High School AP Studio Art Curriculum - Park Hill School ... · and personal style. Subject matter...

High School AP Studio Art Curriculum Course Description: The serious art student will be expected to develop their creative potential and personal style. Subject matter will include observation and art history. This course will also assist in college portfolio development as well as scholarship application. Students will have the option of specializing in either: AP Studio Art-2D Design, AP Studio Art-3D Design, or AP Studio Art-Drawing. This course may be repeated for additional credit. Scope and Sequence: *Please note: While general outlines are provided for the length of each unit, many concepts and activities introduced in these units are threaded throughout the course.

Timeframe Unit Instructional Topics

1 Week Unit 1: Introduction to Studio Art

Topic 1: Artistic Process Topic 2: AP Exam Overview

8 Weeks Unit 2: Breadth Topic 1: Art History Topic 2: Media Exploration/ Risk Taking Topic 3: Drawing Concepts for Portfolio Development Topic 4: Design Concepts for Portfolio Development

Ongoing (October - May)

Unit 3: Concentration Topic 1: Introduction to Concentration Topic 2: Concentration Portfolio Section

Ongoing (October - May)

Unit 4: Portfolio Preparation

Topic 1: Digital Portfolio Preparation Topic 2: Written and Verbal Presentation of Artwork Topic 3: Physical Display of Artwork

Board Approved: February 23, 2017 2 | P a g e

Topic 4: College Application

1 week (Typically Early

May)

Unit 5: AP Studio Art Exam Submission

Topic 1: Quality Section of the AP Studio Art Exam Topic 2: Digital Submission of AP Studio Art Exam


Unit 1: Introduction to AP Studio Art

Subject: AP Studio Art Grade: 11,12 Name of Unit: Introduction to AP Studio Art Length of Unit: 1 week *Please note: many of these concepts will be threaded throughout the course. Overview of Unit: The students will understand the basic expectations of the course and the AP exam. Instructional Goals:

● Encourage creative and systematic investigation of formal and conceptual issues. ● Emphasize making art as an ongoing process that involves the student in informed and

critical decision making. ● Help students develop technical skills and familiarize them with the functions of the

visual elements. ● Encourage students to become independent thinkers who will contribute inventively and

critically to their culture through artmaking. Supporting Standards for unit:

● ISTE-EMPOWERED LEARNER 1.C - use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

● ISTE-EMPOWERED LEARNER 1.D - understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.

● ISTE-DIGITAL CITIZEN.2.A - cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world.

● ISTE-DIGITAL CITIZEN.2.C - demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.

● ISTE-CREATIVE COMMUNICATOR.6.A - choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.

● ISTE-CREATIVE COMMUNICATOR.6.B - create original works or responsibly repurpose or remix digital resources into new creations.

Essential Questions:

1. How are students documenting their artistic process? 2. How are students developing student voice and originality in the creative process? 3. How will students apply the AP exam requirements to the development of their personal

art throughout the course?


Enduring Understanding/Big Ideas: 1. In order to document their artistic process, students will develop concepts through

sketches. Students will also photograph their work in various stages of the creation process, including editing and sharing the final product.

2. Students will discover their artistic voice through group discussions and individual reflection. This includes review and discussion of historical and contemporary artwork, both through images shared in the classroom and through visiting local galleries and museums.

3. Students will critique and score artwork using AP scoring guidelines to gain an understanding of how they approach the creation process.

Unit Vocabulary:

Academic Cross-Curricular Words Content/Domain Specific

Portfolio Critique

Artistic Voice Artistic Process

Resources for Vocabulary Development: AP Course Handbook, AP Central Online


Topic 1: Artistic Process

Engaging Experience 1 Title: Photographing Artwork Suggested Length of Time: ½ class period Instructional Goals Addressed:

● Emphasize making art as an ongoing process that involves the student in informed and critical decision making.

Supporting Standards: ● ISTE-EMPOWERED LEARNER 1.C - use technology to seek feedback that

informs and improves their practice and to demonstrate their learning in a variety of ways.



Detailed Description/Instructions: Students learn photography techniques for documentation of all artwork. Students also document the process by photographing artwork in different stages of completion. Students learn how to use Photoshop to crop, color correct, and adjust contrast. Students then post all artwork to a location that can be shared with peers, teachers, and others. Later these images will be selected for submission on the AP exam. Bloom’s Levels: Apply Webb’s DOK: 2 Rubric: to be created Engaging Experience 2 Title: Verbal Critique and Written Critique Suggested Length of Time: 1 class period Instructional Goals Addressed:

● Encourage creative and systematic investigation of formal and conceptual issues. ● Emphasize making art as an ongoing process that involves the student in informed

and critical decision making. Supporting Standards:


Detailed Description/Instructions: Students need to learn how to speak to others and to write about their artwork. Students participate in the first of many group critiques. They learn to participate in constructive criticism and the revision process after critique to improve their art.


Students also write a formal critique for one artwork during this unit. This critique is assessed by the instructor and feedback is provided to teach students proper writing techniques. Bloom’s Levels: Analyze, Evaluate Webb’s DOK: 4 Rubric: to be created Engaging Experience 3 Title: Evaluation of Artwork using the AP Breadth section scoring guides Suggested Length of Time: ½ class period Instructional Goals Addressed:


and critical decision making. ● Help students develop technical skills and familiarize them with the functions of

the visual elements. Detailed Description/Instructions: Students will use the AP scoring guide for the Breadth section of the exam to score each of their summer assignments. The instructor will show examples to explain the scoring and then use them to evaluate the work. These scoring guides will be used for the remainder of the breadth section. Students are encouraged to evaluate each of their works in the breadth sections using these scoring guides. Bloom’s Levels: Evaluate Webb’s DOK: 3 Rubric: example scoring guides https://drive.google.com/copy?id=0Bwn7jX3z-I8_TEx2YWpDdVdQVXM https://drive.google.com/copy?id=0Bwn7jX3z-I8_R3VPYjd4UmdXYk0 Engaging Experience 4 Title: Artistic Integrity Suggested Length of Time: ½ class period Instructional Goals Addressed:


and critical decision making. Supporting Standards:

● ISTE-DIGITAL CITIZEN.2.C - demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.


