AP® Studio Art: 2-D Design: Syllabus 2

AP® Studio Art: 2-D Design: Syllabus 2

AP Studio Art: 2-D Design syllabus outlines a comprehensive curriculum for high school students pursuing advanced placement in visual arts. The syllabus emphasizes the development of quality, concentration, and breadth in students' portfolios, guiding them through various media and techniques. Students are encouraged to engage in observational drawing, explore personal themes, and participate in critiques to enhance their artistic skills. This syllabus serves as a roadmap for aspiring artists aiming to create a cohesive body of work for their AP portfolio submission.

Key Points

  • Focuses on developing mastery in 2-D design concepts and techniques for AP Studio Art students.
  • Encourages a sustained investigation of quality, concentration, and breadth in student portfolios.
  • Includes a variety of projects to explore different media and artistic approaches.
  • Emphasizes the importance of critiques and discussions to foster artistic growth and decision-making.
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AP
®
Studio Art: 2-D Design: Syllabus 2
Syllabus 1058811v1
Scoring Components Page(s)
SC1 The course promotes a sustained investigation of all three aspects of portfolio development—
quality, concentration, and breadth—as outlined in the Course Description and Poster throughout
the duration of the course.
2
SC2 The course enables students to develop mastery (i.e., “quality”) in concept, composition, and
execution of 2-D design.
2–4
SC3 The course enables students to develop a cohesive body of work investigating a strong underlying
visual idea in 2-D design that grows out of a coherent plan of action or investigation (i.e., a
“concentration”).
3–4, 7
SC4 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. Such conceptual variety
can be demonstrated through either the use of one or the use of several media.
4, 6
SC5 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 problem-solving. Such conceptual
variety can be demonstrated through either the use of one or the use of several media.
6
SC6 The course teaches students a variety of concepts and approaches so that the student is able to
demonstrate a range of abilities and versatility with ideation (i.e. “breadth”). Such conceptual
variety can be demonstrated through either the use of one or the use of several media.
2
SC7 The course emphasizes making art as an ongoing process that involves the student in informed and
critical decision making.
2–3
SC8 The course includes group critiques, with the teacher, enabling students to learn to analyze and
discuss their own artworks as well as artworks of their peers.
2–3, 7
SC9 The course includes individual student critiques and or instructional conversations with the teacher,
enabling students to learn to analyze and discuss their own artworks and better critique artworks of
their peers.
4, 7
SC10 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.
5
AP
®
Studio Art: 2-D Design Syllabus 2 Syllabus 1058811v1
2
Course Overview
Students are required to investigate all three aspects of the portfolio, which include
Quality, Concentration, and Breadth. [SC1] Students begin the course the first term
by working on their Breadth section to allow them to experiment with media and
concepts (see attached Breadth section suggestions). Students are expected to de-
velop mastery in concept, composition, and execution of ideas. [SC2] They are shown
examples of past AP portfolios accompanied by the AP Studio Art: 2-D Design scoring
guidelines for ideas and inspiration. I start with observational value drawings first and
introduce vivid color works as the second assignment. Students then move on to indi-
vidual preferences such as scratchboard, watercolor, or reduction linoleum prints.
After class demonstrations, students choose what to work on and how they wish to
work. [SC7] Students need to work on many diverse projects to encourage and ensure
portfolio individuality. In the Breadth section, students explore a variety of concepts
and approaches in order to demonstrate their abilities and versatility with problem
solving, ideation, and techniques. These experiences are also used to develop a plan of
action for their concentration—as students engage in a variety of art-making experi-
ences in creating their Breadth section, they begin to identify ideas and themes that
have strong personal relevance. Students use their sketchbook to document these
themes and ideas and, in preparation for work on their Concentration section, start to
record plans of investigation for the ideas that have the most potential for develop-
ment. [SC6]
Students are also given homework assignments due several weeks out, and we have
class critiques on the due date of the homework. Critiques are a required part of class
participation. Students are expected to discuss their own work, the work of their peers,
and the work of master artists in written and verbal form. During these class critiques,
the vocabulary of art will be used to form decisions about the work being discussed,
and the AP Studio Art scoring guidelines will be used to evaluate work and develop
ideas for future exploration. [SC8]
SC1—The course promotes
a sustained investigation
of all three aspects of
portfolio development—
quality, concentration,
and breadth—as outlined
in the Course Description
and Poster throughout the
duration of the course.
SC7—
The course
emphasizes making art
as an ongoing process
that involves the student
in informed and critical
decision making.
SC2—The course enables
students to develop
mastery (i.e., “quality”) in
concept, composition, and
execution of 2-D design.
SC6—The course teaches
students a variety of
concepts and approaches
so that the student is
able to demonstrate a
range of abilities and
versatility with ideation
(i.e. “breadth”). Such
conceptual variety can
be demonstrated through
either the use of one or
the use of several media.
SC8—The course includes
group critiques, with the
teacher, enabling students to
learn to analyze and discuss
their own artworks as well as
artworks of their peers.
AP
®
Studio Art: 2-D Design Syllabus 2 Syllabus 1058811v1
3
In the second term, students develop and choose an idea to explore in depth for their
Concentration section. In the Concentration section, students are expected to plan
for and then develop a body of work that is an investigation of a theme or an idea. It
should be well planned through research and sketchbook documentation (writing and
images) of ideas and processes they expect to use to investigate an idea that is of
personal interest to the student. [SC3]
From these total works, we then discuss and select students’ five Quality examples of
excellence to be matted in preparation for evaluation. Students understand that mak-
ing art is an ongoing process that uses informed and critical decision making as these
selections are made for their portfolio submission. [SC7] We mat only on 16” x 20” or
18” x 24” neutral-colored mattes to give uniformity to the portfolio presentation.
Students are encouraged to develop verbal and written literacy about their works (see
attached grading rubric), and we use the AP scoring rubric for individual and group
evaluation. Students are encouraged to examine their work and discuss how to move it
from a middle-range piece to a high-level one. [SC8]
The course is enriched with visits to local galleries and museums to broaden students’
viewpoints. Portfolios are narrowed down to the most successful works according to
the scoring guidelines, and students complete a checkout sheet. The course culminates
with a slide show of each student’s digital portfolio.
In terms of grading, students are expected to produce one work per week of AP qual-
ity and create a high-quality digital image of it. We stress that this is the student’s
personal portfolio, and that outside work and work from other courses can also be
included.
Content of the Class
The course includes the following three components:
A. Study of artists and trends in art making. In addition to class work, students are
expected to do research and visit galleries and the local art museums on their own.
B. A sketchbook to be composed of visual ideas, notes, photos, doodles, plans, short
assignments, quick drawings, and practice of various techniques. Many art schools
like to see students’ sketchbooks as documentation of how their minds and creativ-
ity work.
C. Development of students’ submitted portfolios for AP Studio Art: 2-D Design, which
have three parts:
Quality (Original Works)
Five matted works
These should be the student’s most successful work with respect to the Quality
scoring guidelines and cannot be larger than 18” x 24”. [SC2]
Concentration
This should include 12 images of works exploring a single visual concern in depth.
SC2—The course enables
students to develop
mastery (i.e., “quality”) in
concept, composition, and
execution of 2-D design.
SC3—The course enables
students to develop a
cohesive body of work
investigating a strong
underlying visual idea in
2-D design that grows
out of a coherent plan of
action or investigation
(i.e., a “concentration”).
SC8—The course includes
group critiques, with the
teacher, enabling students to
learn to analyze and discuss
their own artworks as well as
artworks of their peers.
SC7—
The course
emphasizes making art
as an ongoing process
that involves the student
in informed and critical
decision making.
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End of Document
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FAQs of AP® Studio Art: 2-D Design: Syllabus 2

