Soldan International Studies High School
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Soldan International Studies High School
Every Student, Career and College Ready!
2020-2021 Course Syllabus:
AP® Studio Art
Teacher: Ron Jennings Grade:11th -12th Period 8
AP® Studio Art: Drawing and 2-D Design C2—The course enables
students to develop mastery
(i.e., quality) in concept and
General Learning Outcomes execution of Drawing, 2-D
Design, or 3-D Design.
The student will: ________________________
• Choose which exam portfolio program is appropriate: Drawing or 2-D Design C1—The course promotes a
• Show an understanding of the focus of the portfolio selected. sustained investigation of all
three aspects of portfolio
• Demonstrate a Breadth (Section III) of high-quality work: twelve (12) pieces for development—Quality,
Drawing or 2-D Design Concentration, and Breadth—
• Develop a personal Concentration (Section II) of twelve (12) pieces for as outlined in the the Course
Description or Studio Art
all disciplines. poster throughout the
• Select five (5) Quality (Section I) pieces for quality presentation for duration of the course. (Note:
The body of work submitted
all disciplines. [C2]
for the portfolio can include
• Discuss and record the development of the Concentration (Section II). art created prior to and
• Review the images and instructions from the current AP® Studio Art Poster. outside of the AP Studio Art
course.
• Explore postsecondary options. ________________________
C5—Evidence of Curricular
Course Content: Requirement. The course
emphasizes making art as
This course has been developed to accommodate students who have expressed an an ongoing process that
interest in completing either the AP® Drawing Portfolio Exam or the AP 2-D and 3-D involves the student in
informed and critical
Design Portfolio. Therefore all content meets the requirements as stated in the student decision making.
exam poster. Through direct teacher instruction, emphasis will be placed on the ________________________
production of a volume of quality pieces of art work. [C2] Students will address all three C4—Evidence of Curricular
Requirement. The course
sections of the portfolio: Breadth, Concentration and Quality. [C1] teaches students a variety of
concepts and approaches in
Students will be challenged to develop their own personal work. Students will develop Drawing, 2-D Design, or 3-D
Design so that the student is
mastery of concept, composition, and execution of their personal ideas and themes. [C2] able to demonstrate a range
Students will also understand that art making is an ongoing process that uses informed of abilities and versatility
and critical decision making to determine outcomes to problems. Students will be with technique, problem-
solving, and ideation (i.e.,
expected to develop a comprehensive portfolio that addresses each of these issues in a Breadth). Such conceptual
personal way. Formulaic solutions to problems are discouraged. [C5] variety can be demonstrated
through either the use of one
or the use of several media.
1Student Learning: Activities and Strategies C6—Evidence of Curricular
Requirement. The course
• Units of study are presented to satisfy the Breadth requirement of each portfolio. includes group and
individual student critiques
Students will use a variety of mediums, techniques, and approaches in drawing, 2-D and instructional
design, or 3-D design to develop concepts and ideation using brainstorming and research conversations with the
techniques. [C4] Units of study are presented to satisfy the Breadth requirement for the teacher, enabling students to
learn to analyze and discuss
Drawing, 2-D design, or 3-D Design portfolio. their own artworks and
Carry your sketchbook through the park, using your pencil make a drawing of what those of their peers.
________________________
you see using only geometric shapes. With crayons create new patterns and geometric
C3—The course enables
shapes create a new playground for a Senior Center. Use pen to draw a series of students to develop a body
drawings (minimum of 15) of what you did on summer vacation. of work investigating a
strong underlying visual
• Critiques and displays of work are ongoing. Students are expected to participate in idea in Drawing, 2-D
class critiques of their personal work as well as the work of their peers and master artists. Design, or 3-D Design that
grows out of a coherent plan
The vocabulary of art will be used to engage in written and verbal critiques of these of action or investigation
works. [C6] (i.e., a Concentration).
• Individual student critiques with the teacher will help students learn to analyze and discuss their own
artworks and artworks of their peers. [C6]
• Individual conferencing will assist students in the development of their Concentration work. [C6] Students
will develop a body of work that is an investigation of an idea or theme that is of personal interest to them. [C3]
• Ongoing instructional conversations with the teacher will help students develop C7—The course teaches
their work, assessing the strengths and weaknesses in their images, and will provide students to understand
feedback on how they can further develop their artwork. This will also help students learn artistic integrity as well as
what constitutes plagiarism.
to analyze and discuss their own artworks and the works of their peers. [C6] If students produce work
that makes use of
• Recruitment officers from a variety of postsecondary institutions are invited to photographs, published
present candidate information and to evaluate portfolios on a regular basis images, and/or other artists’
works, the course teaches
students how to develop
Assessment and Evaluation their own work so that it
moves beyond duplication.
