AP STUDIO ART

3-Dimensional Design
Overview

The Advanced Placement (AP) Studio Art courses are designed to follow the guidelines
set forth by the College Board, a non-profit membership association whose mission is to
connect students to college success and opportunity.
Given the working definition of Art as creative self-expression using a visual
language, the AP Studio Art courses are designed to deal with attitudes, emotions,
expressions, and perceptions in relation to forms and images in our visual environment.
It is understood that a comprehensive AP Studio Art program focuses on more than just
art production. Students enrolled in the AP Studio Art courses are immersed in art
production, but are equally engaged in and encouraged to examine the historical,
critical, and aesthetic components of art.
The general learner outcomes for AP Studio Art Portfolio candidates are to:
Communicate ideas, thoughts, and feelings effectively through various modes of
visual self-expression in unique, creative, and original ways
Strengthen decision-making skills and display creative, ethical solutions to
problems
Expand creative potential and aesthetic sensitivity
Demonstrate proficiency in skill and technique in the application of a variety of
media and processes
Develop knowledge in the productive, historical, & critical domains of art
Articulate an understanding of elements and principles of art and design visually,
verbally, and in writing
Use technology and resources ethically and effectively to gather, manage, and
integrate information
Demonstrate an understanding of the creative processes through production,
observation, description, interpretation, and collaboration
The specific objectives of the AP Studio Art courses are:
To help students effectively organize, maintain, edit, and present select pieces of
work in a portfolio meeting prescribed specifications as determined by the College
Board
To provide opportunities for students to explore and demonstrate breadth of
experience in a variety of media, techniques, and processes
To enable students to develop fundamentally sound drawing design skills in
representational, abstract, and conceptual modes of expression
To encourage the display of excellence in originality of concept and skillful
technical execution
To allow students the freedom to pursue individual interests in a problem or
medium that is of particular interest to constitute an area of concentration
To strengthen problem-solving skills as informed decision makers in the creative
process of creating art

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 To reinforce and sustain mastery at using the elements of art to organize the
principles of design in a work of art
Course Sequence Leading to AP Studio Art

The following art courses are designed to introduce the visual arts as the representation
of human ideas, feelings, and experiences. The lessons and activities provided at each
level provide numerous opportunities for art students to observe, express, create,
describe, analyze, judge, and interpret. The courses are sequential and developmental
with opportunities to work in the three-dimensional mode.
Course Title
Introductory Courses
General Art 1
Arts and Crafts
Ceramics 1
Intermediate Courses
General Art 2
Ceramics 2
Advanced Courses
Directed Studies in Art Problems
General Art 3
Ceramics 3
AP TRACK COURSES
Directed Studies in Art Problems, AP
Advanced Placement: Studio Art 3D Design

Open to Grades
9-12
9-12
9-12
10-12
10-12
11-12
11-12
11-12
11-12
12

It is recommended that students take General Art 1 to give them a firm foundation of
knowledge and skills. An introductory course can be substituted for General Art if the
student wishes to concentrate in a particular area of interest. From there, students begin
to define their area of interest in intermediate and advanced courses. It is recommended
that AP Studio Art candidates take Directed Studies as a primer (grade 11) or
supplement (grade 12) to AP Studio Art. In addition to these two courses, students often
enroll in other art electives to help broaden their range of experiences. Although the
Directed Studies in Art is not designated as an AP course, the work addresses the AP
portfolio areas of breadth of experience and development of quality. The idea of building
an independent area of concentration is introduced at this time. This course is a more
defined path to the successful completion of portfolios aligned to the College Boards
portfolio requirements. Our school is on a seven period schedule. Students rotate
between a four and three period day. Classes meet for a total of 240 minutes a week.
Students are given the opportunity to work beyond the school day during weekly after
school and Saturday open studios. AP students also participate in intensive workshops.
Course Description
The AP Studio Art 3D Design course is intended for highly motivated students who are seriously
interested in the practical experience of art and wish to develop mastery in the conceptual,
compositional, and technical execution of their ideas. The course work is based on the

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development of a portfolio of work designed to meet the standards of the AP College Boards
requirements demonstrating:
A sense of quality in the students work
The students concentration on a particular visual interest or problem
Breadth of experience in formal, technical, and expressive modes
The quality section permits the student to select the works that best exhibit a synthesis of form,
technique, and content. The concentration section asks the student to demonstrate depth of
investigation as well as process of discovery while maintaining a level of visual coherence. The
breadth section pushes the student to demonstrate ability in a variety of visual principles,
materials, processes and techniques.
While the specific content of the course offerings may be varied, there is a consistent effort to
build and address student development in 3 essential areas:
Skill Development

Also defined as techniques, skill development basically refers to

the ability to handle a certain material, tool, or art element with a
degree of control. It also pertains to the skillful and appropriate
application and handling of media.

