ADVANCED PLACEMENT STUDIO ARTS 12
COURSE TIMELINE AND ASSIGNMENTS
UNIT 1: THE LANGUAGE OF ART
DUE September 13th, 2024
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:
DUE September 13th, 2024
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:
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ARTIST YOU WILL MEET:
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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 27th, 2024
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
WORDS YOU WILL LEARN:
DUE September 27th, 2024
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.
- Understand the meaning of aesthetic perception.
- Understand why people create art.
- Appreciate differences in the way artists from different cultures learn about art.
- Understand the importance of work done by art historians.
- 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
UNIT 2 CHAPTER 2: Is it Art
UNIT 2 CHAPTER 3: Education and Training in Art
UNIT 2 CHAPTER 4: Career Awareness
UNIT 2 CHAPTER 5: Creative Process and Careers in Art Review
- Sketchbook Assignment 2-1: Why We Make Art
- Sketchbook Assignment 2-2: History of Ideas- Art
UNIT 2 CHAPTER 2: Is it 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 (Visits due by June 2025)
UNIT 3: THE SUSTAINED INVESTIGATION
After completing this section, you will be able to:
WORDS YOU WILL LEARN:
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:
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MEANING
Understandings:
Essential Questions:
ACQUISITION
Knowledge: Students will know...
Skills: Students will be able to...
UNIT 3 CHAPTER 1: Sustained Investigation Proposal
UNIT 3 CHAPTER 2: Sustained Investigation Portfolio
UNIT 3 CHAPTER 4: Sustained Investigation Portfolio Written Work and Submission
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 Proposal
- Assignment 3-1: Sustained Investigation Topic Proposal Presentation (DUE OCT. 9th)
UNIT 3 CHAPTER 2: Sustained Investigation Portfolio
- Assignment 3-2: Sustained Investigation Art Work #1 (Oct. 11th to Oct. 25th)
- Assignment 3-3: Sustained Investigation Art Work #2 (Oct. 25th to Nov. 8th)
- Assignment 3-4: Sustained Investigation Art Work #3 (Nov. 8th to Nov. 22nd)
- Assignment 3-5: Sustained Investigation Art Works #1-3 Critique (Nov. 25th)
- Assignment 3-6: Sustained Investigation Art Work #4 (Nov. 22nd to Dec. 6th)
- Assignment 3-7: Sustained Investigation Art Work #5 (Dec. 6th to Dec. 20th)
- Assignment 3-8: Sustained Investigation Art Work #6 (Dec. 20th to Jan. 3rd)
- Assignment 3-9: Sustained Investigation Art Works #4-6 Critique (Jan. 6th)
- Assignment 3-10: Sustained Investigation Art Work #7 (Jan. 3rd to Jan. 17th)
- Assignment 3-11: Sustained Investigation Art Work #8 (Jan. 17th to Jan. 31st)
- Assignment 3-12: Sustained Investigation Art Work #9 (Jan. 31st to Feb. 14th)
- Assignment 3-13: Sustained Investigation Art Works #7-9 Critique (Feb. 17th)
- Assignment 3-14: Sustained Investigation Art Work #10 (Feb. 14th to Feb. 28th)
- Assignment 3-15: Sustained Investigation Art Work #11 (Feb. 28th to Mar. 14th)
- Assignment 3-16: Sustained Investigation Art Work #12 (Mar. 14th to Mar. 28th)
- Assignment 3-27: Sustained Investigation Art Works #10-12 Critique (Mar. 31st)
- Assignment 3-18: Sustained Investigation Art Work #13 (Mar. 25th to Apr. 11th)
- Assignment 3-19: Sustained Investigation Art Work #14 (Apr. 9th to Apr. 25th)
- Assignment 3-20: Sustained Investigation Art Work #15 (If time allows it)
UNIT 3 CHAPTER 4: Sustained Investigation Portfolio Written Work and Submission
UNIT 4: ART HISTORY
DUE June 2025
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/
DUE June 2025
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).
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.
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.
