AP STUDIO ART
CURRICULUM
Middle Township Public Schools
216 S. Main Street
Cape May Court House, NJ 08210
Born On Date: August 2018
AP Studio Art Syllabus: Drawing, 2-D Design, and 3-D Design Portfolios
Middle Township High School
1
Scoring Components
Page(s)
SC1 The course promotes a sustained investigation of all three aspects of portfolio
development— quality, concentration, and breadth—as outlined in the Course
Description and throughout the duration of the course
2
SC2 The course enables students to develop mastery
2
SC3 The course enables students to develop a cohesive body of work investigating a
strong underlying visual idea in drawing/2-D design/3-D design that grows out of a
coherent plan of action or investigation (i.e., a “concentration”).
4
SC4 The course teaches students a variety of concepts and approaches in drawing/2-
D design/3-D design so that the student is able to 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.
4
SC5 The course teaches students a variety of concepts and approaches in drawing/2-
D design/3-D design so that the student is able to 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.
4
SC6 The course teaches students a variety of concepts and approaches so that the
student is able to 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.
4
SC7 The course emphasizes making art as an ongoing process that involves the
student in informed and critical decision making.
5
SC8 The course includes group critiques, with the teacher, enabling students to learn
to analyze and discuss their own artworks as well as artworks of their peers.
4
SC9 The course includes 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
4
SC10 The course teaches students to understand artistic integrity as well as what
constitutes plagiarism. If students produce work that makes use of photographs,
published images, and/or other artists’ works, the course teaches students how to
develop their own work so that it moves beyond duplication.
16
AP Studio Art Syllabus: Drawing, 2-D Design, and 3-D Design Portfolios
Middle Township High School
2
SC2 The course
enables students to
develop mastery
(i.e. “quality) in
concept, composition
and execution of
drawing/2-D design
/3-D design
Course Description
All
Through studio practice, application of design concepts, and informed decision
making, students will assemble a body of artwork that demonstrates a high level of
mastery (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, look at assignments in the Course Overview for weeks 1–36. Students
will develop mastery in concept, composition, and execution of Drawing, 2-D
Design, or 3-D Design. [SC2] Students will address the three components in their
portfolios: mastery (quality), sustained investigation (concentration), and range of
approaches (breadth). [SC1] Students will submit this body of work to the College Board
for grading and possible college credit.
Artistic Integrity: Students are expected to use artistic integrity throughout the
course. Work that is based on published photographs or the work of other artists
must move beyond duplication to illustrate an original idea. For additional specific
information, look at Original Work, found under Student Self-Critique.
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, as well as compositional and aesthetic concepts.
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, as well as compositional and aesthetic concepts.
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, as well as
compositional and aesthetic concepts.
AP Studio Art Portfolios Consist of 3 Sections:
Mastery (Quality): Comprised of 5 works that excel in concept, composition, and execution
may come from the Breadth or Concentration sections. Actual artwork is submitted and the size
restrictions are no larger than 18 X 24 inches.
Sustained Investigation (Breadth): Works that demonstrate a variety of concepts, media, and
approaches to drawing/2D design issues. Twelve images are submitted
Range of Approaches (Concentration): A series of works organized around a compelling
visual concept or recurring theme. Twelve images are submitted; some may be details.
AP Studio Art Syllabus: Drawing, 2-D Design, and 3-D Design Portfolios
Middle Township High School
3
SC7 The course
emphasizes making
art as an ongoing
process that involves
the student in
informed and critical
decision making.
SC8 The course
includes group
critiques, with the
teacher, enabling
students to learn to
analyze and discuss
their own artworks
as well as artworks
of their peers.
SC1 The course
promotes a
sustained
investigation of all
three aspects of
portfolio
development—
quality,
concentration, and
breadth—as
outlined in the
Course Description
and throughout the
duration of the
course.
Drawing Portfolio: Students will produce a minimum of 24 works that satisfy the requirements of the
quality, concentration, and breadth sections of the AP Studio Art: Drawing Portfolio. [SC1]
2-D Design Portfolio: Students will produce a minimum of 24 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 produce a minimum of 18 to 20 works that satisfy the requirements
of the quality, concentration, and breadth sections of the AP Studio Art: 3-D Design Portfolio.
Expectations
All
The process of developing a portfolio requires a great deal of time and effort, and
the four 50- to 55-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. Sessions will be offered
weekly during lunch periods as posted and after school times to be determined
weekly.
