AP Drawing Portfolio FINAL DAY

Teacher :  Robert Smith

Course/ Subject: AP Art Studio - Drawing Concentration Portfolio 

Date of Instruction:  04/26/24

Opening (I Do)

An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson.

TKES 1, 2, 3,4,5, 8,10

Standard/s: 

VAHSVA.CR.2 Choose from a range of materials and methods of traditional and contemporary artistic practices to plan and create works of art. 

VAHSVA.CR.3 Engage in an array of processes, media, techniques, and technology through experimentation, practice, and persistence. 

a. Demonstrate a variety of skills and techniques for two-dimensional and three dimensional works of art.

b. Demonstrate quality craftsmanship through proper care and use of tools, materials, and equipment. c. Utilize and care for materials, tools, and equipment in a safe and appropriate manner. 

VAHSDR.CR.4 Incorporate formal and informal components to create works of art. 

a. Use planning approaches (e.g. thumbnail sketches, viewfinders, sighting methods to develop compositions for drawing). 

b. Apply compositional design concepts (e.g. elements and principles, activating negative space, visual weight, rule of thirds, color theories). 

VAHSDR.CR.5 Reflect on, revise, and refine works of art considering relevant traditional and contemporary practices as well as artistic ideation. 

a. Explore ideas and methods reflected in the way current culture(s) defines and uses art. 

b. Document processes which support works of art through personal research, reflection, and collaboration. 

VAHSVA.RE.3 Engage in the process of art criticism to make meaning and increase visual literacy. 

a. Create a written response to works of art through various approaches.

Learning Target:

I can consider multiple options, weigh consequences and assess the results of each decision

I can practice the artistic process through brainstorming and planning to create art

I can apply compositional concepts (elements and principles of design

I can reflect on, revise, and refine works of art considering relevant traditional and contemporary practices as well as artistic ideation.

I can make choices from a range of materials and methods of traditional and contemporary artistic practices to plan and create works of art. 

I can engage in an array of processes, media, techniques, and technology through experimentation, practice, and persistence. 

I can engage in the process of art criticism to make meaning and increase visual literacy. 

Success Criteria:

I considered multiple options, weight consequences and assessed the results of my creative options

I practiced the artistic process of conceptualizing, planning and applying design concepts

I reflected on, revised, and refined works of art considering relevant traditional and contemporary practices as well as artistic ideation.

I made informed choices from a range of materials and methods of traditional and contemporary artistic practices to plan and create works of art. 

I engaged in an array of processes, media, techniques, and technology through experimentation, practice, and persistence. 

I can engage in the process of art criticism to make meaning and increase visual literacy. 

Introduction/Connection: 

Review the following terms

Review the following terms

Aesthetic - related to beauty, art, and taste

Appropriation - the deliberate incorporation in an artwork of material originally created  by other artists

Axis Line - an imaginary line showing the center of a shape, volume, or composition

Chiaroscuro - the use of light and dark to create the impression of volume

Composition - the overall design or organization of a work

Creativity - the use of the imagination or original ideas, especially in the production of an artistic work.: "firms are keen to encourage creativity"

Critique - a detailed analysis or assessment of a work of art

Elements of Design:  are the content of most art activities: they include color, line, value, texture, shape, form, and space.  The elements of design are the raw materials of an artist – the visual components of art.

Medium - refers to the materials that are used to create a work of art.

Portfolio - an edited collection of an artist's best artwork intended to showcase their style or method of work.

Principles of Design - the guidelines for organizing the elements. They include balance, contrast, pattern, rhythm, movement, emphasis, and unity

Rough refers to a detailed sketch used for a design. A rough is completed at actual size with detail; artists use the roughs for review of composition and critique.

Rubric - a grading criteria for a student’s work  

Synthesis - a combination of ideas, media, and techniques to form a unified work or portfolio of works

Technique - the manner and ability with which an artist, writer, dancer, athlete, or the like employs the technical skills of a particular art or field of endeavor. 

Themes - are the fundamental and often universal ideas explored in a work or portfolio of works

Thumbnail Sketches - are drawing quick, abbreviated drawings. Usually, they are done very rapidly and with no corrections - you can use any medium, though pen or pencil is the most common. Thumbnails are usually very small.

DIRECT INSTRUCTION:

The teacher will identify examples of incorporating formal and informal components to create works of art. 

The teacher will identify methods to reflect on, revise, and refine works of art considering relevant traditional and contemporary practices as well as artistic ideation. 

The teacher will choose from a range of materials and methods of traditional and contemporary artistic practices to plan and create works of art.

The teacher will demonstrate common techniques with various medium

The teacher will demonstrate strategies to plan, prepare, and present works of art for exhibition in school, virtual environment, and/or portfolio presentation. 

The teacher will engage in the process of art criticism to make meaning and increase visual literacy. 

(See the video link  for an overview of the lesson)

Work Period  (We Do, You Do)

Students learning by doing/demonstrating learning expectations.  Describe the instructional process that will be used to engage the students in the work period.

TKES 1, 2, 3, 4, 5, 7. 8,10

GUIDED PRACTICE:  

Students will identify examples of incorporating formal and informal components to create works of art. 

a. Use planning approaches (e.g. thumbnail sketches, viewfinders, sighting methods to develop compositions for drawing). 

Students will identify methods to reflect on, revise, and refine works of art considering relevant traditional and contemporary practices as well as artistic ideation. 

Students will choose from a range of materials and methods of traditional and contemporary artistic practices to plan and create works of art.

Students will apply various techniques with a variety of 

Medium

Students will plan, prepare, and present works of art for exhibition in school, virtual environment, and/or portfolio presentation. 

Students will engage in the process of art criticism to make meaning and increase visual literacy. 

INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION:

Students will identify examples of incorporating formal and informal components to create works of art.

Students will identify methods to reflect on, revise, and refine works of art considering relevant traditional and contemporary practices as well as artistic ideation. 

Students will choose from a range of materials and methods of traditional and contemporary artistic practices to plan and create works of art.

Students will apply a variety of techniques with diverse medium

Students will I plan, prepare, and present works of art for exhibition in school, virtual environment, and/or portfolio presentation. 

Students will engage in the process of art criticism to make meaning and increase visual literacy. 

Closing  (We Check)

Describe the instructional process that will be used to close the lesson and check for student understanding .

TKES : 1,2,3, 4,5,6,7,8

SUMMARIZE/CHECK FOR UNDERSTANDING:

Informal evaluations of both emerging works that incorporate formal and informal components to create works 

Summarize methods to reflect on, revise, and refine works of art considering past and present practices as well as ideation

Informally evaluate the use of media and application of diverse techniques

Informal evaluations of student choices made from a range of materials and methods of traditional and contemporary artistic practices to plan and create works of art.

Informal critiques of the student's process of planning, preparing, and presenting works of art for exhibition in school, virtual environment, and/or portfolio presentation. 

Formal critiques of student’s works by engaging in the process of art criticism to make meaning and increase visual literacy.