PLEASANT VALLEY SCHOOL DISTRICT

PLANNED COURSE CURRICULUM GUIDE

SUBJECT: AP STUDIO ART GRADES 11 AND 12

I. COURSE DESCRIPTION AND INTENT:

The AP Studio Art course is structured to guide students to become self-directed and self-motivated while exploring and visually responding to imagination, intuition, conceptualization, trial and error, and calculated design. Students will engage in cross-curricular, interdisciplinary and multicultural/historical issues to demonstrate critical, visual, and creative thinking skills. All students will use the formal standards (of design elements and principles) to critique works of art and express aesthetic decisions.

Students will be coached through the development of a portfolio of artwork that satisfies the demands of college admissions boards or the personal goals of art enrichment.

II. INSTRUCTIONAL TIME:

Class Periods: Six (6) per six (6) day cycle Length of Class Periods (minutes): 54 Length of Course: One (1) School Year Unit of Credit: 1 (New format - 1-2012 Updated June 2014 COURSE: AP Studio Art GRADE(S): 11-12 STRAND: 9.3.12 Critical Response TIME FRAME: One School Year

PA ACADEMIC STANDARDS A. Explain and apply the critical examination processes of works in the arts and humanities.  Compare and contrast  Analyze  Interpret  Form and test hypotheses  Evaluate/form judgments

B. Determine and apply criteria to a person’s work and works of others in the arts (e.g., use visual scanning techniques to critique the student’s own use of sculptural space in comparison to Julio Gonzales’ use of space in Woman Combing Her Hair).

C. Apply systems of classification for interpreting works in the arts and forming a critical response.

C. Analyze and interpret works in the arts and humanities from different societies using culturally specific vocabulary of critical response.

ASSESSMENT ANCHORS  Student Journal 1) outline individual strengths and weaknesses in essay form, 2) list artwork to be included in final portfolio.

RESOURCES

 AP College Board prepared lists of portfolio requirements.  "Art Criticism in Four Simple Steps". School Arts magazine September 1997.  Creating and Understanding Drawing by Gene A. Mittler and James Howze.

OBJECTIVES

The learner will present a composite of existing studio art production to assess entry level capabilities. ESSENTIAL CONTENT

 Identify specific portfolio requirements as established by college admissions offices.  Define terminology in grading rubric.  Analyze and synthesize the critical examination processes of works in the arts as directed in PA standards 7.3.12 critical response.

INSTRUCTIONAL STRATEGIES

 Provide copies of portfolio requirements from several colleges. Compare and discuss students' examples. Establish authentic assessment.  Provide graph to be used in assessment scoring for art production as:  Below basic  Basic  Proficient  Advanced As evaluated in PA State standards as:  Aesthetic response  Critical response  Historical, cultural context  Produce/perform/exhibit  Compare and contrast student work and selected professional/famous artworks: analyze, interpret, form and test hypotheses, evaluate for judgments.  Practice critiquing works that are 2-D, 3-D, and various types of unconventional media.

ASSESSMENTS

 Keep a journal 1) outline individual strengths and weaknesses in essay form, 2) list artworks to be included in final portfolio.  Maintain a notebook to file all handouts, worksheets. CORRECTIVES/EXTENSIONS

Correctives:  Use a question and answer worksheet that leads the student through the critical response steps to evaluations. Peer discussion of a work to formulate a judgment.

Extensions:  Visit a local art gallery exhibit and write a critical review for the school newspaper.

COURSE: AP Studio Art GRADE(S): 11-12 STRAND: 9.1.12 - Production, TIME FRAME: One School Year Performance and Exhibition of Visual Arts

PA ACADEMIC STANDARDS A. 9 Know and use the elements and principles of each art form to create works in the arts and humanities.

 Elements  Visual Arts: • color • form/shape • line • space • texture • value  Principles  Visual Arts: • balance • contrast • emphasis/focal point • movement/rhythm • proportion/scale • repetition • unity/harmony B. Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.

