O'Donnell Foundation's Creating Schools of Excellence in the Arts

1. O’Donnell Foundation’s Creating Schools of Excellence in the Arts 2010 Art One Digital Portfolio Review

2. Art One Digital Portfolio Review Goals • Provide art students with the necessary skills to receive a passing score on the College Board AP Studio Art Portfolio and qualify for college credit • Improve and strengthen the Art One curriculum to provide high school students with a well-rounded foundation program for creating art • Increase the number of AP Studio Art students who are prepared to enroll in challenging AP art courses

3. Instructional Goals of Pre-AP Studio Art Based on AP College Board Instructional Goals for Studio Art • Encourage creative and systematic investigation of formal and conceptual issues • Emphasize making art as an ongoing process that involves the student in informed and critical decision making • Help students develop technical skills and familiarize them with the functions of the visual elements • Encourage students to become independent thinkers who will contribute inventively and critically to their culture through the making of art

4. 2009-2010 Timeline August 31 APS Website Art One Portfolio Submission Posted November 3 Art One Teachers E-mail APS Art One Student Count November 16 APS Email Art One Teachers Maximum-Minimum 9th/10th Grade Student Participation December 15 Art One Teachers Email APS Tentative List of Art One 9th/10th Grade Students Participating in Portfolio Review December 15 Art One Teachers Send Out Art One Parent Letter January 11 APS Art One Review Packet with Flashdrives and Student ID Numbers Sent to Teachers February 22 Art One Teachers Art One Students Registration Due to APS March 12 Art One Teachers Art One Digital Portfolios on Flashdrive due to APS March 27 Coppell HS Digital Portfolios Reviewed by AP and Art One Teachers April 23 APS Art One Portfolio Scores with Feedback Forms Sent to Teachers May 17 APS Art One Exhibition on APS Website

5. CONTOUR: FIGURE OR STILL LIFE (3-D Permissible; From Direct Observation) PORTRAIT (3-D Permissible; From Direct Observation) PERSPECTIVE (Interior or Exterior View; From Direct Observation) VALUE (Still Life; From Direct Observation) COLOR THEORY (Photography or Digital Permissible) SCULPTURE (Submit two views) Up to two 3-D works and one photograph or digital work may be submitted in the Art One Portfolio. 3-D works require two digital shots of two different views of the art work. 2008-2009 Art One Digital Portfolio Reading Grant participants who are in 9th or 10th grade are eligible to submit a portfolio of six works of art.. Seven to eight digital images of their art works will be submitted in a CD portfolio due to APS March 12, 2010:

6. GRADING RUBRIC FOR A “6” • Is consistently of high quality, although not all pieces will necessarily be at the same level of expertise • Shows an imaginative, inventive, and confident articulation of design elements and principles • Uses materials effectively; technique is generally excellent • Demonstrates evidence of confidence and of verve • Shows a well informed composition

11. GRADING RUBRIC FOR A “5” • Generally strong, although there may be inconsistencies in overall quality • Shows evidence of thinking; i.e., it conveys a sense that it is about something and is fairly confident • Successfully engages with most aspects of technique and materials • Demonstrates a strong grasp of the elements and principles of design • Shows generally strong composition

16. GRADING RUBRIC FOR A “4” • Has some sense of purpose or direction, but it may not be fully resolved • Demonstrates some degree of success and shows some manipulation of ideas • Demonstrates a good understanding of the elements and principles of design • Has some technical aspects that are handled well or some ideas that are handled well, but the two don’t always mesh and work together • Shows a sense of technical competence

21. GRADING RUBRIC FOR A “3” • Shows a sense of real effort, but problems are not successfully resolved • May be more accomplished technically than it is conceptually • May not show the technical skills needed to resolve the ideas it addresses • Shows an awareness of the elements and principles of design • Shows ambition while achieving only moderate success.

26. GRADING RUBRIC FOR A “2” • Shows weak or awkward technique • Solves problems simplistically • Has little sense of exploration • Shows little awareness of elements and principles of design; composition is weak • Shows limited artistic decision-making

29. GRADING RUBRIC FOR A “1” • Shows little evidence of thinking/artistic decision-making • Reveals a misunderstanding of technique • Shows a lack of awareness of tools/media • Uses trite solutions to visual problems • Is poorly composed, with minimal consideration given to elements and principles of design.