Detailed Description/Instructions: Students will view examples of plagiarized artwork. Students will discuss how to appropriate visual resources appropriately during the creation process. Students will also participate in a conversation about audience: i.e. the audience at the

https://drive.google.com/open?id=0Bwn7jX3z-I8_TEx2YWpDdVdQVXM

https://drive.google.com/open?id=0Bwn7jX3z-I8_R3VPYjd4UmdXYk0


Park Hill District Arts festival is a family audience, and therefore certain subjects (drugs, weapons, violence, nudity) are not permitted to be shown, whereas they may be submitted as part of the exam to the AP review board. Bloom’s Levels: Evaluate Webb’s DOK: 3 Rubric: example scoring guides https://drive.google.com/copy?id=0Bwn7jX3z-I8_TEx2YWpDdVdQVXM https://drive.google.com/copy?id=0Bwn7jX3z-I8_R3VPYjd4UmdXYk0




Topic 2: AP Exam Overview

Engaging Experience 1 Title: Introduction to the AP exam Suggested Length of Time: ½ class period Instructional Goals Addressed:

● Encourage creative and systematic investigation of formal and conceptual issues. ● Help students develop technical skills and familiarize them with the functions of

the visual elements. Detailed Description/Instructions: The students will view the AP central website and other online resources. They will also participate in a group discussion of the requirements for the AP exam and for the portfolio preparation portion of the course. Levels: Analyze, Evaluate Webb’s DOK: 2 Rubric: to be created


Engaging Scenario

Engaging Scenario: Students will create their first art assignment using the process taught during this unit. Students will consider the scoring descriptors in the AP rubric as they approach this assignment, document their process with sketches and photographs, and finally critique the work, photograph the finished product, and share the work online. This process will be repeated throughout the creation process during the course.

Rubric for Engaging Scenario: example scoring guides: https://drive.google.com/copy?id=0Bwn7jX3z-I8_TEx2YWpDdVdQVXM https://drive.google.com/copy?id=0Bwn7jX3z-I8_R3VPYjd4UmdXYk0




Summary of Engaging Learning Experiences for Topics

Topic Engaging Experience

Title

Description Suggested Length of

Time

Artistic Process

Photographing Artwork

Students learn photography techniques for documentation of all artwork. Students also

document the process by photographing artwork in different stages of completion. Students learn how to use Photoshop to crop, color correct, and

adjust contrast. Students then post all artwork to a location that can be shared with peers, teachers,

and others. Later these images will be selected for submission on the AP exam.

½ class period

Artistic Process

Verbal Critique and Written

Critique

Students need to learn how to speak to others and to write about their artwork. Students participate in the first of many group critiques. They learn to

participate in constructive criticism and the revision process after critique to improve their art.

Students also write a formal critique for one artwork during this unit. This critique is assessed

by the instructor and feedback is provided to teach students proper writing techniques.

1 class period

Artistic Process

Evaluation of Artwork Using the AP Breadth

Section Scoring Guides

Students will use the AP scoring guide for the breadth section of the exam to score each of their summer assignments. The instructor will show

examples to explain the scoring and then use them to evaluate the work. These scoring guides will be

used for the remainder of the breadth section. Students are encouraged to evaluate each of their works in the breadth sections using these scoring

guide

½ class period

Artistic Process

Artistic Integrity

Students will view examples of plagiarized artwork. Students will discuss how to appropriate visual resources appropriately during the creation

process. Students will also participate in a

½ class period


conversation about audience: i.e. the audience at the Park Hill District Arts festival is much more

conservative (drugs, weapons, violence, nudity are permitted to be shown) whereas they may be

submitted as part of the exam to the AP review board.

AP Exam Overview

Introduction to the AP exam

The students will view the AP central website and other online resources. They will also participate in a group discussion of the requirements for the

AP exam and for the portfolio preparation portion of the course.

½ class period


Unit 2: Breadth

Subject: AP Studio Art Grade: 11,12 Name of Unit: Breadth Length of Unit: 8 weeks - *Many of the concepts and pieces will continue to be worked on for the duration of the course. Overview of Unit: Students create a variety of works demonstrating a range of conceptual and/or technical approaches. Instructional Goals:





● ISTE-KNOWLEDGE COLLECTOR.3.C - curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.

● ISTE-INNOVATIVE DESIGNER.4.A - know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.


● ISTE-CREATIVE COMMUNICATOR.6.C - communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.


1. How are students creating artwork for their portfolio that demonstrates their range and risk taking with their use of a variety of media, techniques and compositions?

2. How are students incorporating Art History into their understanding of the creation process?

3. How do students use appropriation and unique concepts, and avoid plagiarism in their work?


4. How are students creating artwork that shows the use of unique mark making, the illusion of space and depth, and artistic voice?

5. How are students using the elements of art and principles of design to create artworks with successful composition and artistic voice?

Enduring Understanding/Big Ideas:

1. Students will create artwork focusing on the area of experimentation with media. They will also complete a series of drawings focusing on one item expressed in 4 or more works of art; each with a different media and composition.

2. Students will study art movements and create a work of art that is influenced by the characteristics of one of these movements.

3. Students will review and discuss examples of art with an emphasis on plagiarism, copyright and appropriation.

4. Students will create technically competent drawings from observation focusing on linear and atmospheric perspective, foreshortening, and unique mark making to develop student voice.

5. Students will create technically competent artwork that exhibits the conscious and purposeful use of selected elements of art and principles of design.

