture creatively
Multiple Media
o How to use multiple types of media with in the same composition
o Learn how to use different media to create drawings
Dry Point Etching
o Techniques of dry point etching
o Composition within the use of dry point etching
o Choosing appropriate subject matter
3 Point Perspective
o Review 1 and 2 point perspective
o Learn how to draw using 3 point perspective
o Create a composition using 3 point perspective
Reflections/Glares
o Learn how to create glares and reflections when drawing
o Use different types of media to create them
Common Assessments:
District Policies:
9-12/Fine Arts/Painting I and II:
Art History
o Develop and understand various artists and their styles
o Understand the importance of museums
o How art history impacts their individual art work
Batik
o Cultural beauty of this art form
o Understanding the use of wax and dyes
o Understand how to layer and build color
Color Theory
o Understand the properties of color schemes
o Understand the importance of color
o Understand how to effectively use color within art work
Composition
o Closed composition/Open composition
o Focal Point
o Background/Foreground
Water Color
o Getting started: tools, stretching paper
o Basic watercolor techniques
o Creating value, intensity, textures, washes, colors
Acrylic Painting
o Stretching canvas
o Acrylic painting techniques
o Layering colors
Oil Painting
o Underpainting
o Using different tools to manipulate paint
o Oil painting techniques
Common Assessments:
District Policies:
9-12/Fine Arts/Ceramics and 3D Design I:
Properties of Clay
o Essential steps when working with clay
o Problems with clay
o Techniques and processes
Coil
o Hand building techniques
o Designing using coil
Slab
o Hand building techniques
o Designing using slab
Basic Wheel Thrown
o Steps of throwing cylinders
o Shaping a cylinder
o Pulling and attaching handles
Glaze
o Techniques of glazing
o Properties of glaze
o Design with glaze
Solid Form Sculpture – realistic
o Making features realistic
o Steps of solid form sculpture
o Design with solid form sculpture
Abstract Sculpture
o Elements and principles of design revolving around abstract sculpture
o Qualities of abstract sculpture
o Creating abstract sculpture
History of Ceramics and 3D Design
o Overview of history of ceramics
o Overview of history of sculpture
o Importance and purpose of ceramics and 3D design
Moving Sculpture
o Creating moving sculpture
o Properties of moving sculpture
o Types of moving sculpture
Common Assessments:
District Policies:
9-12/Fine Arts/Ceramics and 3D Design II:
Wheel Thrown - Advanced
o Lidded forms
o Platters
o Large forms
Combined Building Techniques
o Using coil, slab, solid form, and thrown in 1 piece
o Learn how different building methods have different properties
o Creativity within the design of ceramics
Large Sculpture - Clay
o Avoiding/solving own construction problems
o Using additive and subtractive method within same piece
o Firing, glazing, and reconstructing
Large Sculpture – Other types of Media
o Understand different techniques in creating large sculpture
o Learn about different materials that can be used
o Create large sculpture using different media
Wheel Throwing – sets
o How to create multiples of the same object
o How to re-create if one breaks
Glaze and Firing
o How to create own glazes
o Understand the properties of different glaze and clay chemicals and ingredients
o Understand the properties of glaze and different firing processes
Combine Media - Sculpture
o How to choose appropriate media to combine
o How to combine different types of media
Creating Sculpture/Ceramics
o How to create effective sculpture and ceramics pieces
o Qualities of effective sculpture and ceramics
History
o More in depth history of ceramics and sculpture than Ceramics and Sculpture I
Common Assessments:
District Policies:
9-12/Fine Arts/Stained Glass and Jewelry Design I:
Design in Stained Glass Panels and Box Forms
o Creative and effective design
o How to cut glass, what types of shapes can and cannot be cut
o How to create patterns
Techniques – Cutting Glass
o How to cut straight lines, inside curves, outside curves, small pieces, long cuts
o Safety when working with stained glass
Choosing Glass/Different Types of Glass
o What are the different types of glass
o Effective patterns and textures of glass
o Effective colors of glass
Soldering Panels and Boxes
o Safety in soldering
o Soldering techniques
o Attaching hinges, jump rings, zinc for outside edge, chain, feet
Designing Jewelry
o Creative design
o Effective design and the history of jewelry design
o Purpose of jewelry
Sheet Metal Basics
o Soldering multiple times on same piece
