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Descripción y ejemplos de portafolio AP

Descripción y ejemplos de portafolio AP . Colegio Los Nogales Departamento de Arte .

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Descripción y ejemplos de portafolio AP

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  1. Descripción y ejemplos de portafolio AP Colegio Los Nogales Departamento de Arte

  2. The Studio Art 2-D Portfolio The Advanced Placement Program in Studio Art: 2-D Design is a performance-based visual exam. Each student develops and submits a portfolio that serves as a direct demonstration of achievement. The term "2-D Design" is used very broadly; a wide range of work can fit into this portfolio. The unifying idea for the portfolio is that the student focuses on making decisions about how to use the principles and elements of art to create works of art that convey meaning. In some cases, the "meaning" of the work may involve messages on a literal level (for example, graphic design, product design). However, "meaning" is just as likely to take the form of abstract or purely visual coherence. What's critical is that sense of deliberate manipulation of the visual tools represented by the elements and principles. The work may be highly technological, or it may be created with the most simple means. Any two-dimensional medium may be used for this portfolio.There's nothing quite like looking at actual work, so the first section of the portfolio consists of five works that are limited only by size -- they have to fit into an 18" x 24" envelope. On the other hand, there's a limit to how much actual work can be physically accommodated for scoring, so the other two sections are submitted in slide form. Although slides are less direct than looking at the work itself, they actually provide a tremendous advantage; documenting the work in this way means that students are free to work as large as they like for the rest of the portfolio. Each portfolio requires submissions in three distinct sections.: • Quality • Concentration • Breadth STUDIO art PORTFOLIO

  3. The Quality section promotes the development of a sense of excellence in art. For this section, students submit five works that best demonstrate excellence. There are no preconceptions about what the work will look like -- it may have been created quickly or over a long period of time; it may be representational, abstract, stylized or it may show a combination of any of these characteristics. The five works chosen for the Quality section may come from the student's Concentration section and/or Breadth section, but they don't have to. They may be a group of related works, unrelated works, or a combination of related and unrelated works. 2-D Design: Quality -- Section IThe student works displayed on this page are reproductions of actual works submitted by students in June 2007.  All of the samples here were chosen because they clearly represent different points on the scoring scale for Section I, Quality. In the course of the AP evaluation, each section of the portfolio is scored on a six-point scale. Once the evaluation is complete, the various scores assigned to each student's portfolio are combined and transformed into the final AP grade of 1-5. The requirement for Section I is five pieces.Each group of works is accompanied by a brief rationale for the scores awarded to the works. We greatly appreciate the generosity of the students who have agreed to share their works in this way. STUDIO art QUALITY

  4. Portfolio 1: Robert Andres, Montclair High School, Montclair, NJScore: 6 Each of the works submitted in this portfolio exhibits an inventive and confident articulation of the elements and principles of art. The two fashion studies demonstrate an effective use of materials—in this case design markers—and show exceptional technical ability. There is a subtle sophistication in the attention to all aspects of both the clothing and accessories. In images 3 and 4, the student has successfully integrated the partial figure within imaginative compositions. In both of these works the space has been carefully and deliberately broken up in an experimental manner. Image 5, a portrait, shows the student’s ability to render from direct observation with a confident and sensitive use of line and shape. QUALITY

  5. Robert Andres, Montclair High School, Montclair, NJ QUALITY

  6. Robert Andres, Montclair High School, Montclair, NJ Robert Andres, Montclair High School, Montclair, NJ QUALITY

  7. Portfolio 2: Evan Muñoz, Plainview–Old Bethpage JFK High School, Plainview, NYScore: 5 Graphic design, informed here largely by the medium of photography, creates a strong presentation in three of the drawings within this portfolio. The intersection of drawing and design result in a fusion that enables the supportive roles of perspective, movement, rhythm, emphasis, and repetition to be anchored through vibrant color and varied rectangular shapes. The hatch-marked drawing of objects is a complementary selection that expands the breadth of what the student has accomplished. Tonal qualities, repetitive lines, and emphasis in this drawing reflect a good understanding of the principles of design. Such accomplishments are potentially attainable in the final piece, which attempts to explore contrast through the use of white pencil on black paper. QUALITY