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 four to eight hours a week
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. [SC7]
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. [SC8]
AP Studio Art Syllabus: Drawing, 2-D Design, and 3-D Design Portfolios
Middle Township High School
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SC3 The course
enables students to
develop a cohesive
body of work
investigating a
strong underlying
visual idea in
drawing/2-D
design/3-D design
that grows out of a
coherent plan of
action or
investigation (i.e., a
“concentration”).
SC8 The course
includes group
critiques, with the
teacher, enabling
students to learn to
analyze and discuss
their own artworks
as well as artworks
of their peers.
SC9 The course
includes 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.
Student Objectives
All
• 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.
Course Outline and Schedule
All
Students will primarily be preparing work for the breadth section of the portfolio
during the first semester. A variety of specific concepts, specific approaches, specific
mediums, and specific techniques will be used to demonstrate abilities and versatility
with techniques, problem solving, and ideation. For specific information see the
examples in the Course Overview. The students will review and use the elements of
art and principles of design as they think through, plan, and develop each of their
works. How is the student using specific elements in conjunction with specific
principles? These are what artists intuitively use to assist them as they create their
images, forms, and structures. Students learn to seek out creative problems that are
challenging and use goals, informed decision making, and problem-solving skills as
they develop their works in an informed way. Each student is responsible for
demonstrating mastery and use of the elements of art to organize the principles of
design in their images and structures.
Students will transition into more open-ended and exploratory work for the
concentration section of the portfolio during the second semester. Each student will
develop a cohesive body of work for the concentration section, which is a planned,
sustained investigation of a visual idea in drawing. Each student will present, to the
class and teacher, an action plan for the development and completion of his or her
investigation.
Each student will choose an idea to explore in depth for the concentration section. In
the concentration section, students are expected to develop a body of work that is an
investigation of a theme or an idea important to them. 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
AP Studio Art Syllabus: Drawing, 2-D Design, and 3-D Design Portfolios
Middle Township High School
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SC7 The course
emphasizes making
art as an ongoing
process that
involves the student
in informed and
critical decision
making.
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]
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 four to eight hours a week 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. [SC7]
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. [SC8]
AP Studio Art Syllabus: Drawing, 2-D Design, and 3-D Design Portfolios
Middle Township High School
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Course Overview [SC4, SC5 & SC6]
Week 1
Drawing Portfolio
Individual Portfolio Review — sign
up for a time to meet with the
instructor to discuss previous work
that may be used for the AP portfolio.
2-D Design Portfolio
Individual Portfolio Review — sign
up for a time to meet with the
instructor to discuss previous work
that may be used for the AP portfolio.
3-D Design Portfolio
Individual Portfolio Review — sign
up for a time to meet with the
instructor to discuss previous work
that may be used for the AP portfolio.
Week 2
Drawing Portfolio
Movement Through Mark-Making —
experiment with a variety of mark-
making tools and techniques to
establish a sense of rhythm and
movement in a nonobjective drawing.
Use Prismacolor pencils and
Prismacolor sticks, charcoal sticks
and charcoal pencils, India ink with
brushes and sticks. (Resources: Cy
Twombly, Franz Kline, Alma
Thomas, and so on.)
2-D Design Portfolio
Contrast Positive/Negative Space
Study — using contrast, create a
composition with a visually
interesting and balanced use of
positive and negative space (resource:
Jazz by Henri Matisse). Use graphite,
graphite pencils, and sticks.
3-D Design Portfolio
Hundreds or Thousands of Things
Sculpture — use small objects that
come in hundreds or thousands (such
as paperclips, clothespins, toothpicks,
nails, pushpins, etc.) to create an
interesting form that demonstrates a
sense of rhythm and movement.
Week 3
SC4—The course
teaches students a
variety of concepts and
approaches in
drawing/2-D design/3-
D design so that the
student is able to
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.
SC5- This course
teaches student a
variety of concepts and
approaches in
Drawing/ 2-D design
/3-D design so that the
students is able to
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.
SC6- The course
teaches students a
variety of concepts and
approaches so that the
student is able to
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.
AP Studio Art Syllabus: Drawing, 2-D Design, and 3-D Design Portfolios
Middle Township High School
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Drawing Portfolio
Mark-Making Study in progress …
sketchbook studies and 1 completed
piece
2-D Design Portfolio
Contrast in progress …
sketchbook studies and 1 completed
piece
3-D Design Portfolio
100s/1000s of Things Sculpture in
progress … sketchbook studies and 1
completed piece. Recycling
sculptor’s research
Week 4
Drawing Portfolio
Subtractive Charcoal Self-Portrait —
with a combination of vine and
compressed charcoal, use the dark-
field method to create a self-portrait
(lay a field of charcoal over the entire
surface of the page and use an eraser
to create a range of values).
