AP® 2-D Design Portfolio
Syllabus 4 [Photography, Digital]
Class text:
O'Brien, M and Sibley, N. The Photographic Eye: Learning to See With A Camera. Davis Pub., 1995. (New edition being released summer 2006)
Digital software: Photoshop or other photo editing software
Class resource books:
Airey, Theresa, Creative Photo Printmaking .
Anchell, Steve, The Darkroom Cookbook, Second Edition .
Carr, Kathleen Thormod, Polaroid Manipulations.
Carr, Kathleen Thormod, Polaroid Transfers: A Complete Visual Guide to Creating Image and Emulsion Transfers.
Davis, Jack, The Photoshop 7 Wow! Book .
Fuller, Laurie Ulrich and Deke McClelland, Photoshop CS2 Bible.
James, Christopher, The Book of Alternative Photographic Processes.
Kelby, Scott, Photoshop 7 Down & Dirty Tricks.
Submitting a portfolio for 2-D design—24 Required Works
This syllabus provides direction for the highly motivated photography student to take the AP® Studio Art 2-D Design Exam and earn college credit.
The 2-D portfolio contains three sections: Quality, Concentration, and Breadth. In the Quality section, you will submit five examples of your best work. You do not need to show a variety of techniques or approaches, just your best work.
The Concentration section is a planned investigation of an idea of personal interest to you. In this section you will devlop a body of work that grows from this investigation. [C3] You must submit 12 pieces of work in this section.
In the Breadth section, you must document your experience with a variety of concepts and approaches that demonstrate your abilities and versatility with techniques, problem solving, and ideation. [C4]
The projects below will fulfill the breadth section of the 2-D portfolio through digital and photographic projects. You may have other photographic projects that would also fit in this section from previous photography classes. Twelve pieces demonstrating your knowledge and mastery of the principles and elements of design are required for Breadth. Refer to your AP poster as we work on projects that reflect breadth. Work in digital format may be submitted to an online printing source to be made into slides. Otherwise, each piece is to be photographed using slide film.
C3— The course enables students to develop a body of work investigating a strong underlying visual idea in drawing, 2-D design, or 3-D design that grows out of a coherent plan of action or investigation (i.e., a “concentration”).
C4— The course teaches students a variety of concepts and approaches in drawing, 2-D design, or 3-D design so that the student is able to demonstrate a range of abilities and versatility with technique, problem solving, and ideation (i.e., “breadth”). Such conceptual variety can be demonstrated through either the use of one or the use of several media.
The Quality section consists of five actual works from the Breadth or Concentration sections, which meet the portfolio size requirements for submission. NO 3-D WORK IS TO BE INCLUDED UNDER THE 2-D PORTFOLIO/QUALITY SECTION.
Photography/digital media class consists of further investigating various forms of expression and techniques using the principles and elements
of design. You will develop mastery in concept, composition, and execution. [C2]
You will be introduced to new photographers, digital artists, artists, and more sophisticated techniques as points of departure to create work that reflects your spirit and your vision. By exploring photographic and digital media with the camera and the computer, you will be able to develop a body of work that reflects a range of problem solving, and ideation and develops versatility with techniques to demonstrate your abilities. [C4]
You may even decide to focus on one of the studies presented for the Concentration section of your portfolio. We will research, keep art journals / sketchbooks, have class critiques (at the onset of a project and at the completion of a project), individual critiques (as you are working), and artistic dialogues that hopefully will inspire you as you create. [C6]
There are project requirements, but the projects are open-ended
enough for you to develop your own style and mode of expression. The development of the portfolio is an ongoing process that uses informed and critical decision making to assemble a body of work. [C3]
Work is expected to be of high quality in thought, process, and product. You are expected to use artistic integrity. Work based on another artist’s work or photos must move beyond mere duplication and become an expression of your own personal voice and vision. [C7]
AP Photography/Digital AP 2-D Design Portfolio Requirements
Section I: Quality—Excellence demonstrated in original artwork from either your Breadth or Concentration sections—five Actual works
Section II: Concentration— An in depth personal commitment to a particular artistic concern—12 slides /some details/10 to 12 works [C3]
C2— The course enables students to develop mastery (i.e., “quality”) in concept, composition, and execution of drawing, 2-D design, or 3-D design.
