AP Studio Art: Drawing

5
th
period DCHS

Ann Marie Alford
Website/blog: AnnMarieAlford.weebly.com
Ann.Alford@douglas.k12.ga.us
Cell- 706-594-2505

Supplies needed for class:
4 sketchbooks
Bristol paper pad
18 by 24 drawing paper pad
Drawing pencil set
Colored pencil set
White eraser
Pencil sharpener

Grading:
Scale:
A=90-100
B=80-89
C=71-79
D=70
F= Below 70

Summative Grades
50% of the 36 week average- could include but are not limited to major projects and assignments

Formative Grades
30% of the 36 week average- could include but are not limited to classwork, sketchbook,
participation in exhibitions and community programs, homework

AP Digital Portfolio
20% of 36 week average


AP Studio Art: Drawing Syllabus
Expectations
The process of developing a portfolio requires a great deal of time and effort, and the
2-3 class sessions per week are markedly inadequate to create the amount of work necessary for
the portfolio. Students will receive specific assignments as well as be asked to spend time
working on a particular in-class assignment at home. They should be prepared to spend four to
eight hours a week outside of class on their work. During all activities and assignments, the
students will demonstrate how they each make art and ways that they solve problems,
emphasizing the ongoing process they are involved with and ways that they make their informed
and critical decisions. Students will use a sketchbook as an ongoing visual journal to work
through ideas, practice drawing and design skills, and record their journey through this year. Due
to the amount of work students do outside of class, some specific sketchbook assignments will be
made with the expectation that additional out-of-school time will be used by students to work in
their sketchbooks as tools for developing and recording their ideas.

AP EXAM
It is the expectation for this AP course that ALL students will take the AP EXAM. The cost for
this exam is $75. If there is financial need, assistance is available for the cost of the exam. The
final for this course is the AP Electronic Portfolio Submission. Class time will be provided to
prepare students electronic portfolios.

Homework
Students will fill one sketchbook page every night Monday-Friday with a drawing of their
choice. They will be graded weekly on completing their five sketchbook pages using an 8.5x 11
or larger sketchbook. You may use any medium to draw with. All drawings must be from real
life (what you see with your eyes) not from your imagination. No tracing and no copying/using
photos. You must use and fill the entire page. Expect to spend 6-8 hours a week at minimum
drawing weekly.

Some drawing ideas are:

Still-life of things that are important to you
Choose an enclosed space a kitchen cabinet, a television, an oven,
a refrigerator, inside a drawer or closet.
What human qualities do the objects in the enclosed space assume when no one is
watching? Do the mustard bottles dance? Do the socks play cards? Be sure and show
the interior of the space as well as the objects.
Choose one or more sounds and translate this auditory experience into visual terms; that
is, portray the sounds pictorially. Your illustration can be abstract or representational. Let
your brain expand on the idea and explore.
Landscapes and portraits from your summer vacation
under your bed, inside your closet
self-portraits, including your image reflected in a mirror, distorted in flute keys, metal
tree ornament, teapot, through a glass of water, and in a spoon.
Reflective objects still-life with self-portrait component demonstrating strong range of
abilities and variety in techniques and mediums, concepts,
black-and-white mediums, color mediums, and a mixed variety. Focus on creating
emphasis and contrast using directional lighting.
Portraits of classmates, a special friend, your favorite pet in its dwelling or bed
a bicycle still-life
Figure drawing from a live model on white paper using charcoal. Focus on figure/ground
relationships, proportion (sighting lines), positive/negative space. Begin with 30-second
figure drawings and advance to several 20-minute poses fully rendered within a setting
A figure-drawing study in black-and-white media that distorts the figure in some way
develop hand and foot studies using ebony pencil and white chalk, hatching/cross-
hatching on gray paper.
Visit an antique store and find an old typewriter, phone, lamp, saddle, worn boots, shoes
and socks; use your favorite uniform (band, football, basketball, soccer, etc.); visit the
science lab (bottles and experiments);
observe figures dancing
draw a baseball game
draw the crowd at the baseball game
draw from high up or low to the ground
draw figures in slow motion and stopped motion
draw portraits of every friend and family member you see through the summer
draw a picture of every place you go to this summer
Fruit/Vegetable Drawing Series create a series of drawings using colored pencils that
captures the fruit or vegetable as it is in varying stages of ripeness to rottenness (or begin
with the whole fruit and draw various stages of it being eaten).
Media for exploration of conceptual drawing concerns include pen and
ink drawings and charcoal, Cont crayon and graphite pencils, Prismacolor
color sticks. You will need to use specific elements of art and
specific principles of design to assist with your explorations.
Still-life, wrapped objects
Positive and negative space and the human figure in motion
Your car, truck, tractor from inside, outside, the sky, underneath,
unusual perspective
Media open and can include charcoal, Cont, oil sticks/oil pastels, oil paint, pen and ink,
complementary color scheme, analogous color scheme, perspective, contrast of value and
emphasis, variety, balance, rhythm, repetition, proportion/scale, figure/ground
relationships; can be articulated through the mass, volume, color/light, form, plane,
line, texture.