2-D Design Portfolio
Jim Dine Found Object three-part
piece - first piece the student is asked
to render an ordinary object or tool,
bigger than actual size, making it the
dominant aspect of the composition.
Second piece student is directed to
blur the distinction between positive
shape and negative space. In the
second piece, on a larger surface, the
student is to create three distinct
images of the object, while making
the whole piece work. The third
piece, the student will take the
challenge to change the piece to
create individual meaning literally,
metaphorically, or symbolically.
https://www.youtube.com/watch?v=x
Pajo4oWuLE
3-D Design Portfolio
Environmental Sculpture — using
only what you find on site, create a
sculpture out of natural objects in the
woods, by the creek, or on the trails
of campus; don’t forget your camera
and slide film to record your work
AP Studio Art Syllabus: Drawing, 2-D Design, and 3-D Design Portfolios
Middle Township High School
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(resources: Andy Goldsworthy,
Robert Smithson, etc.).
Week 5
Drawing Portfolio
Value as Drama - Chiaroscuro works
from the late Renaissance are used as
examples to illustrate the dramatic
effects an artist can achieve through
light and shadow Portrait of someone
you know. Use of different surface,
media explorations
2-D Design Portfolio
Jim Dine Found Object three-part in
progress….
3-D Design Portfolio
Cross-Contour Wire Sculpture —
experiment with the use of line to
define form: use copper wire,
aluminum wire, stovepipe wire, or
other linear materials to create a cross
contour sculpture that can be
naturalistic or nonobjective (resource:
Calder’s Circus video).
Week 6
Drawing Portfolio
Gesture Drawing — use a ball-point
pen, marker pen, or pen and India ink
and develop a drawing of a person in
his or her environment demonstrating
your ability to capture reality and
movement with relative speed and
accuracy. Use rule of thirds and focal
point.
2-D Design Portfolio
Photo transfer processes, surrealism
collage, sketchbook manipulations,
research narrative contemporary artist
Work back into the image with
emotional color and not local color.
Robert Rauschenberg
https://www.rauschenbergfoundation.
org/art/artwork/same-day-service
3-D Design Portfolio
Plaster Sculpture reference to Cross
contour wire, maquette
Week 7
Drawing Portfolio
Cross-Contour Drawing —
AP Studio Art Syllabus: Drawing, 2-D Design, and 3-D Design Portfolios
Middle Township High School
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experiment with cross-contour
drawing using a variety of subjects,
including still-life objects as well as
the human form. Suggested mediums
might include white Conté crayon
and sepia, umber, or black content
pencils or Prismacolor pencils and
sticks, or graphite pencils of varying
hardness with white Prismacolor
pencil or stick. Consider focal point.
2-D Design Portfolio
Photocopy Transfer Collage in
progress …
3-D Design Portfolio
Plaster sculpture in progress
Week 8
Drawing Portfolio
Fruit/Vegetable Drawing Series —
create a series of drawings using
colored pencils that captures the fruit
or vegetable as it is in varying stages
of ripeness to rottenness (or begin
with the whole fruit and draw various
stages of it being eaten).
2-D Design Portfolio
Altered self-portraits, metaphorical or
symbolic use of multiple images,
transfers, landscapes, use of cut away
areas, deconstruction, reconstruction
exploration. Take 10 photos of
yourself and 4 landscape photographs
you took earlier this year, select the
strongest images, portray yourself
3-D Design Portfolio
Ceramic Spirit Vessel — using the
potter’s wheel, coil, or slab
construction techniques, build a
ceramic spirit vessel. You want to
develop smooth, flowing lines. Add
actual textures and consider glazes,
stains, colorants, so it looks as if it
were aged.
Week 9
Drawing Portfolio
Fruit/Vegetable Drawings in progress
…
2-D Design Portfolio
Altered Self Portraits in progress…
AP Studio Art Syllabus: Drawing, 2-D Design, and 3-D Design Portfolios
Middle Township High School
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3-D Design Portfolio
Ceramic Spirit vessel in process
Week 10
Drawing Portfolio
Unusual Environments, perspective
revisited
Open medium or mixed media. 2
2-D Design Portfolio
Perspective Drawing of Architecture
in your community — work from
life, on-site as well as from
photographs that you took in your
neighborhood or community, street
side or alley side. Monoprint.
3-D Design Portfolio
Sculptural forms using weaving as a
starting point. Connections of units of
form.
Week 11
Drawing Portfolio
Perspective Drawing in progress …
2-D Design Portfolio
Perspective Drawing in progress …
3-D Design Portfolio
Woven Sculptural forms in progress.
Week 12
Drawing Portfolio
Perspective Painting of Architecture
— from one of your photographs
taken earlier in the semester,
painting, printmaking, etc.