o How to saw/cut out shapes, patterns, designs from metal
o Learn different techniques and processes of working with sheet metal
Gravity Casting
o Process of gravity casting
o Problem solving while gravity casting
o Designing jewelry for gravity casting
Acid Etching
o Process of acid etching
o Safety when acid etching
o Designing jewelry for acid etching
Stone Setting
o Designing jewelry with stones
o Fitting and soldering bezel for stone
o Setting stone in bezel
Wire as Jewelry
o Creating jewelry using wire
o Techniques and processes of working with wire
o Combining wire with other jewelry techniques
Common Assessments:
District Policies:
9-12/Fine Arts/Stained Glass and Jewelry Design II:
Tiffany Lamps/Panel Lamps
o Designing a lamp shade
o Choosing glass for lamp shade
o Techniques in creating lamp shade
Complex 3D Glass Forms
o How to design complex 3D glass forms
o Choosing appropriate glass for form
o Technique in creating the form
Lost Wax Casting
o Designing jewelry for lost wax casting
o Techniques and processes of working with wax
o Problem solving when casting
History of Glass and Glass Blowing
o History of designing stained glass and blowing glass
o Creation of stained glass and the Tiffany method
Combining Multiple Methods and Materials Within the Design of Jewelry
o Designing using multiple techniques and processes
o Creating jewelry using multiple techniques and processes
Box Forms in Metal
o Techniques and processes of creating a simple metal box form
o Design simple box form
Jewelry Sets
o Design a set – earrings, bracelet, necklace, pin, etc.
o Create a set of jewelry using different techniques and processes
History of Jewelry Design, Techniques, and Processes
o History of its purpose
o History of design in jewelry
o History of materials and techniques used
Inlay
o Techniques and process of inlay within jewelry
o Designing jewelry using the inlay process
Advanced Knowledge
o Differences in metals used for different processes
o Different surface techniques
o General knowledge – buying, precious stones, precious metals, hardness of minerals, business, methods of selling, the products, etc.
Common Assessments:
District Policies:
9-12/Fine Arts/Digital Imaging I and II:
Digital Imaging II & I
Getting to Know Work Area/ Tools
- Browser files
- Creating History Log
- Using keyboard combination with tool actions
Using Tool Options Bar and Palettes
- Expanding and collapsing palettes
- Understanding text and font
- Keywords, links and index
Using Browser Files
- Rotating and deleting images
- Ranking and Sorting
- Understanding keyword terms and categories
Basic Photo Corrections
- Understanding Resolution and image size
- Cropping and replacing color in an image
- Applying the Unsharp Mask filters
Working with different Selection tools
- Understanding magic wand tool and lasso tool
- Keyboard shortcuts
Layer Basics
- Rearranging Layers
- Changing Opacity and gradient of Mode layers
- Linking Layers
Mask and Channels
- Creating Quick Mask and Editing
- Extracting and forcing foreground and background
- Creating a gradient mask
Retouching and Repairing
- Repairing areas with the Clone Stamp tools
- Using Healing Brush and Patch tool
Painting and Editing
- Creating blends, Painting shadows and highlights
- Creating form and dimension
- Creating a Custom brush
Using Vector Paths
- Using basic pen tool to make selection
- Creating separate path
- Adding layer styles to a custom shape
Advanced Layer Techniques
- Creating layer sets, adjustment layers, duplicating and clipping layers
- Creating knockout gradient layers and borders layers
- Flattening a layered image
Creating Special Effects
- Preparing and recording an action
- Changing color balance
- Applying filters
Animating GIF Images for the Web
- Beginning the animation process
- Transforming layers for animations
- Setting and previewing the timing sequence
Producing and Printing Consistent Color
- Reproducing Color and Proofing an Image
- Identifying out-of- gamut colors
- Printing color separations
Common Assessments:
District Policies:
9-12/Fine Arts/AP Studio:
AP Studio Drawing Portfolio
Syllabus
Course Description:
The goal of A.P.Studio Drawing portfolio is to allow students the opportunity to explore various types of media while focusing on specific ideas, problems, and concepts. Students are encouraged to explore the concept of drawing and art making through materials such as watercolor, acrylic, tempra, and oil paint, drawing pencils, colored pencils, chalk and oil pastels, pen and ink, charcoal, and various other types of media. Through this engagement of various types of media, students will develop a mastery in concept, composition, and execution.