Conceptual Development

Concept development refers to the main idea or thought behind a

piece of artwork. A strong concept reveals what you trying to say
or convey through your art. This is also referred to as your
expressive quality and reflects your ability to go beyond obvious
and routine solutions to problems.

Compositional Development

Effective composition reflects the ability to arrange visual images

in a manner which best conveys and supports the concept or
main idea. Good compositions are dynamic, balanced, unified,
and usually have an established focal point or center of interest.
Strong composition incorporates the elements of art within the
formal properties of art, also referred to as the principles of
design.

The course work is divided between units of instruction designed by the teacher and
individual portfolio work generated by the student. Students will need to work outside
the scheduled class period and beyond the typical school day. Students will declare
their intention of directing their focus for the 3-D Design Portfolio in the first term of the
course.
Students will have their portfolios reviewed by the AP College Board in early May. An
examination fee is charged for each portfolio review. A passing score on an Advanced
Placement Portfolio may earn a student 3 college credits. Please be aware that different
art schools and universities have their own policies regarding the acceptance of
Advanced Placement scores and credits.
Portfolio requirements for AP Studio Art 3-D Design:

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 Quality: five works (two views each) that demonstrate mastery of 3-dimensional
design
Concentration: up to twelve images of works describing an in-depth exploration of
a particular design and or concept (including theme)
Breadth: eight works (two views of each) that demonstrates an understanding of
the principle of 3-dimensional design
Portfolios will earn a score of:
5 Extremely Well Qualified
4 Well Qualified
3 Qualified

Passing scores

2 Possibly Qualified
1 No Recommendation

Non-passing scores

Grading Considerations
The portfolio score does not determine grading for the Advanced Placement course. The
grade for the course will reflect the progress, growth, and development of the individual student
throughout the term. Grades are reported and calculated using percentages within the following
weighted categories:
Studio Class Assignments - 50%
Outside Work (sketchbook, homework) 25%
Critique & Assessment (class, peer, individual) 25%
Methods of Assessment and Evaluation

Recognizing that students learn differently directly impacts the way student learning is
assessed and measured. Evaluation methods in the AP Studio Art course have become
as varied as the teaching strategies. While there is still a place for recalling information
in written examinations and reviews, student understanding of content and process is
demonstrated in a number of ways by the AP Studio Art students. Portfolios allow much
individualization as students create, select, and present their best efforts for review.
Critiques are an integral part of the learning process and regular participation is
mandatory. Frequent, individual work-in-progress critique sessions give students a
chance to view their progress, voice their concerns, identify gaps and weaknesses, and
plan their next steps towards successful completion of individual pieces as well as the
entire portfolio itself. As the instructor, my formative assessment at this point is
constructive and intended to help the student successfully continue towards successful
resolution of any particular problem. The obstacles early on tend to be issues with
concept and ideation. Subsequent challenges usually tend involve composition or
execution and technique.

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Peer assessment has proven to be an important, valid avenue for providing feedback. In
this process, students benefit greatly whether they are receiving or providing the
comments and observations. Oral presentation of work and final class critiques at the
conclusion of a project allows students to make and justify opinions regarding their work
and the work of their peers. I am pleased to note that during these final critique
sessions, my role has been minimized dramatically. Where I was once the main critic
offering the majority of the comments, suggestions, and observations, I do very little of
the talking and will interject only when essential details have been overlooked or when I
may have an additional thought or idea for a possible next step. Even the students
who were most reluctant to talk about their work during foundation courses are active,
wiling participants who value the opportunity to share, present, sometimes defend, and
discuss their work with their peers. We stress the important distinction of the processes
of description, interpretation, and judgment of artwork. The vocabulary of art, introduced
at the foundation levels, continues to be stressed in oral and written critiques and
becomes a natural part of the language of AP Studio Art portfolio candidates.
Written entries in journals or assigned essays help students become reflective and
insightful in regard to the creative process. Literary responses to various readings and
articles on/by artists also require students to voice their opinions or gain an appreciation
for the varied endeavors of others in their field. Research papers stress planning,
organization, and communication of thoughts.
Rubrics help define the various standards of performance and are most effective in
helping students assess their progress. Student and/or teacher generated rubrics clarify
the essential concepts or key elements of the unit being covered. We also designed a
general scoring rubric, linked to our state content area visual arts standards, to provide
a consistent, objective tool to measure individual progress. It is understood that AP
Studio Art portfolio candidates should not be dependent on the instructor alone for
determining the success of their work. Students regularly refer to the portfolio-scoring
rubric set forth by the AP College Board as they develop their Breadth, Concentration,
and Quality. Evaluation and assessment strategies may include:
Quizzes, tests, written examinations
Demonstration
One-on-one conferences
Class Critiques/Peer evaluation
Portfolio Presentation & Review
Journal/essay writing
Research paper
Reflective essays/self-assessment
Individual and group presentations
Methods of Instruction

