AP Studio Art: Drawing
Course Description:
(2 semesters, 1 credit Fine Art)
The AP Studio Art course is designed for students who are
highly motivated in the desire to create and explore. Students who enroll in this course should be
interested in developing and refining technical skills as well as pushing the
boundaries of conceptual ideas, complex thoughts, and creative solutions.The
goal of this course is for students to build a portfolio that shows mastery of
skills and evidence of exploring a central theme or idea through artistic means.
Students will consider different media, formats and concepts to create work
that investigates the three central elements of the AP College Board
Portfolio: Quality, Concentration, and Breadth.
The body of work submitted for the portfolio asks for 24 pieces and can include
art created prior to and outside of the AP Studio Art Course. Students will experience a variety of
opportunities to create artwork that demonstrates the best of their abilities
to master formal, technical and expressive means of creation. Students will
also engage in discussions and research of relevant topics to allow for a
deeper understanding of art.
Additional goals for
this course include:
To foster a growing and meaningful understanding and
appreciation for the creative process:
Thinking => Carefully Observing=> Planning => Doing => Revising=>
Doing again
To develop versatility and depth in art making
To recognize the importance and ethical implications of
creating original work and what it means to plagiarize in the field of art.
To consider multiple perspectives when creating and
responding to art
To develop and nurture student ability and accomplishments,
by building confidence with meaningful feedback and critique (from instructors,
peers, and outside artist professionals)
Portfolio development is an ongoing process and each piece
should be considered an opportunity for creative problem solving. Students are
expected to make purposeful decisions that take into account the elements and
principles of design, but also work toward conveying a clear and unified
message about what you (the artist) want to say
While the majority of class time is dedicated to the
creation of original art work, the class will also explore artwork by artists
from a variety of periods in history, and from different parts of the world. We
will discuss different art movements and ‘isms’ as well as current art
happenings both locally and internationally. Students will have the opportunity to go on
field trips to local art destination and hear from artists and professionals in
the community.
Course Approach:
Daily learning activities will include building technical
skills in a variety of media and approach, readings, instructor presentations,
guided prompts, conceptual development, and self-reflections and are subject to
change according to individual’s needs. Formative assessments take place
throughout both semesters in the form of self-evaluations, discussions with the
instructor, critiques from guest artists, and peer reviews. Summative
assessments take place at the end of each quarter in the form of a portfolio
progress report.
Resources Students and Teacher:
Stewart, Mary. Launching
The Imagination. McGraw-Hill Humanities,
2011.
Smagula, Howard J. Creative Drawing. Brown&Benchmark, 1993.
Chipp, Herschel B. Theories of Modern Art. University of California Press, 1968.
Foster, Krauss, Bois and Buchloh, Benjamin J. Art Since 1900 Vol.I and II. Thames
& Hudson, 2004.
Public Broadcasting Service’s Art21: http://www.pbs.org/
Sources for AP
Student and Teacher Reference:
AP Studio Art Poster. New York: The College Board,
2012.
Classroom Policies and
Procedures:
RESPECT: Students
are expected to respect the classroom, the course, each other, and the
instructor. Failure to do so will result in a warning, followed by an
infraction if the offense is repeated.
If disrespect continues student will be subject to Class II or III
infractions and a parent/teacher conference.
Repsect for the classroom means using supplies responsibly,
and not being wasteful or careless. Students are expected to keep their work
area, sinks and supplies clean, neat, and organized.
Respect for the course means taking assignments seriously,
and actively and genuinely participating and contributing to discussions and critiques.
Signing up for this course implies a genuine interest in art, and a commitment
to giving the best effort possible.
Respect for each other means fostering an environment where
students feel comfortable to share opinions and ideas. Please be respectful of
ideas and opinions that are different from yours, and offer criticism in an
honest and constructive manner.
Respect for the instructor means listening attentively when
she addresses the group, and recognizing that the instructor’s role is to guide
and support the student through the process of portfolio development.
SUPPLIES AND STORAGE:
Each student will have a designated work area and a supply cart. Students
are responsible for maintaining care of brushes, palettes, and containers of
mediums/spirits. Supplies should not be left out at the end of class, and all
work in progress should be stowed safely in designated areas. Students should
have a sturdy portfolio for storage of drawings, a folder for rubrics and other
handouts, and a sketchbook.
