AP Studio Art, Drawing and Painting
Course Syllabus
Instructor: Megan Greene
Email: mgreene@chiarts.org
Visual Arts Values:
Collective Care / Judgement Free Zone / The 3 P’s: Prepare, Present, and Practice
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Course Introduction
AP Drawing/Painting is an integral part of the advanced visual arts curriculum and invaluable to the professional growth of each drawing and painting student. In this rigorous college-level, two-year course, students build upon the skills and knowledge acquired in previous drawing and painting studies to create complex, sophisticated work for a strong AP Drawing portfolio. This class includes independent work time, technical demonstrations, research, assigned readings, critique, and one to two field trips (pending in-person schooling), all in the support of each student’s growth.
The AP Drawing portfolio, (as revised by the College Board in 2019), includes two sections: Selected Works and Sustained Investigation. Both of these sections are worked on over the course of the junior and senior years. Note, while officially named the Drawing Portfolio, painting, printmaking and mixed media work may also be included.
I. Selected Works (40% of score)
- 5 digital images of works of art that demonstrate drawing (or painting) skills, and a synthesis of materials, processes, and ideas
II. Sustained Investigation (60% of score)
-15 digital images of works of art and process documentation that demonstrate sustained investigation through practice, experimentation, and revision
IIb. Concentration Statement
Course Description
In the junior year, students are given five to six conceptually challenging assignments. (See other portions of this website for further details). Students are expected to research, brainstorm, and prepare original source imagery for each unit outside of class. They are encouraged to explore various styles and concepts in the interest of self-discovery, and to choose the media and technique that best serves their idea. With each multi-week project, students build upon their skillful use of materials and knowledge of the Elements and Principles of Design as pertains to drawing and painting.
In the second semester of junior year, students cultivate a rich concentration topic and begin their initial concentration work, i.e. Sustained Investigation, a project that continues through the senior year. Students create a cohesive body of work around a given theme, investigating its many visual and conceptual facets. This concentration is to reflect intelligent and considered choices regarding materials, style, and composition as well as other pertinent design elements. Students continue to investigate artists’ work that relates to their own, building a digital ARTchive and keeping notes. The Sustained Investigation section of the portfolio is comprised of images of both finished work and process.
Focus and hard work are essential for success in this college-level course. Students are expected to challenge themselves to create high quality work that reflects a skillful approach to composition, concept, and material. To that end, they continue to use their sketchbooks as an essential tool for assignments, brainstorming, and gathering of source material. The vocabulary of art, including the Elements and Principles of Design, are regularly used in conversation and critiques; students are expected to demonstrate familiarity and proper use of such terms in both the analysis of their own efforts as well as that of other students. Each assignment is accompanied by an in-progress critique in which students are to give meaningful and constructive feedback to one another. Students are increasingly called upon to both begin and complete projects outside of class.
Course Outcomes
Upon successful completion of this course, students will be able to:
*Employ observational and imaginative drawing/painting in a given project
*Use a given project as a springboard for the creation of an accompanying, self-directed work
*Use appropriate vocabulary, including the Elements and Principles of Design, and critical thinking skills to discuss works of art
*Demonstrate complex, creative solutions to assignments
*Generate original source images from which to work that support a mastery of composition and are conceptually strong
*Implement/address a range of styles and concepts, as exhibited in the work of other artists, in the interest of developing breadth of portfolio
*Use a range of drawing and painting media, choosing the material that best suits the intended approach and style of a given project
*Understand the importance of self-motivation and self-guided practice through work outside of class, both in projects (including summer work) and in the sketchbook
*Utilize the sketchbook as a place for experimentation and creative play
*Communicate effectively as thoughtful artists, both orally and in writing
*Participate in group critiques, discussing one another’s formal and conceptual choices in a constructive manner
*Develop a strong and personally resonant concentration topic, supported by ample source material and inspired by the work of other relevant artists
*Develop a distinct body of work revolving around the chosen concentration topic
Instructional Materials (will vary)
-Various museum and gallery websites as well as artists’ personal sites
-New York Times, Art section, hyperallergic.com and other mainstream news sources and blogs
-various art books and monographs, from the art library and instructor’s personal books
-Art 21”, PBS series
“Color Basics,” by Stephen Pentak and Richard Roth
“Drawing, A Contemporary Approach,” 5th ed., by Teel Sale and Claudia Beith
Curriculum
Juniors
The goal of the five to six assigned unit projects is for students to encounter a range of concepts that require advanced problem solving and to implement a range of drawing/painting media and techniques in their work.
In each assignment, students are presented with a word. It is intended as a springboard for a work; there is no single solution. To start, students view a presentation of works by a selection of pertinent artists, discuss the multiple meanings of the assigned word, brainstorm aloud together, and complete readings where relevant. As critical first steps to each unit, students are to do extensive brainstorming and thumbnail sketching in their sketchbooks, followed by the creation of original source photographs or the collection of objects from which to work. In each project, students are expected to implement and strengthen the formal skills they have developed in their foundational years. Students are given class time for all projects but are expected to supplement this with additional time outside of class. Any work not completed in class is to be finished independently.
Please see the Calendar section of this website for a list of due dates.
First Semester: Scope and Sequence
Seniors
Beginning in the second semester of the junior year and following through the full senior year, students focus on their concentration, i.e. Sustained Investigation. As part of each unit, students are expected to follow the comprehensive brainstorming process mentioned above, i.e. make ample use of their sketchbooks, add to their digital ARTchive, and generate original photographic source material from which to work. Essential questions continually revisited with the instructor and in critique are the direction and cohesiveness of a student’s concentration, and the aesthetic strengths/weaknesses of individual works. Students are given class time for all projects but are expected to supplement this with additional time outside of class. Any work not completed in class is to be finished independently.
