Winter/Spring 2015, Ms. Rosenbaum
Breadth Portfolio Advanced Level I (Juniors)
Concentration Portfolio, Advanced Level II (Seniors)
Preferred Teacher Contact via e-mail at firstname.lastname@example.org Please call the classroom phone before 7:30 or after 2:40 at 720 424-1776
Visual Arts Department POLICIES AND REQUIREMENTS It is the responsibility of every student to be familiar with and honor the policies listed on our home page. Click here for the TAB ON OUR HOME PAGE A sketchbook and full toolbox is required daily in class.
This Week In Class: Juniors working on woodblock print or piece #6.
This Week’s Sketchbook Assignment, Due Tuesday, May 27, Using the dotted line provided, create a full page drawing using a dotted line in a DIFFERENT color. To receive a 10, you must submit the work on time, demonstrate a one-hour commitment, utilize the entire page, and address the prompt creatively. Unless specified, you may use the media of your choice.
Advanced Level Overview: This Advanced Level Portfolio Development class demands strong commitment toward the production of highly finished, portfolio directed art pieces in a timely fashion. Advanced work demonstrates technical ability, knowledge of the expressive qualities of art, and development of strong ideas. Students demonstrate deeper understanding of the history of art, the role that art plays in the cultural landscape and how art is changing in the 21st century. Continued emphasis on strong, professional writing, and critical analysis will develop language skills and prepare students for college, and interview situations.
- To encourage creative as well as systematic investigation of formal and conceptual issues in the Quality, Concentration, and Breadth sections of the portfolio.
- To emphasize making art as an on-going process that involves the student in informed and critical decision making to develop ideation.
- To develop technical versatility and skills while using the visual elements and principles in compositional forms.
• To encourage students to become independent thinkers who will contribute inventively and critically to their culture through the making of original art work.
Additional work time outside of class is required!
SYLLABUS, Breadth Portfolio Development, Grade 11, Advanced Level I
What is the 11th Grade Breadth Portfolio? A group of 12 highly resolved works displaying artistic mastery in a variety of subjects, themes, media, techniques, and styles. Works demonstrate advanced skills, research, and development of conceptual thinking. Completion of this portfolio prepares students for development of the Concentration portfolio and senior show. This is the first half of the AP Studio Art Curriculum and students may submit the completed portfolio in May of their senior year for AP scoring. AP credit is not given on student transcripts since weighted credit is already given for all art majors at DSA, but colleges do give credit for highly scored portfolios of 4 – 6. Check with individual colleges to find out how they credit AP portfolios. Additional work time outside of class is required!
Step One: Students work together with peers and teachers to review examples of their past year’s work looking for the highest quality examples. Students fill out a breadth sheet listing their most highly finished works by subject, media, technique and content. Students identify skills demonstrated in each piece. All juniors will prepare an application with digital portfolio for the Anderson Ranch Arts Center Scholarship in June.
Step Two: Students use the Breadth list to identify holes where they are lacking strong examples before beginning an assignment. A single work may demonstrate several skills and techniques. Students will select prompts from a provided list. By the end of the junior year, each student must have a portfolio of at least 12 pieces demonstrating advanced technical skill, knowledge and conceptual thinking. As the work evolves, personal voice or style will emerge. Throughout the semester students continue to review work along with peers through critique, replacing older examples with better work to reach the 12 piece minimum.
Big Idea How do I create a well-rounded Breadth Portfolio that demonstrates skill in a variety of areas? How do I work to my strengths and personal interests to develop a personal voice? What strategies and disciplines can I employ to work productively and independently on individual projects? How can I use my talents to communicate strong ideas and possibly serve my community? How can I build my resume? What does professionalism look like in the visual arts? How can I push my ideas to create more complex and intriguing work?
Essential Questions What are my specific strengths as an artist? What are the ideas I want to communicate with my work? How do I create work that stretches me as an artist while I develop diversity of skill? How do I develop a “personal voice?”
Expectations are that all juniors will complete class assignments designed to cultivate advanced skill, creative thinking, awareness of contemporary art forms (including performance and installation), and conceptual ideas. Students will create work supervised and advised by the instructor. The sketchbook must document artistic process through journaling, extensive research, and sketches. Strong, professional writing is emphasized to prepare students for artist statements, research writing, college applications, and job interviews. Students are encouraged to engage in art internships and volunteer activities to enhance their experience and resume. Work submitted to national and local shows play a major role in professional preparation and in securing scholarship money for college. 6 – 8 Breadth portfolio pieces must be completed by the end of this semester.
Required Activities and Assignments
• Weekly sketchbook assignments, submitted on Mondays for class critique • 4 writing assignments (may include Art Gallery Reviews, research paper, analysis of written articles, or Artist Interview) • Full participation in collaborative class critiques • Individual art projects. Participation points are tallied at the end of the semester and include critique skills, preparation, attendance, focus, cooperation, studio responsibility and attitude.
SYLLABUS, Concentration Portfolio Development, Grade 12, Advanced Level II
What is The Concentration Portfolio? A group of 12 highly resolved works investigating a specific theme, idea or technique. Works demonstrate a journey and evolution from beginning to end, advanced skills, research, and development of conceptual thinking. Completion of this portfolio in the senior year results in a final senior show in May. This is the second half of the AP Studio Art Curriculum and students can submit the completed portfolio of 25 pieces in May for AP scoring (including the Concentration Portfolio). AP credit is not given on student transcripts since weighted credit is already given for all major classes at DSA, but colleges do give credit for highly scored portfolios of 4 – 6. Check with individual colleges to find out how they credit AP portfolios. Additional work time outside of class is required!
Students work on weekly individual contracts
Step Two: Students use feedback to revise their plan and statement working to clearly articulate ideas and theme in verbal and written form. By the end of the senior year, each student completes a Concentration portfolio with at least 6 new pieces. As work evolves through the semester, students continue to review work along with their peers through critique, to reach the 12 piece Concentration requirement.
Big Idea What is a developed concentration theme that demonstrates a journey of thought and exploration? How do I work to my strengths and personal interests to develop a personal voice? What strategies and disciplines must I employ to work productively and independently on individual projects? How can I maximize studio time to get a body of work completed in 4 months? How can I use my talents to communicate clear ideas? How can I push my ideas to create more complex and intriguing work?Essential Questions What are my specific strengths as an artist? What are the ideas I want to communicate or investigate in my work? How do I create work that stretches me as an artist? What is my “personal voice?”
Required Activities and Assignments
Artistic process and research must be demonstrated in the sketchbook through journaling, research notes, and sketches. Work submitted to national and local shows play a major role in obtaining scholarships. • Weekly sketchbook assignments, submitted on Mondays for class critique • 4 writing assignments (may include Art Gallery Reviews, research paper, analysis of written articles, or Artist Interview) • Full participation in collaborativeclass critiques • Individual art projects. Participation points are tallied at the end of the semester and include critique skills, preparation, attendance, focus, cooperation, studio responsibility and attitude.
Colorado Academic Standards for Visual Art 1.Observe and Learn to Comprehend: The visual arts are a means for expression, communication and meaning making. 2.Envision and Critique to Reflect: Visual arts recognize, articulate, and implement critical thinking through the synthesis, evaluation and analysis of visual information. 3.Invent and Discover to Create: Generate works of art that employ unique ideas, feelings, and values using different media, technologies. 4.Relate and Connect to Transfer: Recognize, articulate, and validate the value of the visual arts to lifelong learning and the human experience.
© 2015, Visual Arts Department, Denver School of the Arts