Unit Vocabulary:


Composition

Range Media

Elements of Art Principles of Design

Art History Movements

Unit Vocabulary Specific to 2-D, Drawing, and 3-D Portfolios Within AP Studio Art:

Drawing 2-D Design 3-D Design

Mark-Making and Line Quality

Perspective (Atmospheric and Linear)

Foreshortening Pattern

Realism and Abstraction Drawing Surfaces

Tonal Values

Unity/Variety Rhythm

Proportion/Scale Balance/Emphasis/Contrast

Repetition Figure/Ground Relationship

Unity/Variety Rhythm

Proportion/Scale Balance/Emphasis/Contrast

Repetition Occupied/Unoccupied Space



Topic 1: Art History

Engaging Experience 1 Title: Art History Suggested Length of Time: 3-5 class periods, ongoing conversations Instructional Goals Addressed:

● Encourage creative and systematic investigation of formal and conceptual issues. ● Encourage students to become independent thinkers who will contribute

inventively and critically to their culture through artmaking. Supporting standards:


● ISTE-CREATIVE COMMUNICATOR.6.C - communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.

Detailed Description/Instructions: Students will choose an art movement and research the main artists and characteristics of the movement. Students will analyze their research and create a slideshow to teach their classmates about their art movement. They will present their research to the class. Students will keep notes of all presentations and have an idea bank to support their creation process throughout the semester. Bloom’s Levels: Analyze, Evaluate Webb’s DOK: 3 Rubric: to be created


Topic 2: Media Exploration/ Risk Taking

Engaging Experience 1 Engaging Experience 1 Title: Building a Portfolio Foundation Suggested Length of Time: 2 weeks for completion of the artwork, 1 class period for review Instructional Goals Addressed



the visual elements. ● Encourage students to become independent thinkers who will contribute



Detailed Description/Instructions: Students are required to begin the work of building a portfolio through the creation of 3 new works and the inclusion of 5 works from previous coursework. The assignments may be open media, content and size, or teacher directed. Students bring their work to class and the class critiques the art. Students then select one piece for a written critique and digitally document all work. Bloom’s Levels: Create Webb’s DOK: 2 Rubric: example scoring guides https://drive.google.com/copy?id=0Bwn7jX3z-I8_TEx2YWpDdVdQVXM https://drive.google.com/copy?id=0Bwn7jX3z-I8_R3VPYjd4UmdXYk0 Engaging Experience 2 Title: Sketchbook Series Suggested Length of Time: 5 weeks Instructional Goals Addressed:




inventively and critically to their culture through artmaking.




Detailed Description/Instructions: Students will choose an object on which to complete a series of five works of art, one due each week. Students are encouraged to choose an object with transformative properties. Each artwork should use a different media. Each artwork should demonstrate risk-taking and discovery through changes in composition and technique. The series as a whole should demonstrate growth and transformation, technical competence, and innovative thinking. Bloom’s Levels: Create Webb’s DOK: 4 Rubric: example scoring guides https://drive.google.com/copy?id=0Bwn7jX3z-I8_TEx2YWpDdVdQVXM https://drive.google.com/copy?id=0Bwn7jX3z-I8_R3VPYjd4UmdXYk0 Engaging Experience 3 Title: Media Exploration Suggested Length of Time: 2-3 class periods Instructional Goals Addressed:




inventively and critically to their culture through artmaking. Detailed Description/Instructions: Students will explore various media in a quick manner to generate confidence with risk-taking and surface manipulation. Media may include: chalk on colored paper, oil pastel on black paper, crayon on watercolor paper with watercolor washes, watercolor ink pens, drawing with sticks using India ink, Quink ink washes with bleach, blue and black ball point pen ink techniques, paper collage, etc. Students will then compose the small studies into a collage exhibiting the use of 2-D design principles. Bloom’s Levels: Create Webb’s DOK: 5 Rubric: example scoring guides https://drive.google.com/copy?id=0Bwn7jX3z-I8_TEx2YWpDdVdQVXM https://drive.google.com/copy?id=0Bwn7jX3z-I8_R3VPYjd4UmdXYk0






Topic 3: Drawing Concepts for Portfolio Development

Engaging Experience 1 Title: Perspective Drawing Suggested Length of Time: 2-3 class periods Instructional Goals Addressed:




inventively and critically to their culture through artmaking. Detailed Description/Instructions: Students will create a technically competent drawing from observation demonstrating understanding of linear and/or atmospheric perspective. Foreshortening and unique point of view should be considered to create the illusion of depth. Use of unique mark making and strong value structure to develop student voice is emphasized. Bloom’s Levels: Create Webb’s DOK: 4 Rubric: example scoring guides https://drive.google.com/copy?id=0Bwn7jX3z-I8_TEx2YWpDdVdQVXM https://drive.google.com/copy?id=0Bwn7jX3z-I8_R3VPYjd4UmdXYk0 Engaging Experience 2 Title: Still Life Drawing Suggested Length of Time: 2-3 class periods Instructional Goals Addressed:




inventively and critically to their culture through artmaking.