2-D Design Portfolio
Perspective Painting of Architecture
— from one of your photographs
taken earlier in the semester,
painting, printmaking, etc.
3-D Design Portfolio
Humorous Self-Portrait — inspired
by Robert Arneson’s self-portraits,
create a clay sculpture that exhibits
your likeness in a humorous way.
https://www.metmuseum.org/art/colle
ction/search/482249
Week 13
Drawing Portfolio
Figure Drawing Unit — make a
series of drawings from life as well as
from photographs you have taken of
the human figure in its environment,
utilizing a variety of tools and
AP Studio Art Syllabus: Drawing, 2-D Design, and 3-D Design Portfolios
Middle Township High School
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techniques. Use charcoal, vine
charcoal, graphite pencils,
Prismacolor pencils and sticks.
2-D Design Portfolio
Figure Drawing Unit — make a
series of drawings from life as well as
from photographs you have taken of
the human figure in its environment,
utilizing a variety of tools and
techniques. Use charcoal, vine
charcoal, graphite pencils,
Prismacolor pencils and sticks.
3-D Design Portfolio
Humorous Self-Portrait in progress
Week 14
Drawing Portfolio
Figure Drawing in progress.
2-D Design Portfolio
Figure Drawing in progress.
3-D Design Portfolio
Altered Deconstructed Book-
changing an object, the book into a
sculpture.
Week 15
Drawing Portfolio
Figure it out - Create an image that
focuses on the human figure. Fill the
page or zoom in and crop off, let the
image be about the human form as an
expressive object. Use a combination
of wet and dry media to create a
sense of form. Choose areas to
emphasize by fleshing out and
refining more and other areas to
remain simplistic to add contrast.
2-D Design Portfolio
Anatomy Illustration; Description:
Illustrate the anatomy to either:
human, animal, or plant. Look at Da
Vinci’s studies of the human body for
inspiration. Be sure to create
accuracy and details.
3-D Design Portfolio
Altered book in progress
Week 16
Drawing Portfolio
Tromp L’oeil Still-life Planning and
research: get inspired be reading
AP Studio Art Syllabus: Drawing, 2-D Design, and 3-D Design Portfolios
Middle Township High School
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about the techniques and methods of
established artists and looking at
some amazing art. Robert Longo for
instance made a splash into the art
world with his drawings of jumping
figures and continues to make
incredibly realistic drawings using
graphite and
charcoal. http://www.odditycentral.
com/pics/the-photo-like-charcoal-
and-graphite-drawings-of-robert-
longo.html http://www.mcescher.c
om/gallery/
2-D Design Portfolio
Social Issue Poster or Character
Illustration Research artist Shepard
Fairey, Bannksy and
3-D Design Portfolio
Reductive Abstract plaster carved
sculpture, Brancusi, symbolism and
metaphors
Week 17
Drawing Portfolio
Taking Breadth digital images …
2-D Design Portfolio
Taking Breadth digital images …
3-D Design Portfolio
Taking Breadth digital images …
Week 18
Drawing Portfolio
Breadth Images Due — portfolio
review, slide show, and celebration of
the first semester’s work.
2-D Design Portfolio
Breadth Images Due — portfolio
review, slide show, and celebration of
the first semester’s work.
3-D Design Portfolio
Breadth Images Due — portfolio
review, slide show, and celebration of
the first semester’s work.
Week 19
Drawing Portfolio
Written explanations for
Concentration, timelines and project
ideas.
2-D Design Portfolio
Written explanations for
Concentration, timelines and project
ideas.
AP Studio Art Syllabus: Drawing, 2-D Design, and 3-D Design Portfolios
Middle Township High School
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3-D Design Portfolio
Written explanations for
Concentration, timelines and project
ideas.