The beginning of the course will take the students through the portfolio process and requirements. Examples of various Drawing portfolios will be shown to the students. All of the portfolio requirements will be reviewed by each student.
Overview of Visual Arts Curriculum:
Our visual arts curriculum stresses visual thinking, creativity, skill development, and critical analysis. Students are taught how to develop their skills in drawing and seeing across the curriculum, problem solve with multiple solutions, use personal expression, effectively use the elements and principles of design, and take informed risks. The critique process is used regularly to help students learn from others successes and problems, to help clarify design concepts, and to influence the creative process.
The visual arts courses are nine weeks long and meet daily for 95 minutes, with the exception of AP Studio Art being 18 weeks long and meeting daily for 95 minutes. Each course except Foundations of Art is broken down by media. For example: Drawing, Advanced Drawing, Ceramics, Advanced Ceramics. The major concepts that are emphasized throughout all art courses are craftsmanship, composition, design, conceptual thinking, and observation.
Summer Assignment:
Those registered for AP Studio art are required to attend a mandatory meeting with the AP Studio art teacher before the end of the previous school year. Each student will then decide which portfolio they will be completing. Based on this decision, students will be given the requirements for the portfolio, a syllabus for the course and their summer assignments.
Students are to complete at least six of the assignments listed by the end of the first week of the AP Studio semester. In addition to the assignments below, students are to keep a sketchbook of ideas and concepts, observational drawings, working drawings for future projects, and an ongoing list of ideas that could possibly be pursued as a concentration.
-at least 3 self portraits from different views from observation
-at least 5 detailed contour line drawings of simple still-lifes
-acrylic painting of an outdoor scene – from observation
-oil painting of glass still life
-metamorphosis of 2 different objects or animals – at least 5 stages in between
-draw objects placed in front of mirror along with the mirror and reflection
-at least 3 drawings/paintings of hands – use different media for each one
-at least 3 drawings/paintings of feet – use different media for each one
-draw an object from an extremely up close angle
-draw your reflection in a metal object
-combine at least three types of media in one project
-create a futuristic building or scene using 3 point perspective
Course Schedule:
First Semester:
The majority of the Breadth section is teacher driven. This section of the portfolio will be completed in the first semester of the class. In addition to using class time, students will be expected to complete various projects and prep work at home and after school. At least one Friday of every month, students are encouraged to stay after school until 9 p.m. during Art Night working on their portfolios. During this time, students will have the opportunity to fully immerse themselves in the art making process while developing their skills in the mastery of concept, composition, and execution of skills.
Each assignment will be introduced with a slide presentation showing historical works, contemporary works as well as past students work. Students understand what violates copyright in terms of the visual arts. Students will develop a body of work that demonstrates a range of problem solving skills while using various types of media. At the completion of each project, the students will hold a class critique. During the course of AP Studio, students are taught how to properly and effectively hold a critique with guidance from the teacher. All students are expected to participate in each critique both on a verbal and written level discussing their own work and that of their peers. Students are expected to use proper art vocabulary and terms when discussing and critiquing work and the concepts behind the work.
Possible Breadth Projects:
-multiple view self portrait
-altered self portrait
-glass still life
-metal still life
-themed still life
-contour line drawings
-gesture drawings
-landscapes
-animals with human qualities and features
-figure drawing
-collage of ideas into one composition
-study of bones and muscles
Students will explore using various types of media throughout the Breadth section.
Second Semester:
The second semester is devoted to the development of the Concentration section of the portfolio. Since the summer, students have been thinking of an idea for their concentration and how they want to work through that idea. Students will develop a body of work that is well planned and thoroughly investigates an idea or theme for their Concentration. Throughout the first semester students were encouraged to being working on their concentration. By the end of the first week, students should have their concentration idea or theme fully developed and be finished with their first project. At the start of the second week, the students will hold a class critique and give each other feedback about their ideas, their first project and offer suggestions for improvement and more project ideas. The teacher will show students examples of past student concentration work and themed work from various artists to help students see different possibilities that are available to them.
