AP 2D/Photography Syllabus Lewis and Clark H.S. Art Dept. Instructor: Mr. Brazill
AP Photography consists of investigation of various forms of expression and techniques using the principles of design and elements of art. Students will develop mastery in concept, composition, and execution. This course is equivalent to a first-year college art class and all students are expected to challenge themselves to develop mastery in their ideas, skills and abilities in 2-D design through photography.
Students will create and develop a cohesive concentration, exploring a single visual concern in depth. Each student will also provide and present an outline of their specific plan of action and discovery involved with their compelling visual concept to the class.
Students will be introduced to new photographers, artists, and more sophisticated techniques as points of departure to create work that reflects their spirit and vision. By exploring photographic and digital media with the camera and the computer, students will be able to develop a body of work that reflects a range of problem solving and ideation, and develops versatility with techniques to demonstrate your abilities.
Instructional Goals
The instructional goals of the AP Studio Art program can be described as follows:
• 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 the making of art
Students will enroll into this class with a range of ability levels. With all levels having a common goal of individual transformation and growth:
Emerging: An emerging student has had some exposure to a variety of 2D process and has a moderate level of composition, creativity, and craftsmanship. Proficient: Student begins to show some originality in artwork and exhibits some consistent cohesiveness in ideas and execution. The students concentration idea is evident and clear goal has been set into place.
Advanced: Student shows thoughtful investigation of a range of 2D design principles. Student shows a range of innovative ideas and competency in design medium and execution.
Curricular Overview For a Full Year in Digital Photography
Assessments are both formative and summative and include self-evaluations and peer evaluations. Summative assessments will occur at the conclusion of projects and will be graded with a rubric. All projects will conclude with an in-class critique. Students will either present their work to the class on the overhead screen or they will participate in what we call a “gallery walk.” Students will put their photos up on their monitor full-screen and will walk the gallery while completing written evaluations of other student’s work. Then the whole class will discuss individual pieces out loud while looking at the work together.
“Students choosing to complete the AP Studio Art 2D Design portfolio will be familiar with the group critique process. AP Studio Art students will regularly engage in one-on-one critiques with teachers and other AP students [C6] and will exhibit a developed practice of writing about their work in journals. Also, students will have a thorough understanding that copying other artists’ work is not permitted and that only original work will be used in portfolios. [C7]”
How students are scored
Scoring Component 1: Students will be required to develop all three aspects of portfolio development- quality, concentration, and breadth-as outlined in the in the course description and Poster throughout the duration of the course. C1 Scoring Component 2: there will be a constant check for mastery in concept, composition, and execution of 2D Design through a breadth of 3D artworks. C2 Scoring Component 3: Students will develop a body of work investigating a strong underlying visual idea in 2D design that grows out of coherent plan of action or investigation. AKA “Concentration” C3 Scoring Component 4: demonstration of a range of versatility and ability with technique, problem solving, and ideation AKA “Breadth”. Such conceptual variety can be demonstrated through either the use of one or the use of several media. C4 Scoring Component 5: Students will develop the understanding that art is an ongoing process that directly involves the student in informed and critical decision making. C5
Scope and Sequence Digital Photography 1
Week 1 Unit 1: Safety and Procedures: Knowing and following all safety procedures are important in running a safe lab. 1. Go over procedures 2. Lab fee 3. Sign contract Week 2-3 Unit 2: History: Photography has served as documentation of history and influenced major societies. 1. Pinhole 2. Basic History Scavenger Hunt 3. History and Procedures Quizstar test – Import code: QI_CCICCJ Week 4-5 Unit 3: Camera Operations: Basic technical knowledge and skill provides a foundation for further understanding 1. Demonstrations of manual mode 2. Elements of Art 3. First photo shoot project Week 6-8 Unit 4: Design Elements - Principles of Design: Understanding the creative process enhances our ability to produce quality art. 1. Learn about Principles of Design 2. Take photos for each 3. Take final Abstract photo Week 9-10 Unit 5: Image Capture 1. Macro assignment Week 11-13 Unit 6: Image Editing: The ability to interpret technical information to solve technical difficulties is important when using software. 1. Still life 2. CBPA Abstration Week 14 Unit 7 - Concentration 1. Introduce AP Portfolios 2. Introduce and start Concentration 3. Paper Challenge
Week - 15 Unit 8: Exposure Control and Metering: Understanding and using exposure and metering can produce many different effects. 1. Shutter speed projects
Week – 16-17 Unit 9: Lighting Techniques: Understanding and using lighting techniques can produce many different effects. 1. Portraits
Week 18-19 Unit 10: Presentation and Finishing: Presentation is important for the displaying of photographs. 1. Print and present photo 2. Create Portfolio of semester work Semester 2
Week 20-21 Unit 11: Artifical light portraits – using flash and studio lights
Week 22-23 Unit 12: Water drops (and smoke) and working on concentration and Motion and panning
Week 24 Unit 13 – Revisit abstract
Week 25-26 Unit 14 – Image editing - exploded fruits and vegetables / Foreshortened images
