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AP STUDIO ART- Syllabus – R.B. Stall High School
Dayton Colie
Drawing and 2D Design Portfolios
Course Description:
At R.B. Stall High School the AP Studio Art class meets during the Spring Semester 5 days a week for 90
minutes. The course enables students to develop mastery in concept, composition, and execution of
drawing or 2D design.
Each student will learn a variety of concepts and approaches in drawing or 2D design so that the
student is able to demonstrate a range of abilities and versatility with technique, problem-solving and
study of the elements and principles of art (Breadth).
The course will focus on a sustained investigation and completion of all three aspects required for the
development of a portfolio – Quality, Concentration, and Breadth. Students will be introduced to the
Studio Art Poster, and the course will be outlined and explained during the first week of school. All three
aspects will be discussed with students in detail.
The AP Studio Art class emphasizes making art as an ongoing process that involves the student in
informed and critical decision making. Group and individual student critiques and instructional
conversations with the teacher will enable students to learn to analyze and discuss their own artworks
and those of their peers. Students will use this knowledge and understanding to make one of the most
critical decisions in the class – the selection of their 5 best pieces to be sent to the College Board for
their Quality portfolio.
The course will culminate with students developing a body of work investigating a strong underlying
visual idea in drawing and 2D design that grows out of a coherent plan of action or investigation
(Concentration).
This course will also teach students to understand artistic integrity as well as what constitutes
plagiarism. Students will learn that it is essential to develop their own work so that it moves beyond
duplication of photographs, published images, and other artists’ works.
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Please note that excellent works of art created prior to the AP Studio Art course can be
considered for submission as well. Do not consider this a “safety net”, as the portfolio you will
submit must present the highest quality of work you are capable of. You will grow during this
class, your art will improve, and your idea of what high quality artwork is will possibly change.
Please Note: Students enrolled in the AP Art Studio Class must enroll in an upper level art class – Art
2-4 or Graphic Design during the fall semester in order to have enough time and contact with Mr.
Colie. Students will focus on the Breadth portion of the portfolio during this time.
Each Student will submit into one of the following portfolio areas:
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Drawing
2-D Design
(The 3-D portfolio will not be an option for submission this year at R.B. Stall High School)
Drawing Portfolio:
The Drawing Portfolio addresses a broad range of drawing issues and media. A successful drawing will
demonstrate mastery of light and shade, rendering of form, composition, surface manipulation, illusion
of depth, and mark making. The major difference between the Drawing Portfolio and the 2-D design
portfolio is the skill of mark making. It is best to avoid digital media while working in the drawing
portfolio for this very reason.
2-D Design Portfolio
The 2-D Design Portfolio involves purposeful decision making about how to use the elements and
principles of art in an integrative way. Students will demonstrate mastery of 2-D design through any
two-dimensional medium or process, such as graphic design, digital imaging, illustration, painting, and
printmaking. A successful 2-D design piece will demonstrate mastery of Unity/Variety,
Balance/Emphasis/Contrast, Rhythm, Repetition, Proportion/Scale, and Figure/Ground Relationships.
The 2-D Design portfolio focuses on still 2-D images, so video clips, DVDs, and three-dimensional works
may not be submitted.
AP Portfolio Selection Requirements:
Students will use the following descriptions, as well as those outlined on the Studio Art Poster to
successfully complete artwork for the three sections of the AP Portfolio:
Section I – Quality – Students will submit 5 actual works in one or more media. They should carefully
select the works that demonstrate their highest level of accomplishment in their chosen portfolio (2-D
or Drawing). The works may come from the Concentration/Breadth section, but they do not have to.
Artwork should show the best synthesis of form, technique, and content. These 5 pieces should
demonstrate the very best work of the student.
Section II – Concentration- Students will develop a body of 12 pieces that investigate a strong
underlying visual idea in Drawing or 2-D design that grows out of a coherent plan of action or
investigation. It should involve a sustained process of research, growth and discovery, and be based on
a personal issue or idea they find interesting. These pieces should show the development of a visual
language appropriate for your subject, and they should be unified by an underlying idea. The student
will use this idea to form a coherent plan of action, and will foster creative investigation and research,
ultimately resulting in the creation of 12 pieces of amazing work with intense personal meaning. Some
examples of ideas for the Quality portfolio are listed below, as well as some overused ideas.
