AP Studio Art

Level 11 -12
Prerequisites - FIVA prior to grade 10, unless waived
Full year - 1 credit

1. Course Description

Advanced Placement Studio Art is intended for motivated students who are seriously interested in the study of art. Through the creation of works that exhibit quality, concentration and a broad exploration of artistic concepts and media use, the student prepares a portfolio which may be presented for the AP examination. Students should be aware that AP work involves more time than a typical art course.

2. Course Components

Studio Work

Students work intensively in a variety of media, themes, approaches, concepts and styles as they learn to make art that is both personal and reflective of an increased understanding of the many aspects of art and art making. The course builds thinking and creating skills in a variety of ways. The focus of the course is to provide an structure through which the AP Portfolio can be completed.

In AP Studio Art, as in all art courses, students must learn to draw on some of the basic sources for continuing growth and development throughout their lives: observation, memory, imagination, innovation, interaction, reflection, and independent thinking. The skills to use these resources are embedded in the work of the AP Studio Art class.

The course addresses three major concerns: a sense of quality in the student's work; the student's concentration on a particular visual interest or problem; and the student's need for breadth experience in the formal, technical and expressive means of the artist. Students work in preparing four to six quality works, 14 to 20 concentration pieces around a visual concern or interest and 14 to 20 pieces which demonstrate an ability to work on a wide variety of media and concepts. This course is very rigorous and the guidelines suggest that work be completed in a variety of means in order to give the student sufficient time. Such suggestions include work from more than one year of art study, spending more than one class period per day, or taking more than one art class in which to produce the required amount of work. Since the AP Studio Art course is designed to cover the same basic material as a college level foundations course, it is imperative than students be able to invest the necessary time commitment to this course.

Students must present a portfolio in May in which all three areas are represented. The specifics vary according to which portfolio in AP Studio Art is chosen - Drawing or General Portfolio. Although the portfolio requirements remain the same, those students submitting their portfolios to The College Board must take slides of their work for submission as well. All students prepare their work for a final exhibition in the school library. The method of presentation to The College Board includes both original work for the Quality section and slides for the Breadth section. In the Drawing portfolio six original works, and in the General portfolio four original works are submitted for the Quality section. In the Concentration section there are 14 to 20 pieces submitted in slide form, or a five minute film or video. In the Breadth section there are 14 to 20 pieces in the drawing portfolio and 18 to 20 pieces in the General portfolio. The criteria for the three areas of quality, concentration and breadth follow the guidelines of the Advanced Placement course description issued by The College Board each year. Students learn about visual thinking processes through regular sketchbook assignments, and research done in conjunction with the bibliography provided by the College Board. The sketchbook serves as a visual and verbal journal, in which students record their experiences, observations, responses to readings, and other information which they may draw upon in developing their own approach to art making as a means of personal expression.

Historical and Cultural Knowledge

Within the study of any art form, students must learn and understand the significance of specific artists, movements, technological developments and cultural influences affecting our perception of that art form. The teaching of these areas must be woven within the studio and art criticism framework to create a balance that provides the student with a rich foundation of knowledge to use in the making, analysis and appreciation of art.

In AP Studio Art students learn about the relationship of art to humanity through various readings, lectures and magazine reviews, using the bibliography suggested by the AP course description as a base. They keep a sketchbook in which weekly drawings and notes of ideas of ways of working are kept. Reviews of slides, videotapes, books and magazine articles spanning topics which cross cultural and historical barriers give the student a true and broad perspective of how art has been used in the past and how it is being used today throughout the world.

Students view slides and video tapes, visit museums and galleries and read articles on art works from a comprehensive collection of books and magazines. They keep a journal/sketchbook in which they record ideas, collect images and draw sketches for future work. Students write responses to articles on various historical, cultural, technical topics as well as study the work of artists in order to see the relationship between technique, idea, content and production.

Criticism

Students participate in a variety of forms of art criticism. This includes description, analysis, interpretation, and judgment of works of art and other forms of visual expression from historical and cultural sources. Students discuss and practice ways of analyzing works in terms of their use of visual elements and principles, interpreting the intent and meaning of these works, and making thoughtful, informed responses to the work from more than one point of view. Students also read and respond to reviews by art critics, and may write their own review of an art show in a local gallery or museum as a result of a field trip to that show.

Testing

Testing is done on a regular basis. Students are tested in a variety of forms, both written and oral, and also must demonstrate their understanding of course content through application of learned concepts and techniques.

Another form of cumulative periodic examination is the portfolio review, in which the student and teacher evaluate the student's demonstration of understanding of art concepts through application in his studio work.

Students are tested on their knowledge of the technical aspects of the study of the various theories, media and techniques they have been using. They are asked to write about art and artists from a historical, analytical and cultural perspective. Students need to be able to demonstrate ability with their artistic endeavors via the work produced and descriptive instructions for various techniques, and to interpret their own work as well as that of other artists.

Student evaluation is continuous throughout the course as work is being made. Individual conferencing and grading is done for work made, usually many times throughout its production. AP students are evaluated within the standards of the curriculum set forth by the College Board in the areas of
Quality, Concentration and Breadth. They must prepare a written commentary about the source of their ideas and the nature of their work as part of the portfolio requirement.