________________________
Portfolio Development (75%)
C2—The course enables
• Based on finished work as per term quota. students to develop mastery
(i.e., quality) in concept and
execution of Drawing, 2-D
• Graded using the evaluation rubrics as established by the College Board Design, or 3-D Design.
________________________
• Both volume and quality will be taken into consideration for final grades C4—Evidence of Curricular
Requirement. The course
teaches students a variety of
concepts and approaches in
Studio Conduct (25%) Drawing, 2-D Design, or 3-
D Design so that the student
• Regular attendance is mandatory. is able to demonstrate a
range of abilities and
• Use of in-class time and extra classes. versatility with technique,
problem-solving, and
ideation (i.e., Breadth). Such
• Attention to lectures, directions, and demonstrations. conceptual variety can be
demonstrated through either
the use of one or the use of
• Participation in critical discussion. [C6] several media.
• Proper safe use of materials and equipment.
• Cleanup duties and storage of work.
2Term 1—August, September, October
Overview
This term will introduce the breadth portion of the portfolio. A series of teacher- C3—The course enables
initiated assignments will be presented with the purpose of introducing students to the students to develop a body
of work investigating a
widest possible range of experiences in drawing and 2-D design together with high-level strong underlying visual
problem-solving skills. By term end, students will create a body of work suitable for the idea in Drawing, 2-D
Breadth (Section III) of the portfolio. As well, it is anticipated that students will discover Design, or 3-D Design that
grows out of a coherent plan
personal directions, particular studio strengths, and visual ideation interests. of action or investigation
(i.e., a Concentration).
Through a range of specific assignments, students will be involved in four sustained ________________________
in-class assignments and at least five short-duration assignments for drawing and C6—Evidence of Curricular
2-D design. Assignment introductions will be staggered to allow students to work on Requirement. The course
includes group and
more than one assignment at a time. individual student critiques
and instructional
Students will: conversations with the
teacher, enabling students to
• Develop a definition: learn to analyze and discuss
their own artworks and
* for Drawing that emphasizes purposeful decision-making about mark making those of their peers.
________________________
and the illusion of depth. Students will create a still life of found objects in the
C2—The course enables
room to draw. Students will overlap images creating the sense of depth of the students to develop mastery
picture plane. (i.e., quality) in concept and
execution of Drawing, 2-D
* for 2-D Design that emphasizes purposeful decision-making about the elements Design, or 3-D Design.
________________________
and principles of design in regards to 2-dimensional surfaces. Students will
C4—Evidence of Curricular
create an abstract drawing using geometric shapes. A minimum of six different Requirement. The course
shapes in three different sizes will be used. Shapes are to use different teaches students a variety of
patterns/colors to create depth in the drawing. concepts and approaches in
Drawing, 2-D Design, or
3-D Design so that the
• Be introduced to a range of drawing and 2-D design issues. These issues will student is able to
demonstrate a range of
include both conceptual and media driven assignments. These shall include
abilities and versatility with
discussions, demonstrations, in-class and out of class assignments which focus technique, problem-solving,
on; [C2, C4] and ideation (i.e., Breadth).
Such conceptual variety can
* Media explorations in graphite to make a still life, pen and ink to do a self be demonstrated through
either the use of one or the
portrait, graphic markers to make an event poster, and ink washes create a use of several media.
landscape, and conte crayon to be used in creating a self-portrait. ________________________
C5—The course emphasizes
* Conceptual and subject exploration to develop a drawing that includes but not making art as an ongoing
limited to, value, use of light dark, proportion, scale, and figure/ground process that involves the
student in informed and
relationships of their favorite place.
critical decision making.
• Achieve quality in the completion of assignments that demonstrate: [C2, C4]
* confident use of design considerations such as composition, focal point, and use of space;
* a range of successful and purposeful image development strategies stemming from observation,
memory, and fantasy sources;
* meaningful and personal responses to stated assignment criteria;
* mastery of a variety of artistic media;
* sensitive visual response to demonstrations of a variety of techniques:
3Term 2—October, November, December
Overview
This term will continue to build skills and pieces needed for the breadth section of as
C5—The course emphasizes
well as start to create the pieces needed for the concentration section of the student’s making art as an ongoing
portfolios. Five breadth assignments (Section III) and 4 concentration assignments will be process that involves the
student in informed and
required for Drawing and 2-D design. The main focus of this term will be the critical decision makin using
development of specific personal imagery suitable for a Concentration Study (Section II) of the elements and principals
the Drawing or 2-D Design Portfolio. Considerable time will be devoted to defining and of art.
