AP TIMELINE AND ASSIGNMENTS

ADVANCED PLACEMENT STUDIO ARTS 12

COURSE TIMELINE AND ASSIGNMENTS

UNIT 1: THE LANGUAGE OF ART
DUE September 11th, 2023

Students are also expected to work on this chapter during the summer break prior to the start of the school year.

To learn how a watch works, you might take it apart and study the pieces. While the parts are spread out before you, however, the watch cannot run. Only when the parts an in place will the familiar ticking tell you the watch is working. Like watches, works of art are made up of parts. When an artist skillfully puts the pieces of an art work together, it succeeds as art. That means that the parts work together to make a unified and visually pleasing whole. In this chapter you will learn about these parts and how they can be organized, as in the painting at the left, to make a pleasing whole.

WORDS THAT YOU WILL LEARN:

balance
colour
emphasis
form
harmony

proportion
rhythm
shape
space
texture

line
movement
unity
non-objective art
variety

ARTIST YOU WILL MEET:

Marc Chagall
Charles Demuth
William Harnett
Grace Hartigan

Richard Lindner
Gabriele Münter
Auguste Renoir
Vincent van Gogh

UNIT 1 CHAPTER 1: Elements of Art

Sketchbook Assignment 1-1: Expressive Quality of Line
Sketchbook Assignment 1-2: Media
Sketchbook Assignment 1-3: Found Lines
Sketchbook Assignment 1-4: Parallel Lines and Expanding Arcs
Sketchbook Assignment 1-5: Parallel Lines and Geometric Shapes
Sketchbook Assignment 1-6: Lines and Organic Shapes
Sketchbook Assignment 1-7: Contour Drawing
Sketchbook Assignment 1-8: Related Shapes
Sketchbook Assignment 1-9: Texture and Pattern (Natural Rubbings)
Sketchbook Assignment 1-10: Texture and Pattern (Man-Made Rubbings)
Sketchbook Assignment 1-11: Texture and Pattern (Implied Exercises)
Sketchbook Assignment 1-12: Texture and Pattern (Implied Drawing)
Sketchbook Assignment 1-13: Value Grid Graphite
Sketchbook Assignment 1-14: Value Grid Pen
Sketchbook Assignment 1-15: Value Forms Graphite
Sketchbook Assignment 1-16: Value Forms Pen
Sketchbook Assignment 1-17: Pointillism Graphite
Sketchbook Assignment 1-18: Value Bottle Graphite Drawing
Sketchbook Assignment 1-19: Value Distorted Bottle Graphite Drawing
Sketchbook Assignment 1-20: Value Bottle Drawing in Medium of Choice
Sketchbook Assignment 1-21: Colour Wheel
Sketchbook Assignment 1-22: Primary Colours
Sketchbook Assignment 1-23: Complementary Colours
Sketchbook Assignment 1-24: Monochromatic Colours
Sketchbook Assignment 1-25: Warm Colours
Sketchbook Assignment 1-26: Cool Colours
Sketchbook Assignment 1-27: Non-Objective Art

UNIT 1 CHAPTER 2: The Principles of Design

Sketchbook Assignment 1-28: Demonstrate your Understanding
Sketchbook Assignment 1-29: Type of Balance
Sketchbook Assignment 1-30: Balance Examples
Sketchbook Assignment 1-31: One-Point Perspective Cube
Sketchbook Assignment 1-32: One-Point Perspective Block Letters
Sketchbook Assignment 1-33: One-Point Perspective Alphabet
Sketchbook Assignment 1-34: Two-Point Perspective Boxes
Sketchbook Assignment 1-35: Two-Point Perspective House
Sketchbook Assignment 1-36: Two-Point Perspective Intersection
Sketchbook Assignment 1-37: Two-Point Perspective with a Third Vanishing Point
Sketchbook Assignment 1-38: Two-Point Perspective Rectilinear Forms
Sketchbook Assignment 1-39: Principles and Design in Practice
Sketchbook Assignment 1-40: Building your Vocabulary Review
Sketchbook Assignment 1-41: Reviewing Art Facts
Sketchbook Assignment 1-42: Thinking About Art
Sketchbook Assignment 1-43: Making Art Connections
Sketchbook Assignment 1-44: Looking at the Details

UNIT 2: THE CREATIVE PROCESS AND CAREERS IN ART
DUE September 23rd, 2023

Artists use their eyes, hands, minds, feelings and imagination when they create art. Their work can be as personal as expressing the love of a mother for her child or as practical as designing telephones. The kind of work artists create can make a difference in how they approach their work. For example, an industrial designer knows that products must be safe and attractive. If an artist creates an oil painting, changes can be made easily and quickly. An artist who welds sculpture in steel or who carves in stone must plan ahead, because changes are hard to make.