3. Course Materials

Studio Materials

In Advanced Placement Studio Art a broad range of materials in a variety of media is required. These materials include paints, such as watercolor, acrylic, oil and tempera as well as colored pencils, oil sticks and pastels. A range of drawing, printmaking and sculpture materials are also required.These include pencils of various grades and types, graphite, charcoal. Printmaking supplies include, Serigraphy screens, squeegees, a variety of inks, plexiglass, etching tools, and papers suitable for many media. For the most part these materials are shared with other studio courses, however a small selection of professional quality materials are necessary to accommodate the scope of this curriculum. These include papers that are acid free, good quality brushes, and colorfast pigments. Equipment such as easels, drawing boards, painting tools, a printmaking press, inks, brayers and other tools, ceramic materials, video camcorders, video editing equipment, cameras and photographic materials are also used.

Students must also have access to the equipment necessary to take photographic slides which are required for submission of their portfolios to The College Board.

Reading Materials

There is an extensive collection of titles ranging from art texts to instructional information, to monographs of artists, art historical surveys, books which focus on particular art styles, movements, media, or cultures as well as writings by artists available in the studio area. These magazines and books serve as a constant resource of information and exposure to the expansive realm of the study of art. In fact, they serve as a text in that students are required to use them constantly.

Audio Visual Materials

Because art is, after all, a visual activity, high quality visual media are vital in the presentation of artist's work, working techniques, and in understanding the varied expression of ideas. A collection of videos representative of a broad range of artists, art styles and movements helps students understand the process an artist works through in formulating and expressing ideas in various media, as well as exposing the student to images of the artists' work.
Slide reproductions of art work from throughout history are often used to examine work from different periods, to compare and contrast works of art in terms of content, meaning, style, and media, and to examine art in formal terms of composition.

Field Trips

A necessary component of all art classes is the field trip to a museum or gallery to see actual art work. The experience is two-fold: not only are students able to respond to the size of the work and the quality of the "real thing", but they also learn about the function of a museum or gallery. Understanding that these places are available to them will encourage a life-long relationship with art.

Trips to Bowdoin College Art Museum, The Portland Museum of Art, USM Art Gallery, Olin Arts Center, etc. as well as trips to Brunswick galleries to see contemporary art work is an important facet of this course. This affords the student the invaluable opportunity to see real art work in its original state, not as a slide or print in a book. Visits to the studios of area artists is also encouraged.

4. Student Expectations

Attendance

Most course learning requires that students are actively involved in the process of making art.

Students must demonstrate satisfactory participation in class activities, including studio work, lectures, demonstrations, critiques and discussion. Since the studio experience cannot be reproduced, students are expected to be present in class. Following an absence, it is a student's responsibility to ask for makeup work and to spend time in the studio making up missed work, if necessary.

Time

Students should be aware that Advanced Placement work involves more time than a typical art course. Students will need to work the equivalent of an introductory college course,which is three two-period sessions a week. Work outside of class is expected, both on long term and short term assignments. It is expected that work in the sketchbook/journal or in researching the bibliography be an ongoing time commitment each week. Time spend during class must be spent on the processes of making art.

Presentation of Work

The AP student has an obligation to prepare a portfolio either for submission to The College Board for completion of the course. This portfolio requires a total of 44 to 46 works in the areas of quality, concentration and breadth. Specific requirements are set forth by The College Board. Students are expected to keep in a portfolio or other means of storage each work they create. Work from this portfolio is appropriately presented by matting, framing, or building a suitable display base, etc. Work is presented to other class members in critiques and is periodically put on display in the cases outside the library and art room. Part of the final presentation includes a special exhibit in the library during which each student presents his entire portfolio. A written statement is required to accompany the display of work to focus both the student/creator and the viewer on the objectives, ideas and intent of the piece.

Sketchbook/journals are presented periodically for evaluation of specific assignments and ongoing work.

Behavior

Appropriate behavior includes respect for other learners, school property, their own work, that of their peers, and the learning environment set by the teacher. Learning is the central activity in the classroom; student actions are expected to contribute to and support the plan for learning. When student actions detract from the learning situation, an offending student's grade will reflect the negative impact his/her actions have on the learning of other students in the class as well as his own.

Care of Books, Materials and Equipment

A student who loses, abuses, or destroys a book or any other course material or equipment that has been assigned to his or her care is responsible for its replacement costs. Students may be able to work in the art room to compensate for monetary losses when appropriate.

5. Evaluation

Grading Standards

In this course, student thinking, development of visual acuity, problem solving, and demonstration of skills in studio work are at the center of class activity. Grading is viewed in this context. Because the critique process is an important part of learning about art, students are expected to participate in the evaluation of their own work, as well as the work of others. As students become more aware of the language and process involved in making and looking at art, they will become more comfortable with self-assessment.

Teachers will assess student performance and progress, as evidenced by studio work, in class task commitment, homework, and daily preparation. Work is regularly reviewed to give students the opportunity to learn more through looking at their own work and the work of other students from different points of view.

The usual A B C D F system is used to grade student work each quarter. Work handed in late is subject to the penalty of a lower grade, or loss of credit for that work, as specified by individual teachers.

In addition to the standard evaluative process the Advanced Placement student has a more rigorous sta