________________________
describing successful approaches to the highly personal nature of Concentration (Section
C2—The course enables
II) work through individual and whole-class assignments. At least two (2) process-based students to develop mastery
assignments in the form of challenges will be presented. These are intended to encourage (i.e., quality) in concept and
execution of Drawing, 2-D
risk-taking in the production of the final pieces for the Concentration (Section II). Early in Design, or 3-D Design.
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, C4—Evidence of Curricular
Requirement. The course
students will not only have completed a significant portion of the Concentration pieces
teaches students a variety of
(Section II) but will also have initiated a written statement to describe the intent and concepts and approaches in
development of the project using accurate artistic language. [C3] Drawing, 2-D Design, or 3-
D Design so that the student
Students will: is able to demonstrate a
range of abilities and
• Develop a working definition versatility with technique,
problem-solving, and
* of what constitutes an acceptable and successful Concentration (Section II). ideation (i.e., Breadth). Such
Early in the term students must attend a mentoring appointment at which time conceptual variety can be
demonstrated through either
they are individually counseled about the “visual idea” for their Concentration the use of one or the use of
study as well as the development of a “plan of action” leading to its completion. several media.
________________________
[C3, C6]
C3—The course enables
• Continue their work with a range of drawing and 2-D design issues. These issues students to develop a body
of work investigating a
will include both conceptual and media driven assignments. These shall include strong underlying visual
discussions, demonstrations, in-class and out of class assignments which focus on; idea in Drawing, 2-D
Design, or 3-D Design that
[C2, C4]
grows out of a coherent plan
of action or investigation
* Media explorations and refinements in graphite, charcoal, color pencil, chalk (i.e., a Concentration).
pastel and oil pastel
* Conceptual and subject exploration utilizing figure studies , figure distortions,
mechanical studies and imaginative mechanical compositions, textural studies and compositions
focusing on textural issues.
• Receive guidance in planning a sequence of action for individual pieces.
• that all pieces have relevance to the study;
• progression through discovery and exploration of use of various art mediums; active problem solving thru
the use of balance, rhythm, and pattern; and invention [C4, C5]
• Begin the first part of the written statement forming an individual plan of action and writing it down.
• Sequence work to best advantage in demonstrating the development of the body of work.
• Plan best strategies for continuation while reviewing the plan for study.
• Understand that writing informs the work and work informs the written statement.
Percent scores will be based on rubrics for individual assignments
4Term 3—January, February March
Overview
This term will be devoted to continuation of preparation of the AP Drawing and 2-D C5—The course emphasizes
Design. Students will receive individual mentoring regarding the personal direction/voice making art as an ongoing
process that involves the
and thoughtful decision-making of pieces for the Concentration Section (Section II). [C5] student in informed and
critical decision making.
________________________
Students will be responsible for eight (8) Concentration assignments (Section II) for
C6—Evidence of Curricular
Drawing and 2-D Design. At least two (2) process-based assignments in the form of Requirement. The course
challenges will be presented. includes group and
individual student critiques
and instructional
Students will: conversations with the
teacher, enabling students to
• Be assisted in continuing to discover and narrow their areas of greatest strength learn to analyze and discuss
their own artworks and
and interest.
those of their peers.
________________________
• Given a series of in class tasks in which students are asked to create compositions C7—The course teaches
that incorporate their chosen theme with additional thematic elements. This will students to understand
artistic integrity (creating art
help build and refine their problem solving skills and their critical thinking abilities. for themselves) as well as
[C5] what constitutes plagiarism.
If students produce work
that makes use of
• Continue to receive guidance in planning a sequence of action for individual pieces. photographs, published
images, and/or other artists’
works, the course teaches
• Continue to achieve quality in completing pieces that demonstrate: [C2] students how to develop
their own work so that it
moves beyond duplication.
* a sense of pursuit in visual problem solving. Create a drawing of what your
room would look like on hundred years from now or one hundred ago; [C4, C5]
* the creation of a related body of work with an underlying theme. Create an allegory (minimum four
drawings) of the playground you played on in color pencils or conté crayons. [C3]
* that all pieces have relevance to the study. Create a series of sketches and/or drawings representing the
human head in different postions and/or moods using pencil or pen;
* progression through discovery, active problem solving, and invention. Create a illustration of a article,
poem or story using oil pastels; [C4, C5]
* choices of materials and techniques successfully linked with ideation development. Create a multi media
drawing of an urban scene inspired by Romare Bearden. [C4, C5]
• Complete the written statement forming an individual plan of action and writing it down as succinctly
as possible.
• Continue to sequence work to best advantage in demonstrating the development of the body of work.