C4— The course teaches students a variety of concepts and approaches in drawing, 2-D design, or 3-D design so that the student is able to demonstrate a range of abilities and versatility with technique, problem solving, and ideation (i.e., “breadth”). Such conceptual variety can be demonstrated through either the use of one or the use of several media.
C6— The course includes group and individual student critiques and instructional conversations with the teacher, enabling students to learn to analyze and discuss their own artworks and those of their peers.
C3— The course enables students to develop a body of work investigating a strong underlying visual idea in drawing, 2-D design, or 3-D design that grows out of a coherent plan of action or investigation (i.e., a “concentration”).
C7— The course teaches students to understand artistic integrity as well as what constitutes plagiarism. If students produce work that makes use of photographs, published images, and/or other artists’ works, the course teaches students how to develop their own work so that it moves beyond duplication.
C3— The course enables students to develop a body of work investigating a strong underlying visual idea in drawing, 2-D design, or 3-D design that grows out of a coherent plan of action or investigation (i.e., a “concentration”).
Section III: Breadth—A variety of experiences utilizing the principles
and elements of design in the formal, technical, and expressive means available to an artist—12 slides/12 works/ each work reflecting the solution to a visual problem based on the elements and principles of design. Breadth may be achieved in these design studies with the use of one medium of a variety of media. [C4]
Project 1—Rule of Thirds and Composing Your Photographs
The Kodak Web site is a valuable resource to use as you develop your eye and your compositions.
Homework
Visit the following Kodak website:
http://www.kodak.com/eknec/PageQuerier.jhtml;jsessionid=FAK1FYN3WM1WDQHIO3JXWIY?pq-path=332&pq-locale=en_US&_requestid=72199
Part 1: Just as a composer uses all the instruments in a symphony to create a stirring piece of music, you should compose each picture so that its parts work together to create a work of beauty. Each item in a picture has an effect on the whole, so don’t just point and shoot. Take a little time to compose each picture into the masterpiece it could be. Remember you are trying to develop mastery in concept composition as well as in technique. [C2]
Visit the following sites and make notes in your journal about each topic. Include an image to illustrate what you are talking about. If one of your summer assignment photos fits—then use that as your image. Cut and paste links to your browser or right click to open:
Shooting vertical or horizontal
http://www.kodak.com/eknec/PageQuerier.jhtml?pq-path=332/391&pq-locale=en_US
Choosing a main point of interest
http://www.kodak.com/eknec/PageQuerier.jhtml?pq-path=332/392&pq-locale=en_US
http://www.kodak.com/eknec/PageQuerier.jhtml?pq-path=332/393&pq-locale=en_US
Placing the subject off-center
http://www.kodak.com/eknec/PageQuerier.jhtml?pq-path=332/394&pq-locale=en_US
http://www.kodak.com/eknec/PageQuerier.jhtml?pq-path=332/395&pq-locale=en_US
C4— The course teaches students a variety of concepts and approaches in drawing, 2-D design, or 3-D design so that the student is able to demonstrate a range of abilities and versatility with technique, problem solving, and ideation (i.e., “breadth”). Such conceptual variety can be demonstrated through either the use of one or the use of several media.
C2— The course enables students to develop mastery (i.e., “quality”) in concept, composition, and execution of drawing, 2-D design, or 3-D design.
Avoiding distracting backgrounds
http://www.kodak.com/eknec/PageQuerier.jhtml?pq-path=332/396&pq-locale=en_US
http://www.kodak.com/eknec/PageQuerier.jhtml?pq-path=332/397&pq-locale=en_US
Part 2: In your journal, have examples of people, places, and things (three images of each), with the rule of thirds grid drawn over them.
http://www.ruleofthirds.com/index.html
http://www.ruleofthirds.com/what.html
People/Rule of Thirds
http://www.ruleofthirds.com/people/index.html
Project
After reviewing the rule of thirds and visiting the above assigned Kodak sites you are to photograph (digitally or with a traditional camera) the following (refer to examples in your class text as page numbers are listed):
Plan Your Photo Composition (36 works):
These are due at the Fourth class meeting . You will turn in a digital or darkroom contact sheet to receive credit. We will have a class critique on the prints to help you determine which compositions work best in regards to the rule of thirds and how to photograph your subject with more interesting view points to attract viewers to your [C6] compositions. Print one 8” x 10” of each your best four photos for your portfolio.