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Good Concentration topics (according to Judie Jacobs) from the past:
A cross country meet
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Construction
Road trip across the United States
Rear View Mirrors
Glamorized 1940’s jewelry
Barriers
Bras
Members of my family through portraits of their feet
Old fashioned circus
Porches in my neighborhood
Fashion and heavy machinery in rural Vermont
Try to avoid the following:
Proceed with caution on these topics as they are overused:
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Portraits of emotions
People who shaped me
Nature
Memories
Shocking viewers with bizarre
Surrealism
Faces
Flowers
Eyes
Family and friends
Reflective gears
Illustration of inner thoughts
Moments I was happy
Self portraits
Music
Everyday life objects
Goddess/myth
“different cultures”
Guitars
Reflections
“ideas of beauty”
Dance
Blood dripping
Muscle men
Rock or rap stars
Stars or famous people
Teenage cliché’s
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Section III – Breadth – Students will submit 12 pieces in a digital format that show integration of
elements and principles and design. The Breadth submissions will demonstrate a variety of concepts
and approaches in drawing or 2D design and showcase a range of abilities and versatility with technique,
problem-solving and study of the elements and principles of art. A good work of art for this portion of
the portfolio will demonstrate that the student is actively working with these concepts while
thoughtfully creating art. The artwork for this section should display a variety of experiences in using
the formal, technical, and expressive means available to an artist. It should showcase the student’s
accomplishments in a variety of concepts, techniques, and art forms. In essence, this portfolio will show
how well the student has mastered both the visual vocabulary for making art and the ability to present
this vocabulary in a unique, original way to the viewer.
Total = 24 pieces (or more) of high quality, college level artwork. It is easier to narrow down a
student’s very best work when he/she has created more than 12 pieces. Strive to make every piece a
portfolio piece, understand that there will be growth along the way, and art that seemed excellent in
the past may lose some of its luster. The AP Studio Art class emphasizes making art as an ongoing
process that involves the student in informed and critical decision making. Group and individual student
critiques and instructional conversations with the teacher will enable students to learn to analyze and
discuss their own artworks and those of their peers. These discussions and critiques will help each
student pick the best work for submission.
Requirements for Drawing and 2-D Design Portfolios:
Section One: Quality
5 Actual pieces are submitted
Section Two: Concentration
12 Digital Submissions
Section Three: Breadth
12 Digital Submissions
Drawing Portfolio
2-D Design Portfolio
No digital work, photo, 3D, or
video
5 actual works
No larger than 18” X 24”
• 12 pieces
• A body of work that
Investigates a strong
underlying visual idea that
grows out of a coherent
plan
• Artist’s statement about
The unifying theme
• 12 pieces
• Drawings that show a
variety of concepts and
approaches that
demonstrate a student’s
range of abilities and
versatility while
No video, 3D, or DVD
5 actual works
No larger than 18” X 24”
• 12 pieces
• A body of work that
Investigates a strong
underlying visual idea that
grows out of a coherent
plan
• Artist’s statement about
The unifying theme
• 12 pieces
• 2- D artwork that show
a variety of concepts
and approaches that
demonstrate a student’s
range of abilities and
versatility while
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focusing on problem
solving, technical skill,
and knowledge of the
principles and elements
of art.
focusing on problem
solving, technical skill,
and knowledge of the
principles and elements
of art.
Note: Work in the Quality Section can come from the Breadth or Concentration Sections.
Critiques:
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There will be individual and class critiques scheduled throughout the year.
The teacher will hold individual conferences with students on a regular basis in order to keep
student goals in place and aid in the creation and investigation of the Concentration portion of
the portfolio. Progress checks and informal evaluation will also take place on a daily basis in
order to keep students on track with their Breadth portfolios.
Each student will display their entire Breadth and Concentration portfolios for the sake of group
evaluation. This data can be utilized to aid the student in the selection of the Quality
submissions.
Ongoing dialogue with students will take place during class time, and after class time as needed.
