AP Studio Art 3D Design Syllabus

2016-2017
Instructor: Jeff Bertoncin
Email: jeffrey_bertoncin@isdschools.org
mrbertoncinsartclass.weebly.com

Phone: 816 521-5350 ext. 12131

Plan Period: 5th Hour 10:40-11:53 M,T,F
10:26-12:17 W

Course Description:
The Advanced Placement Studio courses are offered through the Advanced Placement Program
sponsored by the College Board (apcentral.collegeboard.com). The requirements of the curriculum in this
course lead to the production of a portfolio which can be submitted as the performance assessment to the
Advanced Placement service. The portfolio will be created regardless of a students intent to submit it to
the College Board for grading. The assessment determines if the student is recommended for college credit
in studio art, and this credit is given by the college or university the student attends. It may result in college
credit hours and/or testing out of 101 courses in drawing or design. These courses are for the gifted and
interested students since they require considerable investment of time and energy as well as attainment of a
certain level of ability in the production of the arts.
This portfolio is intended to address sculptural issues. Design involves purposeful decision making
about using the elements and principles of art in an integrative way. In the 3-D Design Portfolio, students
are asked to demonstrate their understanding of design principles as they relate to depth and space. The
principles of design (unity/variety, balance, emphasis, contrast, rhythm, repetition, proportion/scale,
figure/ground relationship) can be articulated through the visual elements (mass, volume, color/light, form,
plane, line, texture).
Students are asked to demonstrate mastery of 3D design through any three-dimensional approach,
including, but not limited to, figurative or nonfigurative sculpture, architectural models, metal work,
ceramics, and three dimensional fiber arts.

Course Competencies
Competencies for all art courses are based on achievement in areas of Art History, Art Production,
Art Criticism and Aesthetics.
1. This is an Advanced Placement class and will involve a great deal of outside the classroom
work on projects. This is considered on the level as homework. There will be at least two afternoons a week
that the art room will be available for students to work. (Competency: Art Production)
2. Students will be reading about, writing about and discussing art. Some projects have an element
of art history and classroom assignments will involve discussions of styles and motivation for art work
based on the culture and/or artist. (Competency: Art History; Aesthetics)
3. We do classroom critiques of all student projects. These critiques are based on the language of
art and how effectively the student has accomplished each task as assigned. (Competency: Art Criticism)

Course Expectations
All students enrolled in AP Studio Art are required to have successfully completed (C or above)
Drawing I and Transparent Painting or Opaque Painting. Their collected portfolio will be the basis for their
Advanced Placement portfolios

Breadth Section
1. AP students will be given a summer assignment sheet and meet with the instructor before the
end of the previous school year to discuss expectations and production. They will be given the
responsibility of completing those assignments during the summer break.
2. During the school year, students will be given outside classroom assignments both working in
their sketchbook and in completing assigned finished projects.
3. AP students will be assigned in class projects based on figure, still life, perspective and portrait.
These assignments are intended to create a well-rounded portfolio. Media will vary from project to project
and for some work they will have a choice.

Self Reflection:
1.

Writing: Students will be assigned a period of time, on a regular basis to think about their

motivation for their 3D Design concentration. They will be asked to reflect on their ideas and they will
record of these reflections either by listing words or creating narrative to support their ideas and reflections.
As they develop their word lists they will be asked to focus on the words that are most attractive to them
and begin a narrative on ideas and images that would support their reflection.
2.

Sketching: At this point students should be ready to sketch images that will support their

reflections. They will look for the images that support their interest. They will start simply and loosely in
order to be open to images that just happen as well as the ones that are comfortably planned.
3.

Research: Using resources provided by the instructor, and on line searches, students will

find artists and art movements that reflect their ideas and images. Students will investigate how have other
artists treated the students concentration subject matter and communicated it visually? They will begin to
develop their own ideas for the finished work.

Artistic Integrity
All students in the high school art department are instructed in the use of source materials and
expected to apply that knowledge to their AP Portfolio. Working from published photographs or the works
of another artist is a copyright violation. Ongoing discussions about how to use source material as a
reference to original work will take place. Examples of work that has encroached on others work will be
shared and ideas on how to transform work into an original style will be discussed. Duplicated work from
online, magazine, or otherwise copyrighted images will be rejected for the student's portfolio.