Please see the Calendar section of this website for a list of specific dates. The focus of a given unit will be unique to each student.
Grading
Students are expected to complete all assignments in class, adhere to deadlines, and have a valid excuse for missing class. (Note: a student is responsible for telling the instructor when an absence is excused--i.e. that a guardian has notified the office--in order to avoid penalty.) Students are responsible for missed assignments and in-class work. Students who miss class must contact the teacher or another student for assignments before the next class meeting.
The grades in AP Drawing/Painting will be broken into categories and weighted as follows:
Unit Projects
(includes daily unit project progress grades and final assessments)
Class Participation
2 pts - Prepare: readiness for class
4 pts- Practice: personal effort
4 pts- Present: community contributions
50%
50%
A detailed rubric will be used for the grading of each unit project. (See website for sample). Students will be assessed in the following categories: Completeness and Appropriateness, Creativity, Development, Design and Method/Tools.
School-wide grading scale
A+ 100-97
A 96-94
A- 93-90
B+ 89-87
B 86-84
B- 83-80
C+ 79-77
C 76-74
C- 73-70
D+ 69-67
D 66-64
D- 63-60
F 59 and below
Critiques
As part of this course, all students will participate in regular group critiques, to take place during or at the end of each unit project. Students are expected to demonstrate a working knowledge of the Elements and Principles of Design and other art vocabulary that they may effectively analyze their own work and that of their peers. The purpose of the critique is to provide constructive feedback on composition, technique, and concept in order to support a student in their continued growth. Furthermore, this process is meant to strengthen a student’s ability to intelligently speak about their conceptual and formal choices. The environment is to be positive and supportive. Each student’s engagement in the critique process is a critical part of their class participation grade for that day.
During studio time, students will also engage in ongoing, informal one-on-one discussions about their work with the instructor. During these brief meetings, students will be advised on the strengths and weaknesses of their work and given suggestions for improvement.
Materials and Supplies
The following materials and supplies will be needed daily.
*any borrowed art supplies and sketchbook
*pens and pencils
*Appropriate studio attire
These materials must be present in the classroom before class starts. Students that arrive unprepared for class will lose participation points.
Common Expectations and Standards
*Places—be on time to school and to class; come prepared with all materials, supplies, appropriate dress and attitude.
*Harmony—respect each other and work together.
*Collage—seek and receive wisdom; all voices complete the picture.
*Direction—be willing to lead and follow.
*Arrangement—consider the shared space. Leave things better than you found them. Each student is expected to contribute to the cleanliness, organization and material well-being of the classroom.
*ONLY at a teacher’s discretion may students use their electronic devices for educational purposes. No Internet use/writing e-mails during class unless teacher approved.
*No food or drink (except bottled water) is allowed in class at any time.
*Visual arts materials must be handled with care. All students will be responsible for any damage.
*If visual arts materials are needed to complete a project at home, the student must sign out the materials. All students are responsible for materials that are lost, damaged, or not returned.
Tech Norms (in the event of remote learning)
Turn on the video. We want to see you!
Please keep your audio muted unless you’re speaking.
If you have a question, type “me” in chat.
If yours or your teacher’s screen freezes, type in the chat to let people know that you’re going to log out and log back in.
The image or likeness of the instructor and class participants may not be captured, reproduced, or shared without expressed consent.
Late Work Policy
*If a student is absent on the day work is assigned…
Students are expected to submit assignments on a regular basis, adhere to due dates, and not miss class without a valid excuse. It is an expectation that students will contact or email the teacher for assignments and corresponding due dates when absent. If a student does not contact or email the teacher, the teacher will reach out to the student during outreach hours and/or via email.
*If a student is absent on the day an assignment is due...
Missing assignments, in the case of an absence, must be submitted on the day the student returns to class. It is the student’s responsibility to contact or email the teacher for assignments when absent. If a student does not contact or email the teacher, the teacher will reach out to the student during outreach hours and/or via email. In the case of extended excused absences the student is expected to communicate with teachers and develop a plan to complete any missing work.
All late homework will receive partial credit if turned in within 2 weeks of the due date. Work later than this date will not be accepted.
Assessment Retake Opportunity and Test Corrections
Students will be allowed to write/revise/retake one major assessment per semester for full credit. Retakes may be of tests that address the same skill or content but have different questions.
They will need to complete the revision/retake within 2 weeks of the date the assessment was returned to students.
Test Corrections: Students may complete corrections on written/MC exams for half credit for each point missed. Test corrections must be done within two (2) weeks of the test’s return to students.
Completed test corrections must be accompanied by the student’s written explanation of each correction.
Exceptions
Assessment retakes and test corrections will not be accepted within one week of the end of a quarter or semester.
Students may not retake finals.
Arts Performance Assessments that require an audience and are part of ensemble performance are exempted from the retake policy.
Projects and Performance Assessments
Projects and Performance Assessments may receive partial credit if turned in within 2 weeks after the due date. Work later than this date will not be accepted.
Days Late*-----------% of credit available
0 100
1 90
2 80
3 70
4 60
5-14 50
15 and up unacceptable
*Days late refers to calendar days. Late projects that require in-person performance/presentation will be turned in on school days only.
Credit available should not be construed with guaranteed credit; work quality is a factor.
Performance Assessment: If a student is absent on the day of their performance assessment (due in person), a student can make up the work if their absence is excused and there is documentation from parent/guardian (written or phone call).
Exception: Arts Performance Assessments that require an audience and are part of ensemble performance are exempted from the late performance assessment policy.
*504/IEP assessment modifications will continue to be respected during remote learning.
*Please see the Parent-Student Handbook for other school policies and more information.