AP 2D Design
AP 2-D Art & Design - Summer Work
The only task that you need to complete prior to the start of Fall 2023 is to take a variety of photos that relate to the elements of art. This is key to building an extensive image library and will simplify your preliminary work prior next year. The majority of the time your assignments will be centered around generating pieces from your own ideas, thoughts and feelings. With that being said, I am asking you to do some preparation work over the summer. The only work required over the summer will be to take photographs. Using a phone to capture elements of art during the course of the summer will help generate some “possibilities” during the upcoming school year. When considering what to look for and photograph, do not hesitate to capture objects that have unique:
LINE
SHAPE
COLOR
TEXTURE
FORM
VALUE
SPACE
Trees that have a rough bark, an old car that is rusting, a barn that is falling apart, metal that is twisted or even a wild arrangement of power lines near the road are “possibilities”. These images often help us to formulate ideas that could be used for abstract designs or shapes to recreate during the course of the year.
Examples below...
Questions: gerald.young@howlandschools.org
AP 2-D Art and Design Syllabus
Instructor: Mr. Jerry Young
Room: 025
Email: gerald.young@howlandschools.org
Curricular Requirements
CR1: The teacher and students us a variety of art and design resources, which can include books, periodicals, reproductions, and online media. See page: 6
CR2: The teacher and students have access to a digital camera and a computer equipped with image editing software and an internet connection as well as digital projector and screen for viewing and discussing works of art and design. See page: 7
CR3: The course provides opportunities for students to practice and develop the skill Category 1: Inquiry and Investigation through portfolio development. See pages: 4, 5
CR4: The course provides opportunities for students to practice and develop the skills in Skill Category 2: Making through Practice, Experimentation, and Revision through portfolio development. See pages: 3, 4, 5
CR5: The course provides opportunities for students to practice and develop the skills in Skill Category 3: Communication and Reflection through portfolio development. See pages: 3, 5, 6
CR6: The course teaches students to understand integrity in art and design as well as what constitutes plagiarism. If students produce work that makes use of others’ work, the course teaches students how to develop their own work so that it moves beyond duplication of the referenced work(s). See Page: 6
AP 2-D Art and Design Syllabus
Objectives/Goals of Course:
- Students will:
o Demonstrate a thorough understanding of the elements of art and the principles of design through an investigative experimentation of ideas, materials, and processes using electronic media in conjunction with traditional art mediums, materials, and processes.
o Learn and value the investigative process of recording ideas, solving problems, and using these ideas for artwork creating.
o Use decision-making skills to assess visual problems.
o Become an active communicator in the art making process with self, instructors, peers, and the art community.
o Develop a Sustained Investigation – a personal investigation (body of artwork) that focuses on a special area of visual problems to solve.
o Develop and choose five high-quality works that are excellent in concept, composition and execution to submit for the Selected Works section in their final portfolio.
o Explore postsecondary options for art making.
Course Description
- This is a full-year course. This course was developed to accommodate students who have demonstrated a strong interest and ability in 2-D art, focusing on design/illustration based artwork. These students complete an AP 2-D Art and Design portfolio with a variety of artistic mediums explored. Research, field trips, regularly (at least biweekly) oral and written critiques will be integral parts of this course. All students will submit a portfolio at the end of the course that has followed the AP Art and Design Portfolio Submission requirements. With direct teacher instruction, the emphasis will be placed on the development of the AP Portfolio. The students will complete both sections (Sustained Investigation and Selected Work Quality Section) of the portfolio.
- This course will emphasize ongoing documented experimentation with design concepts, composition, and media that uses “Design Journals (DJs)’ (sketchbooks). Students will use these DJs daily, and they will be the core source of ideation and documentation of their art making. Artist growth, ideas, and final artworks will be investigated with the use of these books.
- As a part of this course, students must develop their own personal voice. Mastery of concepts, composition, execution, varied art mediums, mixed media, and themes, concepts, subject matter, and content are an expected outcome. Students will understand that creating and developing art is a constant, ongoing activity that involves personal decision-making. Students will understand that in order for their artwork to achieve quality in concepts, composition, and execution, it includes much risk taking, experimenting, and research. This risk-taking process will be documented in their Design Journals (DJs).
- Artistic Integrity, copyright, professional ethics, moving beyond duplication, and plagiarism will be discussed on an ongoing basis and are embedded throughout the course, and in core instruction of the course.
- Throughout the course students are encourages to work from their individual direct life observation of things in their world, their environment, their dreams, and their fantasies.
