Drawing: Quality -- Section I
The student works displayed on this page are reproductions of actual works submitted by students in June 2006.
All of the samples here were chosen because they clearly represent different points on the scoring scale for Section I, Quality. In the course of the AP evaluation, each section of the portfolio is scored on a six-point scale. Once the evaluation is complete, the various scores assigned to each student's portfolio are combined and transformed into the final AP grade of 1-5. The requirement for Section I of all three Studio Art portfolios is five pieces.
Each group of five works is accompanied by a brief rationale for the scores awarded to the works. We greatly appreciate the generosity of the students who have agreed to share their works in this way.
Click an image to view a larger version.
Portfolio 1: Sabrina Shaw, Dr. Ralph H. Poteet High School, Mesquite, TX
|In fulfilling the guidelines for the quality drawing section, these works demonstrate a confident breadth and scope of drawing ability. This is achieved primarily through the inclusion of graphic-orientated pieces, figurative work, and observational drawing.
| Artistic decision-making about composition, scale, and color among the group of works is engaging and diverse.
The works are evocative and have a sense of being “about” something; personal voice is supported by a strong sense of technical competence.
Portfolio 2: Rakisha Coleman, Dr. Michael M. Krop Senior High School
Complex compositions explore intimate and close relationships among friends.|
The double portrait of girls shows glistening highlights and believable textures in blouse and hair.
Colored pencils and watercolor are well integrated when used together.|
The painted coed scene (boy with earphones) is drawn fairly well, although additional work could benefit the hand on the left.
The graphite drawing of the subject seen from below is very dramatic. Although a better observation of where the legs connect with the seat would benefit the drawing, the worm’s-eye viewpoint of the underside of stool is compelling.
Although the hand is out of proportion, the monochromatic portrait with bubblegum shows a fun and unified composition with a limited palette.
Portfolio 3: Sima Krasnow, Torah Academy for Girls
Far Rockaway, NY
Still-life subjects are handled adeptly.
The works address glass, fabric, china, and natural flower petals with realistic value/texture.
The drawing of the flashlights shows a sense of fun with vibrant colors not typically used for shadows (hot colors advance, cool colors recede); this use of arbitrary high-chroma hot colors is daring.
Compositions are centered and could benefit from the exploration of alternative solutions, such as activating the edges, cropping the subject in inventive ways, or breaking up the background space to find asymmetrical ways of balancing the composition.
Portfolio 4: Kimia Yazdanpandah, Great Neck North High School
Great Neck, NY
Several pieces within this group of works reflect the student’s moderately successful responses to what are typically classroom-centered assignments. Future directions could include more observational work done outside of class.
Assignments submitted here demonstrate an emergent level of proficiency; compositional organization indicates the potential to explore further. Technical aspects that underscore drawing from life are not readily evident here.
Along the same lines, the engagement with materials, while promising, never advances in terms of overall skill level.
The investigation of color harmonies within this body of work might be enhanced beyond the limited scope of what working from photography offers. The student appears to have the initial idea of working with color and composition; more advanced studies could go on to develop a sense of confidence and risk-taking.