AP STUDIO ART: 2-D DESIGN PORTFOLIO PHOTOGRAPHY AP Studio Art: Photography is an advanced Fine Arts lab class in digital imaging and traditional photography. Students will advance their ability to paint with light, using the camera, the computer, the darkroom, and various techniques as the brush and the world around us all as the canvas. This course is for highly and independently motivated photographers. Students must possess the ability to independently and creatively engage in critical thought about image making, photography, and aesthetics in order to develop and refine the concept, composition, and execution of one’s own visual ideas. Our focus revolves around how the elements of design (line, shape, illusion of space, illusion of motion, pattern, texture, value and color), combine with the principles of design (unity, variety, balance, emphasis, rhythm, and proportion/scale) to communicate content. As a result, students will create an outstanding photographic and/or digital portfolio with the following three main components: 1. Quality: five actual examples of your best work matted not smaller than 8 x 10 and not larger than 18 x 24, demonstrating your proficiency in using the elements and principles of design to execute your own visual ideas. It will demonstrate a nuanced aesthetic sense. 2. Concentration: as defined by the AP guidelines as a “body of work unified by an underlying idea that has visual coherence,” that again demonstrates your abilities. You are required to submit 12 slides from your concentration as well as a commentary on this work. It will consist of an in depth investigation of a particular artistic concern. A. Written Commentary: 1. Briefly define the nature of your concentration project. 2. Briefly describe the development of your concentration and the sources of your ideas. You may refer to specific slides as examples. 3. Breadth: as defined by the AP guidelines as “a variety of works demonstrating an understanding of the principles of design.” You are required to submit 12 slides for your breadth consisting of a variety of elements and principles in one or more variety of 2-D media. In order to accomplish this, students will read, critique, and respond to theory, history and actual images, to develop a sophisticated vocabulary as well as understand more of the historical, social and cultural contexts influencing image-making practices and content. Students will research and introduce each other to new photographers and artists as a means to generate ideas, understanding, and inspiration. However, work based on another artist’s work must surpass imitation and become a unique expression of one’s own vision. Therefore, all students are expected to maintain artistic integrity and NOT to engage in plagiarism. This course illustrates that art making is an ongoing process and requires informed and critical decision making skills based on sustained engagement. As a result, students will keep two kinds of journals: a sketchbook and a tear-sheet folder, to be updated independently and weekly. In addition, there will be rotating bi-monthly critiques for each and every student on Fridays, in which students will present, discuss, and receive feedback on the progress of his/her work a minimum of twice a month. Not only does this activity help the presenting artist, but also it helps the artists in the audience to better develop and articulate thoughtful criticism. Finally, once a month students will have an individual critique with the teacher. In addition, there will be projects and assignments to complete, mainly in the first half of the year. They will be open-ended enough to help students develop a unique voice, and focused enough to develop a sophisticated understanding of problem

solving and ideation in 2-D image making practices. Such assignments will include a variety of concepts and approaches to be researched, demonstrated and applied. By the end of the course students will be able to critically analyze the formal, technical and aesthetic qualities of art and design, and relate this material to cultural, historical and social contexts. All work will be unique, innovative and completely individual and each student will articulate the interrelationship between personal research and studio work, in both oral and written form. AP Studio Art: Photography will stress the following concepts in order to foster Personal Responsibility (PR), Social Responsibility (SR), Critical Thinking (CT), and Communication (CO), the School Wide Outcomes. A. Advanced technical, creative and aesthetic skills of the art form and medium of photography. (PR, CT, CO) B. A supportive and consistent environment of feedback that fosters critical thought and individual voice. (PR, SR, CT, CO) C. Growth of one’s individual photographic vision, style, and expression of ideas. (CO, PR) D. Refined skills in interpreting, viewing, and criticizing images. (CO, PR, CT, SR) E. Understanding the present career opportunities and broader connections to the use of photographic and digital images. (PR, SR, CO) F. A deeper understanding of the history of photography and its reciprocal relationship to social and cultural context. (CO, CT) G. Appreciate the ethical and aesthetic power of image. REQUIREMENTS: Participation is crucial! This includes: 1. Coming with an open mind 2. Respecting and embracing difference and diversity. There is NEVER only one right answer in art 3. Showing up on time 4. Working Hard 5. Offering constructive feedback and thoughtful responses to topics and concepts discussed in class 6. Expect a minimum of 5 hours of work to be completed outside the classroom Artist Presentations 1. Power point presentation in beginning of school year of 3 inspirational artists. 2. Indepth Power point presentation of 1 famous artist. 3. In processes Power point s throughout the year to examine and critique your concentration and breadth process and portfolios. 4. Power point presentation of self as artist after completion and submission of AP Studio Art Portfolio Binder negatives, prints, written reflections bring to class everyday Flash drive to transport images back and forth from home computer to school computer minimum 4 GB size bring to class everyday. 16 GB is highly recommended. Tear sheet Folder examples of images that you like and dislike minimum one image for each category collected every week Journals weekly reflection, sketches, concepts, and ideas, tracking your 8 studio habits of mind processes. Exhibition Visits (2) Bring back a postcard and analyze and discuss one specific piece of art in the exhibition as well as review it generally in a one page minimum paper Competitions (3) Students must enter a minimum of 3 Exhibitions during the school year. The Multimedia Festival in March, the end of the year Photo Dept. Fundraiser in May, and another independently researched and completed

