AP® 2-D Design Portfolio Digital Photography
Evergreen Public Schools
This class will fulfill all requirements for the AP 2D Studio Art Design Portfolio.
AP 2-D Design is designed for students who have serious interest in Photography and wish to develop mastery in concept, composition, and execution of their ideas. AP 2-D Design is not a course based on a written examination; instead students will submit portfolios for evaluation at the end of the school year to the College Board and the Advanced Placement Program.
In this class, you will be introduced to new photographers, digital artists, and more advanced photographic techniques as points of departure to create work that reflects your vision as an artist. By exploring photographic and digital media with the camera and the computer, you will be able to develop skills and techniques to demonstrate your abilities and artistic intent. You will also develop a body of work based on a particular idea expressed through photographic media. This class will be managed as a studio environment in which the students work independently while sharing ideas and opinions.
The goals of the AP 2-D Design class are to:
- Encourage creativity, independent thought and unique student voice through an investigation of ideas in the Quality, Breadth, and Concentration sections of the portfolio.
- Emphasize creating artwork as an ongoing process that involves the student making decisions in order to develop new ideas and concepts.
- Develop technical versatility in the medium of digital photography using the visual elements or art and the principles of design. Other forms of two-dimensional design such as graphic design and mixed media will be explored.
- Develop mastery in conceptualizing ideas and executing your vision while exploring composition techniques and technical skills.
Submitting a Portfolio for
2-D design—24 Required Works
This syllabus provides direction for the highly motivated photography student to submit the AP® Studio Art 2-D Design portfolio and earn college credit.
The 2-D portfolio contains three sections: Breadth, Concentration, and Quality.
Breadth: You must document your experience with a variety of concepts and approaches that demonstrate your abilities and versatility with techniques, problem solving, and ideation. You will create 12 pieces of work in this section. Refer to your AP poster as we work on projects that reflect breadth.
Concentration: A planned investigation of a visual idea of personal interest to you. In this section you will develop a body of work that grows from this investigation. You must submit 12 pieces of work in this section.
Quality: You will submit five examples of your best works; printed and mounted. No 3-D work is to be included under the 2-D portfolio/quality section.
There are always individual 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.
Work is expected to be of high quality in thought, process, and product. You are expected to use artistic integrity and be transparent about your inspiration and appropriation. 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. Through discussions and selected readings, students will be made aware of what appropriation is and what it encompasses in regard to the making of art.
We will research and keep online journals or blogs, keep an open dialogue throughout the artistic/creative process, and class/individual critiques.
Students must realize that work also must be done outside of class time in order to satisfactorily complete the course Homework includes the maintaining a digital sketchbook (discussed below), creating a written and visual journal, and making photographs.
Note: This is a college-level course. Students should expect to spend time working outside the classroom through the duration of the course.
In non-digital art classes, students have sketchbooks that serve as a place to explore ideas as well as collect ideas and inspiration. In this class you will be creating a digital sketchbook using web based apps. Possible apps you can use are Pinterest, Evernote, Padlet or Google Drive (there are of course other possibilities). The purpose of this digital sketchbook is to collect any artwork, text, imagery or photographs that may inspire you for art projects. You will be encouraged to collect a wide variety of content across different mediums, artists and styles. Collecting artwork in mediums other than photography is encouraged; the goal is to expose you to as many different forms, media and styles of art and design as possible.
Assessments are both formative and summative, and include self-evaluations, peer evaluations, and feedback from the instructor.
The last week of the first semester is used to review your work and compile a selection that best reflects Breadth for your AP portfolio.
The first week of the second semester is used to declare your area of interest for your concentration, and prepare a proposal for the Concentration Project.
We will spend significant time learning another fine art: Critiquing.
Good art is rarely created and refined in a vacuum. Students are expected to participate by showing their work and discussing their ideas. The critique is a positive and instructive part of the class and is not intended to embarrass or discourage a student. During the critique ideas are exchanged and references made to other student work or work by other artists. Critiques will be both written and verbal.
September to January: Concentration
Students will create and develop a cohesive concentration, exploring a single visual concern in depth. Each student will also provide and present an outline of their specific coherent plan of action or investigation, growth, and discovery for their area of interest. .
Students will brainstorm for possible concentration topics. Students will create several “mini” concentrations before settling on their final concentration idea. These precursor projects will help students develop the ability to generate ideas through brainstorming, develop and enhance those ideas and then produce those ideas in a finished work or art and design. In this way the mini concentrations will help students hone the creative process.
Students will view works created by artists from the history of art, to discover in-depth exploration topics studied by former students and professional photographers.
Students, through a series of reflection papers and their digital sketchbook will react to various works by famous photographers and fine artists in order to verbally articulate the style and vision they wish to accomplish in their own concentrations, and defend how their ideas will work composition wise.
Students will write a reflective paper about their concentration, including what they started out to achieve and how their idea and execution changed and evolved during their discovery journey.
The Concentration is an opportunity to focus on one area of photography to further develop their portfolios. Some examples include photojournalism, documentary, landscape, portraits, nature, fine art, macro, architecture, abstract, color, photo illustration, digital compositing.
February to April: Breadth
We will focus on using artistic elements and principles of design to express our artistic vision. Examples include:
- Use macro photography to emphasize space and focal points using the rule of thirds.
- Explore techniques from artistic movements into digital photography, cubism & surrealism.
- Create architectural imagery that explores the ideas of line, scale & proportion.
- Manipulate camera shutter speed to explore motion.
- Create portraits that explore texture by layering multiple exposures.
- Explore pattern by creating a mixed media collage based on original photography.
- Explore the interaction of photography and other forms of media by adding drawing/paintings and other media to digital media.
- Explore texture in nature photography using oblique/side lighting.
- Create diptychs to explore ideas of image juxtaposition, symmetry, and balance.
- Use black & white photography to encourage understanding of form, tone, and value.
Creative problem solving is a very important part of this course. The work on the Breadth section will provide students a variety of experiences in different media and styles so that they can solve creative problems that do not have single answers. Solutions can include
media other than digital photography and students are encouraged to explore graphic design, typography, collage, illustration and digital painting. They will develop their own artistic voice while creating new and original work in response to creative problems.
April – Portfolio: Preparation and Submission based on College Board schedule
We will use this time to focus on fine tuning your best work for submission in your portfolio. Students will finalize their portfolios and critique each other’s portfolios. Topics will include: Color correction, color space,, printing, mounting, sharpening, artist statements, Concentration explanations and descriptions, , portfolio and gallery presentation.
Post Submission: Preparing an art submission for display and online presentation.
Equipment and Materials:
Students will use digital SLR’s and use Adobe Creative Suite editing software.
Class resource books:
Barrett, Terry Criticizing Photographs: An Introduction to Understanding Images
Freeman, Michael, The Photographer’s Eye
Freeman, Michael The Complete to Light and Lighting in Digital Photography
Hirsch, Robert Light and Lens
Video/written tutorials, class blog, photographers’ websites, instructional articles, readings and blogs.