The AP Studio Art: 2D Art and Design syllabus for 2022-2023 outlines the course's rigorous expectations for students interested in advanced art studies. This syllabus emphasizes the creation of a comprehensive portfolio that showcases sustained investigation through art-making processes. Students are required to engage in critiques, maintain a sketchbook, and produce quality artwork regularly. The course prepares students for the AP exam by focusing on inquiry, experimentation, and artistic integrity, ensuring they develop a strong foundation in 2D art and design principles.

Key Points

  • Students must complete a portfolio demonstrating sustained investigation in 2D art and design.
  • The syllabus includes guidelines for critiques and maintaining a comprehensive sketchbook.
  • Students are expected to produce at least one quality artwork every one to two weeks.
  • Artistic integrity is emphasized, prohibiting the use of copyrighted materials without significant alteration.
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Ms. Scobey Thompson scobey.thompson@carrollcountyschools.com R.
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AP Studio Art: 2D Art and Design Syllabus 2022-2023
Welcome!
The AP Studio Art class is intended for highly motivated students who are seriously interested in the study of
art and design. AP course requirements are significantly more rigorous, and students should demonstrate
commitment and accomplishment when enrolled. At least one year of Studio Art, as well as a high level of
technical art skills, creativity, and inquiry are recommended to take this course. During the year, the students
will work in and out of class to produce a portfolio to meet the standards set up by the College Board. Students
will be expected to complete at least one piece of quality artwork every one or two weeks, complete practice
exercises, keep a comprehensive sketchbook, document their ongoing inquiry and thinking processes, and
participate in critique sessions. Each student must have a sketchbook with them and be able to develop these
sketchbooks as ongoing journals throughout the year. This course emphasizes making art as an ongoing
process that involves the student in informed and critical decision making at all times, according to their own
individual inquiry.
Students create a portfolio of work to demonstrate inquiry through art and design and development of
materials, processes, and ideas over the course of a year. Portfolios include works of art and design, process
documentation, and written information about the work presented. In May, students submit portfolios for
evaluation based on specific criteria, which include skillful synthesis of materials, processes, and ideas and
sustained investigation through practice, experimentation, and revision, guided by questions.
College Course Equivalent
The AP 2-D Art and Design, AP 3-D Art and Design, and AP Drawing courses are designed to be the
equivalent of a one-semester, introductory college course in 2-D art and design, 3-D art and design, and
drawing, respectively.
Instructional Goals
AP Art and Design courses should address the following learning outcomes: the ability to (1) conduct a
sustained investigation through practice, experimentation, and revision, guided by questions; (2) skillfully
synthesize materials, processes, and ideas; and (3) articulate, in writing, information about one’s work.
Portfolio
Beginning in 2022-23, the AP Art and Design portfolios will each consist of two sections:
1. Sustained Investigation (60% of exam score) For all portfolios, students will submit images and
writing to document their inquiry-guided investigation through practice, experimentation, and revision:
● 15 digital images that include works of art and design and process documentation.
● Typed responses to prompts, providing information about the questions that guided their
investigation and how they practiced, experimented, and revised, guided by their questions.
2. Selected Works (40% of exam score) For all portfolios, students will submit works of art and design
and writing to demonstrate skillful synthesis of materials, processes, and ideas:
● For AP 2-D Art and Design and AP Drawing: 5 physical works or high-quality reproductions of
physical works with written responses on paper describing the materials, processes, and ideas
used.
Ms. Scobey Thompson scobey.thompson@carrollcountyschools.com R.
400
Student Learning: Activities and Strategies for Sustained Investigation
A Sustained Investigation starts with an INQUIRY; a question or a series of questions that you want to
investigate and find solutions to through your art making process. It is an in-depth study of a particular visual
problem or a variety of ways of handling an interesting subject; it should reflect a process of investigation of a
particular artistic concern and share a theme, though this theme has the possibility of changing through the
investigation; one idea can lead to another. You will need 15 digitally recorded images for the Sustained
Investigation section of your portfolio, but you do not necessarily have to have 15 pieces. Some of the 15
images may be of the art making process. We will talk about this in the first week of school and you will be
shown examples of the portfolio images. The works in this portfolio should be unified by an underlying idea that
demonstrates inquiry, growth, investigation, and discovery through conceptually related works and the process
you went through to create those works. The student in consultation with the instructor makes the choices of
techniques, media, style, subject, and content. Written commentary describing the work, your inquiry and
ideas, and how they evolved, must accompany the work.
As the portfolios have been due at the end of the first week of May, we will generally try to schedule the last
due date for work around the third week of April, thus allowing time for photographing the work and final
critiques. This date is subject to change.
Critiques
Critiques are an integral part of all classes. All students are brought together for critiques at regular intervals,
generally when they have major assignments due. Each student must show his or her work and briefly discuss
his or her intent. The class is then expected to provide positive feedback and offer suggestions for
improvement. All students participate. The vocabulary of art is introduced through the foundation classes and
is reinforced through the verbal and written critique and show reviews. We have class critiques on the days
work is due. I will do very little of the talking during these sessions. I will only interject when I feel that there is
something that has not been addressed or have an idea about a possible solution or suggestion for a next
piece. In many instances, after I take the work up to grade it, I provide the student with brief written
commentary. For grading purposes, I use a simplified rubric based on the actual AP Scoring Guidelines for
Studio Art. I think it is important for AP students to be familiar with the rubric that will be used to score the work
in their portfolios. Additionally, there is ongoing dialogue with students on an individual basis during class time.
Also, the students dialogue with each other about their work.
● Group critiques and displays of work are ongoing. Students are expected to participate in class group
critiques of their personal work as well as the work of their peers and master artists. The vocabulary of
art, elements of art, and principles of design will be used to engage in written and verbal constructive
critiques of these works.
● Ongoing individual one-on-one conferences between the teacher and each student will assist students
in analyzing and discussing their own artworks. Ongoing individual conferencing with the teacher will
assist students in the development of their work. Students will develop a body of work that is an
investigation of an idea or theme that is of personal interest to them.
● Ongoing instructional conversations with the teacher will help students develop their work, assessing
the strengths and weaknesses in their images, and will provide feedback on how they can further
develop their work. This will also help students learn to analyze and discuss their own artworks and the
works of their peers.
Ms. Scobey Thompson scobey.thompson@carrollcountyschools.com R.
400
● Upon completion of each artwork, fill out the self-critique rubric and submit it with each assignment. Be
sure to complete both the rubric section and the explanation section. Photos, sketchbook work, and
writing is required for every single work created. The students’ process and thinking must be evident.
Artistic Integrity
Throughout the course, ongoing discussions and critiques will take place to help students gain an
understanding of ethical practices in making art. Students are not allowed to work from published photographs
or other copyrighted work except as a reference. Students will understand they should work from their own
individual life events, activities, dreams, fantasies, and still-life compositions, and they can work from
photographs they take of these events and activities. They are not to work from the Internet or works created
by others, whether published or unpublished. When doing this, students must move beyond mere duplication in
their work. The work must be significantly altered in the service of the individual student’s own voice and
expression. Misuse of copyrighted materials is plagiarism and a legal issue and can be pursued as such.
Artistic integrity is essential in creating their works. College foundation drawing and design courses are based
on drawing and working from direct observation and the personal life of the student. Some students may come
into the program with the idea that there is nothing wrong with drawing from photographs or works created by
others, and many of them are quite accomplished at it. Nonetheless, it is a practice that we do not allow in any
AP class and strongly discourage out of class. Students may work from their own photographs, yet they are 12
made aware that the resultant image might have a distinctly flat and stiff look about it. Copyright issues are
discussed with the students throughout the course—they are made aware of the legal issues involved with
working from someone’s published work. If a student uses the work of someone else, which is discouraged, the
student knows that the work must be significantly altered and only be a small component of his or her
individual creation. Again, in these instances the students thoroughly understand that the image must become
part of their larger individual expression, and move beyond duplication.
“Student work that makes use of photographs, published images, and/or other artists’ works must
show development beyond duplication. This may be demonstrated through the manipulation of the
material(s), formal qualities, design and/or concept of the original work.”
Assessment and Evaluation
There will be at least 1 large project due every two weeks (subject to change). Most projects are graded on a
100 point scale. Assignments are graded on the following criteria: Did the students follow procedures or
techniques, was there meaningful analysis/planning before, during and after the student started the
assignment, did the student spend time on task, was there a self-critique rubric attached, and was the artwork
done on time. It is expected that all work and assignments be handed in on time or points will be deducted
from the final grade. Each project is scored on the following scale:
Letter Grades Points
100-90=A
89-80=B
79-70=C
69-60=D
59 or Bellow = F
Projects = 100 points
Sketchbook/Journal Process Work = 50 points
Activity = 50 points Homework = 10 -20 points
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FAQs

