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AP STUDIO ART - 3D DESIGN SYLLABUS

AP 3D Design » AP Studio Art - 3D Design Syllabus

AP 3D SYLLABUS

COURSE:    AP 3D
LOCATION:    H103  Liberty High School    FRISCO ISD
INSTRUCTOR:    Pernie Fallon
PHONE / EMAIL:   469-633-5855 x 25897    
 fallonp@friscoisd.org    
COURSE WEBSITE:   libertyeyeschool.com   Home of Redhawk Artists

COURSE CONTENT OUTLINE
Course Description: A fundamental class for college preparation with emphasis on contemporary and traditional two-dimensional processes, concepts, and materials. Projects are designed to introduce and fuse content, skill, and the principles of design and composition. Emphasis will be placed on solving visual problems and thinking critically, analytically, and creatively.

This AP 3D course will address three major concerns that are constants in the teaching of art: (1) a sense of quality in a student’s work; (2) the student’s concentration on a particular visual interest or problem; and (3) the student’s need for breadth of experience in the formal, technical and expressive means of the artist.

Instructional Goals

The instructional goals of Liberty High School’s AP Studio Art program are consistent with the College Board AP Studio Art program can be described as follows:

• Encourage creative and systematic investigation of formal and conceptual issues.

• Emphasize making art as an ongoing process that involves the student in

informed and critical decision making.

• Help students develop technical skills and familiarize them with the functions of

the visual elements.

• Encourage students to become independent thinkers who will contribute

inventively and critically to their culture through the making of art.


AP 3D Course Objectives:

AP 3D Design introduces students to studio practice through intensive conceptual, visual and material investigations. Students should learn that the life of an artist/designer requires commitment to the search of knowledge. Projects and readings are designed to enable the student in the process of self-discovery.


Through a series of projects, students will explore the complex set of relationships inherent in the process of making 3-Dimensional art and design. Using a variety of strategies of representation students explore how a single idea can manifest into multiple forms according to varying constraints. The critical role of context emerges as the factors influencing interpretation (cultural, social, historical, economic) are considered. Perception is experienced in relation to emotion, cognition and culture. Criticism is a key component of the student’s developments in terms of quality and quantity, in both objective and subjective terms. By the end of this course, students should be able to develop, analyze and present ideas, concepts, generate meaningful, well-crafted works within particular contexts, articulate a specific inquiry and critique work according to an established criteria.  The students will prepare a portfolio as required by the College Board.

 

The AP3D Design course involves purposeful decision-making using the art elements and design principles to complete an advanced level portfolio. Through direct teacher instruction, emphasis will be placed on the production of a volume of quality pieces of artwork. Students will address all three sections of the portfolio: Quality, Concentration, and Breadth. Students will be challenged to develop their own work through personal investigation. 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 successful comprehensive portfolio that addresses each of these issues in a personal and unique way.


AP 3D Portfolio Requirements:

Section I – Quality: 10 images of 5 original works, 2 views of each, demonstrating student mastery of design as it relates to depth and space will be submitted. Design involves purposeful decision-making about using the elements and principles of art in an integrative way. These issues can be explored through additive, subtractive, and/or fabrication processes. The works may include figurative or non-figurative sculpture, architectural models, metal work, ceramics, 3-dimensional fiber art, etc.

Section II - Concentration: 12 images describing an in-depth exploration and visual expression of a particular design concern. The concentration focuses on the process of investigation, growth, and discovery. Students are encouraged to explore a personal, central interest as intensively as possible; they are free to work with any idea in any medium that addresses 2 dimensional design issues. The concentration should grow out of and demonstrate, a plan of action and investigation in which the student has invested considerable time, effort, and thought. The concentration should show visual evidence of the student’s thinking, selected method of working, and development of concept and work over time.

Section III – Breadth: 16 images of 8 works, 2 views of each, in a variety of works demonstrating student understanding of the elements and principles of design. These works as a group should demonstrate the student’s visual organization skills. As a whole, the student’s work must show exploration in a variety of media, techniques and approaches. The work should reveal inventiveness and the expressive manipulation of form, as well as knowledge of color issues and compositional organization.








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Redhawk Art
LIBERTY HIGH SCHOOL - Frisco ISD
15250 Rolater Road
Frisco, TEXAS 75035
(469) 633-5855 x 25897