Detailed Description/Instructions: Students will create a still life drawing based on direct observation in black and white to demonstrate technical competence and skill with media. Suggested media include white Prismacolor pencil on black Canson paper, black and white cut paper, and Sharpie on white drawing paper, with consideration of mark making, tonal values, and figure/ground relationships. Bloom’s Levels: Create Webb’s DOK: 4 Rubric: example scoring guides https://drive.google.com/copy?id=0Bwn7jX3z-I8_TEx2YWpDdVdQVXM https://drive.google.com/copy?id=0Bwn7jX3z-I8_R3VPYjd4UmdXYk0




Topic 4: Design Concepts for Portfolio Development

Engaging Experience 1 Title: Design Assignment Suggested Length of Time: 2 class periods Instructional Goals Addressed:






Detailed Description/Instructions: Students will create a design piece focusing on figure/ground relationships and pattern development or repetition. Suggested assignment: create a drawn motif to scan and manipulate on Photoshop/Illustrator to translate, reflect, or rotate to create a pattern. Bloom’s Levels: Create Webb’s DOK: 4 Rubric: example scoring guides https://drive.google.com/copy?id=0Bwn7jX3z-I8_TEx2YWpDdVdQVXM https://drive.google.com/copy?id=0Bwn7jX3z-I8_R3VPYjd4UmdXYk0




Engaging Scenario

Engaging Scenario: Students will synthesize the processes from the artwork created during this unit to create a confident and expressive self-portrait. Showing experimentation with media, risk-taking with composition, expressive color and mark making are all important areas for consideration. Students may consider choosing the characteristics from an art movement to facilitate an inventive approach to the portrait.

Rubric for Engaging Scenario: to be created




Title


Time

Art History Art History

Students will choose an art movement and research the main artists and characteristics of the movement. Students will analyze their research and create a slideshow to teach their classmates

about their art movement. They will present their research to the class. Students will keep notes of

all presentations and have an idea bank to support their creation process throughout the semester.

3-5 class periods

Media Exploration/ Risk Taking

Summer Art Assignments

Students are required to create 3-5 works of art during the summer. The assignments may be

open media, content and size, or teacher directed. Students bring their work to class and the class critiques the art. Students then select one piece for a written critique and digitally document all

work.

1 class period


Sketchbook Series

Students will choose an object on which to complete a series of five works of art, one due

each week. Students are encouraged to choose an object with transformative properties. Each artwork should use a different media. Each artwork should demonstrate risk-taking and

discovery through changes in composition and technique. The series as a whole should

demonstrate growth and transformation, technical competence, and innovative thinking.

5 weeks


Media Exploration

Students will explore various media in a quick manner to generate confidence with risk-taking and surface manipulation. Media may include:

chalk on colored paper, oil pastel on black paper, crayon on watercolor paper with watercolor

washes, watercolor ink pens, drawing with sticks

2-3 class periods


using India ink, Quink ink washes with bleach, blue and black ball point pen ink techniques,

paper collage, etc. Students will then compose the small studies into a collage exhibiting the use of

2-D design principles.

Drawing Concepts for

Portfolio Development

Perspective Drawing

Students will create a technically competent drawing from observation demonstrating

understanding of linear and/or atmospheric perspective. Foreshortening and unique point of view should be considered to create the illusion of depth. Use of unique mark making and strong

value structure to develop student voice is emphasized.

2-3 class periods

Drawing Concepts for


Still Life Drawing

Students will create a still life drawing based on direct observation in black and white to

demonstrate technical competence and skill with media. Suggested media include white

Prismacolor pencil on black Canson paper, black and white cut paper, and Sharpie on white drawing paper, with consideration of mark

making, tonal values, and figure/ground relationships.

2-3 class periods

Design Concepts for


Design Assignment

Students will create a design piece focusing on figure/ground relationships and pattern

development or repetition. Suggested assignment: create a drawn motif to scan and manipulate on

Photoshop/Illustrator to translate, reflect, or rotate to create a pattern.

2 class periods


Unit 3: Concentration

Subject: AP Studio Art Grade: 11,12 Name of Unit: Concentration Length of Unit: Ongoing (October-May) Overview of Unit: Students will create a body of 12 related works that demonstrate a student’s sustained and thoughtful investigation of a specific visual idea. Students will have approximately two weeks to create each one of the concentration works. Instructional Goals:





● ISTE-KNOWLEDGE COLLECTOR.3.A - plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.


● ISTE-KNOWLEDGE COLLECTOR.3.D - build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.




1. How do students create a body of work unified by an underlying idea? 2. How to students create a body of work that has visual coherence? 3. How do students use critique and collaboration to facilitate growth and transformation

during the creation of the body of work?


4. How do students maintain a strong work ethic to complete the body of work by the AP exam date?

5. How do students articulate their concentration through a written statement? Enduring Understanding/Big Ideas:

1. Through idea development, visual research, and sketching, students choose a topic to investigate through the creation of 12 related works of art.

2. Through review of previous AP studio concentrations, art exhibits, and historical and contemporary works students understand the characteristics of a visually coherent investigation.

3. Upon completion of each concentration piece, students will write an evaluation of the work and participate in a class critique.

4. Students will have two weeks to complete each of the 12 concentration pieces by the May exam date. They will create an extensive list of ideas, sketches, and visual references to sustain the investigation.

5. Students will write a concentration statement for AP exam submission, addressing the central idea of the concentration and explaining how the work demonstrates intent and the idea exploration.

Unit Vocabulary:


Evocative Theme

Concentration Artistic Study Student Voice

Resources for Vocabulary Development: AP Course Handbook, AP Central Online, http://studioartportfolios.collegeboard.org/


Topic 1: Introduction to Concentration

Engaging Experience 1 Title: Viewing and Evaluating Previous Portfolios Suggested Length of Time: 1 class period Instructional Goals Addressed:

● Encourage creative and systematic investigation of formal and conceptual issues. ● Encourage students to become independent thinkers who will contribute

inventively and critically to their culture through artmaking. Supporting Standards:

● ISTE-KNOWLEDGE COLLECTOR.3.A - plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.