ART HISTORY SKETCHBOOK ASSIGNMENTS
Choose 2 artworks from each chapter:
CHAPTER 1: GLOBAL PREHISTORY (30,000–500 B.C.E.)
CHAPTER 2: ANCIENT MIDDLE EAST (3,500 B.C.E.–300 C.E.)
CHAPTER 3: ANCIENT EGYPT (3,500 B.C.E.–300 C.E.)
CHAPTER 4: ANCIENT GREEK (3,500 B.C.E.–300 C.E.)
CHAPTER 5: ANCIENT ROME (3,500 B.C.E.–300 C.E.)
CHAPTER 6: EARLY CHRISTIANITY, MEDIEVAL EUROPE AND BYZANTIUM (200–1300 C.E.)
CHAPTER 7: EARLY AND LATE RENAISSANCE (1300-1500 C.E.)
CHAPTER 8: VICEROYALTIES OF SPAIN (1500C.E.)
CHAPTER 9: BAROQUE EUROPE (1600-1800 C.E.)
CHAPTER 10: ROCOCO, "NATURAL", & NEOCLASSICISM (18TH CENTURY)
CHAPTER 11: ROMANTICISM AND REALISM (19TH CENTURY)
CHAPTER 12: IMPRESSIONISM, POST-IMPRESSIONISM AND SYMBOLISM (19TH CENTURY)
CHAPTER 13: 20TH CENTURY I (1900-1930)
CHAPTER 14: 20TH CENTURY II (1930-1950)
CHAPTER 15: 20TH CENTURY III (1950-)
CHAPTER 16: AFRICA
CHAPTER 17: SOUTH AND EAST ASIA I
CHAPTER 18: SOUTH AND EAST ASIA II
CHAPTER 19: ISLAM (200–1750 C.E.)
CHAPTER 20: THE PACIFIC
CHAPTER 21: INDIGENOUS AMERICAS
CHAPTER 22: GLOBAL CONTEMPORARY
Answer the ASSIGNMENT QUESTIONS for your chosen works. Students can complete these assignments in their sketchbook. Click on the book to read about each chapter and find the assignment questions.
CHAPTER 1: GLOBAL PREHISTORY (30,000–500 B.C.E.)
CHAPTER 2: ANCIENT MIDDLE EAST (3,500 B.C.E.–300 C.E.)
CHAPTER 3: ANCIENT EGYPT (3,500 B.C.E.–300 C.E.)
CHAPTER 4: ANCIENT GREEK (3,500 B.C.E.–300 C.E.)
CHAPTER 5: ANCIENT ROME (3,500 B.C.E.–300 C.E.)
CHAPTER 6: EARLY CHRISTIANITY, MEDIEVAL EUROPE AND BYZANTIUM (200–1300 C.E.)
CHAPTER 7: EARLY AND LATE RENAISSANCE (1300-1500 C.E.)
CHAPTER 8: VICEROYALTIES OF SPAIN (1500C.E.)
CHAPTER 9: BAROQUE EUROPE (1600-1800 C.E.)
CHAPTER 10: ROCOCO, "NATURAL", & NEOCLASSICISM (18TH CENTURY)
CHAPTER 11: ROMANTICISM AND REALISM (19TH CENTURY)
CHAPTER 12: IMPRESSIONISM, POST-IMPRESSIONISM AND SYMBOLISM (19TH CENTURY)
CHAPTER 13: 20TH CENTURY I (1900-1930)
CHAPTER 14: 20TH CENTURY II (1930-1950)
CHAPTER 15: 20TH CENTURY III (1950-)
CHAPTER 16: AFRICA
CHAPTER 17: SOUTH AND EAST ASIA I
CHAPTER 18: SOUTH AND EAST ASIA II
CHAPTER 19: ISLAM (200–1750 C.E.)
CHAPTER 20: THE PACIFIC
CHAPTER 21: INDIGENOUS AMERICAS
CHAPTER 22: GLOBAL CONTEMPORARY
Answer the ASSIGNMENT QUESTIONS for your chosen works. Students can complete these assignments in their sketchbook. Click on the book to read about each chapter and find the assignment questions.
