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Rationale for Score: Time for a wake up call!

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Jack foreman

on 8 October 2013

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Transcript of Rationale for Score: Time for a wake up call!

AP STUDIO ART
Rationale for Score:
In this concentration a broad range of concepts is linked through a common visual language.
Repetition of shape is used to unify the compositions.
Color temperature is used to communicate a convincing illusion of light and volume.
A rich painterly surface is used to articulate the planes of the objects.
Technique is excellent.
This work is executed with confidence and verve.


Student Commentary:
What is the central idea of your concentration?
The central idea is guitars, branching off to things relating to guitars such as amplifiers and cases. While drawing them, I wanted to emphasize air and space and atmosphere. I tried to show the relationship between art and music, and I showcased the movement and form of the guitars, focusing on the center of the bodies and other parts, such as strings.


How does the work in your concentration demonstrate the exploration of your idea? You may refer to specific slides as examples.
Image 1 was the first piece in my series; it embodied the generic concept I originally had. It was relatively straight-foward [sic] and simple. After the 2nd piece, I began to explore the concept of the guitar itself, and by image 3, I was exclusively focusing on the internal aspect of the instrument, showing it deconstructed. My later pieces, such as images 4, 5, and 6, I explored the other sides of the guitar universe, such as the cases.

Student Commentary:
What is the central idea of your concentration?
The central idea for my concentration was to create an abstraction of the human figure through movement, color, and different light values. With these strategies I was able to form abstract shapes which detached the figure from its traditional image.

How does the work in your concentration demonstrate the exploration of your idea? As my concentration progressed I found to gain the movement and abstraction I was searching for in the human figure I had to have a strong concrete light source. I studied the works of Baroque artists such as LaTour, Rembrandt and Vermeer. My images best show the affects of a strong light source and how movement can be captured within the highlights, midtones, and shadows. Furthermore, with this light I was able to begin the beautiful abstract tone to pieces. I noticed as the light source became more intense I was losing the midtones. I admired the images without them, and I noticed the abstract shapes that were being formed. As my concentration progressed I had to search for ways to create shapes in order to abstract the human figure. I then began to direct the figure into a more contorted form. As can be noticed, muscles within the neck and upper body became more prominent and formed obscure shapes. This took it to a more abstract level, each of my pieces progressively looking less like the human figure. I also began to incorporate abstract colors, which helped the body morph into abstraction. With my concentration I want my viewers to discern the human figure as being beautiful through its progression to an abstract shape.

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.
Some images 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.

Drawing or 2-D Art Portfolio?

The quality section permits the student to select the works that best exhibit a synthesis of form, technique, and content.

Got Quality?

What was your initial idea?
Originally I chose to portray contained objects that repeated simple shapes and allowed me to focus on unconventional color schemes. I enlarged simplistic conventional objects to create a dramatic or larger-than-life effect.

How did your idea grow and develop as you worked? You may refer to specific slides as examples.
I began by portraying simple grocery objects from a common perspective and grew to vary between cool and warm palettes to give the common objects a mood and personality. Soon I began to enlarge the scope of my paintings to create more imposing images. By working in a near-constant medium I became confident and comfortable with my color explorations. I started to work with more emotionally connected objects such as rocking-horses, which are connected to human experiences.

Rationale for Score:
The student’s artistic and musical passions combine in an original vision. The idea and the execution of the work are masterfully integrated. Confident mark-making in several media is used to address concepts of dramatic lighting and depth. In addition, there is an investigation of composition that engages with the entire surface of the paper. Over time, but not sequentially, a simplification of structure with an emphasis on shadow and light is evident. This student’s technique is admirable.

Rationale for Score:
An evocative theme, inspired by observation and photo references, is presented in these figure drawings. Additionally, a sense of real and uncluttered space is rendered through expressive mark-making, value and color contrast, and sophisticated lighting. This student uses chiaroscuro and tenebrism that go beyond mere special effects. Of further note is the student’s informed use of point of view in a variety of perspectives—birds-eye, eye level, and worms-eye—and use of the full pictorial space. The quality of craftsmanship is excellent.

Score: 6

Rationale for Score:
This portfolio demonstrates stellar and successful engagement with a broad range of conceptual approaches to drawing.
The student’s confidence is evident throughout the various compositions. In some images, the student exhibits sensitivity to the use of various line weights to articulate contours and cross-contours of the subjects. In some images, the student demonstrates command of spatial devices, particularly in foreshortening to communicate complex environments. Some show a sophisticated and masterful understanding of drawing through composition, concept, and execution. In general, the portfolio exhibits successful experimentation, risk-taking, and ambition. Overall, the quality of the work is excellent.