Assignments and Problem-Solving Activities:
- All assignments are to actively address composition using the elements of art and principles of art/design, along with experimentation using a variety of images from a variety media sources.
- Design Journals (DJs) will be the integral core of the ideas for the students. These books will be used for documentation of experimentation of process and ideas. For example, if students are making a graphic on the computer, they can print small samples to glue in the book in order to record thoughts and results of a new technique and list possibilities for artwork in the future. One day each week will be dedicated to working in DJs. Most of these will be crafted for specific new technique, idea, or process that is short and brief. Then the students will expand on this assignment outside of class time.
o Examples of DJ assignments are:
§ Creative color theory study using media of student choosing. (Students have already learned how to use the media in previous courses.)
§ Counterchange exercise using India ink with fonts being treated as shape.
§ Experimental watercolor surfaces.
The weekly assignments are designed to be fast and quick with the expectation of the student adding/embellishing/experimenting on their own time as part of a grade. CR4
o In addition to the weekly DJ pages, students will also be expected to use the DJs outside of class for ongoing art investigations. These will be monitored weekly for ideas/progress using a grading rubric.
o Students will be writing explanations on the development of their ideas using correct art vocabulary and communication skills.
- Critiques and displays of artwork are a requirement and will be conducted at a minimum of every other week (most will be weekly). Students are expected to participate actively in class/group critiques as well as individual discussions with the instructor and classmates. Instructional conversations will assist students in analyzing their personal artwork, the work of their peers, and other artists. Correct art vocabulary is expected to be used while engaged in the critiques and any written statements. The critique process is ongoing daily within the art classroom. The students are expected to take these skills of talking about artwork and to apply them in their individual conversations with each other. CR5
- There will be daily/weekly individual conferencing (critiquing) with students to assist in their decision-making skills regarding their portfolio development. As a result of these conferences, students will be able to develop and complete a highly successful sustained investigation of their art making.
- Recruitment personnel from selected postsecondary institutions will present possible candidate information about their specific programs.
Assessment and Evaluation:
- Portfolio Development: (80%)
o This will constitute 80% of the course grade for the student for each grading period. This will include all art assignments including DJs and critiques. There are individual rubric for each assignment. Each rubric will have creative and investigative components as well as a reflective section.
o Evaluation rubrics will be provided in the form of a checklist for each assignment.
o Quality of the investigative process will be considered in the final grade calculation using a well-developed rubric.
- Participation: (20%)
o This will constitute 20% of the course grade for the student for each grading period.
o Regular attendance in critical and required (including any online work).
o Using in-class time and extra classes effectively and productively.
o Participation in discussions, critiques, demonstrations, and conversations with peers. CR3
o Safe and proper use of all materials and equipment
o Cleanup and proper storage of all artwork and supplies.
o Active engagement of portfolio development, completion, and submission.
Course Time Frame Overview:
- September, October, November, Early-December
o A series of teacher-led and initiated assignments will be presented with the purpose of investigation, experimentation, and creating images with the emphasis on the elements of art and principles of art/design. The intention of all of these assignments is to lead to a personal investigation, idea/concept development for the final sustained investigation. These assignments are to create a high level of problem-solving skills with a wide range of experiences. During these assignments, students will discover their personal direction of art investigation, art making techniques, and visual interests leading to their sustained investigation for the portfolio submission. CR3
o There will be weekly DJ activities, critiques, and constant demonstrations of new techniques for creating artwork. Through electronic presentations using digital projectors and electronic portfolios, students will discuss their ideas, research, and critiques with their peers. This will include their experimentation and collaboration with other art students.
- Sample Assignments:
o Students will solve problems that emphasize each of the elements of art (line, shape, form, color, texture, space, value) and principles of art/design (rhythm, balance, emphasis/contrast, proportion, gradation, harmony, variety, movement).
o Students will research/record artwork from current practicing artists and how their artwork influenced their own way of art making. CR3 CR4
o Using a teacher designed DJ activity; students must translate a researched artwork into a new artwork that deliberately targets a specific principle of design.
o Students will research the work of practicing artists and learn from their techniques and intentions as well as from previous AP students work.
o The DJ will be used daily to record ideas, thoughts, and processes as the student is creating artwork. The student will also reflect on these ideas in the form on artist statements, written and orally.
o The DJ will be used outside of class time for continuation of this investigation and documentation.
- Early-December, January, February, March:
The experimentation and initial artworks created during the fall months should lead students into their personal inquiry-based sustained investigation study.
