The following syllabus has been approved for use by the College Board.

Computer Graphics 2 Syllabus (AP Studio Art-2D)

COURSE OVERVIEW: Computer Graphics 2/AP Studio Art 2D) is a signature course designed for students who are ready for an in-depth, personal experience using the computer as an artist’s tool. Students must have successfully completed Computer Graphics I and have permission of the instructor in order to enroll. Prior art courses are a plus, although not required. A portfolio review may be substituted in certain instances for course work.
This course is not for the casual learner. Core content will emphasize the elements and principles of art and design, as articulated in a highly personalized body of artwork. In addition to achieving a high degree of technical proficiency, students must be able to identify, explore and solve visual problems, from concept to completion. Students will be expected to utilize traditional media as well as digital tools. Photoshop and Illustrator will be utilized as an artist’s tool, in service to the idea being explored. The results of this exploration will be presented in the form of an electronic portfolio. It is expected that students who are prepared and totally vested in this process will attend a minimum of one “Late Lab” session per week. As part of the class requirements, students will also be expected to meet all deadlines necessary to submit their portfolio to the College Board for evaluation (AP 2D Design portfolio).

GOALS of Computer Graphics 2/AP Computer Graphics
The goal of Computer Graphics 2/AP Computer Graphics is to:
1. To conceive and solve visual design problems that demonstrate an accomplished use of the elements and principles of art and design
2. To create an individualized body of art based upon one theme, idea or visual problem; to undertake a personal visual journey that reflects concentrated exploration of one idea.
3. To achieve a high degree of mastery using graphics software
4. To experience a wide range of media, with emphasis on using the computer as an artist’s tool
5. To become confident in exercising artistic judgment, by describing, analyzing, interpreting and judging art (their own and the artwork of others)
6. To successfully submit a portfolio (2D Design) to the college board for evaluation

Course Schedule:
This class meets on a daily basis, and is open to students in 11th and 12th grade. (Occasionally, students are permitted to enroll for one period, with the understanding that the additional time must be put in during after school work sessions. Students understand that the goals and deadlines do not change because of their schedule.) All students are encouraged to attend a Late Lab work session at least once a week during September- December. Mandatory Late Lab sessions are held every during the months of February-May (until AP portfolios are submitted the first week of May).
A brief outline of the year follows:

Summer Requirements:
Students accepted in Computer Graphics 2 are given a packet, with assignments to be completed over the summer.
First Quarter:
• Revisit and reinforce the foundation of good design: the Elements & Principles of art
• Evaluating Art: Students begin applying standards for evaluating, judging, interpreting and judging artwork. Weekly critique of journals and works in progress (destined for the Concentration section) assist students in developing an understanding of their efforts, and that of their peers works
• Journaling: Students will be responsible for maintaining a Graphics Journal (sketchbook), which will be critiqued weekly. The journal a critical tool in developing a personal iconography that will be more formally expressed in the Concentration section of their portfolio. Students are encouraged to not only draw, but also to collage and write in their journals.
• Originality, artistic integrity and copyright law:
Strict guidelines for originality are outlined early in the year. Students are made aware that any work that might potentially be a copyright infringement, or too closely derivative (visually or intellectually), are not permitted. (In order to sensitize students to issues of originality and copyright infringement, students participate in a collaborative project known as “The Cautionary Tale Project”. Students use the Internet to seek examples of plagiarism, copyright infringement, or derivative images that could be questionable, and package them in a PowerPoint presentation for review by the class. Students very quickly begin to “see” how readily available examples of copyright infringement are online. During weekly critiques and discussion, students will have first hand experience with issues of originality, as they evaluate their own work and that of their peers.
• Resource Folder: In order to insure authenticity and originality of ideas and images, students are required to maintain a Personal Resource Folder. The Resource Folder, along with the Journal, becomes the basis for developing works for the Concentration section of the portfolio. The Resource folder must contain any and all photographs taken by the student that might be included in, or become the basis for, an artwork. (Many students have taken photography classes prior to this year. Others are expected to build a body of photographs during the summer. Only photographs they have personally taken are permitted). Students are not permitted to use, or work from, any published work, except in the pursuit of historical or technical experiences. Care is given to insure that the works go well beyond duplication. The Resource folder should also contain sketches and drawings that chronicle idea development, as the student creates work for the Concentration section.
• Students build vocabulary, and learn to articulate clearly about their artwork and that of their peers (vocabulary list of descriptive words attached)
• Informal critique (peer to peer, and teacher) happens daily
• Formal group critique on a weekly basis to look at development of Concentration idea
• Students begin to fine tune the main idea for the Concentration section of their portfolio
• Students will design and make the first entries into an electronic portfolio that will be maintained as an evaluation tool. It will also serve as a “virtual” look ahead at the 3 sections of the AP 2D Design portfolio (Quality, Concentration & Breadth)
• Students will be presented with prior AP Portfolio submissions (students with and without passing scores) and will critique and evaluate their efforts
Second Quarter:
• Students finalize the Breadth Section of their portfolio (the expectation is that students will have completed several works over the summer, plus work completed in the first year of Computer Graphics I)
• Students should complete at least 6 works for the Concentration section of their portfolio
Third Quarter:
• The focus this quarter is to finalize all work for the Concentration section of the portfolio. By this point, the idea should be well developed and a series of works should be nearing completion.
• Students begin uploading finished works to their online portfolio on the AP Website
• Students begin working on AP Exam questions
Fourth Quarter:
• Students select works for the Quality section of the AP Portfolio and begin printing and matting
• Students will finalize the Concentration and Breadth sections of their portfolio
• Students will finalize uploading artworks via the AP Portal
• Students finalize answers to AP Exam questions
• Students will attend the “test”, as directed by the AP Coodinator, and turn in their portfolio for submission to the College Board
• Celebrate!