Course Overview:
Course work for AP Studio 3D Design is separated into three distinct sections: Quality, Breadth
and Concentration.
Quality Section
Quality refers to the total work of art. Mastery of drawing should be apparent in the composition,
concept, and execution of the works, whether they are simple or complex. There is no preferred (or
unacceptable) style or content. For this section students are asked to submit five digital images with
multiple views.
Breadth Section
The students work in this section should demonstrate and understanding of the principles of design
including unity/variety, balance, emphasis, contrast, rhythm, repetition, proportion/scale, figure/ground
relationships. Successful works of art require the integration of the elements and principles of design;
students must therefore be actively engaged in these concepts while thoughtfully composing their art. The
work in this section should show conceptual, perceptual, expressive and technical range.
Three approaches are used in creating their Breadth section:
1. Previous work from advanced art classes.
2. Outside classroom assignments, both summer and school year.
3. In class assignments presented by the instructor.
Concentration Section
A concentration is a body of related works describing an in-depth exploration of a particular
artistic concern. It should reflect a process of 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 media that addresses 3D design issues. The concentration should grow
out of the students ideas and demonstrate growth and/or discovery through a number of conceptually
related works. In this section, the evaluators are interest not only in the work presented but also in visual
evidence of the students thinking, selected method of work, and development of the work over time.
Students will develop a concentration through self-reflection and research will spend time in sketch
book writing, sketching and experimenting with ideas and concepts that will meet the criteria for a
3D design concentration.

Concentration Statement:
A written commentary describing what the students concentration is and how it evolved will be
done at the beginning of the concentration, after 6 pieces are completed and reviewed before included with
the Portfolio for grading.
1. What is the central idea in their concentration.
2. How does the work in their concentration demonstrate the exploration of their ideas? Students
can refer to specific images as examples.

Artists Statements
Prior to submitting concentrations to the College Board for grading, students will present their
work to the class along with an artists statement. This is their final critique and is done in a formal style
presentation.

Critique
Self-Critique - An important element is ongoing self-assessment and reflection. Students will be
asked to self-assess their concentration each time it is presented using one of the two assessment tools
provided. Each tool asks for a reflection on the current work, its creation and success. The four criteria are:
1.

Piece supports concentration

2.

Concentration is creatively supported

3.

Work is technically sound

4.

A student grade based on 1 5 (5 being highest) or Excellent, Strong, Good,

Weak, Poor

Class Critique every two weeks the class will do a group critique of fellow students completed
concentrations. Students will make written notes in the sketch journals reflecting on the four parts of the
Formal Critique.
Students will then share their thoughts with comments that encourage, educate and inform being
reinforced by the teacher. Students will be guided to use the elements and principles of design in their
conversations as they analyze and interpret the work.

Aesthetics
Ongoing conversations will be initiated by the instructor as to art, what it is, and students
reactions to certain works. Time will be allotted every two weeks to reflect on current ideas of art and their
place in todays society and journaling in response to open ended questions about art and the creative
process. These questions will come from NAEA, MNEA and fine art magazines as well as on line research.

Time Management
Students will be expected to manage their time in class to complete. The majority of work will
need to occur outside of class and the student will have to plan work, extracurricular activities around
projects to complete the amount of work needed for this class. I will be available after school on Mondays
from 2:30-3:30 pm most weeks to open the classroom for work and instructional assistance. Depending on
my schedule for the week, I can usually arrange to stay after on other days as asked.

Grading:
This class is very heavy in the production of work. Students are not graded by the score they
receive from the Collage Board exam, although the scoring guides used in class reflect the guidelines of the
AP exam. Below is the grading system used for this class.
100%-90%=A

89%-80%=B
69%-60%=D

79%-70%=C
59%-0%=F

Project Procedures:
1. Extra Help: I will be available most days after school for students who need extra help or time
to complete their projects. Those times will be posted in the room in a prominent place.
2. Incomplete/Late Work: Because this course is an extremely project intense course, we must
help hold students accountable in completing work on a timely basis. All AP 3D Design assignments will
have a due date. Only extraordinary circumstances will affect a due date for a project. If a student is absent
on a due date, to receive full credit, their return must be accompanied by a note from the parent or guardian.
From time to time students will be asked to bring resources from home to the classroom.
Students will not be able to do their projects without these resources and will therefore
face a deficit in classroom time to complete quality projects.

Conclusion
Students who enroll in Advanced Placement Studio Art Courses and their parents/guardians will
be asked to sign an AP Commitment form. This form will outline the rigor of the course and course
expectations. The intent is for there to be no surprises as the course unfolds for either the students or their
parent/guardian.
School Policy: Once students enter the classroom, they are not allowed to leave for the first 15
or last 10 minutes of a class. Our goal is to protect instructional time and to cut down on the number of
kids who are asking to leave at the beginning of class or the end of class. Students lack of preparation
by not having their books or needing to use the restroom will not be an excuse. Only in extreme
emergencies will that student be allowed to leave.

