Art and Design

Taught by Martin Loftus

Description

This APSI will cover the College Board® Art and Design Course and Exam Description (CED) as we discuss each section and consider planning for the course to include the requirements for writing a year-long syllabus. The College Board’s policy—Diversity and Inclusion & Equity and Access—will be a foundation as we consider instructional strategies that will help recruit and retain all types of students, and carry them to successful outcomes. Various instructional strategies will be discussed, experienced, and brainstormed for teaching the course, including content and skills as described in the CED.

We will also look into the offerings of AP® Classroom, AP® Daily, AP® Central and other resources while generating ideas of integrating these resources into lesson plans for students’ and their learning. We will look at the College Board® Instructional Planning Report that identifies students’ strengths and weaknesses to reflect on instruction in the classroom. There will be group activities as well, using the rubrics to score student samples for the two sections of the portfolio, Selected Works & Sustained Investigation. The Teacher Community will be shared as a super resource for ideas, questions, and answers.

With the intention of understanding the students’ perspectives, teachers will experience activities and develop questions that lead them to their own inquiry-based personal, mini-sustained investigation. Studio time will include individual, hands-on, making-art that allows each teacher the time and opportunity to investigate materials, processes and ideas. Application of research, experimentation, practice, revision, writing and reflection will be the final outcome for each teacher, in order to better understand the Big Ideas of the course, including Essential Questions, Enduring Understandings, Learning Objectives and Essential Knowledge

Schedule

Monday, Day 1

• Welcome and Introductions

• Introduction to the Course Exam Description

• Sustained Investigation Overview

• Row A: Inquiry

  • Rubric and Score Points
  • AP® Reading Training Video: Heather Szatmary
  • How to Develop an Inquiry: Best Practices
  • AP® Daily: Inquiry
    • Participant Inquiry Assignment
    • Student Scoring Samples: Straight Sets and Mixed Sets

• Lunch

• Row B: Practice, Experimentation, and Revision

  • Rubric and Score Points
  • AP® Reading Training Video: Heather Szatmary
  • AP® Daily: Addressing Practice, Experimentation, and Revision
  • Student Scoring Samples: Straight Sets and Mixed Sets

• Participant Mini Sustained Investigation Expectations and Studio

Tuesday, Day 2

• Welcome Back!
• Continuation of Sustained Investigation
• Row C: Materials, Processes, and Ideas
  • SCAD Presentation: Synthesis of Materials, Processes, and Ideas
  • Student Scoring Samples: Straight Sets and Mixed Sets
  • MPI Activity: “How Can Materials Drive Ideation and Process?”
  • Appropriation vs. Misappropriation (“Obvious Plant” participant project)
• Lunch
• Equity and Access in AP® Art and Design
• The Danger of a Single Story -Chimamanda Ngozi Adichie
• Sustained Investigation (Row D)
  • Row D: 2D Art and Design, 3D Art and Design, and Drawing Skills
  • Rubric and Score Points
  • AP® Reading Training Video: Drawing (Paul Jeans)
  • Drawing Student Scoring Samples: Straight Sets and Mixed Sets
  • AP® Reading Training Video: 3D Art and Design (Jiro Masuda)
  • 3D Art and Design Student Scoring Samples: Straight Sets and Mixed Sets
  • AP® Reading Training Video: 2D Art and Design (Latonya Hicks)
  • 2D Art and Design Student Scoring Samples: Straight Sets and Mixed Sets
• Participant Mini-Sustained Investigation Studio

Wednesday, Day 3

• Welcome Back!
• Selected Works
  • Moving from an Analytic to a Holistic Rubric
  • Selected Works Rubric and Score Points
    • Choosing pieces for Selected Works: AP® Daily Video
    • AP® Reading Training Video: Selected Works (Christina Correra)
    • 2D Art and Design Student Scoring Samples: Straight Sets and Mixed Sets
• Lunch
• 3D Art and Design Student Scoring Samples: Straight Sets and Mixed Sets
• Drawing Art and Design Student Scoring Samples: Straight Sets and Mixed Sets
• How to Adopt an Approved College Board Syllabus
• How to Begin and Organize your AP® Art and Design Class.
• AP® Resources:
  • AP® Art and Design Community
  • AP® Mentor Program
  • SCAD Institutes and additional programming
• How to Photograph Artwork for AP® Art and Design Submission
• Participant Mini-Sustained Investigation Studio

Thursday, Day 4

• Welcome Back!
• Student Resources:
  • The Art Assignment
  • Scholastic Art and Writing Awards
  • YoungArts
• How to structure your year: Deadlines, Revisions, and Uploads
• Mini Sustained Investigation Presentations and Feedback
• Lunch
• Continuation of Mini Sustained Investigation Presentations and Feedback
• Asynchronous time for questions and completion of APSI Survey