Teaching strategies are varied throughout the year to accommodate the learning styles
of all AP Studio Art students. In order to make learning relevant, current, and
meaningful, adjustments are made continually to maximize effectiveness of lessons.
Establishing prior knowledge through discussion or one-on-one conferencing is
essential as units of instructions are designed to help students achieve the standards
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defined by the AP College Board portfolio requirements and our State Content
Performance Standards. Demonstration and modeling by the instructor and visiting local
artists gives students the opportunity to observe technique and walk through
procedures. On-site visitations give students the chance to see the application of the
learning in real-world situations. Therefore, the following strategies may be employed in
various combinations when necessary:
Lecture and discussion
Guest speakers/Visiting artists
Written essays/reactions/reflections
Research
Excursion/field trips
Review/Examination
Peer teaching
Demonstration
Cooperative learning
Individual and group projects
Individual and group presentations
Simulation
Copyright Issues and Moral Integrity

Copyright issues are discussed with students early on during foundation level courses
and are consistently revisited. Most art students understand the legal and ethical issues
of plagiarizing concept and composition right away, but many still have difficulty
weaning themselves from replication. The challenge to make something look real is
still highly valued as an enviable technical accomplishment by the general high school
population. It takes a concentrated effort to help art students clearly understand the
distinction between using reference photos and copyright infringement. AP Studio Art
3-D students are encouraged to use personal sketches and photographs but must
interpret rather than replicate the image. Photographs of works by other artists are used
as reference and inspiration. Coming up with original concepts and ideas is no easy
task for anyone. Students understand that borrowed images must be significantly
manipulated and must be a small component of the larger expression of the individuals
concept.
Summer Assignments

AP Studio Art students are asked to participate in and complete the following
assignments over the summer:
I. Summer Workshop
A. One week at the beginning of summer vacation; 9 am - 12 pm daily;
orientation and workshop
1. The Problem-Solving Process: What can you do with a piece of paper?
a. Step-by-step process to answer an essential question with a work of
art the expresses an idea or personal feeling
2. Manipulation of material: Cast paper on wire mesh
a. transform two-dimensional shape into three-dimensional form
II. At Home
A. Sketchbook/Visual Journal
1. Entries based on observations and experiences
a. quick sketches and/or written expressions
B. The creative process: Deconstruction and reconstruction
1. Essential question: Whats life got to do with it?
a. manipulation of a given material to create a work of art that answers
an essential question
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b. application of problem-solving process

c. step-by-step monitoring through e-mail
These pieces will be collected at the beginning of Term 1. These and other out-of-class
assignments will be combined and will constitute 25% of your Term 1 grade.
Units of Study

Term 1

July, August, September

The emphasis for this term is on the development of breadth of experience, introducing
students to a wide range of experiences in various media while requiring high-level
problem-solving skills relative to the development of a concept and composition.
Students will explore a variety of processes and media with the anticipated outcome of
discovery of personal preferences and direction, specific studio strengths, and a
repertoire of approaches in visual ideation. It is understood that the specific
assignments will vary each year depending upon the needs and past experiences of the
students. By the end of this term, students will create a significant body of work suitable
for inclusion in the Breadth section of their portfolio.
Assignments will be varied in duration and pace. Typically, a minimum of two to three
assignments will be covered as introduction to new media or processes. The
assignments are designed to build skills and develop personal meaning. Projects may
include:
Mask making:
Create a mask using various materials and techniques that answers the question
Who am ?
Focus on duality, the external and internal self as reflected by the front and back
of the mask
Objectives:
- To explore the creative potential of various media
- To exhibit confidence in the use of space in terms of 3-dimensional composition
and design
- To establish mood and emotion through the manipulation of the elements of art
Assemblage:
Re-creating a memory of your special place based on an original poem/lyrics
Create a shrine that hold the memories and feelings of this special place
Objectives
- To effectively interpret and communicate an idea or message through visual
means
- To construct personal meaning beyond literal translation, using symbols and
metaphors
- To understand the mixed media process utilizing two and three-dimensional
media
Independent media exploration:
Experimentation to allow discovery of the versatility and limitations of a medium