  8. Portfolio 3: Victoria Kanicka, J.J. Pearce High School, Richardson, TXScore: 4 Pattern, texture, repetition, and color resonate within each of the works submitted in this portfolio. Each of these pieces exhibits a conscious and informed use of design elements and principles. Still, there is an apparent awkwardness with regard to some technical aspects. In images 2 and 3, the student creates successful compositions by juxtaposing a variety of images within the format. The deliberate application of paint in these two pieces, as well as the sensitivity to color, serve to unify the juxtaposed images. However, the delineation of figures and animals is somewhat incorrect. This is also apparent in image 5, where the young girl watches the group that is dancing. In the flower still life (image 1) the surface is richly activated by the stippled layers of colors, but the forms are rather simplistic. Image 4, a collage that references the style and iconic images of several artists, is not as successfully composed as the previous examples. QUALITY

  9. Evan Muñoz, Plainview–Old Bethpage JFK High School, Plainview, NY QUALITY

  10. Evan Muñoz, Plainview–Old Bethpage JFK High School, Plainview, NY QUALITY

  11. Victoria Kanicka, J.J. Pearce High School, Richardson, TX QUALITY

  12. Victoria Kanicka, J.J. Pearce High School, Richardson, TX QUALITY

  13. Portfolio 4: Saby Osorio, HallandaleHighSchool, Hallandale Beach, FLScore: 3 This portfolio presents a variety of explorations of two-dimensional media. This 2-D portfolio includes line drawings, photographic abstractions, architectural renderings, and other mixed media. However, these works do not always demonstrate effective use of the elements of two-dimensional design (line, shape, color, value, texture, space) to explore design principles like unity/variety, balance, emphasis, contrast, rhythm, repetition, etc. For example, the Mondrian-like organization of space in image 2 presents color and line as a unifying element that is not fully achieved. The drawing of the in-line skate (image 1) offers a variety of inviting lines that could be pushed even more to define the textures hinted at within the body of the skate and to clarify perspective. The two-point perspective architectural rendering (image 3) effectively uses lines implied to converge on the vanishing points. When lines are unintentionally askew, however, they distract from the artist’s intent. QUALITY

  14. Saby Osorio, HallandaleHighSchool, Hallandale Beach, FL QUALITY

  15. Saby Osorio, HallandaleHighSchool, Hallandale Beach, FL QUALITY

  16. The Concentration section shows the student's in-depth exploration of a particular design concern. It is presented as 12 slides, some of which may be details of works. The emphasis is on a coherent development of an idea through a body of work, in addition to the artistic success of the work. Section IIThe student samples for 2-D Design: Concentration were submitted in June 2007. The selections were made on the basis of the works alone: those choosing them had no idea who the students are or what schools they attended. The Concentrations were selected as representative of a range of excellence for this portfolio.All of the works included here received very high scores. The students' written commentaries accompany the samples. STUDIO art CONCENTRATION

  17. AnnieBruckner , HinsdaleTownship HS Central Hinsdale, ILScore: 6 Student Commentary:What is the central idea of your concentration?My concentration is about the relationship between people and buildings in a metropolitan environment. I have even further narrowed my scope by focusing on the permanence of architecture and the transience of humanity.How does the work in your concentration demonstrate the exploration of your idea? You may refer to specific slides as examples.Throughout my concentration, I have worked consistently on newspaper. I use the newspaper because it helps unify the architectural and human elements in my pieces. While the structure of a newspaper mimics the structure of the buildings, the stories reflect the lives of the people. Also, though a newspaper is usually thrown away or recycled after it has been read, a new one is printed each day; it is both perishable and persistent. I further reinforce my concentration by using two different material[s] on top of the newspaper. I use acrylic paint for the buildings because paint is fairly permanent. I use charcoal for the people to show how they are impermanent like charcoal. Rationale for Score:This concentration is notable for the student’s confident exploration of a complex spatial composition. The relationship between concept and choice of materials contributes to the construction of meaning in the work. Rhythm and movement are layered with color contrast, value, and texture. While the subject matter is similar, variety exists in points of view and in the presentation of the figure. Finally, technical aspects are used effectively in the service of a larger artistic vision. C O N C E N T R A T I O N

  18. AnnieBruckner , HinsdaleTownship HS Central Hinsdale, IL 1. 20” x 40” acrylic, newspaper, charcoal 2. 18” x 24” acrylic, newspaper, charcoal3. 18” x 24” acrylic, newspaper, charcoal CONCENTRATION

  19. AnnieBruckner , HinsdaleTownship HS Central Hinsdale, IL 4. 16” x 20” acrylic, newspaper, charcoal5. 16” x 20” acrylic, newspaper, charcoal6. 24” x 30” acrylic, newspaper, charcoal CONCENTRATION

