AP STUDIO DRAWING:
• 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 problemsare 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 toengage 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
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.
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.
• 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.
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 theConcentration pieces but will also have initiated a written statement to describe
the intent and development of the project using accurate artistic language.
• 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.
• 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.