|
|
|
 |
|
|
|
Exams: 2006 Studio Art 2-D Design: Quality Samples
|
|
| | 2-D Design: 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 on each image to view a larger version.
Portfolio 1: Anna Hutton, Spruce Creek High School, Port Orange, FL
Score: 6
|
Creative problem-solving in the digital medium has to go beyond superficial exploration of the software used into the student’s own inquiry.
When metaphorical themes emerge in this series of photographs, they convey a sense of verve. The photographs demonstrate an intentional color palette and what could be considered classical subdivisions of the compositional picture plane.
|
There is a visual cadence, and each picture engages the viewer in vastly different ways.
Elements are used with ease as a way to convey design principles.
Although the subjects are different, an accomplished sense of time provides a thread of continuity among the pieces.
Within this collection of digital photos, the textural forays into the surface qualities of everyday objects reflect experimentation and risk-taking. |
| |
Quality Sample 2: Katelyn Nixon, Booker T. Washington School for the Performing and Visual Arts, Dallas, TX
Score: 5
|
Repetition, emphasis, and rhythm are convincingly investigated through the inventive use of opaque and transparent overlay of graphic imagery in this selection of five images that are intended to represent the very best of a 2-D repertoire of work.
Clever integration of old-fashioned tissue “Simplicity” patterns and maps, along with simplistic graphic repetition of images, evokes memory.
A strong sense of compositional decision-making is reflected in the interplay of shoestrings, text, and circular-shape placements, impacting how the viewer’s eye may travel through the designs.
The exploratory use of a variety of media to support line, shape, and texture enhances underlying structure, repetition, and rhythm.
|
| |
Quality Sample 3: Emily White, Walnut Hills High School, Cincinnati, OH
Score: 4
|
|
In this selection of works, there is an imbalance between technical ability and conceptual confidence, lessening the potential for full creative impact. One example is the mountain top, which is placed in the center of the foreground within a textured, torn-paper collage. |
In contrast, the fourth and fifth selections in this series of works pose fresh solutions to expressive self-portraiture both in the transparency of images and in the variance in scale. The use of either tracing paper or Mylar is an interesting and unusual approach to achieve this.
The technical challenges that undergird attempts at one-point perspective and the use of analogous color could be pushed further. Because the colors are all midtones, the rigid mechanical structure of the bridge/tunnel is hard to discern. Contrast and perspective have been more successfully achieved in other pieces within this group of works.
|
| |
Quality Sample 4: Erin Greenberg, Charlotte High School, Punta Grande, FL
Score: 3
|
The student's principal aim in this selection of works appears to be representation of faces, while perhaps applying a graphic arts approach.
There are several emergent strengths in both composition and color harmonies. A respectable range of media and techniques is evident.
The student appears to struggle with the anatomical features of the face, overriding the effectiveness of the ideas presented in the works.
The overall concepts presented here are strong in terms of the expressionistic qualities; possible refinement of the defining features within the face may lend even greater support. |
|
|
|
|
|
|
|
|
Course Home Pages