  20. AnnieBruckner , HinsdaleTownship HS Central Hinsdale, IL 7. 18” x 24” acrylic, newspaper, charcoal8. 16” x 24” acrylic, newspaper, charcoal9. 24” x 36” acrylic, newspaper, charcoal CONCENTRATION

  21. AnnieBruckner , HinsdaleTownship HS Central Hinsdale, IL 10. 30” x 40” acrylic, newspaper, charcoal11. 18” x 24” acrylic, newspaper, charcoal12. 24” x 30” acrylic, newspaper, charcoal CONCENTRATION

  22. Britaney N. Wehrmeister, Buhler High School Buhler, KSScore: 6 Student Commentary: What is the central idea of your concentration?My theme of shoe design came from my love of shoes. I worked with the 2-D design of shoes & used color, shape, & form. I used a variety of colors to grasp each piece’s character. My inspiration for each piece came from various magazine adds [sic] & high fashion.How does the work in your concentration demonstrate the exploration of your idea? You may refer to specific slides as examples. I worked mainly with photography & learned different techniques as I continued my concentration. I balanced foreground & background with the use of positive & negative space. In the beginning I mayed [sic] many of my piece’s [sic] with the same one angle of a shoe, such as image 9. Images 1 and 2 were done after image 9 & they show my progress of shooting from different angles. Also I began to add lines & text to give many of my piece’s [sic] a commercial look.Rationale for Score:This portfolio demonstrates an imaginative and inventive articulation of composition that considers the student’s personal interest as a subject. Placement of the shoes is intentional and engages the viewer with the work, the idea, and the range of design principles. Proportion and scale, balance, unity and variety, contrast, and color demonstrate confidence that goes beyond academic compositional concerns. Moreover, this student uses both hand drawing and the computer as tools to compose highly crafted compositions that use both methods effectively. This work is an example of visual verve in an ordinary subject. C O N C E N T R A T I O N

  23. Britaney N. Wehrmeister, Buhler High School Buhler, KS 1. 16½” x 9” digital photo 2. 9½” x 8” digital photo3. 10½” x 8” digital photo CONCENTRATION

  24. Britaney N. Wehrmeister, Buhler High School Buhler, KS 4. 10½” x 8” digital photo5. 9½” x  8” digital photo6. 10½” x 6½” digital photo CONCENTRATION

  25. Britaney N. Wehrmeister, Buhler High School Buhler, KS 7. 8” x 6” digital photo 8. 10½” x 8” digital photo9. 12” x 9” oil pastel CONCENTRATION

  26. Britaney N. Wehrmeister, Buhler High School Buhler, KS 10. 10” x 8” digital photo11. 10½” x 7½” digital photo12. 10½” x 8” digital photo CONCENTRATION

  27. Noel S. Ekker, Culver City High School Culver City, CAScore: 6 Student Commentary:What is the central idea of your concentration?The central idea of my concentration is based on transportation design. My goal was to design vehicles of the future, using traditional techniques such as marker on paper and conceptual sketching.How does the work in your concentration demonstrate the exploration of our idea? You may refer to specific slides as examples.I began my concentration by simply thinking of a sports car, and then rendering it in graphite. I quickly began to incorporate the philosophy of “form f[o]llows function,” and my concepts grew in depth. From there, I ventured into the medium of markers, which I used on marker paper. I also began to incorporate engineering and interior design to further develop my concepts. An example of this can be seen in image 8, a torsion suspension system.Rationale for Score:The student is inspired by the design philosophy “form follows function,” and this thoughtful body of work certainly combines past practice with a vision of futuristic industrial design. A coherent plan of action is evident in work that investigates various forms of schematic drawings that start with sketches. In addition, the strength of the work is in the animated line that creates movement in parts that become the whole. Color is used for emphasis and enhances the figure-ground relationships. The craftsmanship is excellent.