CONTENT: Computer Graphics 2 (AP 2D-Design) is a design-based course that emphasizes the elements and principles of art. Students are expected to arrive having a working knowledge of the elements and principles, and be able to pursue independent work as they work toward fulfilling the requirements for submitting the AP 2D Design Portfolio. Project and process rely heavily on the performance objectives set forth in the National Standards for the Visual Arts, with performance objectives appropriate to an advanced level of art.

Evidence of mastery will be demonstrated by various means, including:
1. Digital Portfolio: Students will submit completed assignments in a digital portfolio that serves as a cumulative evaluation tool;
2. Participating in group and individual critiques;
3. Being able to articulate (verbally and in writing) about the process, and the resulting artworks;
4. Development of critical thinking skills;
5. Student will develop and keep a personal journal that chronicles their thinking, development and experimentation with ideas;
6. Finally, successfully completing and submitting the 2D Design Portfolio to the College Board.
An outline of elements and suggested projects suitable for the Breadth section follows.
I. The Elements of Art:
1. Line, color, shape, form, space, texture, value
a. line
1. Expressive line (self portrait project)
2. Contour line/outline (
3. Weighted lines
4. Paths
b. color theory
1. primary/secondary/tertiary
2. Complementary, monochromatic, analogous, split comp, triads
3. Additive & subtractive color theories
4. RGB/CMYK
7. Color psychology
8. History of color
9. Culture and color
10. Color psychologyc. Shape
1. Organic/amorphous
2. Geometric
3. Transformation/morphed shape
d. Form: contour
e. Space: positive/negative space; symmetrical/asymmetrical;
f. Texture: implied and actual
g. Value
1. Tonality
2. Tint/tone/shade
3. Key color II. The Principles of Art & Design
(Proportion, emphasis, unity, variety, balance, contrast, pattern, rhythm, composition)
1. Composition
a. Center of attention
b. Background, middle ground, foreground
c. Methods of composition/ golden triangle/ rule of thirds
2. Proportion: relationship of parts to whole; relative size
3. Balance: symmetrical/asymmetrical, formal, informal, radial
4. Unity: coherence
5. Emphasis: color emphasis/compositional emphasis/focal point/dominance
6. Pattern: repeat, patterns in nature (spirals, radials), fractals; Fibonacci numbers
7. Contrast: positive/negative space, color contrast using complements, etc.
8. Movement: rhythm; repetition; pattern
III. Computer Skills & Techniques
1. Drawing applications
2. Painting applications
3. Presentation applications
IV. Color Psychology & Philosophy of Color
A. Color phenomena
B. Historical/Symbolic color usage
C. Emotions and Color Psychology
D. Color and Culture
E. Color in advertising & design
V. Art History
A. The Canon: 100 works of art every well-educated student should know!
B. Impressionism-Modern era
VI: Aesthetics and Art Criticism
A. Teacher Evaluation
B. Group/peer critique
C. "Reading" a work of art
D. Standards for Evaluating Art: Description, Analysis, Interpretation and Judgment

Evaluation:

Note: Specific evaluations, both formal and informal, will be aligned to the categories prescribed by the Prince George's County Board of Education Grading Policy, specifically Classwork (50%), Homework (30%) and Assessments (20%).
Evidence of mastery will be demonstrated by submitting completed assignments in a digital portfolio that serves as a cumulative evaluation tool. In general, the AP scoring rubric (available online) is used as baseline criteria for evaluation. In addition, students will participate in group critiques on a regular basis. Students are expected to develop a working vocabulary based upon the elements and principles of design (and supplemented with a list of descriptive words) used for analyzing and describing art works) in both written and verbal scenarios. Evaluation by the teacher on a one-to-one basis will be ongoing throughout the year.
Evaluation tools include:
1. Digital Portfolio
2. Group critique
3. Individual Critique
4. Students learn how to “read” a work of art
5. Ability to describe, analyze, interpret and judge a work of art (see attached Standards for Evaluating Art)

RESOURCES:

In addition, a large classroom based library of art resources is available for constant student use. Students are also encouraged to make use of the richness of resources available on the Internet. Additionally, a website for the class is maintained with a day-to-day calendar, deadlines calendar, all assignments and enrichment activities. Students use the website daily.