Score: 6
Rationale for Score:

Breadth is evidenced in the commanding use of multiple media, including graphite, oil, and mixed media.
Ambitious use of tonal value in observational drawing in some to describe space, create pattern, and establish focus.

A confident exploration in some of line quality to create value and texture with both black-and-white and color media.

The student creates different moods and demonstrates clear risk-taking in complex compositional choices, including dramatic perspective and ambiguous, imagined space in some.

Serious articulation of a variety of conceptual approaches, including observational space; some works are surrealistic explorations; slide 1 shows personal imagery.

A cohesive relationship between form and content to communicate complex visual ideas and an imaginative student voice are evident.

Overall, the student demonstrates clear thinking, flexible decision-making, and successful
risk-taking.

“Amazing”

“Edgy”


“Design Conscious”

What Does Accomplished AP Studio Artwork Look Like?

If this were a concentration piece, what might the concentration be?

Score: 6

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.

In the concentration section, the student is asked to demonstrate a depth of investigation and process of discovery.

Are You Concentrating?

In the breadth section, the student is asked to demonstrate a serious grounding in design and material techniques.

Good Breadth?

“Evocative”

“Cerebral”

“Thought-Provoking”

“The Result of Risk-Taking”

Compositionally Strong”

“Relevant”

“Skilled”

What was Annie’s score?

Annie Bruckner
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.


1. 20” x 40” acrylic, newspaper, charcoal
2. 18” x 24” acrylic, newspaper, charcoal
3. 18” x 24” acrylic, newspaper, charcoal
4. 16” x 20” acrylic, newspaper, charcoal
5. 16” x 20” acrylic, newspaper, charcoal
6. 24” x 30” acrylic, newspaper, charcoal
7. 18” x 24” acrylic, newspaper, charcoal
8. 16” x 24” acrylic, newspaper, charcoal
9. 24” x 36” acrylic, newspaper, charcoal
10. 30” x 40” acrylic, newspaper, charcoal
11. 18” x 24” acrylic, newspaper, charcoal
12. 24” x 30” acrylic, newspaper, charcoal

Guess:
What is
Alexandra
Snowden’s
Concentration?

Lisa J. Huff
Cedar Shoals High School, Athens, GA
2007 Quality
Score: 6 (4 of 5 works shown)

In this group of images, the student confidently uses the element of value to draw expressive portraits. Mark-making is both delicate and confident in all of the works. These drawings convey a complex visual voice, as well as a thoughtful mood. The figures are confidently cropped, and the choice of colored background paper creates a strong contrast with the limited use of color in the drawings.

Sofia Norell 2006 Concentration
Albert Einstein Senior High School Kensington, MD

Julia Phillips Breadth 2007
Plano Senior High SchoolPlano, TX
(7 of 12 works shown)

Jacob Wiens 2006 Drawing Breadth Bartlesville High School Bartlesville, OK (7 of 12 works shown)

Breadth or Concentration?

Conte crayon
Charcoal pencil
Pen

Eli Rosen 2007 Concentration School of the Arts San Francisco CA ( 6 of 12 works
oil on canvas drapery study

charcoal value study

mixed media

charcoal

mixed media

charcoal


Casey Rogers Breadth
Abilene High SchoolAbilene, TX

What Is Annie Bruckner’s Concentration?


AP Studio Art:
Evaluating The Portfolio

“Imaginative”

Means looking deeper
Set yourself a
part
r
u
A
Wake
Informed”
Projects:
Use graphite and pencil and a combination of additive and subtactive process to fool the eye
trompe l'oeil STILL-LIFE drawing
Emphasize:
DETAIL
use of VALUE to show form and directional light and shadow
visual texture
This should be one of your "Quality Pieces"
AP Student work from Collins HILL
In this project you will focus on subtle details. Look at all the different shapes and nuances of color and value

Reflective and Transparent Objects
AP Student work from Collins Hill
Don't Loose site of the BIG PICTURE
Still-Life Projects
Choose 2
Other Still-life options
Silverwar
Candy Organized
Conveyance negative space and shadow
everyday house hold items as is
repeated symolic object abstracted
Full transcript