 Visual Arts: • paint • draw • craft • sculpt • print • design for environment, communication, multi-media

C. Integrate and apply advanced vocabulary to the arts forms

H. Incorporate the effective and safe use of materials, equipment and tools into the production of works in the arts at work and performance spaces.  Evaluate the use and applications of materials.  Evaluate issues of cleanliness related to the arts.  Evaluate the use and applications of mechanical/electrical equipment.  Evaluate differences among selected physical space/environment.  Evaluate the use and applications of safe props/stage equipment.  Evaluate the use and apply safe methods for storing materials in the arts. ASSESSMENT ANCHORS  Weekly progress check using rubric (point system) minimum of 5 drawings or sketches per week. Each attempt does not need to be complete, but should be of high quality.

RESOURCES

 Teachers Guide to advanced placement courses in Studio Art.  Creating and Understanding Drawings by Gene A. Mittler and James Howze.  Drawing a Contemporary Approach by Claudia Betti/Teel Sale 3rd Edition.  The Natural Way to Draw by Nicolaides

OBJECTIVES

The learner will prepare a collection of two-dimensional drawings in notebook form.

ESSENTIAL CONTENT

 Create a vast collection of pencil/pen/charcoal renderings performed outside of class.  Develop a written composite of ideas for subsequent art projects.  Observe and record in detail a variety of subject matter to represent an investigative study of:  An object (realism)  Light and shadow affects  Simulated texture  Style and technique  Medium to use 2H to 8B pencil India ink, ink wash, rapidograph  Charcoal  Conte' crayon pencil, blending sticks.  Perform drawing studies of human anatomy in whole or partial or multiples in composition.

INSTRUCTIONAL STRATEGIES

 Describe what constitutes an acceptable notebook 1) size - no less than 9 x 12, 2) quality - unlined paper.  Show examples of various drawings by students.  Discuss and provide copies of rubric.  Demonstrate:  How to use materials  How to set up objects with a single or multiple light source  Drawing techniques to be practiced such as cross-hatch, smudging, stippling, gesture, contour, cross-contour, value scale  How to alter the drawing for visual exploration  Explain how these drawings can be used as a springboard for a major project.  Demonstrate the application of drawing systems acceptable for practical studies:  Organizational lines refer to Myron Barnstone Studios and Leonardo DaVinci circle with a square  Gesture style  Basic shapes representing form (ellipses for arms and legs, circles for joints) (cubes as torso).

ASSESSMENTS

 Weekly progress check using rubric (point system) minimum of 5 drawings or sketches per week. Each attempt does not need to be complete, but should be of high quality.

CORRECTIVES/EXTENSIONS

Correctives:  Visit an airport, a factory, and a gym and assemble a collection of drawings of the same object.

Extensions:  Assign practice pages of different mark-making repeating with each drawing instrument. COURSE: AP Studio Art GRADE(S): 11-12 STRAND: 9.1. Production, Performance TIME FRAME: One School Year and Exhibition of Visual Arts  9.2. Historical and Cultural Contexts  9.3. Critical Response  9.4. Aesthetic Response

PA ACADEMIC STANDARDS

 9.1.12.A.B.C.D.E.F.G.H.I.J.K.- Production, Performance and Exhibition of Visual Arts  9.2.12.B.C.E.F Historical and Cultural Contexts  9.3.12A.B.C.D.E.F.G. - Critical Response  9.4.12A.B.C.D. Aesthetic Response

ASSESSMENT ANCHORS  Self-evaluation form (rubric) for each domain project.  Teacher designed rubric and assessment.  Oral critiques.

RESOURCES

 Any art book, how-to book, art history book, reference, internet, actual museum visit, guest artist.  Life observation.

OBJECTIVES

The learner will execute two and three dimensional domain projects to fulfill portfolio requirements.

ESSENTIAL CONTENT

 Present a series of domain projects that will demonstrate advanced mastery in the following categories: 1. Area of concentration - creative within their own style or that of a famous artist, or to focus on problems derived from cultural, political, or social issues producing a series of sequential visual images or thematic study. 2. Area of breadth - exhibit a variety of experiences in the formal, expressive, and technical means.