Examples of Concentration ideas:
-series of self portraits
-exploration of emotion through portrait
-textures through various media
-abstract forms
-emotion through objects
-zoomed in views of objects
-reflections and glares on objects
-same landscape through various media
-everyday living
-the human body
-reflection of work through shoes
Selecting and Preparing Quality Section:
In each art class that students take, they are reminded to keep all of their artwork. For the Quality section of each students portfolio, during the third week of the first semester, students are to bring in all of their 2D artwork. Each grouping of students work is looked at for overall quality and execution of idea. Any work that is successful enough to meet AP Studio portfolio standards is kept in a portfolio for each student. After determining how many more pieces the student needs they will continually develop work to meet the Quality section of the portfolio. Students understand that some of the pieces for the Quality section may come from their Breadth or Concentration sections but we recommend that they create additional works that are exemplary above and beyond the other two sections.
List of Artists to research and reference: (you are not limited to this list)
-Michelangelo -Da Vinci
-Albrecht Altdorfer -Giuseppe Arcimboldo
-Francis Bacon -Albert Bierstadt
-Romare Bearden -Hieronymus Bosch
-Georges Braque -Pablo Picasso
-Gustave Caillebotte -Caravaggio
-Mary Cassatt -Paul Cezanne
-Marc Chagall -Giorgio De Chirico
-John Constable -Salvador Dali
-Jacques-Louis David -Edgar Degas
-Eugene Delacroix -Albrecht Durer
-Thomas Eakins -Jean-Honore Fragonard
-Paul Gauguin -Van Gogh
-Francisco Goya -David Hockney
-Edward Hopper -Jean Millet
-Monet -Manet
-Camille Pissarro -Sir Peter Paul Rubens
-George Seurat -Vermeer
-Andrew Wyeth
Suggested Reading and Reference Materials for Students: (You are not limited to this list)
Roukes, Nicholas. Art Synectics. Davis Publications, 1982.
Roukes, Nicholas. Design Synectics. Davis Publications, 1988.
Simblet, Sarah. Anatomy for the Artist. DK Publishing, 2001.
Artist’s Manual, edited by Angela Gair. San Fransisco: Chronicle Books, 1995.
Enstice, Wayne, and Melody Peters. Drawing: Space, Form, and Expression. New
Jersey: Prentice Hall, 1996.
Zelanski, Paul, and Mary Pat Fischer. The Art of Seeing. New Jersey: Prentice Hall,
2005.
AP Studio 2-D Design Portfolio
Syllabus
Course Description:
The AP Studio Art portfolios are designed for students who are seriously interested in the practical experience of art. AP Studio Art is not based on a written exam; instead, students submit portfolios (slides) for evaluations at the end of the year.
AP Studio Art sets a national standard for performance in the visual arts that contributes to the significant role the arts play in academic environments. Each year the thousands of portfolios that are submitted in AP Studio are reviewed by college, university, and secondary school art instructors using rigorous standards. As one of the only program provides the only national standard for the performance in the visual arts that allows students to earn credit and/or advanced placement while still in high school. It is based on the premise that college-level material can be taught successfully to secondary school students.
The goal of A.P.Studio 2-D Design portfolio is to allow students the opportunity to explore various types of media while focusing on specific ideas, problems, and concepts within 2-D design. Students are encouraged to explore the concept of 2-D design through various methods using drawing, painting, printmaking, mixed media, collage, and others. Through this engagement of various types of media, students will develop a mastery in concept, composition, and execution.
The beginning of the course will take the students through the portfolio process and requirements. The individual sections of each portfolio – Quality, Concentration, and Breadth – are discussed in detail. Examples of various 2-D Design portfolios will be shown to the students. All of the portfolio requirements will be reviewed by each student.
Overview of Visual Arts Curriculum:
Our visual arts curriculum stresses visual thinking, creativity, skill development, and critical analysis. Students are taught how to develop their skills in drawing and seeing across the curriculum, problem solve with multiple solutions, use personal expression, effectively use the elements and principles of design, and take informed risks. The critique process is used regularly to help students learn from others successes and problems, to help clarify design concepts, and to influence the creative process.
The visual arts courses are nine weeks long and meet daily for 95 minutes, with the exception of AP Studio Art being 18 weeks long and meeting daily for 95 minutes. Each course except Foundations of Art is broken down by media. For example: Drawing, Advanced Drawing, Ceramics, Advanced Ceramics. The major concepts that are emphasized throughout all art courses are craftsmanship, composition, design, conceptual thinking, and observation.