- During this time, students will develop and refine their sustained investigation part of the portfolio. Students will weekly/biweekly continue the process of formal and informal critiques through classroom discussions and teacher and peer reviews. Students will document this process in their DJ books by recording in any manner they choose (photo documentation, notes, sketches, copies glued in book, etc.). This investigation must be a personal exploration by the student and include the guidance, suggestions, etc. from peers and the instructor. CR4
o Specific Time Frame:
§ Early December, begin the research/investigative process of the sustained investigation. Each week, students are to have their progress presented via classroom discussions/critiques/written form. Peers and instructor will offer suggestions, ask questions, and inquire about the thought process in regards to the process, materials, and the degree of successful achievement. CR5
§ By the conclusion of Winter Break, a sustained investigative process should begin in a specific direction of art making. This process can change as the investigation continues, but it must be documented and explained.
§ January, February, March, continuous work in the sustained investigation with ideas documented as it progresses. This documentation will take place in the DJ and be check on a weekly basis.
§ By the end of March, students should have 90% of their sustained investigation developed.
- Sample Assignments
o Development and finalizing a personal investigation of artworks
o Written artist statements explaining/defending their investigation
o Daily discussions of art making with instructor and peers. CR3
o Achievement of quality in final artworks
§ Visual problem solving
§ Creating body of work that has deliberate visual thinking
§ Making successful choices in elements of art and principles of art/design, media and production of created works CR3 CR4
§ Design Journals (DJs)
· All thinking evidence is recorded here in art student’s choice of style.
· Thinking evidence must show progress of research and investigation.
· Students must include written art statements using proper art vocabulary to communicate ideas.
- April, May Portfolio Deadline:
o Students will finalize, complete uploading, and choose their five Selected Works, basing their selection on concept, composition, and execution of their artworks, for the final portfolio submission. CR5 This timeline is devoted to successfully completing the entire process of the AP 2-D Art and Design portfolio. Each student will receive individual mentoring concerning his, her or their specific needs. This time period of the portfolio is extremely individualized per student. Each student will be at a different stage in their investigation. The instructor will meet with each student to assess and determine their needs prior to the completion of the portfolio.
o As soon as the Digital Submission is available online, students will upload, resort, refine, and explain their sustained investigation until the final deadline is met.
Art & Design Literary Resources: CR1
- Khan Academy for art history research, using the AP Art History required 250 artworks.
- Field Trips: Local art opportunities, these will vary from year to year.
- Websites (this list can be added to/edited an any time as more resources occur):
o https://myAP.CollegeBoard.org
o https://thebluereview.net/artist-sketchbooks-that-will-change-your-life-or-at-least-inspire-you-to-start-drawing-6ae04103838c
o https://www.artistsnetwork.com/art-mediums/sketchbook-drawings-and-sketching-techniques/
- Hard copy book:
- Foundation of Graphic Design, 1st Edition, Kevin Gatta, Gusty Lange, Marilyn Lyons, 1991, Davis Publications
- Careers in Art, Brommer, Gatto, 2nd Edition, 1999, Davis Publications
- Ohio Link and Mr. Young’s visual arts library to used for research
- Students will be required to use an online platform to post their artwork. Google Drive will be the preferred online venue, as they will have all assignments posted via Google Classroom and linking Google Drive with Google Classroom will be seamless. This online portfolio will include documentation of research, investigation, and experimentation in their art making process. Student will scan, photo, type, etc. to document the entire process.
Artistic Integrity, Plagiarism, and Copyright: CR6
- Statement from the College Board that is read multiple time to students:
o “Any work that makes use of (appropriates) photographs, published images, and/or the work of someone else must show substantial and significant development beyond duplication. This is demonstrated through manipulation of the materials, processes, and/or ideas of the source. The student’s individual vision should be clearly evident. It is unethical, constitutes plagiarism, and often violates copyright law simply to copy someone else’s work or imagery (even in another medium) and represent it as one’s own.”
o Throughout the course, students are encouraged to work from the direct observations of their individual life experiences, the direct observations from their world, and their dreams and fantasies.
o This process is practiced on the first day of class, and embedded in ALL created artworks, discussions, research, and investigations.
o Each student has already had this explained in the prerequisite courses; however, it is reviewed and checked constantly.
o Students are shown examples of appropriation used well and not well. This is not tolerated in any way.
Equipment Resources: CR2
- In addition to all traditional media for 2-D Art and Design, students will have daily access to digital cameras, computers with image editing software, scanners, internet access, and multiple types of printing capabilities. Students will use technology with traditional media to create images, use the internet for research, uploading electronic portfolios, conducting critiques, and overall support for the portfolio development.
- There is a classroom projector used with large screen to project images for demonstrations and to collaborate within the art classroom.