Assignments 1. Each assignment will include a grading scale (rubric) that clearly states expectations 2. Each assignment must be complete, the process documented, and the work presented 3. Each assignment will be assessed by the individual student, classmates, and the teacher Critiques students will present to peers twice a month and to the teacher individually once a month. In addition, there will be 2 major critiques in March and April of progress towards the AP Porfolio. Portfolios as described above digital and photographic, Quality, Breadth, Concentration which demonstrate a mastery in concept, composition, and execution Slides Students now will submit their portfolios digitally through the AP Central Website. Mats Students are required to purchase and assemble matts for the 5 works for Quality for the AP Portfolio. EVALUATION: Student work is frequently individual and experimental; expectation will be based on the range of accomplishments, evidence of thought, care, and effort demonstrated in the individual work. Class critiques are given to each student in private and in open class discussions. All year students will be evaluated by peers, teacher, and visiting artists through critiques. In addition, during first semester students will be evaluated using specific rubrics for each assignment. Second semester student will be evaluated again with critiques and a grade will predominantly reflect student’s AP score. All work must be ORIGINAL. If students use someone else’s work or image as a basis for their own pieces, there must be a SIGNIFICANT alteration to the piece for it to be considered original! SUMMER ASSIGNMENTS: 1. Register and surf the http://www.apcentral.collegeboard.com. Create an account and look up and become familiar with successful examples of concentration, breadth, commentary, and quality. 2. Download the list of photographers from www.teacherweb.com and fill out the artist worksheet on a minimum of 3 photographers. 3. Begin to fill your tear-sheet folder. You should have a minimum of 15 images that you like and 15 images you do not like by September 8th. Make sure to document the source and the date collected. 4. Begin to fill out your sketchbook journal. Again make SURE to record the date for each entry. Draw from observation, memory, or dreams and not from work of other artists or sources as this duplication is plagiarism. Express yourself! Be free and do not show your journal to just anyone. Make sure your audience is engaged and thoughtful. You do NOT need any negative feedback at this point in your process. Focus and work to develop mastery in each concept, composition, idea, and its execution. 5. Watch at least one of the DVDs listed in the resource section and reflect upon the content in a one-page paper to bring to the 3rd day of school. Almost all of them are available at the local library. 6. Make rather than take many photographs! 7. Edit and organize your images in order to present 2 different successful images, which use a principle of design, both of your choice in a manner that successfully reinforces or conveys your visual message or meaning.

FIRST SEMESTER: Week 1-3

CALENDAR:

Introductions, ap overview. Each student presents and shares summer homework. 1. Present and analyze both a like and dislike image from tear sheet folder using the 8 Studio Habits of Mind and Photospeak. 2. Bring most successful/favorite photograph that you made 3. Share 2 successful design principle photographs from the summer 4. Briefly describe and discuss 3 photographers of choice in a ppt presentation. 5. Discuss, read and research the principles of design. 6. Discuss, read and research the elements of art.

Week 4-6 Research in depth and create 30 slide Power Point Presentation of artist of any medium. Minimum of 20 image slides and discuss, style, subject matter, content, use of light, artistic history, art practice, artist’s own statement, critic’s quote about work, and a survey of at least 3 different bodies of work. Due Friday October 5th burned onto a cd. Present the following week. Must sign up with instructor, no one may do the SAME artist. Week 7-18

For each of these assignments you will independently research the concept and a variety of artist solutions AND shoot a minimum of 24 images. Line, Emphasis, Perspective Assignment Scale, Shape and Space Assignment Repetition, Rhythm and Texture Assignment Group Critique Unity and Variety Assignment Light Assignment Group Critique Time and Motion Assignment Abstraction and Color Assignment Individual One-on-One Critique

NOTE: This is a DEMANDING class that requires a highly motivated, independent, and curious student, with a penchant for research. For each of the above listed assignments student will reflect on specific questions and problems of each individual assignment as well as answer the following seven questions for each: 1. 2. 3. 4. 5. 6. 7.