TECHNOLOGY: Each
student is expected to use technology responsibly while in the classroom. Laptops should remain closed and stowed
until instructed otherwise. Laptops may only be used for research, editing,
planning, reflecting, and/or to aid in the creation of original art work. Cell phones should not be visible at any time
during class.
ETHICAL PRACTICES:
Each artwork produced for this portfolio is assumed to be originally conceived
and created by the student claiming ownership. If you copy ideas or images from photographs, designs or artwork that
you do not own or did not create you may be committing plagiarism. Plagiarism
is considered a serious violation of the honor code, which states: “all members
of the school community are called to serve one another through dedication to
honesty in themselves and others”. Using
someone else’s work and calling it your own is dishonest and is subject to
review by the honor council. If there is enough evidence to prove that an
artwork or statement has been plagiarized the student will receive a zero on
the assignment, be asked to apologize to the teacher and receive a class II
infraction (if it is a first time offense). If the violation is a second
offense, in addition to the above, the student will receive a five percent drop
in the final average for the class. If the violation is a third offense the
student may be asked to withdraw from school.
“According to the Merriam-Webster Online Dictionary, to
"plagiarize" means
- to
steal and pass off (the ideas or words of another) as one's own
- to
use (another's production) without crediting the source
- to
commit literary theft
- to
present as new and original an idea or product derived from an existing
source.
In other words, plagiarism is an
act of fraud. It involves both stealing someone else's work and lying about it
afterward.
But can words and ideas really be stolen?
According to U.S. law, the answer
is yes. The expression of original ideas is considered intellectual property,
and is protected by copyright laws, just like original inventions. Almost all
forms of expression fall under copyright protection as long as they are
recorded in some way (such as a book or a computer file).” (http://www.plagiarism.org/plag_article_what_is_plagiarism.html)
Assessment and Grading:
Sketchbook Assignments (20%)
The following concepts will be assessed for
sketchbook assignments:
-Creative problem solving
-Expression of personal artistic
voice and originality
-Craftsmanship
Written and Verbal Responses(20%)
Throughout the year students will
document and reflect about their work by writing and rewriting artist statements,
setting and assessing goals, participating in group critiques (peer
evaluation), and responding to spontaneous prompts. Students will make
observations, pose questions, and muse intelligently using appropriate art and
design vocabulary.
Breadth Exploration
Assignments and Portfolio Progress(40%)
Portfolio progress will be
assessed on critique days. Assessment is focused on evidence of mastery in
concept, composition and execution.
Students will do a self-evaluation and written reflection of their work
on each critique day. At the beginning of the next class after critique days,
students will receive a written evaluation and portfolio progress grade from
the instructor.
Presentation(20%)
Students will lead a presentation
on a topic related to their concentration for the class. Students will be
assessed on depth of investigation, consideration of multiple perspectives,
original conclusions, engagement and authenticity.
Course Sequence Overview and Structure:
Summer Assignment:
You will be given a
book to “alter” into your own personal sketchbook/art piece. Draw, paint, cut,
stitch, paste, and/or write to transform as many pages as you can. You can
explore ideas for your concentration, or you can just create whatever comes
into your mind. Perhaps you could be inspired by or begin with what is already
there on the page. Your goal is transform at least 20 pages for your first
sketchbook grade of the year. Whoever
completes or transforms the most pages will receive a special prize at the
beginning of the year. Working a little bit every day is an excellent habit to
keep your ideas fresh, and your creativity active. Just like working out or
training for a sport, the longer you fall out of practice, the harder it is to
get back to competition level! So the more you train your artistic practice
with focused and thoughtful attention, the better your art will become!
·
For a page to count as “complete”, you must use
the entire page
·
Experiment with composition and media
·
Let YOUR artistic voice shine through!
·
Do NOT copy images from the internet!
Here are some ideas:
·
Draw all of your friends in a way that reflects
their individuality.
·
Use the rectangle format of the page as a frame
and draw the view from every window in your house.
·
Do multiple continuous contour drawings of the
same object that overlap. Then fill in some of the spaces with invented
patterns. Fill the space. Check out Sarah Walker, http://sarahwalker.org
·
Do 10 self-portraits in completely different
styles
·
Draw Outer Space
·
Illustrate your summer soundtrack
·
Write a haiku, or a poem, then illustrate it
·
Use a really really big brush, or even a rag for
thick, bold, expressive lines.