C6— The course includes group and individual student critiques and instructional conversations with the teacher, enabling students to learn to analyze and discuss their own artworks and those of their peers.
Project 2—Pinhole Photographs (Space / Panoramic)
Homework:
Have examples of the Pinhole camera (research online) and pinhole photographs in your journal that we have taken and developed in class. (5th class meeting)
You are to have outlined/summarized the information about the four photographers in the first chapter we read in class from the Photographic Eye. This classwork to be done while one half of the class works on their pinhole images. You are to have two images of work from each of the four photographers (research online) with each summary. At the beginning of class September 20 write in your journal, about why you are taking AP Studio Art: Photography and what you wish to accomplish in the course.
Project:
We will work with developing a pinhole photograph. One photo is to be taken outdoors and one is to be taken indoors. Record exposure times in your journal. After the print is processed, explain what you did and if
the print was successful. What could you do to change the outcome of the photograph either compositionally or technically? Tape your photographs in your journal next to your critique/evaluation. [C6]
Due 6th class meeting.
Project 3—Photogram (Positive/Negative Space)
Homework:
Follow this link: http://www.astro.wisc.edu/~mukluk/phgrm.html
“A photogram is a contact print. It is made by placing something opaque or translucent on light sensitive material and then exposing it to light. This blocks out part of the light, and makes a pattern or picture on the light sensitive material when it is exposed to light and processed.” http://www.astro.wisc.edu/~mukluk/phgrm.html
Project
Look at the examples of photograms at this site. Bring materials to class to create your photogram/contact print. Due 7th class meeting .
Project 4—Color Photography
Homework:
Review your previous photographic images and the rule of thirds.
C6— The course includes group and individual student critiques and instructional conversations with the teacher, enabling students to learn to analyze and discuss their own artworks and those of their peers.
Project
Select four themes from the list below and photograph in color—THINK IN COLOR
These are due 8th class meeting. You will turn in a digital or darkroom contact sheet to receive credit. We will have a class critique on the prints to help you determine which compositions work best in regards to the rule of thirds and how to photograph your subject with more interesting view points to attract viewers to your compositions. Print one 8” x 10” of each YOUR BEST FOUR PHOTOS for your portfolio.
Project 5—Kaleidoscope / Symmetry / Balance/ Repetition
Homework
Research mandalas and have six examples in your journal.
Project
Use one of your photos to create a kaleidoscope composition in PhotoShop or by actually cutting and pasting your actual photograph(s). OR create a kaleidoscope design using your name and a BW color scheme in Adobe Photoshop. Overlap a vertical name in black over a horizontal name in black for the first part of the kaleidoscope design. Rotate and join sections. Expand upon the design by creating a three-panel piece. Due 9th class meeting.
Project 6—Emphasis/Color Theory Using Your Photographic Work
Homework
Research/review color theory http://www.colormatters.com/colortheory.html
Have definitions and examples in your art journal.
Project
Using color theory to emphasize sections of your composition, hand color two of your B/W photos using thin layers of oil paints. Use the same image, printed three times, and keep one as a B/W print. Arrange and dry mount them onto a mat board.
OR
Scan one of your photos into Photoshop. Make a copy of the image. Desaturate one image and keep one in color. Mask one image over the second image and bring out parts you wish to emphasize in color and leave the rest of the composition in grayscale. Due 10th class meeting .
Project 7—Pop Art Style/Hue/Intensity/Saturation
Homework
Pop Art—Research Andy Warhol and have images in your journal of pop art icons.
Project
Select one of your portrait photographs or take new portraits to use for this project. You are to apply color to the photograph with a high degree of saturation/intensity by scanning or having a digital file to use in Photoshop. Manipulate your first image (as demonstrated in class using hue and saturation). Save the image. Repeat this process changing the hue until you have a series of three or four of the same image with varied color additions. Add color based on the color theory as discussed in class. Arrange each colored digital, which are all the same image—only in different hues—onto a new canvas. Due 11th class meeting.