Detailed Description/Instructions: Students will view previous portfolios on the AP studio website (http://studioartportfolios.collegeboard.org/). During group discussion, students will score these example portfolios using the AP Concentration scoring guides. This activity is designed to show students the expectations for the AP concentration section of the exam, and help them formulate ideas for their own concentration topics. Bloom’s Levels: Analyze, Evaluate Webb’s DOK: 3 Rubric: example rubric: https://drive.google.com/copy?id=0Bwn7jX3z-I8_RDVNcGtpR1Yzb2s https://drive.google.com/copy?id=0Bwn7jX3z-I8_el85VlBnZ0RHZXM Engaging Experience 2 Title: Brainstorming for Individual Concentration Topics Suggested Length of Time: 2 class periods Instructional Goals Addressed:


and critical decision making. ● Encourage students to become independent thinkers who will contribute


● ISTE - KNOWLEDGE COLLECTOR.3.C - curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.

Detailed Description/Instructions: Students will be encouraged to explore a personal, central interest as intensively as possible; they are free to work with any idea and any media that

http://studioartportfolios.collegeboard.org/

https://drive.google.com/open?id=0Bwn7jX3z-I8_RDVNcGtpR1Yzb2s

https://drive.google.com/open?id=0Bwn7jX3z-I8_el85VlBnZ0RHZXM


addresses 2-D design, 3-D design, or Drawing issues. Students will write lists, sketch and complete visual research to create a framework of ideas for their topic. Bloom’s Levels: Analyze, Evaluate, Create Webb’s DOK: 4 Rubric: to be created Engaging Experience 3 Title: One-on-one coaching sessions Suggested Length of Time: Ongoing (October-May) Instructional Goals Addressed:



inventively and critically to their culture through artmaking. Detailed Description/Instructions: Students meet on an individual basis with the instructor as they plan out their concentration topics. The instructor should prompt the students with essential questions (Why, How) to guide them towards a deeper and more meaningful topic. This coaching will continue throughout the course to guide and support students as they work to create their body of work. Bloom’s Levels: Analyze, Evaluate Webb’s DOK: 4 Rubric: to be created


Topic 2: Concentration Portfolio Section

Engaging Experience 1 Title: Creation of 12 Thematic Works Suggested Length of Time: Ongoing (October-May) Instructional Goals Addressed:






● ISTE-KNOWLEDGE COLLECTOR.3.D - build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.



Detailed Description/Instructions: Students will create a body of 12 related works that demonstrate a student’s sustained and thoughtful investigation of a specific visual idea. Students will have approximately two weeks to create each one of the concentration works. Bloom’s Levels: Analyze, Evaluate, Create Webb’s DOK: 4 Rubric: example rubric: https://drive.google.com/copy?id=0Bwn7jX3z-I8_RDVNcGtpR1Yzb2s https://drive.google.com/copy?id=0Bwn7jX3z-I8_el85VlBnZ0RHZXM Engaging Experience 2 Title: Critique of Concentration Work Suggested Length of Time: Ongoing (October-May) Instructional Goals Addressed:

● Encourage creative and systematic investigation of formal and conceptual issues.





● Help students develop technical skills and familiarize them with the functions of the visual elements.

● Encourage students to become independent thinkers who will contribute inventively and critically to their culture through artmaking.

Detailed Description/Instructions: Upon completion of concentration works, students write a written critique to describe their processes, ideas, and evaluation of their work. Students will also participate in a group critique on the concentration due date. Students are expected to contribute constructive criticism to the class critique as well as evaluate their own work to make improvements. Bloom’s Levels: Analyze, Evaluate Webb’s DOK: 4 Rubric: to be created Engaging Experience 3 Title: Evaluation of Concentration Work Suggested Length of Time: Ongoing (October-May) Instructional Goals Addressed:




inventively and critically to their culture through artmaking. Detailed Description/Instructions: Students will use the AP Concentration rubrics to evaluate their concentration work. This activity will help students use the scoring descriptors to guide the art making process. The instructor will also use the scoring guide to provide feedback to the student and make them aware of areas open to improvement; facilitating the idea opportunity growth and transformation during the creation of the body of work. Bloom’s Levels: Analyze, Evaluate Webb’s DOK: 4 Rubric: to be created Engaging Experience 4 Title: Written Concentration Statement Suggested Length of Time: 1 class period Instructional Goals Addressed:

● Encourage creative and systematic investigation of formal and conceptual issues.




Detailed Description/Instructions: Students will write a concentration statement for AP exam submission, addressing the central idea of the concentration and explaining how the work demonstrates intent and the idea exploration. Bloom’s Levels: Analyze, Evaluate, Create Webb’s DOK: 4 Rubric: to be created


Engaging Scenario

Engaging Scenario: Students will create a body of 12 related works that demonstrate a student’s sustained and thoughtful investigation of a specific visual idea. The creation of these works is integrated throughout many of the engaging experiences of this unit and the work will continue to be refined throughout the duration of the course.

Rubric for Engaging Scenario: example rubric: https://drive.google.com/copy?id=0Bwn7jX3z-I8_RDVNcGtpR1Yzb2s https://drive.google.com/copy?id=0Bwn7jX3z-I8_el85VlBnZ0RHZXM






Title


Time

Introduction to Concentration

Viewing and Evaluating Previous Portfolios

Students will view previous portfolios on the AP studio website

(http://studioartportfolios.collegeboard.org/). During group discussion, students will score

these example portfolios using the AP Concentration scoring guides. This activity is designed to show students the expectations for the AP concentration section of the exam, and

help them formulate ideas for their own concentration topics.

1 class period


Brainstorming for Individual Concentration

Topics

Students will be encouraged to explore a personal, central interest as intensively as

possible; they are free to work with any idea and any media that addresses 2-D design, 3-D

design, OR Drawing issues. Students will write lists, sketch and complete visual research to create a framework of ideas for their topic.

2 class periods


One-on-one Coaching Sessions

Students meet on an individual basis with the instructor as they plan out their concentration

topics. The instructor should prompt the students with essential questions (Why, How)

to guide them towards a deeper and more meaningful topic. This coaching will continue

throughout the course to guide and support students as they work to create their body of

work.