·
Fingerpaint
·
Collage
·
Burn some holes
·
Create shapes and contours with torn edges
·
Use only geometric shapes
·
Interpret one word that’s already on the page in
different ways, or let one phrase of text inspire the composition
·
Draw what you SEE
·
Journal an ongoing definition of what YOU think
about art. Your art and art in general. What is its purpose? What do you want
to accomplish with it? What purpose does it serve in your life? How is it part
of your day? What is your most favorite art work or museum in the world? Why do
you like it so much?
Fall Semester:
[Weeks
1-9] Focus on Breadth:
The rationale for these
assignments is to allow for an opportunity to create new work for the Breadth
section of the AP Portfolio. These prompts are intended to challenge the
student to find a creative solution using observational skills, non-objective
forms, and linear perspective, while experimenting with different techniques
and exploring specific conceptual themes. In the time allotted students may
choose to focus on one piece or create a small series for each conceptual unit.
Units of Exploration (conceptual):
Week 1-3: Nature/Environment
Artist Resources: Sandy
Skoglund, KaiKai-KiKi Workshop, Wolf Kahn, Georgia O’Keefe, Chinese Brush
Painting
Week 4-6: Identity
Artist
Resources: Alice Neel, Jean Paul Basquiat/Andy Warhol, Wagnechi Mutu, Kehinde
Wiley, Marlene Dumas, Cindy Sherman
Week 7-9: Spirituality
Artist Resources: El Greco,
DaVinci, Matthias Grunewald, Ebbo Gospels, Michelangelo, Marc Chagall, Shahzia Sikander
For each unit of conceptual
exploration, students will choose one option from section A and one option from
section B to create an original artwork with potential to be used in the
Breadth section of the AP Portfolio. Each combination of options must be different
(to allow for versatility and variety), and will be due at the end of the three
week period for a group critique and a portfolio progress grade. Although there
are a few guiding parameters students are encouraged to find creative solutions
within these units.
A. Units of Exploration (form and subject):
§
Linear Perspective
§
Abstract Expression
§
Organic Still Life
B. Units of Exploration (medium and surface)
§
Ink and Watercolor and/or prismacolor on paper
§
Oil and/or acrylic on canvas
§
Oil or acrylic or marker on Found object/surface
§
Charcoal, ink or acrylic on newspaper collage
§
Use of a non-tool or medium (example: fork or
mustard)
§
Graphite and mineral spirits/medium on gessoed
panel
[Weeks
10-16] Focus On
Concentration (Part One):
Students will assess how many pieces are needed to fulfill
requirements for the AP Portfolio, and will set personal deadlines with the
instructor that align with critique days noted in the class calendar, The
intention is that the work in the AP Portfolio submission represents the best of the student’s artistic ability. Depending
on what is needed students may decide to approach asmaller number of pieces
that require more time, or alarger number of pieces that require less time.
Emphasis will be on ongoing individual development of a concentration, with
focused attention on process and materials.
Students will have the opportunity to sign up for time slots
on critique days. There will be time for four students each day, all students
must sign up or take what is left on the days of critiques.
Students will receive a portfolio progress grade on the day
of her critique, (see appropriate assessment rubric) as well as a verbal
response grade for active participation.
Students will begin piecing together rough drafts of artist
statements, detailing what, why, and how they will explore the concentration.
During these weeks students will also begin work on a
presentation for the group. The presentation should be related to the student’s
concentration in some way, and is intended to help further the exploration
process. Based on individual needs the
instructor will help the student choose a topic that is appropriate. The
presentation will involve research and critical analysis of a specific area of
interest in the art world. The purpose
of this presentation is for students to discover something new and interesting,
to further their understanding, and to share this discovery with others, that
the instructor and other class members might gain a new perspective.
Spring Semester:
[Weeks
1-10] Focus on
Concentration (Part Two):
Students will be expected to give individual presentations
in the third week of the semester.
At this point students will have a confident and clear
vision of their concentration and what they hope to achieve in the coming
weeks. Work in the classroom will be dedicated to exploring the concentration in
a more focused manner, allowing for an ongoing dialogue with the instructor.
Students will also spend time working on and revising an artist statement.
[Weeks
11-16] Focus on Refining
and Finishing Portfolio Submissions:
Students will continue work on concentration or breadth
pieces as necessary. Students will carefully document all work completed so far
and refine digital portfolios. Students will prepare and hang a senior
exhibition and take care to see all is ready for AP Portfolio submission.
