3-D Design The student works displayed on this page are reproductions of actual works submitted by students in June 2014. All of the samples here were chosen because they clearly represent different points on the scoring scale. In the course of the AP evaluation, each section of the portfolio is scored on a six-point scale. Once the evaluation is complete, the various scores assigned to each student's portfolio are combined and transformed into the final AP grade of 1-5.
This year I have 8 AP students. Most have never really considered themselves artists, but decided to take the class because it seemed interesting. I have been so pleased watching them develop and grow as artists over the course of the school year. Now is crunch time, and with all of our snow days, it is SUPER crunch time! The AP 3D portfolio has three components: Breadth (range of abilities) Concentration (sustained focus on one central concept) Quality (top 5 pieces tom Breadth or Concentration) They have finished their Breadth work, and are now developing their Concentrations. Here are some of my favorites so far: ^^^ Carly ^^^ ^^^ Garrison ^^^ ^^^ Keenan ^^^ ^^^ Sean ^^^ d659f5c300a46d069b5de16dc8dee99c6975dbd5e50ac11318
Duct Tape, 2011 Window Screen, 2011 Duct tape, 2011 Copper, 2011 Cardboard, rice paper, and electrical tape, 2011 Cardboard and Masking tape, 2011 Hot glue, 2011 Printer Paper, 2011 Notebook Skirt, Notebook paper, 2011 Corset, Pencil, 2010 Lingerie, Hot glue, 2010 A Breakfast at Tiffany's Poncho, Hot glue, 2010 Carmen, Copper, 2010 (First sculpture I made!)
3-D Design The student works displayed on this page are reproductions of actual works submitted by students in June 2014. All of the samples here were chosen because they clearly represent different points on the scoring scale. In the course of the AP evaluation, each section of the portfolio is scored on a six-point scale. Once the evaluation is complete, the various scores assigned to each student's portfolio are combined and transformed into the final AP grade of 1-5.
Selecting a concentration topic is of paramount importance when it comes to developing the AP Studio Art Portfolio–students must select something that offers enough engagement and interest to…
Teacher: Mr. Anderson The AP Studio Art portfolios are designed for students who are seriously interested in the practical experience of art. AP Studio Art is not based on a written examination; instead, students submit portfolios for evaluation at the end of the school year. Therefore, it is very challenging work for students including me. The AP Program offers three portfolios: Drawing, 2-D Design, and 3-D Design. I did 2-D last year, and 3D this year. For each port folios, there are three parts: concentration, breadth, and quality. In the concentration section, students demonstrate a depth of investigation and process of discovery. In the breadth section, students demonstrate a serious grounding in visual principles and material techniques. The quality section permits the student to select the works that best exhibit a synthesis of form, technique, and content. As a senior, I had to work on my college portfolio, since I wanted to get into Art college. Because of that, I did not had any time at all for my AP portfolio during 1st semester. I had to work like crazy for about 3 months to finish my AP portfolio. It was a nightmare...! But I finished everything and I'm satisfied with my art works. :) I used wires, stockings, spray paint and wood block for my concentration pieces. Here are some of my AP 3-D portfolio...
BREADTH: ^^^ Spoons, broken glass, vase, paint ^^^ ^^^ Styrofoam ^^^ ^^^ Altered book ^^^ ^^^ Puzzle, spray paint ^^^ ^^^ Toothpicks ^^^ ^^^ Cardboard ^^^ ^^^ Cardboard, toothpicks ^^^ CONCENTRATION: Interior design inspired plastic wrap and thread lantern installations.
Important Updates 2021 AP Art and Design Exhibit The 2021 AP Art and Design Exhibit showcases the outstanding artwork created by students for the May 2021 exam. Webinar for the 2021 AP Art and Design Exhibit Rebecca Stone-Danahy, director of AP Art and Design, will showcase how to use this exhibit in your classroom. In this webinar, you’ll learn how to navigate the digital exhibit, review the featured content focusing on student inquiry, teacher and school administrator statements, and explore the relationship to the course and exam description.
Brazilian artist João Carvalho, a.k.a. J Desenhos, is back with more awesome 3D Notebook drawings. Previously featured on Bored Panda, the 16-year-old continues to surprise us with his incredible skill to create fun visual distortions, which seem nowhere near two-dimensional.