Exhibitions and Programs
Professional artists participate in exhibitions and community programs. Students will be required
to participate in several gallery exhibitions and artistic programs through the year. Students will
be graded on their participation. Students will need to deliver and pick up their own work.
Students will be required to attend the receptions of the show they exhibit in as well as the
exhibitions of their peers and sign in sheets will be provided at each event. Some of these
programs are:

October 20th- Fine Art teachers Meeting at YFC
Students will teach a drawing lesson for Middle and High School art teachers
Lesson Proposals will be required

December 4th: Cultural Arts Council-
Holiday Cards- October 1
st
Deadline to submit card designs to CAC
December 4th Opening Reception 5:00-6:30 Cultural Arts Center - Holiday Card Contest. ALL
schools participate. COLOR or Black and white designs on 5 X 7 unlined paper should be
submitted to CAC on October 16th (1 entry per grade level per school). Reception for
participating students is on December 4th. Thursday, Dec. 18
th
- Early pick up of holiday cards
from CAC for students who want them back before the holidays. Melody Chambers will bring
ALL cards to the January combined art teachers meeting. Drawings for cards- sized 5x7 in color
or black and white. Drawings are due October 1
st
. Pick up is December 18
th
.
Festival of Trees- mini drawings for ornament size to be hung on a tree, Students will come up
with their own mini frame or hanging

Governors Honors Program- All Students will submit a drawing portfolio for the Governors
Honors Program. Students will be required to attend the informational meeting regarding the
Governors Honors Program.

January: Higher Ground, the art of high school students (exhibition at the DC Courthouse)
Delivery is over the Christmas Holiday. Opening reception is January 13
th
, 4:30-6pm. Pick up
Art: Wednesday- Thursday, January 28
th
-29
th
.

Tuesday, Jan 13
th
- Opening reception @ Courthouse for GHP 4:30-6:00, H.S. teachers pick up
GHP work at Courthouse
March: Youth Art Month-
DC Courthouse
Deliver- Wednesday- Thursday Febuary 25
th
- 26
th

Opening Reception: Tuesday March 3
rd
, 4:30-6pm
Pick up Art: Wednesday- Thursday, April 1
st
-2
nd
Sunday, March 1
st
- Opening reception @ CAC 2:00-4:00. Plan to come early or stay after (30
mins) for set up or clean up.
Monday, March 2
nd
- Opening reception @ BOE 5:30-7:00.
Monday, Mar. 30
th
- Take down and pick up CAC and BOE.
Wednesday, April 1
st
- Pick up Courthouse work.
Victims Rights Art Contest- Drawings and student reflection required, gallery reception

Spring CAC- teaching opportunities- Students become teachers- Students will write a proposal
for an art class they would like to teach at the CAC. The CAC keeps 25% of class fees.

April-CAC Mad Hatters Tea
Community mural drawing and painted, Propoosal submissions will be required.

May- CAC Taste of Douglasville
Community interactive mural- Students will draw out a mural for the community to paint. Not
like a coloring book, theme is outer space- Proposals will be required

More programs and exhibitions will be added throughout the school year.


Drawing Portfolio
Students will produce a minimum of 30 works that satisfy the requirements of the
quality, concentration, and breadth sections of the AP Studio Art: Drawing Portfolio.

Critiques:
Group critiques and displays of work are ongoing. Students are expected to
participate in class group critiques of their personal work as well as the work
of their peers and master artists. The vocabulary of art, elements of art, and
principles of design will be used to engage in written and verbal constructive
critiques of these works.

Ongoing individual one-on-one conferences between the teacher and each student
will assist students in analyzing and discussing their own artworks.
Ongoing individual conferencing with the teacher will assist students in the
development of their concentration work. Students will develop a body of
work that is an investigation of an idea or theme that is of personal interest to
them. Ongoing instructional conversations with the teacher will help students develop
their work, assessing the strengths and weaknesses in their images, and will
provide feedback on how they can further develop their drawings. This will also
help students learn to analyze and discuss their own artworks and the works of
their peers.