Class critiques will give students opportunities to formally and informally analyze artworks of
their own and of their peers. Critiques with peers and the teacher, and self reflection will help
each student improve skill and create better artwork.
Students will also analyze the winning selections (from previous years) of their peers from local
art shows in order to get an idea of what jurors and scorers consider high-quality art.
Students will enter their work in local art competitions. They will be requested to write a
critique of their work in comparison to students from other schools.
Grading Procedures:
Students work will be graded using a rubric that applies both SC state standards for Art 4 and the scoring
guidelines for the Drawing and 2-D Design Portfolios suggested in the AP Studio Art Workshop
Handbook.
Each student will be provided with a written commentary about each piece in addition to the rubric for
the assigned piece.
Sketchbooks/Journals will be checked every Friday for work completed both in and out of class.
A quiz is generally an assignment that takes less time than a project. That does not mean less effort
should be applied; it simply means it should take less time to do.
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Grading weights are listed below:
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Projects = 40%
Quizzes = 20%
Critiques/Self Assessment = 20%
Sketchbook/Journal Entries = 20%
Creating art from copyrighted images is strictly forbidden and will have a negative impact on a
student’s grade. Work created from photographs, published images, and/or other artists’ works will not
be considered for submission. One of the things students will learn from this course is how to develop
their own work so that it moves beyond duplication.
Student Expectations
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Students will come to class and begin working.
Work assigned for time outside of the class will be completed
Projects will be completed on time, and student will meet with the instructor should an event
arise that prevents this from being a possibility
Participation in lectures, discussions, and demonstrations
Seek advice from peers with special knowledge or skill when a student gets stuck
Clean up your work and take care of equipment
Show respect to everyone in the classroom as well as your own art work
Take advantage of the sketchbook. It’s a great place to develop and store ideas
My goals as your teacher are to:
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Encourage students to investigate conceptual and design issues with creativity and systematic
problem solving
Emphasize that the creation of art is an ongoing process that involves the student in informed
and critical decision making
Foster the ability of students to develop master in concept, composition and execution of
drawing and 2-D design.
Advise students of opportunities to showcase their work in contests, exhibits, one-person
exhibits, involvement in the community, and enhancing the culture of the Charleston area with
their talent.
Serve as a moderator in class critiques in order to keep the comments constructive. I will also
work to constantly provide you feedback of a helpful nature.
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Supplies
Art supplies will be provided by the school for student use. Students are advised to purchase a
sketchbook. If transportation to a store that carries sketchbooks is an issue, arrangements can be made
with Mr. Colie to solve this problem. Students may want to purchase additional materials that suit their
style/portfolio choice for work outside of the class. In addition, a $10.00 Art Materials Fee will be
required for all art students. Artwork will be stored in a cabinet at school.
Course Overview - AP Studio Art students will be enrolled in an upper level non-AP art class for the
first 18 weeks in order to meet the demands of the AP Portfolio. They will work on the Breadth
portion of the portfolio during this time.
Week
Week 1 – Fall Semester
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Drawing Portfolio
Gesture Drawings
Photos/ critiques
Bones and Skulls
-photo shoot/critiques
Subtractive Eraser Drawings
Photo shoots/critiques
Spill Drawings
Photos/ critiques
Reflections
Photos/critiques
Rhythm and Movement in a
non-objective drawing
Photos/critiques
View from above
Photos/critiques
View from below
Photos/critiques
Interior /Exterior detail
Photos/critiques
Submit entry to Coastal Carolina
Fair
Band Instruments Detail
Photos/critiques
Learning Center Playground
Study
Photos/critiques
Fruit/Vegetables in different
stages of consumption – three
unified pieces
Photos/critiques
Mandala project
2-D Design Portfolio
Apple Collage
-photo shoot/critiques
Exploring the Elements through
digital media
Photo shoots/critiques
Collage based on a song
Photo shoot/critiques