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 Sculptural forms derived from sketches based on direct observation, memory,

fantasy, and illusion
Saturday workshops:
Intensive work sessions and visitations to art museums and galleries

Term 2

October, November, December

With Term 1 focusing on observation and experimentation of media, Term 2 looks

inward to help students apply their breadth of knowledge of media to further develop
expression, interpretation, and communication. Building strong conceptual foundation
asks the students to connect multiple intelligences and strengths in the development of
sound ideas as solutions to assigned problems. Students will begin this term by stating
their commitment to the pursuit of the 3-D Design portfolio.
Many of the sustained in-class assignments are thematic in nature, although periodic
introductory exercises continue to be an integral of introducing new methods and
materials. Special attention is paid to a number of art movements and the contributions
of individual artists as a prelude to the development of a concentrated area of focus and
investigation for each student. By the end of the term, each student will narrow their
focus and pinpoint their area of concentration.
It is also during Term 2 that many of the local and regional art competitions and
exhibitions begin calling for entries. While it is not a required part of the course
curriculum, some AP students are compelled to challenge themselves with completing
work suitable for competition. These pieces are developed in addition to the required
coursework.
The degree of quality in most of the work generated during Term 2 typically falls
between an acceptable to exemplary level and demonstrates:
A sense of originality & relevance in the pursuit of visual problem solving
The ability to create work(s) related to the underlying problem or theme
Successful choice of media and processes to fit intentions
Units/topics of study may include:
Reality:
- Observation: the world around us, seeing things differently
- Politics: art as social commentary and propaganda
Illusion:
- Construction: the artist in and out of control
- Fantasy: life within/beyond the psyche
Perception:
- Me, Myself and I, the search for personal Identity
- Style, the artist in control
Inspiration:
- Words becomes images
Memories: people, places, & things

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- -isms: style or the lack of it

- Motivation, structure, and media
Winter camp:
Three days during winter break, 9:00 am 2:00 pm daily; open studio

Term 3

January, February, March

While some breadth work will continue to be required, the focus of Term 3 can be
summed up in a word depth. Students will continue to receive mentoring and
feedback relative to the development of their portfolio work, yet they will also be given a
lot of freedom to explore, invent, and determine the direction of their areas of
concentration. Typically, this proves to be the most challenging and gratifying term
because of the nature of the task at hand conceiving, composing, executing, and
connecting a minimum of eight visually coherent pieces demonstrating the individual
students compelling interest in a selected area of concentration. Considerable time will
be devoted to defining, refining, editing, sequencing, and building a coherent body of
work. By the end of the term, students will have completed a significant portion of the
Concentration section of their portfolio. Students are expected to complete more than
the required eight pieces in order to have legitimate choices in the final editing process.
Each student will also begin drafting their written commentaries addressing the two
questions presented as part of the Concentration section of the portfolio.
The students focus during Term 3 is directed toward completion of works that
demonstrate:
Success in the pursuit of visual problem solving
The creation of a series of work revolving around a compelling area of interest
Progression through invention, discovery, and active problem solving relative to the
study
Determination of the strongest presentation and sequence of work to best
demonstrate the development of the concentration
Units of study will vary greatly as individual needs are determined. Students will need to
research specific artist or art movements using the extensive department collection of
books, art magazines, reproductions, database of student works, and other materials
and sources including internet references. A Spring Camp will be conducted during
spring break. The focus of Spring Camp is to finalize and prepare projects for portfolio
submission.

Term 4

April, May

The final push to meet the deadline for submission of the completed portfolios creates
the focus for Term 4. An organizational review is held early on to make sure everyone is
on the right track. Inventory sheets outlining each section of the portfolio are maintained
and revised each term as new work is completed. Digital slides are shot continually
throughout each term with the final deadline for shooting the last pieces targeted about
three weeks prior to the portfolio deadline. Several individual appointments are
scheduled with each portfolio candidate this term emphasizing the selection of work to

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best represent the students Quality, Breadth, and Concentration. Students also
continue to work on independent projects.
Final evaluation of the body of work that constitutes each portfolio is done as a small
group critique. Following this final critique, final labeling and registration is completed.

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