ABOUT THE PROGRAM

CONTACT US:

Students must be prepared to make a major commitment. It is our assumption that students entering the program are here to lay a foundation for a career in a design field and will be required to meet rigorous and stringent standards. Strong communication skills, both verbal and written, are required as is the ability to read and analyze. Serious students will find that the program will provide them with an excellent opportunity to develop the skills necessary to succeed in the job market or advance in education. _Most of the students graduating from the program _continue their education.
 

Steve Bross

Commercial Art Instructor

sbross@cmths.org

610-277-2301x332

Central Montco Technical High School

821 Plymouth Road

Plymouth Meeting, PA 19462

www.cmths.org

610-277-2301

Web Site Built By The CTE Objective

Homework - AP Style

About the Advanced Placement Program

 

The Advanced Placement Program enables willing and academically prepared students to pursue college-level studies — with the opportunity to earn college credit, advanced placement, or both — while still in high school. AP

Exams are given each year in May.

Students who earn a qualifying score on an AP Exam are typically eligible to receive college credit and/or placement into advanced courses in college. Every aspect of AP course and exam development is the result of collaboration between AP teachers and college faculty. They work together to develop AP courses and exams, set scoring standards, and score the exams. College faculty review every AP teacher’s course syllabus.

Overview:

The AP Program offers three studio art courses and portfolios:

Two-Dimensional Design, Three-Dimensional Design, and Drawing. The AP Studio Art portfolios are designed for students who are seriously interested in the practical experience of art. Students submit portfolios for evaluation at the end of the school year. The AP Studio Art Program consists of three portfolios — 2-D Design, 3-D Design and Drawing — corresponding to the most common college foundation courses. Students may choose to submit any or all of the Drawing, Two-Dimensional Design, or Three-Dimensional design portfolios. AP Studio Art students create a portfolio of work to demonstrate the artistic skills and

ideas they have developed, refined, and applied over the course of the year to produce visual compositions.

 

PREREQUISITE

Although there is no prerequisite for AP Studio Art, prior experiences in studio art courses that address conceptual, technical,

and critical thinking skills can support student success in the AP Studio Art Program.

 

AP Studio Art Content

AP Studio Art students work with diverse media, styles, subjects, and content. Each of the three portfolios consists of three sections:

• The Breadth section illustrates a range of ideas and approaches to art making.

• The Concentration section shows sustained, deep, and multiperspective investigation of a student-selected topic.

• The Quality section represents the student’s most successful works with respect to form and content.

 

Works in this section may be selected from the other two sections.

 

Students’ work is informed and guided by observation, research, experimentation, discussion, critical analysis, and reflection,

relating individual practices to the art world. Students are asked to document their artistic ideas and practices to demonstrate

conceptual and technical development over time. The AP Studio Art Program supports students in becoming inventive artistic scholars who contribute to visual culture through art making.

 

Disciplinary Practices and Habits of Mind

Each AP Studio Art course and portfolio assessment focuses on students developing these practices and habits of mind through

work with 2-dimensional design, 3-dimensional design, and drawing media and approaches, including the following:

• Critical analysis

• Evidence-based decision-making

• Innovative thinking

• Articulation of design elements and principles

• Systematic investigation of formal and conceptual

aspects of art making

• Technical competence with materials and processes to

communicate ideas

• Incorporation of expressive qualities in art making

• Demonstration of artistic intention

• Creation of a body of work unified by a visual or conceptual theme

 

STRUCTURE OF THE PORTFOLIOS

The portfolios share a basic, three-section structure, which requires the student to show a fundamental competence and range of understanding of visual concerns (and methods). Each of the portfolios asks the student to demonstrate a depth of investigation and process of discovery through the Concentration (Sustained Investigation) section (Section II). In the

Breadth (Range of Approaches) section (Section III), the student is asked to demonstrate a serious grounding in visual principles and material techniques. The Quality (Selected Works) section (Section I) permits the student to select the works that best exhibit a synthesis of form, technique and content. The diagram on the next page summarizes the section requirements for each of the three portfolios.

 

A Central Montco Technical High School Program!
AP Example 2