3-D Portfolio-Quality 2005 Section I The student works displayed on this page are examples of works submitted for this section by students in June 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 of all three Studio Art portfolios is five pieces. For 3-D Design, two slides of each piece are submitted. Each group of five works (10 images) 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.

Portfolio 1: Matthew Byun, Seoul International School; Seoul, South Korea Score 6 The presentation of these works of wearable art is confident and at the same time imaginative. Design principles have been applied with expressive sensitivity; movement is achieved in color and texture applications. While students and teachers often refrain from considering fashion in this category, we would encourage this conceptual application of this medium.

* Important Note: The numbers of the slides run from top left to bottom right.

Portfolio 2: Mark Zou, Creekview High School; Carrollton, TX Score 5 This sculptural investigation is quite strong, although there are inconsistencies. The visual ideas expressed show thinking, as the artist engages with many aspects of technique. Some pieces are more resolved than others, but confidence is evident in the attempt to explore media. Images 1 and 3 are more successful than the other examples in their manipulation of media.

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Portfolio 3: Samantha K. Patterson, Great Valley High School; Malvern, PA Score: 4 This portfolio exhibits a technical competence in work that engages a relatively narrow exploration of 3-D design principles. Though image 5 is modest in the materials used, it represents an investigation of unity, variety, rhythm, and proportion. This piece succeeds at a higher level than do the torso ceramic figures. The space in and around the forms in the ceramic works could have received more consideration.

Portfolio 4: Joseph N. Briggs, Putnam City High School; Oklahoma City, OK Score 3 By the final piece of the portfolio, proficiency emerges in the use of the 3-D design principles. The ideas attempted by the artist may have been more ambitious than his technical skills allowed him to resolve. Sincere effort is present in the portfolio, even in the pieces that are not completely resolved. For example, the form in image 3 would benefit from further exploration of emphasis, contrast, and variety, but it does begin to express content.

Exams: 2005 Studio Art 3-D Design: Breadth -- Meghan P. Sellars Rationale This work demonstrates an extremely confident use of a variety of materials in 3- D design. Both form and surface are expressed in evocative and inventive relationships. These examples of breadth are also quite complex, but the strength of the work is evidenced in a powerful artistic voice.

Exams: 2004 Studio Art 3-D Design: Breadth -- Cara Charleswo

Portfolio 1: Quinn Bell, Murray High School, Murray, Utah Score 6 The work is of consistently high quality and reflects a confident knowledge of materials and technique. Elements and principles of design have been well internalized by the student and are employed to express a forceful and elegant personal vision. Mass, volume, texture and light are explored with sensitivity and sophistication.

Portfolio 2: Haley Rosengarten, Greenwich Academy, Greenwich, Connecticut Score 5 This work demonstrates a strong grasp of principles of 3-D design, notably texture, volume and the interplay of occupied and unoccupied space. There is a playful exploration of the expressive qualities of materials. Not all pieces are equally successful, but there is a clear sense of direction and personal voice.

Portfolio 3: Catie Sweetwood, Holy Innocents Episcopal School, Atlanta, Georgia Score 4 This work reflects a solid sense of direction, and aesthetic intentions seem to be resolved with some success. Some of the media used are simple or modest, and the mastery of technique is incomplete, yet the work displays a lively engagement with design issues, especially repetition/variation, occupied and unoccupied space and the interplay of line and plane. There is evidence of an emerging student voice.