Outside Work:
Because this is an
advanced level course, students are expected to dedicate at least 2 and up to 5
or more hours a week outside of class to this course.
Sketchbook
Assignments: Students will have a sketchbook challenge every two weeks, and
will be checked for a grade at the end of the two weeks.
Contests and
Opportunities: Throughout the year, we will have many contest
opportunities, students are encouraged to enter as many as possible.
Art Reviews: Students
are expected to visit at least one gallery or museum on their own each semester
and write an art review about the show as a whole, or about an individual work.
In the News: Students
will have the opportunity to lead classroom discussions about art related topics
in the news.
Presentation Research:
Research for individual presentations will primarily take place outside of
class time.
Open Studios Lab: Tuesdays,
Wednesdays and Thursdays, the classroom and instructor will be available for
extra work time and individual progress reviews from 3:45-4:45. The classroom
and instructor will also be available before school starting at 7:45am unless
otherwise noted.
Individual Progress
Reviews: Students are invited to sign up for additional individual
critiques during tutorial period on Wednesdays.
Semester I Plan (16 weeks) Class meets every other school day
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Breadth
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Daily
Happenings
|
Assessment
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Homework
|
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Week 1-3
August
22-Sept 16
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1.Unit of
Exploration: Nature/Environment
Artist Resources presented
Begin Planning
Time for
individual work and discussion
Finished
Work Due 9/15
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9/14: Finished work due with
Reflection and Self Evaluation
Group
Critique and Discussion
9/16:
Continue with Group Critique and Discussion
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8/22: Summer Sketchbook Due
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Week 4-6
Sept.
19-Oct 7
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2. Unit of
Exploration:
Identity
Artist Resources presented
Begin Planning
Time for individual work and discussion
Finished
Work Due 10/5
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10/5: Finished work due with
Reflection and Self Evaluation
Group
Critique and Discussion
10/7: Continue
with Group Critique and Discussion
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9/30: 1st Sketchbook
Challenge Due
|
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Week 7-9
Oct.
10-Oct 27
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3. Unit of
Exploration
Spirituality
Artist Resources presented
Begin Planning
Time for individual work and discussion
Finished
Work Due 10/25
Sign up for individual discussion times,
Topics: Process and Concentration
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10/25:Finished work due with
Reflection and Self Evaluation
Group
Critique and Discussion
10/27:
Continue with Group Critique and Discussion
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10/14: 2nd Sketchbook
Challenge Due
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Week 10
Oct 31
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Goal
Setting
Concentration
Proposals
Individual
development of concentrations
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Individual
Discussions about Process and Concentration
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11/4: 3rd Sketchbook
Challenge Due
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Week 11-13
Nov.7-Nov.22
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Ongoing
individual development of concentrations
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11/7: Concentration Proposals Due
11/7: Personal Goals Outline Due
Ongoing Individual
Discussions with instructor, choose
presentation topic
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11/7: 4th Sketchbook
Challenge Due
|
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Week 12-16
Nov.28-
Dec 15
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Ongoing
individual development of concentrations
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12/12: GROUP CRITIQUE
Concentration
Work Due with Self Reflection and Rubric
12/14: GROUP
CRITIQUE cont’d.
