Presentation on theme: "Components of. 2D Portfolio The Advanced Placement Program in Studio Art: 2-D Design is a performance-based visual exam. Each student develops and submits."— Presentation transcript:
2D 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 elements and principles 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.
(Components of the Breadth Section : Same as Drawing Portfolio) Breadth
Concentration (Components are the same as in the Drawing Portfolio) 2003 Studio Art 2-D Design: Concentration By Stephanie Rozman Chagrin Falls High School Chagrin Falls, Ohio
Student Commentary Briefly define the nature of your concentration project. In my concentration, I compress as much three-dimensional space as possible into the two- dimensional picture plane working from photographs, taken by me, of scenes that I view daily. I capture specific moments in my pieces that could be arranged to form an overlook of my everyday life, as they depict the people with whom I interact daily in the environments where I usually see them, engaged in their usual activities, such as my classmates in our permanent seating arrangement in French class, my friend in the driver's seat of her car, or myself fixing my hair in the mirror each morning. This compilation of moments from my daily routine focuses on the compression of space, using shape rather than value to illustrate form. Briefly describe the development of your concentration project and the sources of your ideas. You may refer to specific slides as examples. My first pieces began as experiments in abstraction, a departure from the realism I prefer. I worked to translate the clothing folds, skin tones, and chair backs in my photographs onto paper as shapes instead of values, expanding upon my approach to realistic drawing as a juxtaposition of shaded areas with pencil. I began my concentration intending to abandon dull, neutral tones in favor of bright colors, completing slides 1 through 4 in this manner, but as my work developed, I decided to reintroduce color where I saw it necessary, such as in hair and flesh tones. Ultimately, my pieces looked more and more true to life as I progressed, phasing out bold color unless it existed in the photograph. I also reintroduced value to my work, using lighter and darker values of a hue instead of shape alone to depict wrinkles and shadow. What medium or media did you use? I used marker and pencil in slide one, creating the outline of a desired shape and filling it in. Immediately afterward, and for the duration of my concentration, I created the shapes using only cut paper and simply glued them to the mat board after placing them. More of this student’s work can be seen at:
….More Concentration 2003 Studio Art 2-D Design: Concentration By Joel Bobeck Booker High School Sarasota, Florida
Briefly define the nature of your concentration project. My concentration is based on the essential behavior of the bee and the atmosphere, which it creates. Briefly describe the development of your concentration project and the sources of your ideas. You may refer to specific slides as examples. At first, my focus was on depicting realistic illustrations of bees, as in slides 1 and 2. Eventually, it evolved to include other atmospheres, such as the honeycomb, as a way to illustrate the behavior and lifestyle of the related subject matter. In slide 5, I began to juxtapose unusual environments within the framework of the beehive. This ultimately led to the discovery of an implied sense of movement beginning in slides 8 and 9. The beehive soon became secondary within my work. Inevitably, the act of the subject matter creating its own environment led to the delineation of the bee's movement through erratic use of line (slides 11 and 12). Ultimately, a deeper understanding of the subject matter was reached, questioning not just the environment, but also the reasoning behind it. What medium or media did you use? I used a variety of different media, including colored pencil, acrylic, ink, and cardboard. Student Commentary More examples of this student’s work can be seen at
Quality Components are essentially the same as in the Drawing Portfolio plus: 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; some of the five may be related to each other, or they may all be independent. Eric Spore, Wyoming HS, Wyoming, Ohio Scoring Rationale: This photographic design portfolio elegantly translates three-dimensional architecture into two-dimensional design images that emphasize shape, value, texture, and light. Color harmonies are subtle, emphasizing complementary and analogous relationships. The figure/ground relationships are carefully studied and selected within the picture plane. Each image has an expressive quality that makes it unique; yet together the works show a consistent and unified vision.
2004: Studio Art 2-D Design Grade Distributions Examination GradeStudio Art 2-D Design N% At , , , Number of Students8,355 3 or Higher / %5, Mean Grade 2.9 Standard Deviation1.03