Fall/Winter 2015, Ms. Rosenbaum
Breadth Portfolio Advanced Level I (Juniors)
Concentration Portfolio, Advanced Level II (Seniors)
Preferred Teacher Contact is via e-mail at email@example.com 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 classroom policies and Department Requirements 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: Evaluate summer work and hang for hall display. Course orientation and existing portfolio review.
This Week’s Sketchbook Assignment, Due Monday, August 31. Create a comic relating to school using the speech bubbles provided. You can do a strip or a single box. To receive a 10, you must submit the work on time, demonstrate a one-hour commitment, utilize a full 8 x 10 page, and address the prompt creatively. Unless specified, you may use the media of your choice.
Class Due Dates:
September 15: Writing #1 Click here to read these fake artist statements attached to famous works of art. Select ONE of the images and rewrite the artist’s statement for that work in a more intelligible way that gives the reader a clear idea of what the artist is trying to do. You must demonstrate some research on the artist or work of art before you write the new statement. One page minimum.
October 13: Writing #2
October 15: 1st Quarter Show
November 10: Writing #3
December 8: Writing #4
December 10: 2nd Quarter Show
Advanced Level Overview: This Advanced Level I and II Portfolio Development class follows AP Studio curriculum and demands strong commitment toward the production of highly finished, portfolio directed art pieces completed in a timely fashion. Advanced work should demonstrate technical ability, understanding of the expressive qualities of art, and development of strong ideas through research and planning. Students will demonstrate 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. Additional work on art pieces outside of class is required every week!
Recommendations for Portfolio Work
Breadth Portfolio Guidelines Analyze current portfolio with a checklist to find holes where you need to work in specific media, subject or technique. Can you clearly articulate what is being addressed in each piece? Select interesting, challenging concepts with personal content. Show a variety of subjects (figures, still life, figure studies portraits). Show ability to render 3D space on a 2D flat picture plane with shading, shadows and perspective. Demonstrate understanding of space with strong, dynamic compositions including foreshortening, diagonals, overlap. Show a variety of approaches (vary line work, vary color schemes, vary media). Avoid trite imagery like superheroes, fairies, suffering teens, skulls, animas. Show ability to render various textures, surfaces; use negative space! Don’t include work older than a year unless there’s a specific reason. All work should be highly finished with strong craftsmanship, displaying excellent technical skill
11th Grade Breadth Portfolio
Each piece must demonstrate technical skill
Each piece must be a finished work that shows a completed, clear idea
Each piece must reflect personal content, a theme, or strong idea
Plug in media/skills you do not currently have for breadth
Work on richness of image, content and craftsmanship. Show progression
of idea from your original concept or idea.
Evidence of research in 3 areas for each project is required!
- Artists 2. technique/media to be used 3. and theme
BY THE END OF THE SEMESTER
at least one:
Pencil rendering, pen and ink, paintings
(optional mixed media, print, pastel, charcoal, crayon)
at least one Observation from life (not from a photo reference)
- Still life
- Interior with depth
- Self portrait from an unusual angle
Self Portrait Still life with Books in a totem format
Use a variety of textures, objects that reflect your identity
Process mark making piece layering marks and materials for depth and
Transparency. You should be able to explain your process.
White paint on black roofing felt
Fantasy, Fear or Premonition of Denver’s future destruction
(earthquake, nuclear warfare, flood, giant aliens)
Use several contemporary products to make a statement on our
Study a masterpiece from art history in depth and respond to it.
Senior Concentration Portfolio Show maturity and commitment by exploring a single, strong idea in great depth Reveal intense, ongoing exploration and thought, research, use idea generators. Show understanding of art history and contemporary art. Look to other artists who may have explored your same theme. Take risks, don’t be so literal. Series idea should evolve, becoming more complex or resolved. Can you articulate what is going on in each piece?
General Suggestions for all advanced work
Sketch in the media you plan to use
Use strong darks, 50% of your work dark is a good general rule
Layer, layer, layer media with hints of transparency to create richness of surface
Be bold, take risks, consider reworking older pieces
Do lots of figure studies and weed out your best, use foreshortening
Don’t ignore hands and feet—practice them
Utilize negative space
Art is more than just the subject, its about idea and style
Find an interesting twist on an old subject, use humor, ambiguity
Constantly ask “what if” or “what more can I add” before finishing a piece
SYLLABUS, Breadth Portfolio Development, Grade 11, Advanced Level I
The 11th Grade Breadth Portfolio is a collection 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.
Step One: Students work together with peers and teachers to review examples of their existing work. Students list the most highly finished works by subject, media, technique and content to identify skills demonstrated in each piece. All juniors prepare a digital portfolio to be used in January for application to 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 each assignment. A single work may demonstrate several skills and techniques. Students select their assignments 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. Students photograph works selected for the digital portfolio.
Big Idea 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?”
Essential Questions 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 develop my ideas to create more complex and intriguing work through research and idea generators?
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 part of the Final Assessment, 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
The Senior Concentration Portfolio is a collection of 12 highly resolved works investigating a specific theme, idea or technique. Works demonstrate a journey and evolution from the first pice to the last, advanced skills, and idea development. 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, disciplined work time outside of class is required!
Students are graded weekly on the completion of their self designed individual work contracts (usually on Mondays).
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 semester, 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 How can a single idea be expanded and explored in depth? 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 are my specific strengths as an artist?
Essential Questions 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?
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 and work contracts, submitted on Mondays • 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 part of the final assessment and 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