Gridded Self Portraits – see
“Keith” by Chuck Close
Photos/critiques
2 True Views Project
Photos/critiques
Digital Portrait
Photos/critiques
View from above
Photos/critiques
View from below
Photos/critiques
Interior/Exterior detail
Photos/critiques
Submit entry to Coastal Carolina
Fair
Band Instrument detail
Photos/critiques
Learning Center Playground
Study
Photos/critiques
Fruit/Vegetables in different
stages of consumption – three
unified pieces
Photos/critiques
Mandala project
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Photos/critiques
Week 14
Week 15
Week 16
Week 17
Week 18
Week 19 – beginning of 2nd
semester – focus in AP Studio
will be on the development of
Concentration section
Week 20
Week 21
Week 22
Week 23
Week 24
Week 25
Week 26
Week 27
Week 28
Week 29
Week 30
Week 31
Week 32
Week 33
Week 34
Robert Lange style drawing
Photos/critiques
Social Commentary/Political
statement
Photos/critiques
Display work at Fall Concert/Art
Show
Metaphorical/Symbolic self
portrait superimposed on
incised board
Photos/critiques
Event from Childhood
Photos/critiques
Idioms
Photos/critiques
Introduction to the
Concentration section
Begin work on Concentration
section
Concentration work and
critiques in process
Concentration work and
critiques in progress
Concentration and critiques
Concentration and critiques
Concentration and critiques
Concentration and critiques
Concentration and critiques
Concentration and critiques
Concentration and critiques
Concentration and critiques
Display work at Spring
Concert/Art Show
Concentration and critiques
Take digital pictures of work;
submit work for N. Chas Arts
Fest.
Take digital pictures as needed,
continue work on Concentration
pieces
Select, matt, and mount Quality
work; finalize statement for
Concentration
Portfolio review, slide show,
Photos/critiques
Robert Lange style digital design
Photos/critiques
Social Commentary/Political
Statement
Photos/critiques
Display work at Fall Concert/ Art
Show
Metaphorical/Symbolic self
portrait that focuses on the use
of multiple layers
Photos/critiques
Event from Childhood
Photos/critiques
Idioms
Photos/critiques
Introduction to the
Concentration section
Begin work on the
Concentration section
Concentration work and
critiques in process
Concentration work and
critiques in progress
Concentration and critiques
Concentration and critiques
Concentration and critiques
Concentration and critiques
Concentration and critiques
Concentration and critiques
Concentration and critiques
Concentration and critiques
Display work at Spring Concert/
Art Show
Concentration and critiques
Take digital pictures of work;
submit work for N. Chas Arts
Fest.
Take digital pictures as needed,
continue work on Concentration
pieces
Select, matt, and mount Quality
work; finalize statement for
Concentration
Portfolio review, slide show,
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Week 35
Week 36
celebrate
Clean up duties
Final Exams
celebrate
Clean up duties
Final Exams
Summer Sketchbook Assignments: - Pick Two Assignments and complete them over the summer.
These might be used in one of your submissions – so quality artwork is expected. Students are expected
to bring their two summer pieces in on the first day of school. If you need to contact me for comments
or questions, you may do so at [email protected] . If you need feedback on your
work, please feel free to send me JPEG images for viewing.
Reminder: DO NOT COPY PUBLISHED PHOTOGRAPHS
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Portrait of someone in his/her footwear – could be one person, could be a few people, just put
something interesting on their feet and draw! Arrange the subjects in an interesting fashion –
don’t just draw them in profile view – make your drawing show some value and depth.
Create a drawing that utilizes repetition to achieve rhythm
10 sketches of someone posing for 10 minutes – draw fast!
Hand Study – draw 3 high quality drawings of your hands
Close up of a car engine (draw it when the engine is cool) - You might want to try drawing it in
the dark while it is lit by a single light to make it more dramatic…or not.
Place 3 eggs in a still life setting. You must include other objects in the sketch – you could put
them on fabric, another surface (show it) or create some sort of interesting “scene” by mixing
the eggs and other objects.
Create a drawing of the “creature of the night” coming out of the closet in your room.
Arrange tools or kitchen utensils so they create an interesting still life and draw it! Take your
time and draw it well.
Close up views of household appliances.
Feel free to do more and come up with your own ideas in addition to the ones listed above!
Other Info
It is important that you be present both physically and mentally. Class time must be used wisely! If you
get stuck, talk to Mr. Colie, and he will try to help you work through whatever is keeping you stagnant.