Project 8—Unity/Harmony/Patterns/Cultural Studies
Homework
Research cultural patterns and have examples in your journal of six different cultural patterns of your choice.
Project
Select a cultural pattern and apply it as a mask in Photoshop onto one of the images you have photographed. Make sure the composition works in unity and harmony, watching the scale as you mask the pattern. You may also print patterns on inkjet transparencies and overlay them onto your photograph. You may work in color or B/W or a combination. Due 12th class meeting.
Project 9—Space/Cubism/Perspective
Homework
Research David Hockney’s photography and Jeremy Wolff’s work. Have three examples Hockney’s and Wolff’s work in your journal.
Research Picasso/Cubism, Braque/Cubism, and the Cubist grid. Be prepared to discuss Cubist theory in class.
Project:
You are to photograph and assemble your own Cubist composition in the style of Hockney and Wolff by selecting a subject to photograph. Take multiple photographs of you subject. Once your images are printed, reassemble them in the Cubist style. Remember: do not copy other artists’ work. This is plagiarism. [C7] Develop your artistic integrity.
Due 13th class meeting.
Project 10—Formal and Informal Portraits
Homework
You will be assigned a faculty member to interview about their interests. You will plan a photo shoot that incorporates his or interests. The portraits may be formal or informal in nature. Please schedule a date for the photo shoot with the next week and be prepared to travel outside your teacher’s classroom to photograph them.
Project:
After interviewing your assigned subject, plan a photo shoot to capture your subject and his or area of interest. Photos may be serious, whimsical, with or without props, include others, etc. Plan accordingly. Shoot 36 stills of your subject. Print a contact sheet and review the images with your subject. We will also have a class critique on the
prints to help you determine which compositions work best in regards
to the Rule of Thirds and which captured your subject in the best way that reflects his or interests. [C6] Print one 8” x 10” each of YOUR BEST 4 PHOTOS for your portfolio. Due 14th class meeting.
C7— The course teaches students to understand artistic integrity as well as what constitutes plagiarism. If students produce work that makes use of photographs, published images, and/or other artists’ works, the course teaches students how to develop their own work so that it moves beyond duplication.
C6— The course includes group and individual student critiques and instructional conversations with the teacher, enabling students to learn to analyze and discuss their own artworks and those of their peers.
Project 11—Retro LP / Album Cover Design
Homework
Research retro LP (long playing) album covers. If you have any LP albums (or ask your parents if they have any), bring them to class for show-and-tell. After watching the Liz Phair video, Why Can’t I (http://launch.yahoo.com/ar-260264-videos--Liz-Phair), in class and looking at LPs, plan a design in your journal to create an LP featuring you. The LP may be any genre of music, but your cover must include props—two designs are required.
Project
Create two LP versions (one U.S. LP and one European version) of an album cover where you are the star! You may have a group, but you must each design different covers. We will review text design in Photoshop. Have either digital files or scan images into Photoshop and layer together for your cover designs. Due 15th class meeting (Additional time allowed for this project.)
Project 12—Choice Project
Homework
Review your portfolio and contact sheets. Select favorites and what you feel is some of your best work. Plan a re-shoot to see how you can improve your work.
Project
Rephotograph one of your previous assignments. You may use Photoshop to alter the image if so desired or work directly from your negative in the darkroom. Due 15th class meeting.
Assessments
Assessments are both formative and summative and include self-evaluations and peer evaluations. Summative assessments will occur at the conclusion of projects.
The last week of the semester is used to review your photographic / digital work and select the work that best reflects Breadth for your
AP portfolio. [C5]
This will include peer review, as well as a final critique session
with me. [C6]
These pieces are to be photographed in slide format or submitted to an Online printing service that will print digital files as 35 mm slides.
C6— The course includes group and individual student critiques and instructional conversations with the teacher, enabling students to learn to analyze and discuss their own artworks and those of their peers.
C5— The course emphasizes making art as an ongoing process that involves the student in informed and critical decision making.
You also will declare your area of interest for your Concentration. You may work solely in the darkroom, or digital, or mixed media, etc. You will write a concentration statement. Once we return to class in January, you will begin working on your concentration, 10 to 12 pieces are due by April 21, 2009. This gives you more than one week per project. ALL WORK MUST BE IN Digital FORMAT BY APRIL 21.