AP Studio Art: 3-D Ceramic Design Syllabus

Kofa High School

Teacher: Tamara Hoodenpyl
Email:[email protected]
Class requirements: Ceramic teacher recommendation & prerequisites
Course Description
This course is an intensive one year program intended for the highly motivated ceramic
student. Emphasis is placed upon design concepts and the students producing quality works of
art through an ongoing process involving informed investigations and critical decision making.
Students are required to create a portfolio which focuses on three areas of concern:
Quality (creating works of art which excel in concept, composition and
execution).
Concentration (body of art work that grows from a planned
investigation).
The evidence of exploration in a variety of concepts, media and techniques to
demonstrate a breadth of experiences.

Advanced Placement Studio Art: 3-D Ceramic Design is intended to address a broad
interpretation of sculptural issues involving depth and space. A variety of approaches such as
abstraction, expression and representation may become part of the students portfolio. College
credit is possible depending on the evaluation score of the portfolio and choice of college.
The students A.P. Portfolio is documented by taking digital photos. This portfolio consists of (a
minimum) twenty to twenty-five original three-dimensional works of art. Development of the
students submitted portfolio for AP 3-D Design has three parts:
1. Quality: best works-5 original works (10 slides two views of each work)
a. One or more media
2. Concentration: a body of related works describing an in-depth exploration of a particular
artistic concern (12 slides)
a. Visual evidence of development of work over time
b. Written commentary
1. What is the central idea of your concentration?
2. How does the work in your concentration demonstrate the exploration of
your idea? You may refer to specific slides.
3. Breadth: (16 slides- 2 slides each of 8 different works)
a. works that demonstrate a variety of concepts and approaches.
b. Variety of media, techniques, and subject matter.
Course Objectives
To engage students in a variety of art-making activities and experiences.
To help students find inspiration and discover interest.
To assist students in developing verbal and visual communication skills.
To help students develop skills and gain experiences in making critical decisions.
To provide opportunities for students to take constructive risks, develop their individually
and set high goals.
To help students build a portfolio suitable for admission to art school.
To provide an avenue for the highly motivated and talented art student to earn college credit.
To encourage creativity, experimentation and a sustained investigation of all aspects of
portfolio development (Quality, Concentration and Breadth).
To provide a creative environment and challenging atmosphere for students to think freely
and explore a variety of concepts.

Cost
Student lab fee will be $40. This will cover the cost of clay, glazes, student tool box, and
supplies upon request. AP Exam Cost
AP Exam Cost Breakdown
2013-2014 Arizona AP Fee Waiver Memo and Assurance Form
AP Exam Fee Breakdown for Eligible Low-Income Students
2013 2014 School Year
Total Cost Per Exam $89
Cost Component Amount Per
Exam
Federal Subsidy (AP Test Fee Waiver Program) $37
College Board Fee Reduction $26
Waived Administration Fee $8
Local Contribution (e.g. District, School,
Community, Parents or Student)
$18



Student Expectations
A.P. 3-D Ceramics Design requires a significant commitment from the students. Expectations for
student achievement are equal to an introductory level college art course; self-discipline and
motivation are necessary. Students are expected to demonstrate skills, creative growth and an
increased mastery in concept, composition and execution.
Students are requested to stay late on occasion for presentations and extended group critiques
Students must maintain strong work habits, be willing to revise or rework ideas,
accept constructive criticism and actively participate in critiques.
Students should devote at least 0ne hour of attention to their work outside of class for every
one hour of class time. It is recommended that A.P. art students attend open studio weekly, allowing
them opportunities for additional time in the ceramic studio.
Students are expected to complete a series of sketchbook assignments over the summer. The
sketchbook assignments are grouped in categories. One assignment each week is mandatory for
all A.P. students regardless of their portfolio designation. The purpose of these summer assignments
is to help generate ideas for work throughout the year. The personal journal / sketchbook will be
presented by each student and discussed during the fall term. Students must date and number each
journal entry. Students will continue to be given sketchbook assignments throughout the year and are
encouraged to regularly journal ideas and develop images.
A sketchbook to be composed of visual ideas, notes, photos, doodles, plans, short assignments,
quick drawings, and practice of various techniques. Many art schools like to see students
sketchbooks to see how their minds and creativity work.


Plagiarism
Originality is stressed throughout the curriculum. Students may often be influenced through
the examination of historical and contemporary works by other artists; however it is not
acceptable to duplicate images. Students are expected to develop their own ideas and only use
the work of others as a point of departure, inspiration or motivation for new possibilities to be
explored. Artistic integrity must always be of high importance as students develop their own
sense of uniqueness and creative individuality.