Within each visual arts class taught, students are not allowed to work from published photographs or other copy-righted work. Many students enter the high school art program with the impression that majority of their art work will be copied or reproduced from images they have taken from the internet, magazines, or other copy-righted sources. Starting with our Foundations of Art course, working from life is our main focus when teaching various techniques, whether the media is 2-D or 3-D. Students are taught and expected to create their own ideas for their artwork. Copyright issues are discussed early on and are re-taught in all visual arts classes. Students are made aware of the legal issues involved with working from someone’s published work no matter what type of media. When working with 2-D design, students thoroughly understand that images and other works may be only used merely for reference and must be transformed through their individual expression in a two-dimensional media.
Summer Assignment:
Those registered for AP Studio art are required to attend a mandatory meeting with the AP Studio art teacher before the end of the previous school year. Each student will then decide which portfolio they will be completing. Based on this decision, students will be given the requirements for the portfolio, a syllabus for the course and their summer assignments.
Students are to complete at least six of the assignments listed by the end of the first week of the AP Studio semester. In addition to the assignments below, students are to keep a sketchbook using a variety of media, ideas, techniques, concepts, observational drawings, working drawings and ideas for future projects, and an ongoing list of ideas that could possibly be pursued as a concentration.
-at least 3 self portraits from different views from observation that express a
specific mood/emotion. Make sure to enhance the psychological atmosphere by
altering lighting, color, setting, etc.
-metamorphosis of 2 different objects or animals – at least 5 stages in between
-draw an object from an extremely up close angle
-draw your reflection in a metal object
-combine at least three types of media in one project – make sure that your piece
is from observation – still life, landscape, self-portrait, portrait, etc.
-create a futuristic building or scene using 3 point perspective
-draw your hands in a variety of poses all on the same page, consider your use of
composition in order for the entire drawing to work together visually
-draw an unusual interior from an unusual angle – example: a closet while standing on a ladder looking down at it, inside your car while laying on the floor of it
-paint an invented interior from your imagination
-create a picture book that tells a story from your life using only pictures and designs. The pictures and designs must be created by you from imagination or from observational drawing. Use at least 3 different types of media throughout the book
-create a collage of your favorite things – use various types of media and draw the collage only using designs and symbols from your imagination.
-re-do an artists work by changing the colors, media, characters, re-arranging the composition, updating it, etc.
-create at least 5 different compositions/design using various media that focus mainly on 1 element and 1 principle of design within each composition.
Course Schedule:
First Semester:
The majority of the Breadth section is teacher driven. This section of the portfolio will be completed in the first semester of the class. In addition to using class time, students will be expected to complete various projects and prep work at home and after school. At least one Friday of every month, students are encouraged to stay after school until 9 p.m. during Art Night working on their portfolios. During this time, students will have the opportunity to fully immerse themselves in the art making process while developing their skills in the mastery of concept, composition, execution of skills and 2D design elements and principles. Work will emphasize the elements of design (line, shape, form, space, color, value, and texture) which will be organized by the principles of design (emphasis, movement, rhythm, pattern, contrast/variety, unity/harmony, proportion/scale, and balance). Media will include but is not limited to painting, drawing, printmaking, fabric design, collage, photography, typography, graphic design, and illustration.
Each assignment will be introduced with a slide presentation showing historical works, contemporary works as well as past students work. Students understand what violates copyright in terms of the visual arts. Students will develop a body of work that demonstrates a range of problem solving skills while using various types of media. At the completion of each project, the students will hold a class critique. During the course of AP Studio, students are taught how to properly and effectively hold a critique with guidance from the teacher. All students are expected to participate in each critique both on a verbal and written level discussing their own work and that of their peers. Students are expected to use proper art vocabulary and terms when discussing and critiquing work and the concepts behind the work.
Possible Breadth Projects:
-linoleum printing
-abstractions from urban environments
-cut-paper self-portraits and landscapes
-visual puns
-acrylic painting using a specific color scheme
-redesign of an everyday object with humor
-fabric design
-positive/negative design
-color symbolism
-portrait of a classmate in an environment using thick bold outlines/contours, and
areas of textured patterns
-compositions arranged radially
-box-design – 2-D front
-compositions that combine illusionary space with flat space
-a composition that denies the boundaries of surface edges
-self-portrait as a favorite industrial product
-lettering and type design
-compositions on shaped surfaces
-compositions that rely on a grid as an organizing principle
-woodblock print
-distorted interior
Students will explore using various types of media throughout the Breadth section.