What are the main components of the AP Studio Art 2-D Design syllabus?
The AP Studio Art: 2-D Design syllabus consists of three main components: Quality, Concentration, and Breadth. Quality involves selecting the five best works that demonstrate mastery in technique and concept. Concentration requires students to explore a single visual theme in depth through a series of related works. Breadth showcases a variety of media and techniques, allowing students to demonstrate versatility and problem-solving skills in their art.
How does the syllabus guide students in developing their portfolios?
The syllabus provides a structured approach for students to develop their portfolios by encouraging them to engage in diverse projects that explore various media and concepts. Students begin with observational drawings and progress to personal projects that reflect their artistic interests. Through critiques and discussions, they learn to analyze their work and the work of peers, which helps them refine their artistic voice and improve their portfolio quality.
What types of projects are included in the Breadth section of the portfolio?
The Breadth section of the portfolio includes twelve different works that demonstrate mastery of various media and techniques. Projects may involve creating abstractions from urban environments, redesigning everyday objects, or exploring color theory through different artistic movements. This section aims to showcase students' versatility and their ability to respond to visual problems using a range of artistic approaches.
What is the significance of critiques in the AP Studio Art course?
Critiques are a vital part of the AP Studio Art course, as they provide students with opportunities to discuss and analyze their own work and that of their peers. Through group and individual critiques, students learn to articulate their artistic intentions and receive constructive feedback. This process fosters critical thinking and helps students make informed decisions about their art, ultimately enhancing their creative development and portfolio quality.

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