Ongoing (October-

May)

Concentration Portfolio Section

Creation of 12 Thematic

Works

Students will create a body of 12 related works that demonstrate a student’s sustained and thoughtful investigation of a specific visual idea. Students will have approximately two

Ongoing (October-

May)

http://studioartportfolios.collegeboard.org/


weeks to create each one of the concentration works.


Critique of Concentration

Work

Upon completion of concentration works, students write a written critique to describe

their processes, ideas, and evaluation of their work. Students will also participate in a group

critique on the concentration due date. Students are expected to contribute constructive criticism to the class critique as well as

evaluate their own work to make improvements.

Ongoing (October-

May)


Evaluation of Concentration

Work

Students will use the AP Concentration rubrics to evaluate their concentration work. This activity will help students use the scoring

descriptors to guide the art making process. The instructor will also use the scoring guide to provide feedback to the student and make them aware of areas open to improvement; facilitating the idea opportunity growth and

transformation during the creation of the body of work.

Ongoing (October-

May)


Written Concentration

Statement

Students will write a concentration statement for AP exam submission, addressing the

central idea of the concentration and explaining how the work demonstrates intent

and the idea exploration.

1 class period


Unit 4: Portfolio Preparation

Subject: AP Studio Art Grade: 11,12 Name of Unit: Portfolio Prep Length of Unit: Ongoing (October - May) Overview of Unit: Students will undergo steps to prepare portfolios for display and understand the college application process. Instructional Goals:





● ISTE-EMPOWERED LEARNER 1.A - articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.





● ISTE-CREATIVE COMMUNICATOR.6.D - publish or present content that customizes the message and medium for their intended audiences.


1. How do students digitally prepare their portfolios for sharing and submission? 2. How do students verbally present artwork? 3. How do students critique artwork verbally and in writing? 4. How do students physically prepare artwork for presentation?


5. How do students complete college application requirements? Enduring Understanding/Big Ideas:

1. Students will take digital photographs of finished work and apply basic photo editing techniques to share on an online digital portfolio/website and to prepare for AP exam and college application submission.

2. Students will discuss their artwork verbally in group critiques in order to articulate their visual ideas to others.

3. Students will complete written critiques of artwork and verbally participate in group critiques with questions and suggestions.

4. Students will learn to professionally present individual works and a body of work through matting and display techniques to show in a location in the community/school and the senior display at the Park Hill District Arts Festival.

5. Students will research and complete college application requirements, such as a resume, portfolio of artwork, statement of purpose, and obtain letters of recommendation.

Unit Vocabulary:


Critique Resume

Statement of Purpose Artist Statement

Photoshop Crop

Levels (brightness/contrast) Matting/Framing



Topic 1: Digital Portfolio Preparation

Engaging Experience 1 Title: Documenting Artwork Suggested Length of Time: ½ class period Instructional Goals Addressed:


Supporting Standards: ● ISTE-EMPOWERED LEARNER 1.A - articulate and set personal learning goals,

develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.




● ISTE-CREATIVE COMMUNICATOR.6.D - publish or present content that customizes the message and medium for their intended audiences.

Detailed Description/Instructions: Students learn photography techniques for documentation of all artwork. Students learn how to use Photoshop to crop, color correct, adjust contrast, and resize. Students then post all artwork to a location, such as portfolio based website, that can be shared with peers, teachers, and others. Bloom’s Levels: Apply Webb’s DOK: 2 Rubric: to be created


Topic 2: Written and Verbal Presentation of Artwork

Engaging Experience 1 Title: Critique Suggested Length of Time: ongoing Instructional Goals Addressed:





Detailed Description/Instructions: Students will use the critique process throughout the course. Various methods of critique will be used, including student-led discussion, in which students verbally describe their artwork and articulate the decisions they made, such as choice of subject, medium and composition. Students ask and answer questions of the group to receive feedback. Critique methods include formal analysis, Critical Response Method, whole class critique, small group critique, and one-on-one critiques with peers and the instructor. Bloom’s Levels: Analyze and Evaluate Webb’s DOK: 3, 4 Rubric: to be created Engaging Experience 2 Title: Written Critique of Student’s Own Artwork Suggested Length of Time: ¼ class period Instructional Goals Addressed:



inventively and critically to their culture through artmaking. Detailed Description/Instructions: Written critiques will be completed using formal analysis and the steps of art criticism: Describe, Analyze, Interpret, Judge. Bloom’s Levels: Analyze and Evaluate Webb’s DOK: 3, 4 Rubric: to be created


Topic 3: Physical Display of Artwork

Engaging Experience 1 Title: Matting Artwork and Display Techniques Suggested Length of Time: ½ class period Instructional Goals Addressed:


Supporting Standards: ● ISTE-EMPOWERED LEARNER1.A - articulate and set personal learning goals,

develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.

Detailed Description/Instructions: Students will learn matting and display techniques for various types of artwork to prepare for regional high school exhibitions, the senior display at the Park Hill Arts Festival, and the submission of five artworks for the Quality section of the AP exam. Bloom’s Levels: Apply Webb’s DOK: 1 Rubric: to be created


Topic 4: College Application

Engaging Experience 1 Title: Resume Suggested Length of Time: ¼ class period Instructional Goals Addressed:


Detailed Description/Instructions: Students will learn proper resume writing techniques and submit a resume to the instructor to prepare for college applications. Resume sections may include: an objective, education, school activities, extracurricular activities, and honors. Bloom’s Levels: Apply Webb’s DOK: 2 Rubric: to be created Engaging Experience 2 Title: Statement of Purpose Suggested Length of Time: ¼ class period Instructional Goals Addressed:


Detailed Description/Instructions: Students will write a statement of purpose tailored to college application requirements. The statement of purpose should be a one or two-page essay providing insight into goals, interests, educational and artistic background. Bloom’s Levels: Apply Webb’s DOK: 3 Rubric: to be created Engaging Experience 3 Title: Letters of Recommendation Suggested Length of Time: ¼ class period Instructional Goals Addressed:


Detailed Description/Instructions: Students will obtain two letters of recommendation from teachers, a counselor, an employer, and/or mentor. Bloom’s Levels: Apply Webb’s DOK: 2 Rubric: to be created


Engaging Experience 3 Title: Portfolio for College Applications Suggested Length of Time: ¼ class period Instructional Goals Addressed:



Detailed Description/Instructions: Students will choose 10-15 works of art, digitally photograph and edit the works, and prepare them for college application submission. Students will label each work of art with a title (optional), the size, medium, and date created. Bloom’s Levels: Analyze, Evaluate Webb’s DOK: 4 Rubric: to be created


Engaging Scenario

Engaging Scenario: Park Hill District Arts Festival Senior Display AP Studio Art students will display their portfolios on individual display boards at the District Arts Festival in a professional manner. Students have freedom to make their display unique in terms of the overall look and feel of how artwork is displayed. Students should have their name clearly visible and may include other props. It is suggested students provide an artist statement, make business cards and have a book for patrons to write comments. Students must display work tastefully. Work that displays nudity, violence, weapons, and drugs will not be shown.

Rubric for Engaging Scenario: to be created



Topic Engaging Experience Title


Time

Digital Portfolio

Preparation

Documenting Artwork

Students learn photography techniques for documentation of all artwork. Students learn how to use Photoshop to crop, color correct, adjust contrast, and resize. Students then post

all artwork to a location, such as portfolio based website, that can be shared with peers,

teachers, and others.

½ class period

Written and Verbal

Presentation of Artwork

Critique

Students will use the critique process throughout the course. Various methods of critique will be used, including student-led

discussion, in which students verbally describe their artwork and articulate the decisions they made, such as choice of subject, medium and

composition. Students ask and answer questions of the group to receive feedback. Critique methods include formal analysis,

Critical Response Method, whole class critique, small group critique, and one-on-one

critiques with peers and the instructor.

Ongoing

Written and Verbal

Presentation of Artwork

Written Critique of Student’s Own

Artwork

Written critiques will be completed using formal analysis and the steps of art criticism:

Describe, Analyze, Interpret, Judge.

¼ class period

Physical Display of Artwork

Matting Artwork and Display Techniques

Students will learn matting and display techniques for various types of artwork to

prepare for regional high school exhibitions, the senior display at the Park Hill Arts Festival,

and the submission of five artworks for the Quality section of the AP exam.

½ class period


College Application

Resume

Students will learn proper resume writing techniques and submit a resume to the

instructor to prepare for college applications. Resume sections may include: an objective, education, school activities, extracurricular

activities, and honors.

¼ class period

College Application

Statement of Purpose

Students will write a statement of purpose tailored to college application requirements. The statement of purpose should be a one or two-page essay providing insight into goals,

interests, educational and artistic background.

¼ class period

College Application

Letters of Recommendation

Students will obtain two letters of recommendation from teachers, a counselor, an

employer, and/or mentor.

¼ class period

College Application

Portfolio for College

Applications

Students will choose 10-15 works of art, digitally photograph and edit the works, and

prepare them for college application submission. Students will label each work of

art with a title (optional), the size, medium, and date created.

¼ class period


Unit 5: AP Studio Art Exam Submission

Subject: AP Studio Art Grade: 11,12 Name of Unit: Exam Submission Length of Unit: 1 week (Typically early May) Overview of Unit: Students physically and digitally prepare their artwork and concentration statement to submit to AP Review board according to the requirements. Instructional Goals:




critically to their culture through artmaking. Essential Questions:

1. How do students select and prepare their 5 quality artworks for physical submission to the AP studio art exam?

2. How do students select and prepare their submissions for the Breadth section of the AP Studio Art Exam?

3. How do students select and prepare their submissions for the Concentration section of the AP Studio Art Exam?

Enduring Understanding/Big Ideas:

1. Students review the Quality section requirements and select the best work exhibit a synthesis of form, technique and content.

2. Student review the breadth section requirements and select the best work exhibiting their range of approaches.

3. Students review the concentration section requirements and select the best work demonstrating the sustained and thoughtful investigation of a specific idea.


Unit Vocabulary:


Quality Concentration

Breadth



Topic 1: Quality Section of the AP Studio Art Exam

Engaging Experience 1 Title: Preparation for Quality Section Suggested Length of Time: 1 class period Instructional Goals Addressed:

● Encourage creative and systematic investigation of formal and conceptual issues. Detailed Description/Instructions: Students prepare their five strongest works from either their Breadth or Concentration sections. The quality section permits the student to select the works that best exhibit a synthesis of form, technique and content. The work submitted for this section should be 18 x 24 including mat in order to fit into the mailing envelope. Work 8 x 10 or smaller should be mounted to protect the work. All work on paper should be backed or mounted. All work should be protected with newsprint by hinging on one edge of the backing. Sketchbooks are not permitted for this section. On test day, students will label their work with the AP stickers, complete paperwork and label their envelope, assemble and package their portfolios for mailing to AP review board. The 5 quality works will be scored and mailed back to students in early July.

QUALITY REQUIREMENTS

(one-third of total score)

2-D Design Drawing 3-D Design

submit 5 physical works submit 5 physical works submit digitally: 5 works, 2 contrasting views of each, for

a total of 10 images.