What are you trying to convey in this image? What feelings or thoughts are you trying to evoke? Is an understanding of the principles of design clear in this image? Are the principles used intelligently and sensitively to contribute to the meaning? Were the elements used in purposeful and imaginative way? How do the interaction of the elements and principles of design contribute to the quality of the work? What risks or experiments occurred in this work? Were you successful? How, why and when?

SECOND SEMESTER: Week 1-2 Present concentration idea and at least 2 ideas to be edited and examined in a group critique. This Power Point should have a minimum of 10 images. Week 3-7 Ongoing personal and individual development and research of concentration idea, Present minimum of 15 more images to be edited by individual artist, peers, and instructor down to TOTAL of 8 successful images during week 7.

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Week 8-11 Produce another 15 images to be edited to the final 7 or 8 additional images. Organize and sequence down to a series of 15. Write rough draft of commentary Week 12

Print 15 final images and shoot slides of BOTH concentration and breadth.

Week 13

Finish editing commentary and complete AP Studio Art 2-D Design Portfolio

Week 14

Relax

Week 15-18 Prepare Power Point presentation of self as the artist. Present to school during dead week. Help to organize and curate the end of the school year exhibition. Celebrate and pat yourself on the back for an enormous sense of accomplishment. RESOURCES: Course Textbooks and Requirements: Lauer, David, Pentak, Stephen, Design Basics, 6th edition, Wadsworth Publishing, 2005. London, Barbara, Upton, John, Photography, 7th edition, Prentice Hall, 2001. Adobe Photoshop CS or later version Room 73 Reference Books: Barrett, Terry, Criticizing Photographs: An Introduction to Understanding Images, 3rd edition, Mayfield Publishing, Company, 2000. Carr, Kathleen, Polaroid Transfers: A Complete Visual Guide to Creating Image and Emulsion Transfers, Amphoto Books, 1997. Evening, Martin, Adobe Photoshop CS4 for Photographers: A Professional Image Editor's Guide to the Creative use of Photoshop for the Macintosh and PC, Focal Press, 2005 Haynes, Barry, Crumpler, Wendy, Photoshop CS Artistry (VOICES), New Riders Press. Kelby, Scott, The Photoshop CS4 Book for Digital Photographers (Voices That Matter), New Riders Press. Kennedy, Bill, The Photographer's Guide to the Digital Darkroom, Allworth Press, 2006. la Grange, Ashley, Basic Critical Theory for Photographers, Focal Press, 2005. Lang, Cay, Taking the Leap: Building a Career as a Visual Artist, Chronicle Books, 1998.

Lyons, Nathan ed., Photographers on Photography: A Critical Anthology, Prentice-Hall, Inc. 1966. Michels, Carol, How to Survive and Prosper as an Artist, 5th ed.: Selling Yourself Without Selling Your Soul, Owl Books, 2001 Paterson, Bryan, Learning To See Creatively: Design, Color, and Composition in Photography, Revised edition, AMPhoto Books, 2003. Scott, Clive, The Spoken Image, Photography and Language, Reaktion Books, 1999. Singh, Raghubir, River of Colour, Phaidon Press, 2000. AP Studio Art 2007 Scoring Guidelines, College Board Advanced Placement Program. You must download the 2-D Design Portfolio description and requirements from www.apcentral.collegeboard.com. You are also required to surf the site to see examples of successful portfolios from past years. Room 73 DVDs: Robert Storr, et.al. Art: 21 Art in the Twenty-First Century: Season One and Two, Harry N. Abrams, Inc., 2001 Contacts, Vol. 1: The Great Tradition of Photojournalism (2005) Contacts, Vol. 2: The Renewal of Contemporary Photography (2005) Contacts, Vol. 3: Conceptual Photography (2005) American Photography: A Century of Images (1999) Art21: Season 1-5, pbs Important Websites: http://www.apcentral.collegeboard.com http://www.collegeboard.com/ap/studioart/index.html http://www.adobeevangelists.com http://www.adobe.com http://www.teacherweb.com CONDUCT EXPECTATIONS: 1. RESPECT yourself, each other, and the teacher. 2. Be on time and ready to work. 3. Follow lab and safety procedures, handle the materials properly, clean equipment and enlarger stations when finished using them, and return all chemicals, materials and equipment neatly to their proper places. Failure to comply with the lab and safety procedures will result in a ban from the darkroom. 4. ___student ___parent All shooting must be done as homework, outside of class time. _______________ student has read the above information and viewed TeacherWeb _______________ parent has read the above information and viewed TeacherWeb