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12/10: Presentation Topic Proposals
Due
12/10: Art Reviews Due
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Semester II Plan
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Week 1-3
Jan 4-Jan
20
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Ongoing
Individual development of concentrations
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1/18: Presentations I
1/20: Presentations II
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1/13: 5th Sketchbook
Challenge Due
|
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Week 4-6
Jan 23-Feb
10
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Ongoing
Individual development of concentrations
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2/2: GROUP CRITIQUE
Concentration
Work Due with Self Reflection and Rubric
2/4: GROUP
CRITIQUE cont’d
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2/10: 6th Sketchbook
Challenge Due
|
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Week 7-10
Feb
13-March 2
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Ongoing
Individual development of concentrations
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Individual
Discussions and Critique
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2/24: 6th Sketchbook
Challenge Due
|
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Week 11
March 5-9
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Ongoing
Individual development of concentrations
|
3/7:GROUPCRITIQUE
Concentration
Work Due with Self Reflection and Rubric
3/9: GROUP
CRITIQUE cont’d
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3/9: 7th
Sketchbook Challenge Due
|
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Week 12
-16
March 19-April
5
|
Ongoing
Individual Development
Photo
Shoot and Documentation Workshops
|
Individual
Discussions
And
Critique
4/5: GROUP CRITIQUE Concentration
Work Due with Self Reflection and Rubric
4/7: GROUP CRITIQUE cont’d
|
3/30: 8th
Sketchbook Challenge Due
|
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Week 17-20
April
10-May11
|
Finishing
Touches
Fine Arts
Festival Display and Reception
Portfolio
Materials Assembled and Delivered
Artist CD
complete with images from portfolio submission and artist statement turned in
for a grade
|
5/2: FINAL GROUP CRITIQUE
Concentration Work Due with Self Reflection and Rubric
Digital
Portfolios
5/4:
Artist Statement Due
|
4/13: Last
Sketchbook Challenge Due
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Breadth Exploration Assignment Reflection and Rubric
Name:
Exploration Unit
(circle one): Nature/Environment
Identity Spirituality
Form/Subject Explored
(circle one): Linear
Perspective Abstract
Expression Organic Still Life
Medium and Surface
Explored (circle all that apply):
Ink, Watercolor and/or Colored Pencil on Paper
Oil or Acrylic on Canvas
Oil, Acrylic, or alternative on Found Object Surface
Charcoal or alternative on newspaper collage
Use of non-drawing tool or medium
:______________________________________
Graphite and/charcoal and mineral spirits on gessoed panel
Title:
|
Concept/Subject Matter: How would you
describe your concept for this assignment? How did you choose your subject
matter? How did you make it your own? Is this a creative solution to the
prompt?
|
|
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Composition , Use of Elements and
Principles:
How did
you use the elements and principles of design? Which were most important for
communicating your concept?
|
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AP Drawing Concentration Reflection and Rubric
Name:
Concentration Drawing # _____
Dimensions:
_________________________________
Medium:
____________________________________
Title:
_______________________________________
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Conceptual
Development:
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Existing or Evolving
Idea=>
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Planning/Experimentation
What will you do to prepare for this piece? =>
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References/Works Consulted
=>
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List the Design Elements
you feel are most important in this work
=>
|
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List the Design Principles
you feel are most important in this work
=>
|
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How do they work together
towards conveying your message?
=>
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Concept
Expression
|
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1.Committed
Investigation of an Idea
|
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The work shows little investigation of an idea
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The work shows clear investigation of an idea
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The work shows a strong investigation of an idea
|
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The work shows excellent and
passionate investigation of an idea
|
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2.
Progression and Transformation
|
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The work shows little or no growth from previous
artwork
|
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The work shows clear growth from previous artwork
|
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The work shows little clear and considerable growth
from previous artwork
|
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The work shows excellent growth from previous
artwork
|
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3.
Artistic Voice
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The work lets a little artistic voice shine through
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The work shows a clear artistic voice
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The work has a strong sense of artistic voice
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The shows a powerful artistic voice
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Composition
and Formal Decisions
|
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1.Composition
|
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The composition has a moderate relationship to the
idea and is visually weak
|
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The composition has a clear and good relationship to
the idea and makes good use of space
|
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The composition is visually engaging and shows a
strong relationship to the idea
|
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The composition is dynamic and shows an excellent
and thoughtful relationship to the idea
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2. Color
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The color plan shows little relationship to the idea
|
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The color plan shows a clear relationship to the
idea
|
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The color plan shows a strong relationship to the
idea
|
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The color plan shows a dynamic and evocative
relationship to the idea
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3. Value
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The value has a moderate relationship to the idea
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The value has a clear relationship to the idea
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The value has a strong relationship to the idea
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The value shows a dynamic relationship to the idea
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Execution
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1.Media
Choice and Mark Making
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The media and mark making show little relationship
to the idea
|
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The media and mark making show clear relationship to
the idea
|
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The media and mark making show a strong relationship to the idea
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The media and mark making show an excellent and
masterful relationship to the idea
|
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2. Subject
Matter
|
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The subject matter has a moderate or expected
relationship to the idea
|
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The subject matter has a clear and interesting
relationship to the idea
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The subject matter has a strong and interesting
relationship to the idea
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The subject matter has an innovative and interesting
relationship to the idea
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Share any
additional comments about your process and how effective you feel the work is
at conveying your message:
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Sources Consulted:
AP Studio Art Poster. New York: The College Board,
2012.
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