30. CONTOUR: FIGURE OR STILL LIFE (3-D Permissible – Must be Linear) Strengths • Close observation of details using continuous lines • Shows understanding of proportion through use of line • Sophisticated use of line variation and weighted lines that suggest form and mass • Creative interpretation of subject matter in a successful composition Weaknesses • Take more time observing and recording what you see; include more details • Work on mastering proportion, carefully compare the size relationship of parts of the object to the entire object before you begin drawing • Lines need more variety such as width, direction, value, etc. to suggest form and mass • Take more time in the selection of the subject matter as well as its placement in the composition

31. Contour

32. PORTRAIT(3-D Permissible; Must be from Direct Observation) Strengths • Shows an understanding of proportions • Accurate observational skills of features • Inventive perspective and composition: ¾ view, foreshortened view, asymmetrical balance, interesting negative space • Demonstrates a creative expressive quality Weaknesses • Lack of understanding or mastery of body proportions; take time to compare parts of the figure to the whole figure • Composition needs improvement • Portrait appears flat; lacks depth • Avoid a floating head by including neck, collar, shoulder or a floating figure by including the background in the composition

33. Portrait

34. LINEAR PERSPECTIVE( Interior or Exterior View; Must be from Direct Observation) Strengths • Correct use of 1 and 2 point linear perspective (vanishing point, horizon line, straight edge) from direct observation…not invented • Innovative setting with foreground, middle ground, and background • Addresses perspective through placement, size, overlapping, value • Creative, effective, complex composition Weaknesses • Inaccurate use of linear perspective (vanishing point, horizon line, straight edge) • Overly simplistic; could have been more inventive with the setting • Lack of understanding of perspective using size, placement, or value • Ineffective composition; consider using an asymmetrical composition

35. Perspective

36. VALUE STUDY(Still Life: Must be from Direct Observation) Strengths • Accuracy of rendering from direct observation using full value scale and strong contrast suggests form and mass • Value is beneficial to creating the illusion of visual space (foreground, middle ground, and background) • Strong suggestion of a direct light source with realistic cast shadows • Effective composition with an area of emphasis created by a contrast in value Weaknesses • Lacks accuracy in recording visual observations • Lack of depth (shapes are flat); remember to establish a light source • Value distracts from focal point creating an ineffective composition • Needs higher contrast: mid tones, highlights, deep shadows, cast shadows

37. Value

38. COLOR THEORY (Photography or Digital permissible) Strengths • Successful use of a unified color scheme: monochromatic, analogous, complimentary • Strong contrast is evident in finished work through use of tints and shades • Visual balance and focal point area emphasized through color • Appropriate use of media with successful application of color Weaknesses • Color scheme is not clearly defined; plan ahead • Composition is not effective; remember to balance placement of color to create a strong area of emphasis • Color is flat; more contrast is needed • Technical skills with color media are not proficient in overall success of art work

39. Color

40. SCULPTURE (Submit two views) Strengths • Well developed negative and positive space “in-the-round” • Successful use of balance • Effective, complex composition with an area of emphasis • Appropriate use of materials; craftsmanship is evident in work with appropriate finish Weaknesses • Composition lacks strong balance • Design appears flat; does not appear three dimensional on all sides • Ineffective use of positive and negative space • Technical skill in working with materials/finish needs improvement

41. Sculpture

42. Art One Digital Portfolio Reading Each student will receive: • Feedback form filled out by the three judges reviewing the digital portfolio • Portfolio rubric form • Score of 6 will receive large portfolio with sketchbook and certificate • Score of 5 will receive large portfolio and certificate • Score of 4 will receive small portfolio and certificate • Score of 3 will receive a certificate • Score of 2 will receive a certificate of participation Each teacher will receive: • Data print-out sheets • Student Feedback Forms • Student Rubric Forms • Evaluation of Art One lessons/curriculum based on student submissions