What is required for the AP Studio Art portfolio?
The AP Studio Art portfolio requires students to submit a collection of works that demonstrate their sustained investigation through practice and experimentation. This includes 15 digital images showcasing both finished pieces and process documentation. Additionally, students must provide written responses that articulate their inquiry and the evolution of their artistic ideas. The portfolio is divided into two sections: Sustained Investigation and Selected Works, each contributing to the overall exam score.
How are critiques conducted in the AP Studio Art course?
Critiques are a vital component of the AP Studio Art course, occurring regularly when major assignments are due. During critiques, students present their work and discuss their artistic intent while receiving constructive feedback from peers and the instructor. This process helps students develop their vocabulary of art and encourages a collaborative learning environment. The instructor facilitates discussions but primarily allows students to lead the critique, fostering independent analysis and improvement.
What themes are explored in the AP Studio Art course?
The AP Studio Art course encourages students to explore various themes through their artwork, allowing for personal expression and inquiry. Students are guided to develop a unified body of work that reflects their interests and artistic concerns. The course emphasizes the importance of experimentation and revision, enabling students to discover new techniques and concepts that resonate with their individual artistic voice. As students progress, their themes may evolve, leading to deeper investigations and richer artistic outcomes.
What is the importance of artistic integrity in the AP Studio Art course?
Artistic integrity is crucial in the AP Studio Art course, as students are expected to create original works that reflect their unique perspectives. The syllabus prohibits the use of published photographs or copyrighted materials without significant alteration, emphasizing the need for students to draw inspiration from their own experiences and observations. This approach not only fosters creativity but also helps students understand the ethical implications of art-making, encouraging them to develop their own voice and style.

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