• Show an understanding of the focus of the portfolio selected.

    Demonstrate a breadth of high-quality work, 12 pieces.

    Develop a personal Concentration of 12 pieces.

    Select five top-quality pieces for presentation.

    Discuss and record the development of the Concentration.

    Explore postsecondary options.


    Through direct teacher instruction, emphasis will be placed on

    the production of a volume of quality pieces of art work.  Students will address

    all three sections of the portfolio: Breadth, Concentration and Quality.

    The course enables students to develop mastery(i.e., quality) in concept,

    composition, and execution of drawing, 2-D 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.

    Students will be challenged to develop their own personal work. Students will

    develop mastery of concept, composition, and execution of their personal ideas

    and themes.  Students will also understand that art making is an ongoing

    process that uses informed and critical decision making to determine outcomes

    to problems. Students will be expected to develop a comprehensive portfolio that

    addresses each of these issues in a personal way. Formulaic solutions to problems

    are discouraged.

    Student Learning: Activities and Strategies

    Units of study are presented to satisfy the Breadth requirement of each

    portfolio. Students will use a variety of mediums, techniques, and

    approaches in drawing to develop concepts and ideation. [C4] Units of

    study are presented to satisfy the Breadth requirement for the Drawing


    Critiques and displays of work are ongoing. Students are expected to

    participate in class critiques of their personal work as well as the work

    of their peers and master artists. The vocabulary of art will be used to

    engage in written and verbal critiques of these works.

    Individual student critiques with the teacher will:

    help students learn to analyze and discuss their own artworks and artworks of their peers.

    Individual conferencing will assist students in the development of their

    Concentration work.  Students will develop a body of work that is an

    investigation of an idea or theme that is of personal interest to them.

    Ongoing instructional conversations with the teacher will help students

    develop their work, assessing the strengths and weaknesses in their

    images, and will provide feedback on how they can further develop their

    drawings. This will also help students learn to analyze and discuss their

    own artworks and the works of their peers.

    Recruitment officers from a variety of postsecondary institutions are

    invited to present candidate information and to evaluate portfolios on a

    regular basis.

    Assessment and Evaluation


    Portfolio Development (75%)


    Based on finished  artwork

    Graded using some evaluation rubrics  established by the College Board

    Both volume and quality will be taken into consideration for final grades


    Lab Conduct (25%)

    Regular attendance

    Use of in-class time


    Attention to lectures, directions, and demonstrations.

    Participation in critical discussion.

    Proper safe use of materials and equipment.

    Cleanup duties and storage of work.


    1st Semester


    A series of teacher-initiated assignments will be presented with the purpose

    of introducing students to the widest possible range of experiences in drawing

    together with high-level problem-solving skills. By term end, students will create

    and complete a body of work suitable for the Breadth (Section III) of the Drawing

    Portfolio. As well, it is anticipated that students will discover personal directions,

    particular studio strengths, and visual ideation interests. Through a range of specific

    assignments, students will be involved in several in-class assignments.


    Students will:

    Develop a definition  of drawing as mark making.

    Be introduced to a range of drawing issues.

    Understand artistic integrity as it applies to their work in drawing.

    Be presented with historical, contemporary, and contextual drawing


    Achieve quality in the completion of assignments that demonstrate

    - confident use of design considerations such as composition, focal point,

    and use of space;

    - meaningful and personal responses to stated assignment criteria;

    - mastery of a variety of materials that are black/white, color, wet/dry;

    -  sensitive visual response to demonstrations of a variety of techniques;

    -  a range of successful and purposeful image development strategies

    stemming from observation, memory, and fantasy sources; and

    -  a selection of drawing methods to include point, weighted line, contour,

    continuous line, wash, and tone/value.


     2nd Semester

    While some Breadth work will continue to be required, the main focus of this term

    will be the development of specific personal imagery suitable for a Concentration

    Study (Section II) of the Drawing Portfolio. Considerable time will be devoted

    to defining and describing successful approaches to the highly personal nature

    of Concentration work through individual and whole-class assignments. Early

    in the term students must attend a mentoring appointment at which time they

    are individually counseled about their choices of plan for a Concentration study.

    By term end, students will not only have completed a significant portion of the

    Concentration pieces but will also have initiated a written statement to describe

    the intent and development of the project using accurate artistic language.


    Students will:

    Develop a working definition of what constitutes an acceptable and

    successful Concentration. Early in the term students must attend a

    mentoring appointment at which time they are individually counseled

    about the “visual idea” for their Concentration study as well as the

    development of a “plan of action” leading to its completion.

    Be assisted in discovering and narrowing their areas

     of greatest strength and interest.

    Receive guidance in planning a sequence of action for individual pieces.

    Achieve quality in completing pieces that demonstrate:

    - a sense of pursuit in visual problem solving;

    - the creation of a related body of work with an underlying theme;

    - that all pieces have relevance to the study;

    - progression through discovery, active problem solving, and invention;


    -choices of materials and techniques successfully linked with ideation


    Begin the first part of the written statement-ARTIST STATEMENT- forming an individual plan of action and writing it down as succinctly as possible.

    Reference at least one artist whose work has some relationship to section II work.

    Sequence work to best advantage in demonstrating the development of the body of work.

    Identify the opening piece in the presentation sequence.

    Plan best strategies for continuation while reviewing the plan for study.
    Understand that writing informs the work and work informs the written




    This term will be devoted to the final preparation for the AP Drawing

    Portfolio. Students will receive individual mentoring regarding the selection of

    pieces for the Breadth Section in order to demonstrate maximum variety while

    continuing to develop work that demonstrates invention, personal direction/

    voice, and thoughtful decision-making for the Concentration Section.  Four

    process-based assignments in the form of challenges will be presented. These

    are intended to encourage risk-taking in the production of the final pieces for

    the Concentration. An individual mentoring appointment will be scheduled at

    which time the Breadth Section and the Concentration Section will be thoroughly

    reviewed in order to identify and remedy weak pieces.

    Students will:

    Evaluate all work that is intended for the final portfolio and carefully

    consider the inclusion of any pieces completed prior to the course or

    completed outside the instruction offered in this course.

    Follow instruction regarding best practice for sequencing and labeling

    slides for both Section II and III.

    Implement strategies for identifying and presenting five best-quality pieces

    Complete final editing and printing of the written statement for Section II.

    Complete registration and ordering work within the portfolio based on

    the completion of the entire portfolio.


    Originality and Copyright Issues

    Students are expected to develop their personal imagery. When published photographs

    or the works of other artists are used they should be in the service of a

    personal vision. Any published image should be altered in such a substantial way

    that it moves beyond duplication. This is a matter of artistic integrity.



    Resource used-www.apcentral.collegeboard.com