5Term 4—March, April, May
Overview
This term will be devoted to the preparation for the AP Drawing or 2-D Design portfolios. Students will
receive individual mentoring regarding the selection of pieces for the Breadth and Concentration Sections in order
to demonstrate invention, personal direction/voice, and thoughtful decision-making. Portfolios will be thoroughly
reviewed in order to identify and remedy weak pieces. [C5, C6]
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. [C5, C6]
• Utilize critical and strategic thinking skills to refine pieces that they have decided to use in their portfolios.
They may also need to create new compositions if a portfolio of suitable work cannot be created from
existing body of works. [C5, C6]
• 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.
• Explore post-secondary and career options within the framework of the students interests and strengths,
both artistic and otherwise.
Percent scores will be based on rubrics for individual assignments
Originality and Copyright Issues
Students are expected to develop their own personal imagery. Students will be taught to reseach images
for ideas but must use thier own concepts, ideas and style when creating art. When published photographs or
the works of other artists are used they should be as reference only. If the student uses a published
photograph and/or artwork at least fifty one percent (51%) of the photograph/artwork must be changed. The
published photograph and/or artwork needs to unrecongizable in the student’s artwork. Any work in which
the work of another artist or published image is utilized directly and is only indicative of the original shall be
deemed as unfit as either the completion of an assignment or for the final portfolio. Plagiarism of
published photograph/artwork will result in failure of the project, class, and possible removal
from class. This is a matter of artistic integrity (making art for oneself) and as such cannot be overstressed.
[C7]
Bibliography
Lauer, D. A., & Pentak, S. (2012). Design Basics, 8th Ed. Boston, MA: Wadsworth.
Sale, T., & Betti, C. (2008). Drawing: A Contemporary Approach, 6th Ed. Boston, MA: Wadsworth.
The College Board. (2011). AP® Art Poster. USA.
Zelanski, P., & Fisher, M. P. (2007). Shaping Space: The Dynamics of Three-Dimensional Design, 3rd Ed. Boston,
MA: Wadsworth.
6Cell Phones and other Eletronic Devices
Please be mindful that while students may be allowed to use cell phones in class. The cell phone should be use
for instructional purposes only. Artist spend a great deal of time observing and researching ideas and images for
any given project. In the art room the cell phone can be a valuable tool when used correctly in researching ideas
and images. Cell phones are not to be seen or heard during lectures and/or demostrations. Nor should cell
phones be use in communicating with other students.
Communication
Effective communication is the key to education success. Do NOT be afraid to ask a question if you don’t know what to
do or how do something. While I may not answer you question directly or I may give you several options to your question
for you to determine what is the best solution for you. In any event lets keep the lines of communication open.
First form of communication and best way to reach me is e-mail. Again, my e-mail is ron.jennings@slps.org.
Every student also has an slps.org e-mail as well.
PLEASE USE YOUR SLPS.ORG E-MAIL WHEN COMMUNICATING WITH MYSELF OR OTHER TEACHERS.
If you do not know you slps.org e-mail you can either e-mail Sargent Gause (ryan.gause@slps.org) or myself. I know that
several of you may not use your slps.org e-mail but you can forward incoming slps.org mail to your personal
e-mail account. However, when replying please be sure to use your slps.org e-mail.
Please keep in mind that all slps.org e-mail accounts are monitored for your and my protection. Please make sure
responses are directed to an assignment. Inappropriate language and/or images are unacceptable. When you receive a
response from me you will also see the Principal’s name as well as the Assistant Principal’s name.
Microsoft Teams Etiquette
As with e-mails please be appropriately dressed and use appropriate language will on virtual teams.
If I see and/or hear inappropriate dress, imagery, language I have the ability to turn off your video (for others to see, you will
still be able to see me) and/or your sound (for others to hear but you will still hear me.
When submitting assignments please make sure you are attaching the images of your art work before you hit send. I will
let you know if I can not see an image and will ask you to resubmit.
Constructive Criticism
Just like in the classroom I will also provide constructive criticism to help you make your idea better. In industry (good)
supervisors give workers constructive criticism about how they are doing their job or another way to complete a task. Often
you will be left with several options and in many cases come up something other than what I suggested (perfectly ok). The
bottom line these on going critiques are a chance to improve the project before it is turned in. Again, NO I am not trying to
change your drawing to make it mine, I am trying to make YOUR idea better.
AP® Studio Art: Drawing and 2-D Design
PLEASE SIGN BELOW AND RETURN THIS PAGE.
We received and read the syllabus information for AP® Drawing and 2-D Design
Student Name __________________________Signature ______________________________Date ______________
(please print name)
Parent Name ____________________________Signature ______________________________Date ______________
(please print name)
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