Assessment and Evaluation
Portfolio Development (75 percent)
Based on finished work as per term quota
Graded using the evaluation rubrics as established by the College Board
Both volume and quality will be taken into consideration for final grades

Term 1 August, September, October, November
Overview
A series of teacher-initiated assignments will be presented with the purpose of introducing
students to the widest possible range of experiences in drawing together with
high-level problem-solving skills. By terms end, students will create and complete a
body of work suitable for the Breadth section of the portfolio. Also, it is anticipated
that students will discover personal directions, particular studio strengths, and visual
ideation interests. Through a range of specific assignments, students will be involved
in four sustained in-class assignments and at least eight short-duration assignments.
Assignment introductions will be staggered to allow students to work on more than
one assignment at a time.
Students will:
Develop a definition of drawing as mark making.
Be introduced to a range of drawing issues.
The course includes individual student critiques and or instructional conversations with the
teacher, enabling students to learn to analyze and discuss their own artworks and better critique
artworks of their peers.

Term 2 December, January, February
Overview
While some Breadth work will continue to be required, the main focus of this term will
be the development of specific personal imagery suitable for the Concentration section
of the drawing portfolio. Considerable time will be devoted to defining and describing
successful approaches to the highly personal nature of concentration work through
individual and whole-class assignments. Early in the term, students must attend a mentoring
appointment, at which time they are individually counseled about their choices of plan for a
concentration study.
By term end, students will not only have completed a significant portion of the Concentration.
Centration pieces will have initiated a written statement to describe the intent and development
of the project using accurate artistic language.
Students will:
Develop a working definition of what constitutes an acceptable and successful
concentration. Early in the term students must attend a mentoring appointment,
at which time they are individually counseled about the visual idea for their
concentration study as well as the development of a plan of action leading to
its completion. Throughout the year, ongoing one-on-one conferences between
teacher and student will take place to view, plan, and modify the specific theme,
idea, or concept that the student decides on for his or her concentration.
Be assisted in discovering and narrowing their areas of greatest strength and
interest.
Receive guidance in planning a sequence of action for individual pieces.
Achieve quality in completing pieces that demonstrate
a sense of pursuit in visual problem solving;
the creation of a related body of work with an underlying theme;
that all pieces have relevance to the study;
progression through discovery, active problem solving, and invention; and
choices of materials and techniques successfully linked with ideation
development.
Begin the first part of the written statement, forming an individual plan of action
and writing it down as succinctly as possible.
Reference at least one artist whose work has some relationship to Concentration
section work.
Sequence work to best advantage in demonstrating the development of the body of
work.
Identify the opening piece in the presentation sequence.
Plan best strategies for continuation while reviewing the plan for study.
Understand that writing informs the work and work informs the written statement.
Percent scores will be based on rubrics for individual assignments.

Term 3 March, April, First Week of May
Overview
This short term will be devoted to the final preparation for the AP Studio Art: Drawing
Portfolio. Students will receive individual mentoring regarding the selection of pieces
for the Breadth section in order to demonstrate maximum variety while continuing to
develop work that demonstrates invention, personal direction/voice, and thoughtful
decision making for the Concentration section through sketchbooks and homework.
Four process-based assignments in the form of challenges will be presented.
The course enables students to develop a cohesive body of work investigating a strong
underlying visual idea in drawing that grows out of a coherent plan of action or investigation
(i.e., a concentration). The course emphasizes making art as an ongoing process that involves
the student in informed and critical decision making. These are intended to encourage risk taking
in the production of the final pieces for the Concentration. An individual mentoring appointment
will be scheduled, at which time the Breadth section and the Concentration section will be
thoroughly reviewed in order to identify and remedy weak pieces. Students will:
Evaluate all work that is intended for the final portfolio and carefully consider the
inclusion of any pieces completed prior to the course or outside the instruction
offered in this course.
Follow instruction regarding best practices for sequencing and labeling images for
both the Breadth and Concentration sections.
Implement strategies for identifying and presenting five best-quality pieces.
Complete final editing and printing of the written statement for the Breadth
section.
Complete registration and the ordering of work within the portfolio based on the
completion of the entire portfolio.
.