Art experts say that art is a link to our past and our gift to the future. Art depends on the creativity of artists and the sensitivity of the people who look at art. Without artists, there would be no gifts of art to the future.

To understand an art work completely, you need to do more than just look at it. You need to look beyond it. You need to know when and where the work was done. You need to know something about the artist who created it. Searching of this sort is the job of people in the field of art history. Art history is the study of art from past to present.

When they study art, art historians often use the same four steps art critics use: they describe, analyze, interpret, and judge. Unlike art critics, however, art historians do not use these steps to learn from art. They use them to learn about art.

After completing all the assignments in this section, you should be better able to:
Creating Art

Understand the creative process in art.
Understand the variety of careers in art.
Judge your interest in art as a career.

Aesthetics

Understand the meaning of aesthetic perception.
Understand why people create art.

Art History

Appreciate differences in the way artists from different cultures learn about art.
Understand the importance of work done by art historians.

Art Criticism

Understand the importance of evaluation in the creative process.
Understand the role of art critics and other people in the art world.

WORDS YOU WILL LEARN:

Creative Process
Symbolic Thinking
Careers in Art
Aesthetic Perception
Invention
Imagination
Folk Art

UNIT 2 CHAPTER 1: Creativity in Art

Sketchbook Assignment 2-1: Why We Make Art
Sketchbook Assignment 2-2: The Evolution of Art History

UNIT 2 CHAPTER 2: Is is Art

Sketchbook Assignment 2-3: Art Criticism
Sketchbook Assignment 2-4: Should Art be Beautiful?
Sketchbook Assignment 2-5: Does Art Have to Tell A Story?
Sketchbook Assignment 2-6: Should Art Be Realistic
Sketchbook Assignment 2-7: Which Comes First, the Art or the Idea?
Sketchbook Assignment 2-8: Does Art Express Emotions?
Sketchbook Assignment 2-9: Is Art an Object or is it a Process?
Sketchbook Assignment 2-10: What is the Difference between Art and Popular Culture?
Sketchbook Assignment 2-11: Can Art Change Society?

UNIT 2 CHAPTER 3: Education and Training in Art

Sketchbook Assignment 2-12: Demonstrate your Understanding

UNIT 2 CHAPTER 4: Career Awareness

Sketchbook Assignment 2-13: Career Awareness

UNIT 2 CHAPTER 5: Creative Process and Careers in Art Review

Sketchbook Assignment 2-14: Review
Sketchbook Assignment 2-15: Art Gallery Visits (Due at the June 21st)

UNIT 3: BEGINNING THE SUSTAINED INVESTIGATION
DUE November 8th, 2023

After completing this section, you will be able to:

Developing Ideas and Subject Matter

Understanding Sustained Investigation
Understand Appropriation and Plagiarism

WORDS YOU WILL LEARN:

Investigation
Theme
Concepts
Appropriation
Body of Work

Exploration
Plagiarism
Artist Statement
Subject Matter

MEANING
Understandings:

Artists’ and designers’ work is often driven by inquiry. Artists and designers generate questions related to their experiences. They select materials, processes, and ideas to investigate, guided by their questions. They make work through practice, experimentation, and revision using selected components, developing skills in connecting materials, processes, and ideas within their work.
Artists work in series to think deeply about a topic or issue and explore it from many angles.
Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative art-making goals.
Through art-making, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences.

Essential Questions:

What informs why, how, and what artists and designers make?
How do artists create evocative work?
Why do artists choose to work in series?
How can an artist create a “style,” and what is “artistic voice?”
What conditions, attitudes, and behaviors support creativity and innovative thinking?
What factors prevent or encourage people to take creative risks?
How do artists determine what resources and criteria are needed to formulate artistic investigations?
What role does persistence play in revising, refining, and developing work?

ACQUISITION
Knowledge: Students will know...