Week 20
Drawing Portfolio
Concentration
2-D Design Portfolio
Concentration
3-D Design Portfolio
Concentration
Week 21
Drawing Portfolio
Concentration
2-D Design Portfolio
Concentration
3-D Design Portfolio
Concentration
Week 22
Drawing Portfolio
Concentration and Critique
2-D Design Portfolio
Concentration and Critique
3-D Design Portfolio
Concentration and Critique
Week 23
Drawing Portfolio
Concentration
2-D Design Portfolio
Concentration
3-D Design Portfolio
Concentration
Week 24
Drawing Portfolio
Concentration
2-D Design Portfolio
Concentration
3-D Design Portfolio
Concentration
Week 25
Drawing Portfolio
Concentration and Critique
2-D Design Portfolio
Concentration and Critique
AP Studio Art Syllabus: Drawing, 2-D Design, and 3-D Design Portfolios
Middle Township High School
14
3-D Design Portfolio
Concentration and Critique
Week 26 and 27
Drawing Portfolio
Concentration
2-D Design Portfolio
Concentration
3-D Design Portfolio
Concentration
Week 28
Drawing Portfolio
Concentration and Critique
2-D Design Portfolio
Concentration and Critique
3-D Design Portfolio
Concentration and Critique
Week 29 and 30
Drawing Portfolio
Concentration
2-D Design Portfolio
Concentration
3-D Design Portfolio
Concentration
Week 31
Drawing Portfolio
Concentration and Critique
2-D Design Portfolio
Concentration and Critique
3-D Design Portfolio
Concentration and Critique
Week 32
Drawing Portfolio
Concentration
2-D Design Portfolio
Concentration
3-D Design Portfolio
Concentration
Week 33
Drawing Portfolio
Taking Digital Images
2-D Design Portfolio
Taking Digital Images
AP Studio Art Syllabus: Drawing, 2-D Design, and 3-D Design Portfolios
Middle Township High School
15
3-D Design Portfolio
Taking Digital Images
Week 34
Drawing Portfolio
Selecting quality work, preparing
digital images, matting/mounting
quality work, finalizing concentration
statement …
2-D Design Portfolio
Selecting quality work, preparing
digital images, matting/mounting
quality work, finalizing concentration
statement …
3-D Design Portfolio
Selecting quality work, preparing
digital images, matting/mounting
quality work, finalizing concentration
statement …
Week 35
Drawing Portfolio
AP Studio Art Exhibition — install
show and hold opening reception.
2-D Design Portfolio
AP Studio Art Exhibition — install
show and hold opening reception.
3-D Design Portfolio
AP Studio Art Exhibition — install
show and hold opening reception.
Week 36
Drawing Portfolio
Portfolio Images Due — Portfolio
review, digital image powerpoints,
and celebration of the year’s work.
2-D Design Portfolio
Portfolio Images Due — Portfolio
review, digital image powerpoints,
and celebration of the year’s work.
3-D Design Portfolio
Portfolio Images Due — Portfolio
review, digital image powerpoints,
and celebration of the year’s work.
Grading
All
AP Studio Art Syllabus: Drawing, 2-D Design, and 3-D Design Portfolios
Middle Township High School
16
SC10 The course
teaches students to
understand artistic
integrity as well as what
constitutes plagiarism.
If students produce
work that makes use of
photographs, published
images, and/or other
artists’ works, the
course teaches students
how to develop their
own work so that it
moves beyond
duplication.
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 slides of their work, etc.
Bibliography
Chaet, Bernard. The Art of Drawing. Wadsworth Publishing, 1983.
Mittler, Gene, and James Howze. Creating and Understanding Drawings. Mission Hills, Calif.:
Glencoe/McGraw-Hill, 2005. Nicolaides, Kimon.
The Natural Way to Draw: A Working Plan for Art Study. Boston,Mass.: Houghton Mifflin Company,
2011. Rose, Ted, and Sallye Mahan-Cox.
Discovering Drawing. Worcester, Mass.: Davis Publications, Inc., 2006. Stelf, Jerry, ed. The AP
Vertical Teams Guide for Studio Art. The College Board, 2002. Zelanski, Paul, and Mary Pat Fisher.
The Art of Seeing. Prentice Hall, 2010.
Student Self-Critique
Upon completion of your work, fill out the following self-critique to be submitted with each assignment.
Be sure to complete both the rubric section and the explanation section below.
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. SC10
Upon completion of your work, fill out the following self-critique to be
submitted with each assignment. Be sure to complete both the rubric section and
the explanation section below.
Name: _________________________ Assignment: ________________________
Excellent
Average
Needs Work
AP Studio Art Syllabus: Drawing, 2-D Design, and 3-D Design Portfolios
Middle Township High School
17
Uniquely utilizes given
design concepts
Utilizes given design
concepts
Insufficiently utilizes
some design concepts
Work is distinctly
original in terms of the
concept, process, or
materials used
Work demonstrates
some originality of
concept, process, or
materials used
Work is clichéd, basic,
or does not demonstrate
inventiveness from the
artist
Extraordinary or
proficient level of
craftsmanship
Sufficient level of
craftsmanship
Mediocre or inferior
level of craftsmanship
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 of creating 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.”
Self-Evaluation
Mark one box under each category above to describe the level of success in your own work. For
example, next to Design Quality, do you believe your work is excellent, average, or needs work? Then,
in the space provided below, describe why you rated your work as you did in each category.
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