Bloom’s Levels: Analyze, Evaluate Webb’s DOK: 4 Rubric: see AP studio art guidelines


Topic 2: Digital Submission of AP Studio Art Exam Engaging Experience 1 Title: Preparation for Breadth Section Digital Submission Suggested Length of Time: Ongoing (Portal opens in February) Instructional Goals Addressed:

● Encourage creative and systematic investigation of formal and conceptual issues. Detailed Description/Instructions: Students select 12 works of art for 2-D/Drawing OR 8 works of art for 3-D that best demonstrate a range of conceptual and/or technical approaches. Images are uploaded to the AP Studio Art Digital Submission Web application. Students complete requirements, then forward to the course instructor. Course instructor forwards completed exams to the school AP Coordinator for submission to the College Board. https://apstudio.ets.org/apstudioart/ Requirements:

BREADTH REQUIREMENTS



12 digital images; 1 digital image each of 12

different works

Label images with dimensions (height x width)

and material(s)

12 digital images; 1 digital image each of 12

different works

Label images with dimensions (height x width)

and material(s)

16 digital images; 2 views of each of 8 different

works

Label images with dimensions (height x width x

depth) and material(s)

Technical Requirements of digital images Maximum file size: 3.0 MB per image Recommended maximum image size: 10 inches x 7 inches (approximately) Recommended minimum image size: 6.5 x 6.5 inches (approximately) Bloom’s Levels: Analyze, Evaluate Webb’s DOK: 4 Rubric: see AP studio art guidelines Engaging Experience 2 Title: Preparation for Concentration Section Digital Submission Suggested Length of Time: 2 class periods early May Instructional Goals Addressed:

https://apstudio.ets.org/apstudioart/


● Encourage creative and systematic investigation of formal and conceptual issues. Detailed Description/Instructions: Students will create a body of 12 related works that demonstrate a student’s sustained and thoughtful investigation of a specific visual idea. Students will have approximately two weeks to create each one of the concentration works. Each work is digitally photographed and prepared for the submission process. Students will also complete the concentration statement piece of this section of the exam. Requirements:

CONCENTRATION REQUIREMENTS



12 digital images; Some may be details

Label images with

dimensions (height x width) and material(s)

12 digital images; Some may be details

Label images with

dimensions (height x width) and material(s)

12 digital images Some may be details

Label images with

dimensions (height x width x depth) and material(s)

Bloom’s Levels: Analyze, Evaluate Webb’s DOK: 4 Rubric: see AP studio art guidelines


Engaging Scenario

Engaging Scenario: Students complete all requirements for the AP studio art exam and submit their final work.

Rubric for Engaging Scenario: see AP studio art guidelines




Title


Time

Quality Section of

the AP Studio Art

Exam

Preparation for Quality

Section

Students prepare their five strongest works from either their Breadth or Concentration sections.

The quality section permits the student to select the works that best exhibit a synthesis of form, technique and content. The work submitted for this section should be 18 x 24 including mat in order to fit into the mailing envelope. Work 8 x 10 or smaller should be mounted to protect the work. All work on paper should be backed or mounted. All work should be protected with

newsprint by hinging on one edge of the backing. Sketchbooks are not permitted for this section. On test day, students will label their work with the AP stickers, complete paperwork and label

their envelope, assemble and package their portfolios for mailing to AP review board. The 5 quality works will be scored and mailed back to

students in early July.

1 class period

Digital Submission

of AP Studio Art

Exam

Preparation for Breadth

Section Digital

Submission

Students select 12 works of art for 2-D/Drawing OR 8 works of art for 3-D that best demonstrates

a range of conceptual and/or technical approaches. Images are uploaded to the AP

Studio Art Digital Submission Web application. Students complete requirements, then forward to the course instructor. Course instructor forwards completed exams to the school AP Coordinator

for submission to the College Board.

Ongoing (Portal

opens in February)

Digital Submission

of AP Studio Art

Exam

Preparation for

Concentration Section Digital

Submission

Students will create a body of 12 related works that demonstrate a student’s sustained and

thoughtful investigation of a specific visual idea. Students will have approximately two weeks to

create each one of the concentration works. Each work is digitally photographed and prepared for

the submission process. Students will also complete the concentration statement piece of

this section of the exam.

2 class periods (to

be completed

in early May)


Unit of Study Terminology Appendices: All Appendices and supporting material can be found in this course’s shell course in the District’s Learning Management System. Assessment Leveling Guide: A tool to use when writing assessments in order to maintain the appropriate level of rigor that matches the standard. Big Ideas/Enduring Understandings: Foundational understandings teachers want students to be able to discover and state in their own words by the end of the unit of study. These are answers to the essential questions. Engaging Experience: Each topic is broken into a list of engaging experiences for students. These experiences are aligned to priority and supporting standards, thus stating what students should be able to do. An example of an engaging experience is provided in the description, but a teacher has the autonomy to substitute one of their own that aligns to the level of rigor stated in the standards. Engaging Scenario: This is a culminating activity in which students are given a role, situation, challenge, audience, and a product or performance is specified. Each unit contains an example of an engaging scenario, but a teacher has the ability to substitute with the same intent in mind. Essential Questions: Engaging, open-ended questions that teachers can use to engage students in the learning. Priority Standards: What every student should know and be able to do. These were chosen because of their necessity for success in the next course, the state assessment, and life. Supporting Standards: Additional standards that support the learning within the unit. Topic: These are the main teaching points for the unit. Units can have anywhere from one topic to many, depending on the depth of the unit. Unit of Study: Series of learning experiences/related assessments based on designated priority standards and related supporting standards. Unit Vocabulary: Words students will encounter within the unit that are essential to understanding. Academic Cross-Curricular words (also called Tier 2 words) are those that can be found in multiple content areas, not just this one. Content/Domain Specific vocabulary words are those found specifically within the content. Symbols: This symbol depicts an experience that can be used to assess a student’s 21st Century Skills using the rubric provided by the district. This symbol depicts an experience that integrates professional skills, the development of professional communication, and/or the use of professional mentorships in authentic classroom learning activities.

High School AP Studio Art Curriculum - Park Hill School ... · and personal style. Subject matter...

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