Assignments that are turned in late due to hard work and dedication to quality are usually dealt with
without penalty. Assignments that are turned in late because you wound up stuck and did not ask for
help result in a penalty on your grade. Please ask for help if you need it! We will have to move along at
an intense pace in order for you to meet your portfolio goals. You will probably need to work outside of
class. Mr. Colie stays late every Tuesday for students in need of extra time.
Take an afternoon (or a few) to walk around the galleries in downtown Charleston (most can be found
between East Bay and King Street on either side (but very close to) Broad Street. These galleries help
fund out art program with their fall Painting in The Park auction, and these artists are professionals who
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love to speak and help rising students. Make sure to stop by the Robert Lange Gallery, as it features
some of America’s most collectible artists. Another good resource is the Gibbes Museum of Art. It
frequently features new exhibits of modern art. Redux Contemporary Art Gallery has a more modern
slant and is the home of the Summer Art Institute. You will always find artists working in the studio
space, and they hold several interesting art exhibitions/events every year. Finally, take some time to
check out the Halsey Gallery at the College of Charleston. Keep in mind you are expected to do college
level work. The best way to know what “college level” art involves visually is to look at it.
We will have frequent group and class critiques. Your participation in these critiques is important and
expected. Your peers will offer some of the best advice to you, and they might see something in your
work that you (or I) might have missed. The critiques I received during college and graduate school have
been some of the most important bits of feedback I have ever received. Come to them with an open
mind and leave them with ideas of how to better your work.
If you are considering studying art in college, start investigating schools you are interested in now!
Check out www.artschools.com to get started. It also helps to contact various schools directly. Some
might offer concentrations that others do not. The best way to learn an occupation or skill is to contact
someone who does what you want to do and find out where they went to learn. Let me know if I can be
of assistance in this process.
Make sure to avoid using published work for your art work. It’s generally a good habit to get into.
You also need to make sure to avoid trite imagery, which is overused subject matter.
The 10 Commandments of AP Art (borrowed with permission from Robert Urban)
Creative Thought – Think higher learning skills: Analysis, synthesis, Fluency, Flexibility, elaboration and
Evaluation through thumb nailing and brainstorming. Thinking is guide for action, not a substitute for
action!
Contrast – Strong difference – pushing value, color, and other elements to the limits!
Composition – No bulls eye effects. Asymmetry more than symmetry. Vary compositional formats.
Compelling Content – Eye-catching, thought provoking, and intriguing artwork that makes a statement
causing the viewer to THINK as well as observe!
Capable Craftsmanship – Work that is clean, clearly presented, and shows control of chosen medium.
The viewer observes that the artist understand the media, its uses, and application.
Clear and Concise Intent – The artistic statement is apparent and the viewer realizes that the artist has
accomplished their intended goals.
Catch and Control the Viewers’ Eye – Catch the viewers’ eye, especially interest, and control the eye
movement in the work.
Confident – A sense of adventure and willingness to experiment and take risks.
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Color – Strong and innovative color use. Avoid using a rainbow of color and/or limiting oneself to
standard color schemes
Copied Work? NO! NO! NO! NO! NO! NO! NO! NO!
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Not the 10 commandments, but just as important:
If you get “stuck” – try experimenting – you can’t find your way out of a box unless you look outside
of it.
Don’t be afraid to grow. When looking at any famous artists’ work, you can always see growth. Try
new things, don’t be afraid of change.
Have fun!
Keep working on something even if you hate it. Work on it and change it until you like it.
Sometimes you might have to set it aside and distance yourself before you see the change that
needs to be made. Sometimes your class mates might see the change more clearly than you. That’s
what the critiques are for – to help you when you need it.
Set up time and space at home to work on your art.
Look at art as much as possible. If you see a group of artists working in a same style or “ism” – find
out why it’s so important to them.
Don’t procrastinate. Quality will suffer. Your idea will suffer. Your portfolio will suffer.
Bibliography
Drawing from Observation, Brian Curtis, 2nd ed., 2009, McGraw-Hill Companies, Inc.