Schedule Outline
(Pre-A.P.)
April / May
STUDENTS MUST SEND EMAIL ADDRESSES AND PHONE NUMBERS
Students in A.P. Studio Art classes meet with the teachers and students who will be in the
program next year to review portfolios and share thoughts.
Portfolio requirements and the expectations for students are communicated.
Students are given sketchbook assignments to complete over the summer. The sketchbook
serves as a personal journal of visual and written ideas. A section of the sketch book is to be
devoted to developing possible ideas for the concentration portion of the portfolio.
Brainstorming early on may generate possibilities for further exploration when classes resume
in August.
STUDENTS MUST COMPLETE 3 SUMMER UNIT PROJECTS AND SUBMIT FOR BISQUE
FIRE ON THE FIRST DAY OF SCHOOL.
There are many summer art classes offered locally. 3-D Design activities and/or summer art classes
serve as opportunities for enrichment and skill development.
A.P. Studio Art: 3-D Ceramic Design
First Semester
Breadth Section of the Portfolio
Fall Semester
Students begin the course the first term by working on their Breadth section to allow them to
experiment with media and concepts. Students are expected to develop mastery in concept,
composition, and execution of ideas.
16 slides needed of 8 different works; detail slides are permitted. Works emphasizing the elements of
design (line, shape, illusion of space, illusion of motion, pattern, texture, value, and color) organized
using the principles of design (unity/variety, balance, emphasis, rhythm, and proportion/scale).
Media could include clay, cardboard, wire sculpture, carving, assembly sculpture or any other
ceramic or sculpture project.
1. Clay lidded container with a theme
2. Clay mask
3. Abstraction from nature
4. Subtractive carving
5. Clay carving focusing on one element and one principle of design
6. Clay sculpture with hidden imagery
7. Insects or shoes with personality.
8. Abstract mixed media/ clay sculpture focusing on negatives space and geometric and organic
shape. Must incorporate a pattern.
9. Unconventional clay teapot
10. Morphed creature
11. Combination vessel
12. Series of three lidded vessels that are centered around one element and one design principle
13. Figurative work.
14. Create a life size replica of an inanimate object.
15. Wire/clay sculpture
August
Introduction to the curriculum with an explanation of the requirements and student
Expectations
Attendance & time commitment
Class assignments/homework/critiques
Work sessions (before & after school)
Evaluation (A.P. Scoring Guidelines)
Books & Resource materials/INTERNET RESEARCH
Students are asked to share some of the work they have done over the summer with the rest of
the class.
Examination/review of previous portfolio work and discussion of the evaluation process helps
to identify strengths in an individuals work and to focus attention on what can be improved.
Potential breadth works are identified and the formulation of a plan to build the A.P. Portfolio.
Reading assignments
Sketchbook assignments
Classroom activities and projects
Individualized Research & Investigation
This type of work will continue throughout the year with the primary focus of building the
breadth portion during first TERM and the development of the concentration work second
TERM. Evidence of the students mastery in concept, composition and execution of 3-D
design will be determined during spring term and selected works included in the Quality
portion of the portfolio.
September / October
A.P. Studio Art Posters are distributed to students and the guidelines for portfolio development
are reviewed again.
Emphasis is placed on design concepts through a sustained investigation of all three aspects of
portfolio development Quality, Concentration, and Breadth. Each portfolio section is
discussed with slide examples.
Attention is focused on classroom exercises that result in finished works of art in relatively short
periods of time (less than one week). Each week is an exploration of a different media and/or
technique. This will begin the process of building the breadth section of the portfolio quickly
and provide students with the added skills and confidence needed prior to the development of
the concentration.
November / December
Emphasis is placed on introducing students to the diversity of visual possibilities. Students will
continue to produce original works of art for the breadth and quality portions of their portfolios
through assignments which allow for a variety of approaches and conceptual ideas. Students
are encouraged to demonstrate a range of abilities, versatility with technique and use of various
media, while considering alternative approaches to problem-solving.
Sketchbook assignments will concentrate on idea development, and critical thinking skills.
Class assignments will vary from year to year as individual student interests, needs, strengths
and weaknesses are identified and addressed.
A combination of structured assignments, open-ended assignments and guided visual
investigations allow for personal expression and interpretation.
Students are provided with a list of suggested projects for the breadth section of the portfolio.
Several projects from this list will be required. Students are asked to add their own ideas to this
list and then identify projects of their own choosing to complete their breadth component.
The following is a sampling of ideas from such a list:
Use the human form as subject matter both realistically and abstractly.
Create an animal form using three clay construction techniques.
Incorporate a box or cage into your work.
Use tension in a sculpture.
Create an original sculpture influenced by a well-known artist.
Use your art as a means for social or political commentary.
Portrait / Self-portrait formed by using flat planes.
Create a form which is laced, sewn or pierced.
A series of forms showing growth or decay (use digital photos to capture the process).
Create a three-dimensional landscape.
Art from hardware store materials and clay.
The class will examine several examples of concentration efforts by other artists, (students &
professionals) to look for themes and expanded concepts.
Students will begin developing and refining possibilities for the concentration component of
the portfolio by brainstorming to generate many ideas for consideration. (Creating Lists)
Students are asked to select two of their concentration ideas and write artists statements or
commentaries about the themes during winter break. They are to:
Briefly describe the nature of their concentration idea.
Describe how they envision the development of the idea and the sources they would use.
Identify the media to be used.

