A sustained investigation thought art and design is an inquiry-based, in-depth study of materials, processes, and ideas done over time. Sustained investigation expands artists’ and designers’ awareness of possibilities for making. Investigation includes asking questions about materials, processes, and ideas within and beyond the disciplines of art and design. A question is words used to find information. Questions can be as simple as asking who, what, when, where, why, how, what if, and why not.
Sustained investigation is guided by questions. It involves research: discovering or verifying information. Investigation includes perception, curiosity, examination, discovery, imagination, interpretation, description, and conversation. Investigation can confirm and challenge thinking, revealing connections and opportunities.
Artists use a variety of criteria to select and guide their idea generation and exploration.
Questions are continually formulated, documented (visually and with writing), developed, and evaluated throughout a sustained investigation. Investigation and making often inspire more questions. Learning and discovery during the investigation can lead to refinement of questions.

Skills: Students will be able to...

Generate lists of potential ideas.
Formulate and select questions to guide practice, experimentation, and revision.
Reflect on experiences to generate inquiry questions.
Navigate between closed and open-ended questions.
Evaluate the feasibility of different topics.
Create planning sketches.
Conduct experiments using different artistic media.
Conduct artistic research.
Present a variety of artistic ideas to their peers.

UNIT 3 CHAPTER 1: Sustained Investigation

Assignment 3-1: Sustained Investigation Topic Proposal (DUE OCT. 4th)
Assignment 3-2: Sustained Investigation Mini Series: 3 Works (DUE NOV. 8th)

Students are expected to complete 12 additional art works for their sustained investigation. Students should schedule to complete ONE art work per 2 week period. AP PORTFOLIO IS DUE: MAY 1st (15 ART WORKS)

November 11th to November 24th
November 25th to December 8th
December 9th to December 22nd
December 23rd to January 5th
January 6th to January 19th
January 20th to February 2nd

February 3rd to February 16th
February 17th to March 1st
March 2nd to March 15th
March 16th to March 29th
March 30th to April 12th
April 13th to April 26th

UNIT 4: ART HISTORY
DUE June, 2023

This unit is designed to provide students with a college-level introduction to art history. This unit covers art from the Paleolithic era through Postmodernism, and includes art from both European and global cultures. The unit teaches visual analysis, providing students with the ability to analyze art in terms of its formal elements, its process, and its medium. Study also focuses heavily on the historical context of the art, and how politics, religion, patronage, ethnicity, gender, and function influences its development. This approach allows students to understand works of art based both on a contextual and a visual level.

Instead of a physical textbook, we will be using KHAN ACADEMY (smarthistory.org) as a resource for this class. www.khanacademy.org/humanities/ap-art history
https://smarthistory.org/required-works-for-ap/

why study art of the past?

Common questions about dates

How long has our calendar been around?
As per the example below, the date is 12/26/12 or Wednesday, December 26, 2012. Traditionally understood as two-thousand and twelve years (give or take a few) after Jesus Christ is believed to have been born. But if Jesus used a calendar, it would not have been the one we use. Our calendar is called the Gregorian calendar and was instituted by Pope Gregory XIII in 1582. There are many other calendars. Quite a few societies have used calendars linked to the years their kings ruled. And there are numerous calendars, beyond the Gregorian calendar, that are still in use today. For example, 2012 equates to 1434/35 in the Islamic calendar and 5772-73 in the Jewish calendar (both are lunar, based on the cycles of the moon).

B.C. or B.C.E.?
Many people use the abbreviations B.C. and A.D. with a year (for example, A.D. 2012). B.C. refers to “Before Christ,” and the initials, A.D., stand for Anno Domini, which is Latin for “In the year of our Lord.” This system was devised by a monk in the year 525.
A more recent system uses B.C.E. which stands for “Before the Common Era” and C.E. for “Common Era.” This newer system is now widely used as a way of expressing the same periods as B.C. and A.D., but without the Christian reference. According to these systems, we count time backwards Before the Common Era (B.C.E.) and forwards in the Common Era (C.E.).

Circa?
Often dates will be preceded with a “c.” or a “ca.” These are abbreviations of the Latin word “circa” which means around, or approximately. We use this before a date to indicate that we do not know exactly when something happened, so c. 400 B.C.E. means approximately 400 years Before the Common Era.

Why 2012 is in the 21st Century
We live in the 21st Century, that is, the 2000s. Similarly when we say “20th Century,” we are referring to the 1900s. All this because, according to the calendar we use, the 1st Century included the years 1-100 (there was no year zero), and the 2nd Century, the years 101-200. Similarly, when we say 2nd Century B.C.E. we are referring to the years 101-200 B.C.E.

Within our calendar, we also have a tendency to find portentous meaning in the millennial years, that is, in the years 1000 and more recently, 2000.