Drawing on the Right Side of the Brain, Betty Edwards, Revised Ed., 1989, Tarcher
The work of Alli Cavanaugh and Robert Lange at http://www.robertlangestudios.com/
Marc Harden’s Artchive at www.artchive.com
Drawing as Expression, Sandy Brooke, 2nd ed., 2007, Pearson Education, Inc.
An Artist’s Way of Seeing, Mary Whyte, 2005, Wyrick and Company
Discovering Drawing, Ted Rose and Sally Mahan-Cox, 2nd ed., 2007, Davis Publications inc.
AP Studio Art Workshop Handbook 2010-2011, 2010, The College Board
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Two True Views Grading Criteria Test Project Grade
Criteria/points
17-20
use of technology
to compose
painting (process)
standard I.A.
excellent quality of
initial photographs, work
laid out and manipulated
in photoshop.
13-16
quality of initial
photographs is
good, composed
in pshop
8-12
initial quality
is decent, has
some neg. impact
work composed in
pshop
4-7
initial quality
or pshop
skills negatively
impact final
results
0-4
techno.
use
needs
major
work.
composition/use of picture
plane standard II.B.
painting is well balanced in terms of
subject matter. picture planed used
effectively
something in
composition or use of
p.plane is slightly off.
noticeable flaws in
emphasis, balance, or
p.plane use
major flaws in
balance,
emphasis, etc.
your work
is tragically
flawed.
Skillful and safe
application of
media evident
(craftsmanship)
standard I.C.
Craftsmanship is excellent,
minimal flaws exist,
mastery of media
evident
craftsmanship
is good, media
app. is good
craftsmanship
and media app
are decent, starting
to have neg. impact
on work.
craftsmanship
and med app.
have negative
impact on work.
major
flaws
exist.
emotional and expressive
symbolism evident and
effective standard III.A.
artist has created an image that clearly
suggests an emotion
treatment of
emotional aspects
could be more
effective.
emotional treatment
evident, but it seems
to be an afterthought.
very little
suggestion of
emotional
treatment.
no
emotions or
expression
evident.
six traits Idea criteria - level 5
six traits Idea level 4
six traits Idea level 3
six traits Idea
level 2
six traits
Idea level 1
Written analysis describing,
interpreting, and
evaluating peer’s
work present.
standard V.B.
Example of “2 True Views” Project
completed by Carlos Cruz in 2011
Example of Project Rubric and Sample of Breadth Work for 2 True Views.
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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.
Name: ___________________________________ Assignment:_______________________
Design Quality
Creativity
Craftsmanship
Excellent
Uniquely utilizes given
design concepts
Work is distinctly
original in terms of the
concept, process or
materials used.
Average
Utilizes given design
concepts
Work demonstrates
some originality of
concept, process, or
materials used.
Needs Work
Insufficiently utilizes
some design concepts
Work is cliché, basic, or
does not demonstrate
inventiveness from the
artist.
Extraordinary or
proficient level of
craftsmanship evident.
Sufficient level of
craftsmanship is
evident.
Mediocre or inferior
level of craftsmanship is
evident.
Design Quality – The elements of art (line, color, texture, shape, form, space, and value) and principles
of design (rhythm and movement, balance, proportion, variety, 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, or 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.
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? In the
space provided below, describe why you rated your work as you did in each category.
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Concentration Rubric (from AP Studio Art Workshop Handbook 2010)
-Quality of Concept/Idea Represented
There is evidence of thinking and of focus for each piece in the Concentration section.
_____ 100: The concept engages the viewer with the work and idea. The work demonstrates an original
vision – innovative visual solutions working toward an individual voice. The work shows informed risk
taking and development beyond technical concerns. Form and content are synthesized to clearly and
repeatedly communicate the idea. The idea/concept is explored and developed.
_____ 90: the idea is good to strong; there is evidence of thought in the work. An evocative theme is
investigated and pursued.
_____ 80: Manipulation of ideas is evident. Some growth and discovery are evident.
_____75: Insufficient sense of investigation. Problems are not successfully resolved.
_____70: Simplistic in addressing solutions to problems. The idea is the same as one(s) before. Shows
no clear intent. If other source materials are used, the student’s voice is not discernible.
______60: Shows little, if any, evidence of thinking /artistic decision making. Trite in addressing
solutions.