3D Design
Overview
This portfolio is intended to address sculptural issues . Design involves purposeful decision making about using the elements and principles of art in an integrative way . In the 3-D Design Portfolio, students are asked to demonstrate their understanding of design principles as they relate to the integration of depth and space, volume and surface . The principles of design (unity/variety, balance, emphasis, contrast, rhythm, repetition, proportion/scale, and occupied/unoccupied space) can be articulated through the visual elements (mass, volume, color/light, form, plane, line, texture) .
For this portfolio, students are asked to demonstrate mastery of 3-D design through any three-dimensional approach, including, but not limited to, figurative or nonfigurative sculpture, architectural models, metal work, ceramics, glass work, installation, assemblage and 3-D fabric/fiber arts . There is no preferred (or unacceptable) style or content .
Links to samples of student work in the 3-D Design portfolio can be found on AP Central at apcentral.collegeboard.com/studio3D
For this portfolio, students are asked to demonstrate mastery of 3-D design through any three-dimensional approach, including, but not limited to, figurative or nonfigurative sculpture, architectural models, metal work, ceramics, glass work, installation, assemblage and 3-D fabric/fiber arts . There is no preferred (or unacceptable) style or content .
Links to samples of student work in the 3-D Design portfolio can be found on AP Central at apcentral.collegeboard.com/studio3D
Section I: Breadth
The student’s work in this section should demonstrate understanding of the principles of design, including unity/variety, balance, emphasis, contrast, rhythm, repetition, proportion/scale and occupied/unoccupied space . The work should show evidence of conceptual, perceptual, and expressive development, as well as technical skill . The student should be introduced to problems in concept, form and materials as they pertain to three-dimensional design.
For this section, students are asked to submit digital images of 8 three-dimensional works, with 2 views of each work, for a total of 16 images. All images should be labeled with dimensions (height 3 width 3 depth) and material . The Digital Submission Web application incorporates space to include this information . Work submitted in the breadth category may be additive, subtractive, and/or fabricated; may include study of relationships among three-dimensional forms; and may include representational or abstract objects .
The best demonstrations of breadth clearly show experimentation and a range of approaches to the work . They do not simply use a variety of media but rather combine a range of conceptual approaches and physical means of creating art . It is possible to do this in a single medium or in a variety of media . When a student chooses to use a single medium — for example, if a Breadth section consists entirely of ceramics — the work must show a variety of applications of design principles . In this category, relief sculptures or very small works, such as jewelry, should be fully visible and should clearly address three-dimensional issues.
Students may not submit images of the same work that they are submitting for the Concentration section. Submitting images of the same work for Concentration (Section II) and Breadth (Section III) may negatively affect a student’s score.
For this section, students are asked to submit digital images of 8 three-dimensional works, with 2 views of each work, for a total of 16 images. All images should be labeled with dimensions (height 3 width 3 depth) and material . The Digital Submission Web application incorporates space to include this information . Work submitted in the breadth category may be additive, subtractive, and/or fabricated; may include study of relationships among three-dimensional forms; and may include representational or abstract objects .
The best demonstrations of breadth clearly show experimentation and a range of approaches to the work . They do not simply use a variety of media but rather combine a range of conceptual approaches and physical means of creating art . It is possible to do this in a single medium or in a variety of media . When a student chooses to use a single medium — for example, if a Breadth section consists entirely of ceramics — the work must show a variety of applications of design principles . In this category, relief sculptures or very small works, such as jewelry, should be fully visible and should clearly address three-dimensional issues.
Students may not submit images of the same work that they are submitting for the Concentration section. Submitting images of the same work for Concentration (Section II) and Breadth (Section III) may negatively affect a student’s score.
Section II: Concentration
A concentration is a body of related works that demonstrate a student’s commitment to the thoughtful investigation of a specific visual idea. It is NOT a selection of a variety of works produced as solutions to class projects or a collection of works with differing intents. Students should be encouraged to explore a personal, central interest as intensively as possible and are free to work with any idea in any medium that addresses three-dimensional design issues. The concentration should grow out of the student’s idea and demonstrate growth and discovery through a number of conceptually related works. In this section, the evaluators are interested not only in the work presented but also in visual evidence of the student’s thinking, selected method of working, and development of the work over time.
For this section, 12 images must be submitted, some of which may be details or second views. All images should be labeled with dimensions (height 3 width 3 depth) and material. Regardless of the content of the concentration, the works should be unified by an underlying idea that has visual and/or conceptual coherence. The choices of technique, medium, style, form, subject and content are made by the student, in consultation with the teacher.
The Concentration section includes spaces for a written commentary, which must accompany the work in this section, describing what the concentration is and how it evolved. Students are asked to respond to the following:
1 . Clearly and simply state the central idea of your concentration
2 . Explain how the work in your concentration demonstrates your intent and the exploration of your idea. You may refer to specific images as examples.
Although the responses themselves are not scored as pieces of writing, they provide critical information for evaluating the artwork. Thus, they should be well written. Students should be encouraged to formulate their responses to the first question early in the year, as they define the direction their concentration will take. Responses should be focused on the information requested.
For this section, 12 images must be submitted, some of which may be details or second views. All images should be labeled with dimensions (height 3 width 3 depth) and material. Regardless of the content of the concentration, the works should be unified by an underlying idea that has visual and/or conceptual coherence. The choices of technique, medium, style, form, subject and content are made by the student, in consultation with the teacher.
The Concentration section includes spaces for a written commentary, which must accompany the work in this section, describing what the concentration is and how it evolved. Students are asked to respond to the following:
1 . Clearly and simply state the central idea of your concentration
2 . Explain how the work in your concentration demonstrates your intent and the exploration of your idea. You may refer to specific images as examples.
Although the responses themselves are not scored as pieces of writing, they provide critical information for evaluating the artwork. Thus, they should be well written. Students should be encouraged to formulate their responses to the first question early in the year, as they define the direction their concentration will take. Responses should be focused on the information requested.
Section III: Quality
Quality refers to the mastery of 3-D design principles that should be apparent in the concept, form, and execution of the works, whether they are simple or complex.
For this section, students are asked to submit digital images of their best 5 works, with 2 views of each work, for a total of 10 images. Students should carefully select the works that demonstrate their highest level of accomplishment in 3-D design . The second view of each work should be taken from a different vantage point than the first view and could be a detail if it informs the viewer about a particular aspect of the work . All images should be labeled with dimensions (height 3 width 3 depth) and material . The Web application incorporates space to include this information .
The works submitted may come from the Concentration and/or Breadth sections, but they do not have to. They may be a group of related works, unrelated works or a combination of related and unrelated works.
For this section, students are asked to submit digital images of their best 5 works, with 2 views of each work, for a total of 10 images. Students should carefully select the works that demonstrate their highest level of accomplishment in 3-D design . The second view of each work should be taken from a different vantage point than the first view and could be a detail if it informs the viewer about a particular aspect of the work . All images should be labeled with dimensions (height 3 width 3 depth) and material . The Web application incorporates space to include this information .
The works submitted may come from the Concentration and/or Breadth sections, but they do not have to. They may be a group of related works, unrelated works or a combination of related and unrelated works.