Second Semester:
The second semester is devoted to the development of the Concentration section of the portfolio. Since the summer, students have been thinking of an idea for their concentration and how they want to work through that idea. Students will develop a body of work that is well planned and thoroughly investigates an idea or theme for their Concentration. Throughout the first semester students were encouraged to being working on their concentration. By the end of the first week, students should have their concentration idea or theme fully developed and be finished with their first project. At the start of the second week, the students will hold a class critique and give each other feedback about their ideas, their first project and offer suggestions for improvement and more project ideas. The teacher will show students examples of past student concentration work and themed work from various artists to help students see different possibilities that are available to them.
Examples of Concentration ideas:
-series of self portraits that stress the use of different line qualities
-textures through various media
-same landscape through various media that emphasize specific elements and principles
-an illustrated story
-exploration of pattern and designs found in nature and/or culture
-a personal or family history communicated through symbols or imagery
-series of works starting with representational interpretations and evolving into abstraction
-a series of identity products for an imaginary business or event
-a series of photos related by subject or concept
-a series of mixed media pieces based on childhood memories using collaged and
layered imagery that incorporated text
-abstractions developed from cells or other microscopic images
-a series of works based on a specific subject
-a series of expressive landscapes based upon personal experience of a particular place
-a personal or family history communicated through the content and style of still-life images
-interpretive self-portraiture and figure studies that emphasize exaggeration and distortion
-exploration of interior or exterior architectural space, emphasizing principles of perspective, structure, ambiance created by light, etc.
-an interpretive study of literary characters in which mixed media, color, and form are explored
Selecting and Preparing Quality Section:
In each art class that students take, they are reminded to keep all of their artwork. For the Quality section of each students portfolio, during the third week of the first semester, students are to bring in all of their 2D artwork. Each grouping of students work is looked at for overall quality and execution of idea. Any work that is successful enough to meet AP Studio portfolio standards is kept in a portfolio for each student. After determining how many more pieces the student needs they will continually develop work to meet the Quality section of the portfolio. Students understand that some of the pieces for the Quality section may come from their Breadth or Concentration sections but we recommend that they create additional works that are exemplary above and beyond the other two sections.
List of Artists to research and reference: (you are not limited to this list)
-Michelangelo -Da Vinci
-Francis Bacon -Romare Bearden
-Georges Braque -Pablo Picasso
-Mary Cassatt -Paul Cezanne
-Marc Chagall -Giorgio De Chirico
-John Constable -Salvador Dali
-Thomas Eakins -Jean-Honore Fragonard
-Paul Gauguin -Van Gogh
-Francisco Goya -David Hockney
-Edward Hopper -I.M. Pei
-Monet -Manet
-George Seurat -Vermeer
-Giacomo Balla -Peter Black
-David Bomberg -Georges Braque
-Victor Brauner -Doesburg Van
-Richard Estes -Patrick Heron
-Hans Hofmann -Piet Mondrian
-Bruce Nauman -Barmett Newman
-Kenneth Noland -Francis Picabia
-Jackson Pollock -Clyfford Still
Suggested Reading and Reference Materials for Students: (You are not limited to this list)
Roukes, Nicholas. Art Synectics. Davis Publications, 1982.
Roukes, Nicholas. Design Synectics. Davis Publications, 1988.
Simblet, Sarah. Anatomy for the Artist. DK Publishing, 2001.
Artist’s Manual, edited by Angela Gair. San Fransisco: Chronicle Books, 1995.
Enstice, Wayne, and Melody Peters. Drawing: Space, Form, and Expression. New
Jersey: Prentice Hall, 1996.
Zelanski, Paul, Mary Pat Fischer, and Thomson Wadsworth. Design Principles and
Problems. 1996.
AP Studio Art 3-D Design Portfolio
Syllabus
Course Description:
The goal of A.P.Studio Art 3-D design is to allow students the opportunity to explore various types of 3-D media while focusing on specific ideas, problems, and concepts. Students are encouraged to explore the concept of 3-D art making through materials such as clay, stone, metal/jewelry, plaster, wood, wax, found objects, fabric, and other materials. Through this engagement of various types of media, students will develop a mastery in concept, composition, and execution.