INSTRUCTIONAL STRATEGIES

 Provide handouts entitled "Think Sheets" that ask students to list personal likes, dislikes, favorite memories of people, places and events to generate student centered project ideas. A preplanned set of goals and objectives set by the student and teacher forms the basis of each student's body of work. A written contract prepared by the student should address the nature of the work and a description of the source and development of this work (thematic approach).  Assignment sheets may be used to "trigger" artistic responses such as: 1. Self-portrait -- reflected in an object; abstracted, fractured as in a broken mirror; surrealistic image. 2. Depth and space as two-point perspective -- exaggerated foreshortening. 3. Proportion and scale -- size relationship. 4. Color/black and white applications -- the use of or lack of in a series of like images or within the same framework. 5. Art for Art's Sake -- fine art approach for art appreciation and enrichment. 6. Advertising Design/Illustration/Computer Graphics/Animation -- logo design, commercial advertising for area business, contests, marketing, packaging, toy design. 7. 3-D design/culture/claymation -- any 2-D design may be translated into form - additive, subtractive methods of sculpture in a variety of mediums - wire, screening, clay, plaster, assembled and built.  Demonstrations by the teacher or guest artists should precede exploration by the student in the following categories: 1. Drawing - both traditional and unconventional tools should be experimented with drawing pencils (graphite), watercolor pencils, conte' crayons, colored pencils, pastels, oil pastels, craypas, charcoal, vine charcoal, India ink, markers. 2. Painting - tube watercolors, goache, oil, acrylic, gel mediums, modeling paste. 3. Sculpture - foamcore board, cardboard, sculpture wire, screening. 4. Printmaking - silk screen, monotype, woodblock, linotype, embossing. 5. Mixed media - assemblage, collage, computer-generated images may be combined with any other medium as well as photographs taken by the student, access to "Rhinoscerus" or "Metacreations" programs.

ASSESSMENTS  Self-evaluation form (rubric) for each domain project.  Teacher designed rubric and assessment.  Oral critiques.

CORRECTIVES/EXTENSIONS Correctives:  Give specific assignments (teacher designed) that relate a project in small, simpler steps.

Extensions:  Design and execute a large scale work that connects historical or cultural threads within the composition (other topics may connect school subjects, places or events). Any painting medium may be used.

COURSE: AP Studio Art GRADE(S): 11-12 STRAND: 9.1.12 - Production, TIME FRAME: One School Year Performance and Exhibition of Visual Arts

PA ACADEMIC STANDARDS

 9.1.12. A.B.D.G - Production, Performance and Exhibition of Visual Arts  9.3.12.A.B.E.G.- Critical Response  9.4.12.A.B.C.D. -Aesthetic Response

ASSESSMENT ANCHORS  Effective use of design principles.  Artwork shows original thinking.  Effective use of media.  Portfolio shows breadth in media and problem solving.  Majority of artwork is complete.

RESOURCES  Examine quality of professional digital file samples.  Photography textbooks from library resources.

OBJECTIVES

The learner will assemble a digital portfolio of his/her best works for submission and evaluation.

ESSENTIAL CONTENT

 Select the ten best pieces of art produced through a process of open critique.  Photograph with slide film all acceptable works and assemble in slide sleeve.  Present to class slide portfolio with written documentation.  Write a formal critical response to one work by any other student.  Visit a portfolio review day held at any college campus (showing their portfolios).

INSTRUCTIONAL STRATEGIES  Provide an Art Department camera and lighting fixtures to photograph 21-D and 3-D artworks (film may be professionally developed).  Arrange slides in order from average works to best work last.  Prepare document that lists in order: 1. Title of each work 2. Dimensions 3. Media used 4. Inspirational reference Must be typed or computer generated.

ASSESSMENTS

 Effective use of design principles.  Artwork shows original thinking.  Effective use of media.  Portfolio shows breadth in media and problem solving.  Majority of artwork is complete.

CORRECTIVES/EXTENSIONS

Correctives:  Teacher-assisted, peer coaching to aid in picture taking.

Extensions:  Mat and frame best works for exhibition in school showcase, local bank, local gallery.