Now that my Advanced Placement students have submitted their portfolios to the College Board, I finally have a second to breathe. But, if you know me at all, then you know that when given a break, instead of relishing in rest and rejuvenation, my brain quickly moves on to the very next thing. It's a problem really. {I wonder if there is a 12-step program for busybodies?} Before I dive 100% into my next venture, I thought I would take this opportunity to reflect upon this school year with what worked and what definitely did not in teaching AP 3D. ____________________________________________ First things first, SUMMER ASSIGNMENTS! I always assign my AP students four summer assignments. With eight breadth pieces needed for the final portfolio, my students walk in the door with half their breadth work complete. Awesome-sauce! These breadth projects are mostly experimental in nature with materials that students most likely have access to at home. Last summer, I was recovering from a c-section, so I really wasn't able to assist any students with their summer work. As a result, the overall quality of the summer breadth pieces was pretty low. Not awesome-sauce! This summer, I plan to hold Open Studio once a week at school for my AP students to work on their breadth work. Hopefully, this will help clarify any misunderstandings of summer assignments and improve the overall quality. _______________________________________________ The way my schedule is set up, I teach two sections of 3D art. Both sections are a blend of AP and non-AP students. Once we get grooving, this is no big deal. But the beginning of the year, it is pretty challenging to balance the AP 3D students with the non-AP 3D students. When teaching the non-AP students about the fundamental elements of sculpture, I incorporate four experimental projects that are quick but effective at creating dynamic abstract pieces. I have my AP students repeat these four assignments to complete the Breadth portion of the portfolio. I find this to be pretty effective because the AP students have already completed the assignment once before when they were non-AP 3D students, and have a pretty good idea of how to manipulate the materials to their advantage. _________________________________________________ Developing one's concentration is the most challenging aspect of AP studio art. For AP 3D, students must submit 12 images, but the College Board leaves it rather open-ended regarding how many pieces are required for the final submission. In my class, I require ten concentration pieces. This gives students enough opportunity to grow and explore within their concentration and allows them to choose to submit them all with a few second views of the pieces or select fewer pieces with more second views in their final portfolio. I expect my students to create two pieces a month, which is usually a pretty doable pace. During the concept development phase {October}, I push students to think about materials they enjoy to work with and specific art elements/principles they find fascinating. From there, they create their first concentration piece. Once the first pieces are created, I facilitate a class-wide critique to analyze whether or not the artist accomplished their original concept. It is during these first critiques that students often modify their concentration concepts and/or bounce ideas off their peers for additional approaches for their next piece. I have found that these peer critiques are the SINGLE MOST IMPORTANT aspect to students' concentration development. This year I incorporated a critique per every two pieces, but my students shared with me they wish there had been more. Next year, I will try to be more intentional about the frequency of critiques and I would like to start pointing them to more professional artists as resources and inspiration. I will admit, my knowledge of past/present artists is rather superficial {just the bare minimum needed to pass a college art history exam} and this is an area of growth for me. Obviously, I will never know all the artists out there, but I do need to find more resources for my students to discover and research art and artists. _______________________________________________ LOGISTICS. Can I get an Oy-Vey!? This is the most challenging aspect of teaching AP 3D for me personally. Here are a few things I have learned the hard way: Teaching AP 3D within a sculpture class means ART IS PHYSICALLY EVERYWHERE ALL. THE. FREAKING. TIME. I have learned to assign my AP's a designated area in the classroom for storing their work and supplies. Now, very few of them actually use my designated area for very long before they find their own personal niche {which drives me bonkers because my other classes somehow, someway break/steal/ruin/play with their art}. I think forcing students to use my designated storage is going to be my priority next year. Since there is lots physical work in my classroom all the time, I have my AP students take digital photographs of their work with their smartphones immediately after they finish (sometimes even in progress) and submit them to me via Dropbox. This has been insanely helpful for several reasons. 1.) Storing student work digitally is much easier than storing it physically (for obvious reasons). 2.) The College Board requires digital submissions. Therefore, it is beneficial for me to grade and for students to critique images of their work to keep the evaluation process consistent. 3.) Recording pieces digitally, frees students from having to be "finished" with a piece. Oftentimes, students will submit an image of a piece in progress just in case they go a little too far in the next part of their creative process. I have even had a student deconstruct each piece after it was photographed, to construct his next piece using the same materials -- very cost effective. 4.) Having students take their own pictures lightens my load tremendously. Dropbox allows students to share their photographs with me instantly from their smartphones. We both keep digital copies of their portfolios, which has been beneficial when uploading the final work to the College Board website at the end of the school year. The submission process this year went a helluvah lot better than last year, mainly because I was on maternity leave last year and had students Facebooking me all sorts of questions while I was just trying to figure out how to take care of a new human. It was stressful. This year was cake (relatively speaking). Something I realized this year during the submission process was that my students need help remembering their sh"t. Each student created an account on College Board just days before submitting their portfolios, but NOT A SINGLE ONE remembered their username/password (that THEY created) on the day they submitted. To prevent this from happening next year, I am going to assign each student their username/password and its going to be a formula we can all remember. Ex. usernames: LastnameFirstname passwords: Birthdate Also, I suggested but didn't require students to keep track of their dimensions when they finished their artwork. It was a HUGE pain in the rear and slowed the submission process waaay down to a snail's speed when students had to locate past pieces to record their measurements. I have already created a graphic organizer for next year for students to record each pieces dimensions as the year progresses. I am wrestling with the idea of making students responsible for keeping track of this paper or if it should be stored in a safe place in the room. Hmm... I will have to ponder that one. Hopefully, if you are not an art educator or if you find all this teacher talk a real bore, you stopped reading a looooonnnggg time ago, but if you do not fall into one of those above categories, I hope you have found these tips helpful. Please share if you have any tips that you have developed over the years.
College Board is pleased to showcase the 2022 AP Art and Design Exhibit.
Title: Paper Sculpture Material: Art Card Description: A 3D project, creating a paper sculpture using different planes.
This UbD unit is intended for use in AP Studio Art classes and guides students through the process of developing ideas for their Sustained Investigations. Beginning the 2019-2020 school-year, all AP Studio Art courses will revolve entirely around the Sustained Investigation. This is a year-long, extended exploration of a student-generated topic of inquiry. By the end of the year, students must submit 15 images of work with coherent focus and demonstrate: practice, experimentation, and revision. In this unit, students will learn what series are and why artists create works in series. Students will develop and refine ideas for their own series, create and present proposals for their own inquiry topics, and share feedback with one another. This unit can be adapted to introduce a long-range series of artworks in non-AP upper-level art courses.
DISCLAIMER : This site is purely for personal artistic expression by means of juxtaposing a thematic collection of found images.R2 does not claim copyrights to photos that appear on r2-r.tumblr.com. In the event that there is still a problem or error with copyrighted material, the break of the...
741 likes, 9 comments - 3dvisuallyApril 25, 2021 on : "// Artist IG: @itwasleo // Inward // 3D Design // Motion // Digital Art Community ✅ Follow @3dvisually 🔵 Tag @3...".