AP+Studio+Art+Structure+of+the+Portfolios

** The portfolios share a basic, three-section structure, which requires the student to show a fundamental competence and range of understanding in visual concerns (and methods). Each of the portfolios asks the student to demonstrate a depth of investigation and process of discovery through the **Concentration** section (Section II). In the **Breadth** section (Section III), the student is asked to demonstrate a serious grounding in visual principles and material techniques. The **Quality** section (Section I) permits the student to select the works that best exhibit a synthesis of form, technique, and content. The diagram on the next page summarizes the section requirements for each of the three portfolios.  || demonstrate mastery of design in concept, composition, and execution || **10 digital images **, consisting of 2 views each of 5 works that demonstrate mastery of three-dimensional design in concept, composition, and execution || **5 actual works **that demonstrate mastery of drawing in concept, composition, and executio n || may be details A body of work investigating a strong underlying visual idea in 2-D design || **12 digital images **; some may be details or second views A body of work investigating a strong underlying visual idea in 3-D design || **12 digital images **; some may be details A body of work investigating a strong underlying visual idea in drawing || 1 image each of 12 different works Works that demonstrate a variety of concepts and approaches in 2-D design  || **16 digital images **; 2 images each of 8 different works Works that demonstrate a variety of concepts and approaches in 3-D design  || **12 digital images **<span style="font-size: 11pt; font-family: UniversLTStd-LightCn; color: rgb(35, 31, 32);">; 1 image each of 12 different works Works that demonstrate a variety of concepts and approaches in drawing <span style="font-size: 14pt; font-family: SerifaStd-Bold; color: rgb(35, 31, 32);"> || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> <span style="font-family: Arial; color: rgb(35, 31, 32);">Note that students submitting 3D Design Portfolios do not send their original works but instead submit multiple digital views of their works. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;"> =**<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">What is the Difference Between Drawing and 2D Design? **<span style="font-family: Arial; color: rgb(35, 31, 32);"> <span style="font-size: 14pt; font-family: Arial; color: rgb(35, 31, 32);"> = <span style="font-family: Arial,Helvetica,sans-serif; color: rgb(35, 31, 32); font-size: 120%;">Questions often arise regarding the distinction between the Drawing Portfolio and the 2-D Design Portfolio. There is a large area of possible overlap between the two portfolios—that is, a large domain of art that could legitimately be submitted for either portfolio. The distinction in many cases is a matter of the focus of the work. Students are encouraged during critiques to decide if their art work best suits Drawing or 2D Design Portfolios and which will give them the best score. Two-dimensional design is, in a sense, an umbrella—everything that happens on a two-dimensional surface, regardless of media, is designed. This means that a work of art that is created with drawing materials will have aspects of two-dimensional design that contribute to its success. The drawing may be well designed, showing sophisticated positive and negative space/shape relationships. It may be visually unified. It may be visually balanced. It may use color in a creative and informed way. If so, then this drawing could also be said to be a good example of two- dimensional design. This, obviously, can be confusing. Is it a drawing or is it a design? In fact it is both. So then, how do AP Readers evaluate this work that is both a drawing and a design? If it appears in the Drawing Portfolio, they evaluate it as a drawing, giving preference to drawing issues and qualities, i.e., using a drawing “lens.” (It should be noted that the drawing lens includes composition; two-dimensional design is never absent from the evaluation of a work of two-dimensional art. However, in the Drawing Portfolio, the evaluation of composition is mingled with the evaluation of such aspects of drawing as line quality, tonal values, illusory space, representation/abstraction, etc.) If the work turns up in a 2-D Design Portfolio, we use a two-dimensional design lens to evaluate the work. The design qualities of the work are considered foremost. Active engagement with the elements and principles of design is assessed. The Readers ask themselves: //Is understanding of the principles of// //design evident in this work? Are the principles used intelligently and sensitively// //to contribute to its meaning? Were the elements created and used in purposeful// //and imaginative ways? How and what does the interaction of the elements and// //principles of design contribute to the quality of the work?// Students are helped by incorporating questions such as these into critique sessions, by encouraging students to use knowledge of the elements and principles of design to solve problems in their work, and by urging students to present work that shows definite and obvious mastery of two-dimensional design.
 * <span style="font-size: 14pt; font-family: Arial; color: rgb(35, 31, 32);">Structure of the Portfolios
 * **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 16.8pt;">2D Design Port folio ** || ** 3D Design Portfolio ** || ** Drawing Portfolio **
 * ** Section I ---Quality ** (one/third of the total score) ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">**<span style="font-size: 11pt; font-family: UniversLTStd-BoldCn; color: rgb(35, 31, 32);">5 actual works **<span style="font-size: 11pt; font-family: UniversLTStd-LightCn; color: rgb(35, 31, 32);">that
 * **<span style="font-size: 14pt; color: rgb(35, 31, 32); font-family: Arial,Helvetica,sans-serif;"> Section II —Concentration **<span style="font-size: 14pt; color: rgb(35, 31, 32); font-family: Arial,Helvetica,sans-serif;"> (one-third of the total score) <span style="font-size: 14pt; font-family: SerifaStd-Bold; color: rgb(35, 31, 32);"> ||
 * **<span style="font-size: 11pt; font-family: UniversLTStd-BoldCn; color: rgb(35, 31, 32);">12 digital images **<span style="font-size: 11pt; font-family: UniversLTStd-LightCn; color: rgb(35, 31, 32);">; some
 * **<span style="font-size: 14pt; font-family: Arial,Helvetica,sans-serif; color: rgb(35, 31, 32);">Section III <span style="font-size: 14pt; color: rgb(35, 31, 32); font-family: Arial,Helvetica,sans-serif;"> —Breadth **<span style="font-size: 14pt; color: rgb(35, 31, 32); font-family: Arial,Helvetica,sans-serif;">(one-third of the total score) <span style="font-size: 14pt; font-family: SerifaStd-Bold; color: rgb(35, 31, 32);"> ||
 * **<span style="font-size: 11pt; font-family: UniversLTStd-BoldCn; color: rgb(35, 31, 32);">12 digital images **<span style="font-size: 11pt; font-family: UniversLTStd-LightCn; color: rgb(35, 31, 32);">;
 * <span style="font-size: 14pt; font-family: SerifaStd-Bold; color: rgb(35, 31, 32);"> ||
 * <span style="font-family: Arial,Helvetica,sans-serif; color: rgb(35, 31, 32); font-size: 120%;">All three sections are required and carry equal weight, but students are not necessarily expected to perform at the same level in each section to receive a qualifying grade for advanced placement. The order in which the three sections are presented is in no way meant to suggest a curricular sequence. The works presented for evaluation may have been produced in art classes or on the student’s own time and may cover a period of time longer than a single school year as long as it was created during enrollment at Signature. ||