Concentration Section of the Portfolio
Spring Semester
In the second term, students develop and choose an idea to explore in depth for their Concentration
section. In the Concentration section, students are expected to develop a body of work that is an
investigation of a theme or an idea. It should be well planned and investigate an idea that is of
personal interest to the student. From these total works, we then discuss and select their five Quality
examples of excellence. Students understand that making art is an ongoing process that uses
informed and critical decision making as these selections are made for their portfolio submission.





January
The focus of attention during the second semester is on the development of the students
concentration component of their portfolio. Students will spend several weeks outside of class
researching, drawing and developing ideas for the concentration work.
Students will meet with the A.P. teacher individually to discuss topics being considered for the
concentration piece and review each students artists statement. The direction of the
concentration work is determined after visual and literal explanations have been thoughtfully
explored through sketching and journaling. This process challenges students to define and
express their own ideas.
Slides are taken of the students art work and organized in 3 ring binders; this becomes a visual
documentation of each students progress.
January/February/ March
Students are required to develop a series of work organized around a compelling visual
concept. This often requires producing 15-20 works of art with a common theme, and then the
12 best pieces are selected for inclusion in the portfolio.
Emphasis is on experimentation and refinement of skills while developing individual
expression. Instruction is mostly individualized as a guided independent study, providing
suggestions to challenge each student and encouraging an exploration of what is possible?
March/April
Group critiques continue regularly.
Concentration pieces are finished and more slides are taken.
Students may be asked to refine some works from the breadth portion of their portfolio and to
identify works to be submitted as quality pieces to the College Board.
May
Preparation for A.P. Exam
Art Museum field trip (pending funding)
Group Installation Project
Field Trips
The course is enriched with visits to local galleries and museums to broaden students viewpoints and
artistic experiences pending funds and availability.
Homework Assignments
All homework assignments are done in the students sketchbook. The focus of these assignments is
to create ideas for future sculptural endeavors. Each solution should be a feasible subject matter to
make. Students are given homework assignments that are due weekly as follows:
Week 1-metamorphosis of an everyday object into a living form over a series of three works
made out of clay. This will require you to divide your page into 4 sections
Week 2-idea for an outdoor sculpture installation
Week 3- idea for an unconventional object made into a tea pot
Week 4-research masks from the culture of your choice and create sketches of masks. (Include
notes)
Week 5- research (artist of choice) and create a work inspired by these artists.
Week 6-create an idea for an artwork inspired by Arthur Gonzales or Peter Voulkos.
Week 7-create a sculptural idea using recycled materials/clay
Week 8-create an idea for a hanging mobile sculpture
Week 9-create an idea for modern form of outdoor sculpture that has not been invented.
Week 10- create an idea for a mask using only materials found in nature.
Week 11-Create a sculpture based on word play, ex. Banana Crme Pie, Deaf as a doornail; kill
two birds with one stone.
Week 12-create a sculpture idea that focuses on negative space and balance
Week 13-create a sculpture idea that would convey an untrue stereotype that you do not agree
with.
Weeks 14-18- create your own sketch of something related to your concentration theme. This is
your time to plan your concentration sculptures that we will begin to make in the spring semester.
Remember the theme needs to be deliberate and strong.

Name:____________________
Concentration I dea Worksheet
Concentration Theme: ____________________________________________
1. Briefly define the nature of your concentration.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_______________________________________________________________
2. Describe the development of your concentration and the sources of your ideas. You may refer to
specific slides as examples.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
___________
3. What techniques of construction, decoration, and finish will you focus on? Why?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
________________________________________________________________________
4. What changes or adjustments did you make throughout your production? Why? (This is to be
answered along the way.)
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
____________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
________________________________________________________________________
I use the AP scoring rubric for individual and group evaluation. Students are encouraged to examine
their work and discuss how to move it from a middle-range piece to a high-level one. In terms of
grading, students are expected to produce one work per week of AP quality, and have a digital shot
of it. For each digital a student is short at the end of the grading period, one grade is dropped. This is
the students personal portfolio. Outside work can be included in the slides. One homework
assignment per week is due as well.
-Late work will receive 10 points off for each day that it is late.
Sample Rubric 15 20 25
Weight Total
Project
Components
FOLLOWING
DIRECTIONS
Artwork contains
little of the
required
components
specific to the
Drawing, 2-D, or
3-D portfolio.
Artwork contains
most of the
required
components
specific to the
Drawing, 2-D, or
3-D portfolio.
Artwork contains
all required
components
specific to the
3-D portfolio.
1
Media Handling/
Applications
CRAFTSMANSHIP
Little to none of
the media handling
techniques
(craftsmanship,
proportion,
perspective, etc)
are used in an
effective and
proper manner.
Most of the media
handling
techniques
(craftsmanship,
proportion,
perspective, etc)
are used in an
effective and
proper manner.
All of the media
handling
techniques
(craftsmanship,
proportion,
perspective, etc)
are used in an
effective and
proper manner.
1
Communication
(1)
Composition
(1)
DESIGN
The artwork uses
little composition
and design choices
to communicate to
the viewer.
Artwork mostly
uses composition
and design choices
well in order to
communicate to
the viewer.
Artwork
effectively uses
composition and
design choices to
effectively
communicate to
the viewer.
2