Artistic Integrity
Students are not allowed to copy published photographs. All work must be original.
Ongoing activities and individual and group discussions with the teacher will take
place throughout the course, and these will help students understand they are not to
use someone elses work, including images from the Internet, books, or other published
or unpublished places, as the basis for any work. They are to work from direct
observation, photographs they have taken of their real world, dreams, and/or fantasies.
Do not work from the Internet. If a student uses someone elses work as the basis for a
piece, there must be significant alteration to the piece, so that it is not recognized, for
it to considered original. Artistic integrity is essential and of primary importance. Work
based on photographs or the work of other artists must move beyond mere duplication
and provide the basis for a personal approach to an idea. Students review both the AP
Studio Art Poster and Course Description during a class discussion on artistic integrity,
plagiarism, original work, and moving beyond duplication. Students will work from real life and
draw what they see.

Technology
Students will
develop and present a digital portfolio and artists website online using weebly.com
photograph their drawings
include written reflections and a critique that can be used for a college
Application, using a blog
Comment on each others artwork, blogs, websites giving critical review and
feedback to other students

Critique and Analysis
Develop advanced considerations of media, composition, themes, ideas, and concepts through
the advanced uses of the elements of art and principles of design compositional concerns.
Identify a specific visual issue (conceptual thesis) that can be pursued as a concentration by
using a specific and coherent plan of investigation to develop a body of work.
Reflect on own work and the work of peers with informed and critical decision-making skills to
make suggestions for improvement of personal work and the work of others.

Assignments are assessed using the AP Studio Art: Drawing Concentration
Reflection and Rubric form.
Students will develop a thesis or concentration idea by the identification of a specific, personal
interest and the investigation of visual resources. Students will document their ideas using
thumbnail sketches and personal reflections. As the concentration section of the portfolio
develops, this process will be used again and again to develop a body of work that grows from
this consistent submitted and approved plan of action and plan of investigation and reflection.
Students will develop mastery in concept, composition, and execution of drawing in a portfolio
of related communicative artworks. Students will establish and maintain a clear visual
focus/purpose within their artworks in pursuit of their personal voice. Students will document
and reflect on their concentration process in their journals and on their Weebly websites. They
will chart their personal progress through the use of written reflections and post them to share
with their classmates.

AP Studio Art: Drawing Concentration Reflection and Rubric
Name ________________ Term _______ Period _________________________
Concentration Drawing # ________ Size ________ Title ___________________
Concentration: Conceptual Thesis Development
Existing or Emergent Idea, Concept
1.Planning/Experimentation

What will you do in preparation?

2. List and discuss your references. (Artists, reading, historical, or other)

3. List your focus element(s) of art. How do they work together?

4. List your focus principle(s) of design.

Integration of Idea in the Artwork
Pursuit of Idea
The work shows little investigation of an idea.
The work shows a clear relationship to the idea.
The work shows the strong pursuit of the idea.
The work shows an excellent and evocative pursuit of the idea.
Transformation and Progression of Idea
The work shows little transformation and progression from the previous artwork.
The work shows a clear relationship transformation and progression from the previous artwork.
The work shows a strong transformation and progression from the previous artwork.
The work shows an excellent transformation and progression from the previous artwork.
Artists Personal Voice
The work shows little personal voice.
The work shows a clear personal voice.
The work shows a strong personal voice.
The work shows an excellent personal voice.
Composition
The composition has a moderate relationship to the idea.
The composition has a clear and good relationship to the idea.
The composition has a strong relationship to the idea.
The composition has an excellent and evocative relationship to the idea.
Structures
Formal (Elements of Art and Principles of Design) or Alternative
The structures have a moderate relationship to the idea.
The structures have a clear and good relationship to the idea.
The structures have a strong relationship to the idea.
The structures have an excellent and evocative relationship to the idea.
Light (Value)
The value has a moderate relationship to the idea.
The value has a clear and good relationship to the idea.
The value has a strong relationship to the idea.
The value has an excellent and evocative relationship to the idea.
Color Plan
The color plan shows a moderate relationship to the idea.
The color plan shows a clear and good relationship to the idea.
The color plan shows a strong relationship to the idea.
The color plan shows an excellent and evocative relationship to the idea.
Media and Mark Making
The media and mark making show a moderate relationship to the idea.
The media and mark making show a clear and good relationship to the idea.
The media and mark making show a strong relationship to the idea.
The media and mark making show an excellent and evocative relationship to the idea.
Subject Matter
The subject matter has a moderate relationship to the idea.
The subject matter has a clear and good relationship to the idea.
The subject matter has a strong relationship to the idea.
The subject matter has an excellent and evocative relationship to the idea.
Tell about how the plan and idea progressed and the overall effectiveness of the drawing.
(Unity)