Week 27-28 Unit 15 – Action sequence
Week 29-32 Unit 16 – AP portfolio – focus on concentration and filling in breadth Choice projects to fill in Breadth Turn in AP portfolio
Week 33-35 Unit 17 – Movie Poster
Week 36-38 Unit 18 – Choice assignments – self-portraits, types of photography, etc Week 39 Final Tests and Portfolios
Artistic Integrity:
Students are expected to use artistic integrity throughout the course. Work that is based on published photographs or the work of other artists must move beyond duplication to illustrate and original idea. C7
What is 2D Design? The course promotes a sustained investigation of all three aspects of portfolio development -- quality, concentration, and breadth -- as outlined in the Course Description or Studio Art poster throughout the duration of the course. (Note: The body of work submitted for the portfolio can include art created prior to and outside of the AP Studio Art course.) The course enables students to develop mastery (i.e., "quality ") in concept, composition, and execution of 2d design The course enables students to develop a body of work investigating a strong underlying visual idea in drawing, 2-D design, or concentration The course teaches students a variety of concepts and approaches in 2-D design, so that the student is able to demonstrate a range of abilities and versatility with technique, problem-solving, and ideation (i.e., "breadth"). Such conceptual variety can be demonstrated through either the use of one or the use of several media. The course emphasizes making art as an ongoing process that involves the student in informed and critical decision making. The course includes group and individual student critiques and instructional conversations with the teacher, enabling students to learn to analyze and discuss their own artworks and those of their peers. The course teaches students to understand artistic integrity as well as what constitutes plagiarism. If students produce work that makes use of photographs, published images, and/or other artists' works, the course teaches students how to develop their own work so that it moves beyond duplication.
Section I: Quality Quality refers to the mastery of design principles that should be apparent in the concept, composition and execution of the works, whether they are simple or complex. There is no preferred (or unacceptable) style or content 5 actual works that demonstrate mastery of design in concept, composition and execution
section II: Concentration
A concentration is a body of related works that demonstrate a student’s commitment to the thoughtful investigation of a specific visual idea . It is not a selection of a variety of works produced as solutions to class projects or a collection of works with differing intents . Students should be encouraged to explore a personal, central interest as intensively as possible; they are free to work with any idea in any medium that addresses two-dimensional design issues . The concentration should grow out of the student’s idea and demonstrate growth and discovery through a number of conceptually related works . In this section, the evaluators are interested not only in the work presented but also in visual evidence of the student’s thinking, selected method of working and development of the work over time
12 digital images; some may be details Works describing an in-depth exploration of a
section III: Breadth
The student’s work in this section should demonstrate understanding of the principles of design, including unity/variety, balance, emphasis, contrast, rhythm, repetition, proportion/scale and figure/ground relationship . Successful works of art require the integration of the elements and principles of design; students must therefore be actively engaged with these concepts while thoughtfully composing their art . The work in this section should show evidence of conceptual, perceptual, and expressive development, as well as technical skill .
12 digital images; 1 image each of 12 different works A variety of works Suggesteddemonstrating Assignments For Breadth Line and Rhythm in abstraction Line and Shape in architecture Color and repetition Line shape and texture in nature Shape in portraiture Motion in water drops and ink Proportion in scale Emphasis using color and form Texture using typography Photo transfers Value in portraiture to show emotion Balance using still life Shape line and negative space in water reflections
Concentration Ideas (AP Central)
Abstractionsderivedfromstilllivesofhouseholdobjects. Inkdrawingsbasedonphotographicportraits. Thebodyaslandscape. Things forgotten Human form in motion. Useless objectives Structure in nature –insects. Reflections – metal, water, etc. Multiple Views/ Hockney style Handsandfeet Overcoming depression Capturing the rhythm of music Construction time lapse Color and Form in manmade play structures Time travel Circus – color, movement Theskeleton/bones Unusualenvironments Wars of our fathers Largeclose‐upsofinsectswith collaged city scapes Wings–howdowefly? Watertheme.Waterasmetaphor. Documentarystyleworksoflocalveterans Self-portraitureinaction Kitchenobjectssetuptorepresentcellularstructure Vermeer Fauviststylelandscapes Favoritebookorpoemillustrated
Concentration Rubric:
____100: The concept engages the viewer with the work and the idea. The work demonstrates an original vision—innovative visual solutions working toward an individual voice. The work shows informed risk taking and development beyond technical concerns. The idea/concept is explored and developed.
___90: The idea is good to strong; there is evidence of thought in the work. An evocative theme is investigated and pursued.
___80: Manipulation of ideas is evident. Some growth and discovery are evident.
___75: Insufficient sense of investigation. Problems are not successfully resolved.
___70: Simplistic in addressing solutions to problems. The idea is the same as the one(s) before. Shows no clear intent. If other source materials are used, the student’s voice is not discernible.
___60: Shows little, if any, evidence of thinking/artistic decision making. Trite in addressing solutions.