  28. 1. 18” x 24” pencil2. 12” x 9” pen3. 14” x 17” ballpoint pen, marker Noel S. Ekker, Culver City High School Culver City, CA CONCENTRATION

  29. 4. 14” x 17” marker5. 14” x 17” marker6. 12” x 17” marker Noel S. Ekker, Culver City High School Culver City, CA CONCENTRATION

  30. 7. 14” x 17” marker8. 14” x 17” marker9. 14” x 17” marker Noel S. Ekker, Culver City High School Culver City, CA CONCENTRATION

  31. 10. 14” x 17” marker, colored pencil11. 14” x 17” marker, colored pencil12. 16” x 25” marker, colored pencil Noel S. Ekker, Culver City High School Culver City, CA CONCENTRATION

  32. STUDIO art Breadth The Breadth section shows the range of experimentation and experience in 2-D Design. It is presented as 12 slides, each of which shows a different work. In addition to the quality of the work, it is scored on the degree to which it actually shows a variety of approaches to 2-D Design. BREADTH

  33. Nina Perala, Northview High School Duluth, GAScore: 6Rationale for Score:This portfolio demonstrates the highest quality of successful design solutions, exhibiting a confident integration of art elements and design principles to present evocative and cohesive compositions. Successful risk-taking is evident in multiple media—for example, in the pastel still life with basket and objects, the student takes a unique perspective to express design in everyday objects. The prismacolor rendering of glass objects and the graphite rendering of bicycle gears show mastery of technical information that is presented with attention to detail and analysis of form. The student translates a complex subject into a visual statement that expresses an accomplished understanding of line, shape, value, and texture to create unity. BREADTH

  34. Nina Perala, Northview High School Duluth, GA 1. 21” x 18” pastel2. 21” x 18” graphite3. 20” x 14” prismacolor BREADTH

  35. Nina Perala, Northview High School Duluth, GA 4. 24” x 18” graphite5. 18” x 24” conté6. 24” x 18” prismacolor BREADTH

  36. 7. 16” x 20” graphite8. 16” x 20” watercolor and acrylic9. 16” x 20” india ink and oil pastels Nina Perala, Northview High School Duluth, GA BREADTH

  37. Nina Perala, Northview High School Duluth, GA 10. 24” x 18” charcoal11. 20” x 16” acrylic12. 14” x 18” pen and ink BREADTH

  38. Casey Rogers, Abilene High School Abilene, TX Rationale for Score: This group of works addresses 2-D breadth with skillful use of multiple media The student uses strong contrast and a transitional range of values to confidently articulate both deep and shallow space as is evident in slides 1, 4, 5, 6, and 11. Slides 3 and 8 demonstrate a sophisticated use of rhythm and pattern. The conscious use of a limited, muted color palette creates a sense of unity throughout the entire portfolio The student achieves both technical and stylistic success through experimentation and risk-taking. The numbers of the slides run from top left to bottom right. BREADTH

  39. Casey Rogers, Abilene High School Abilene, TX 1. 30” x 30” oil on canvas drapery study  2. 18” x 24” charcoal value study  3. 5” x 7” monoprint BREADTH

  40. Casey Rogers, Abilene High School Abilene, TX 4. 18” x 24” mixed media  5. 18” x 24” charcoal  6. 5” x 7” 35 mm BREADTH

  41. Casey Rogers, Abilene High School Abilene, TX 7. 16” x 20” mixed media  8. 5” x 7” monoprint  9. 10” x 20” acrylic BREADTH

  42. Casey Rogers, Abilene High School Abilene, TX 10. 5” x 7” 35 mm11. 18” x 24” charcoal12. 16” x 20” acrylic BREADTH

  43. Jessica A. Chiarella, Vernon Hills High School Vernon Hills, IL RationaleThis body of work reveals a confident articulation of the principles of design using a broad range of design problems. The student's personal voice is expressed in the experimentation and the risks that were part of the student's decisions. Students attempting a 2-D Breadth portfolio should be encouraged to experiment in a variety of media; however, variety can also be addressed in a single medium. This body of work was chosen to represent a high standard of student achievement. BREADTH

  44. Jessica A. Chiarella, Vernon Hills High School Vernon Hills, IL 20" x 30" graphite/harmony 10" x 8" photography/space 4" x 5" photography scale/proportion BREADTH

  45. Jessica A. Chiarella, Vernon Hills High School Vernon Hills, IL 10" x 8" photography/repetition 8" x 10" photography form/value 8" x 10" photography/line BREADTH

  46. 24" x 14" colored pencil complementary color 10" x 6" photography/balance 10" x 8" photography/texture Jessica A. Chiarella, Vernon Hills High School Vernon Hills, IL BREADTH

  47. Jessica A. Chiarella, Vernon Hills High School Vernon Hills, IL 10" x 8" photography/emphasis 10" x 8" photography/shape 8" x 10" photography movement BREADTH

  48. Concentration, Madeleine E. Pepper, School for Applied Individualized Learning Tallahassee, FL

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