The beginning of the course will take the students through the portfolio process and requirements. Examples of various 3-D portfolios will be shown to the students. All of the portfolio requirements will be reviewed by each student.
Overview of Visual Arts Curriculum:
Our visual arts curriculum stresses visual thinking, creativity, skill development, and critical analysis. Students are taught how to develop their skills in drawing and seeing across the curriculum, problem solve with multiple solutions, use personal expression, effectively use the elements and principles of design, and take informed risks. The critique process is used regularly to help students learn from others successes and problems, to help clarify design concepts, and to influence the creative process.
The visual arts courses are nine weeks long and meet daily for 95 minutes, with the exception of AP Studio Art being 18 weeks long and meeting daily for 95 minutes. Each course except Foundations of Art is broken down by media. For example: Drawing, Advanced Drawing, Ceramics, Advanced Ceramics. The major concepts that are emphasized throughout all art courses are craftsmanship, composition, design, conceptual thinking, and observation.
Within each visual arts class taught, students are not allowed to work from published photographs or other copy-righted work. Many students enter the high school art program with the impression that majority of their art work will be copied or reproduced from images they have taken from the internet, magazines, or other copy-righted sources. Starting with our Foundations of Art course, working from life is our main focus when teaching various techniques, whether the media is 2-D or 3-D. Students are taught and expected to create their own ideas for their artwork. Copyright issues are discussed early on and are re-taught in all visual arts classes. Students are made aware of the legal issues involved with working from someone’s published work no matter what type of media. When working with 3-D media, students thoroughly understand that images and other works may be only used merely for reference and must be transformed through their individual expression in a three-dimensional media.
Summer Assignment:
Those registered for AP Studio art are required to attend a mandatory meeting with the AP Studio art teacher before the end of the previous school year. Each student will then decide which portfolio they will be completing. Based on this decision, students will be given the requirements for the portfolio, a syllabus for the course and their summer assignments.
Students are to complete at least four of the assignments listed by the end of the first week of the AP Studio semester. In addition to the assignments below, students are to keep a sketchbook of ideas and concepts, observational drawings, working drawings for future projects, and an ongoing list of ideas that could possibly be pursued as a concentration.
- Create a necklace, bracelet, and ring out of found objects that relate to each other as a set.
- Create a sculpture out of found objects that represents the human or an animal form.
- Create a box for an object that has significant meaning to you. The box should fit the object perfectly with no room for the object to move or turn around. Draw the object inside the box from all six sides. Each side should correspond to the direction the object inside the box.
- Carve an abstract form out of a block of salt – chisels can be bought at any local hardware store.
- Using cardboard or similar materials, create your ideal design for a house. May be realistic or futuristic. Be sure to create all of the different rooms and amenities within the house.
- Using modeling clay or Sculpty, create at least 2 full figure characters or yourself, family, or friends. Each sculpture should be at least six inches in length or height depending on direction of figure.
- Re-create a painting from an old master such as Michelangelo or Da Vinci (you are not limited to these two people) as a 3D sculpture. You select the type of media you would like to use and how to re-create it into your own statement.
- Take pictures of objects up close, different textures, or extremely zoomed in features of people. Create a collage of these pictures. Based off of your collage, create a relief sculpture out of clay. It will be fired during the school year.
- Create a vessel out of sticks and twigs.
- Create a sculpture of an animal out of paper mache or plaster of paris strips
- Create at least three jewelry pieces (or sculptural figures) out of wax that will be cast during the school year. Size limit of no larger than 1 ½” x 2”.
- Carve an abstract figure out of a solid wood block or log at least 12 inches tall.
Course Schedule:
First Semester:
The majority of the Breadth section is teacher driven. This section of the portfolio will be completed in the first semester of the class. In addition to using class time, students will be expected to complete various projects and prep work at home and after school. At least one Friday of every month, students are encouraged to stay after school until 9 p.m. during Art Night working on their portfolios. During this time, students will have the opportunity to fully immerse themselves in the art making process while developing their skills in the mastery of concept, composition, and execution of skills.
Each assignment will be introduced with a slide presentation showing historical works, contemporary works as well as past students work. Students understand what violates copyright in terms of the visual arts. Students will develop a body of work that demonstrates a range of problem solving skills while using various types of media. At the completion of each project, the students will hold a class critique. During the course of AP Studio, students are taught how to properly and effectively hold a critique with guidance from the teacher. All students are expected to participate in each critique both on a verbal and written level discussing their own work and that of their peers. Students are expected to use proper art vocabulary and terms when discussing and critiquing work and the concepts behind the work.