Time Line of Activities

Studio Art 3D Design

Semester 1
Students will be working on a schedule to complete 6 (six) works by the end of the first semester. Given the
variety of materials students may use, a week by week schedule will not be defined. Students will consult
with the instructor on a weekly basis regarding progress towards the assigned goal.
Each student will take photos of work completed on an ongoing basis.
Upon completion of a work, a class critique will take place.
Students will submit a Self-Assessment upon the completion of each work.
Out of classroom assignment: students will begin reflecting, writing and sketching in sketchbooks in order
to maintain the focus of their concentration.

Semester 2
Students will be working on a schedule to complete 6 (six) works by portfolio day the first week in May.
Given the variety of materials students may use, a week by week schedule will not be defined. Students
will consult with the instructor on a weekly basis regarding progress towards the assigned goal.
Each student will take pictures of work completed on an ongoing basis.
Upon completion of a work, a class critique will take place.
Students will submit a Self-Assessment upon the completion of each work.
Out of classroom assignment: students will begin reflecting, writing and sketching in sketchbooks in order
to maintain the focus of their concentration.
Students will refine their concentration statement to be prepared for portfolio submission.
Portfolio submission day!

Concentration Reflection and Assessment

Name ___________________________ Date _________ Concentration # ____
Excellent 5

Strong 4

Good 3

Weak 2

Poor 1

Strong grasp of the

Elements &
Principles of design.
Composition works
well. Shows strong
evidence of problem
solving. The work
is creatively
effective in
supporting the
concentration. Has a
strong visual
impact.

Demonstrates a
good understanding
of Elements &
Principles of design.
Shows purposeful
composition.

Shows an emerging
awareness of
Elements &
Principles of design.

Shows little
awareness of
Elements &
Principles of design.
Composition is
weak.
Demonstrates little
skill in composition.
Problems are not
successfully
resolved. The work
is poorly effective
in supporting the
concentration.
Technique and
media show an
limited success

Work is inept.

Technique and use

of media handled
very well

Good evidence of
problem solving.
The work is
effective in
supporting the
concentration. Has a
sound visual impact.
Technique and use
of media handled
well

Demonstrates some
skill in composition.
Shows effort, but
problems not
successfully
resolved. The work
is somewhat
effective in
supporting the
concentration.
Technique and
media show some
success.

Student will rate themselves (circle one) 5 4 3 2 1

Shows a lack of
understanding of the
Principles.
Elements &
Principles of design.
Demonstrates little
skill in composition.
Problems are not
successfully
resolved. The work
does not support the
concentration.
Techniques and use
of media are
unsuccessful.

(5 being excellent, 1 being poor).

Why did you rate yourself the way that you did? (2+ sentences) 1 pts

What are some of the dominant shapes, expressive forms, color schemes, and textures that carry
significance in the work? (2+ sentences) 4 pts

Is the work ordered/balanced? Or chaotic/disturbing? What makes for the order or chaos? Would you use
words such as unity, variety, contrast, balance, movement, and rhythm to describe characteristics of this
work? Explain. (3+ sentences) 6 pts

Does the work evoke any feelings (calm, happy, sad, peaceful, energetic, etc.)? To what do you ascribe
your feelingthe use of colors, shapes, technique, value, contrast, exposure, and/or theme? (2+ sentences)
4pts

Is there symbolism used in the work to convey meaning other than what one sees? Explain either way. (2+
sentences) 4pts

What is your general impression the work? What did you want the viewer to think about? Did you
successfully get your message across? (3+ sentences) 6 pts

Rubric Score

Question point total

x 20 = __________________points

/25pts

Class participation/using class time wisely and work done on time

Total Points possible per piece

/200 pts

/75 pts

Advanced Placement
Personal Reflection/Teacher Assessment
Concentration #______
Name _______________________ AP Course _________ Date ______
What is your concentration? ___________________________________
What media did you use? ______________________________________
Describe and analyze your concentration.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________
Rate your project. Circle your response, 5 being the highest.
Piece supports concentration
Concentration is creatively supported
Work is technically sound
If you were to grade this piece you
would grade it:
Use of class time

5
5
5

4
4
4

3
3
3

2
2
2

1
1
1

5
5

4
4

3
3

2
2

1
1

Describe your next two concentrations: (Put in sentence form)

1. _____________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
2. _____________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
Comments: (Yours or mine)
Personal reflection ____/25

Teacher assessment ____/175

Advanced Placement Studio Art

Please return this syllabus with your student. This copy of the syllabus will be placed in your students
notebook for reference purposes. Thank you in advance for your attention to this matter.

Parents/Guardians: It is important for me to be able to communicate with you on a timely basis.

Please give me the easiest way to contact you in one or all the of these methods:
Email: ___________________________________________
Cell Phone _______________________________________
Home Phone: _____________________________________

Please sign and return:

Student name (please print) ______________________________________________________________
Student Signature _____________________________________________________ Date ____________
Parent/Guardian Signature ______________________________________________ Date ____________

10