Possible Breadth Projects:
-sculptural bust of self
-found object sculpture of an animal
-cast jewelry in nickel silver or nu gold
-figural sculpture carved from vermiculite
-thrown vessels on potter’s wheel
-altered thrown vessels
-teapot and teacups
-single serving of dishes
-combined coil and slab container
-abstract human forms out of wire
-themed kinetic sculpture
-cardboard sculpture
-sculptural clay form
-plaster of paris sculpture
-cast metal figurine
-sandstone carving
-functional object created out of various materials (cans, cardboard, sticks, wood
scraps, etc.)
-clothing made out of materials other than fabric
-plaster casts
Second Semester:
The second semester is devoted to the development of the Concentration section of the portfolio. Since the summer, students have been thinking of an idea for their concentration and how they want to work through that idea. Students will develop a body of work that is well planned and thoroughly investigates an idea or theme for their Concentration. Throughout the first semester students were encouraged to being working on their concentration. By the end of the first week, students should have their concentration idea or theme fully developed and be finished with their first project. At the start of the second week, the students will hold a class critique and give each other feedback about their ideas, their first project and offer suggestions for improvement and more project ideas. The teacher will show students examples of past student concentration work and themed work from various artists to help students see different possibilities that are available to them. Copyright issues are reviewed to make sure that all students still fully understand all of the legal issues involved with working from someone’s published work.
Examples of Concentration ideas:
-a series of jewelry pieces that relate to each other
-a complete set of thrown and hand built dishes
-a series of self portraits
-a series of abstract sculptures that emulate the human form in motion
-a series of wire figures depicting the human form
-a series of themed kinetic sculptures
-a series of containers and vessels that revolve around a decorative theme built out
of clay
-a series of architectural models built out of various materials
-a series of assembled sculptures based off of a series of narrative events
-a series of plaster casts based off of an animal form
-a series of enlarged common objects constructed from unusual materials
-a series about ritual
-a series about cultural integrations
-a series about human qualities infused into common objects
Selecting and Preparing Quality Section:
In each art class that students take, they are reminded to keep all of their artwork. For the Quality section of each students portfolio, during the third week of the first semester, students are to bring in all of their 3D artwork. Each grouping of students work is looked at for overall quality and execution of idea. Any work that is successful enough to meet AP Studio portfolio standards is recorded in slide format. After determining how many more pieces the student needs they will continually develop work to meet the Quality section of the portfolio. Students understand that some of the pieces for the Quality section may come from their Breadth or Concentration sections but we recommend that they create additional works that are exemplary above and beyond the other two sections.
List of Sculptors to research and reference: (you are not limited to this list)
-Claes Oldenberg -James Turrell
-Richard Serra -Peter Voulkos
-Marcel Duchamp -Kiki Smith
-Maya Lin -Meret Oppenheim
-Rebecca Horn -Robert Smithson
-Fred Wilson -Jeff Koons
-Christo -Alexander Calder
-Constantin Brancusi -Joseph Cornell
-George Segal -Mark di Suvero
-Duane Hansen -Carl Andre
-Louise Nevelson -Dan Flavin
-Henry Moore -Nancy Graves
-Joan Miro -Dale Chihuly
-Jan Kaneko -Edward Kienholz
-Marisol -David Smith
-Sol LeWit -Judy Pffaf
-Robert Rauschenberg -Frank Lloyd Wright
-I.M. Pei -James Surls
-Bruggen -Jackie Windsor
Suggested Reading and Reference Materials for Students: (You are not limited to this list)
McGrath, Jinks. The Encyclopedia of Jewelry-Making Techniques. Quarto Inc., 1995.
Roukes, Nicholas. Art Synectics. Davis Publications, 1982.
Roukes, Nicholas. Design Synectics. Davis Publications, 1988.
Nigrosh, Leon I. Sculpting Clay. Davis Publications, 1992.
Warshaw, Josie. The Practical Potter. A Step-By-Step Handbook. Anness Publishing,
1999.
Marthe, Le Van. Fabulous Jewelry from Found Objects. Lark Books, 2005.
Simblet, Sarah. Anatomy for the Artist. DK Publishing, 2001.
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