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Survey of Art Education presentation on process of bettering high school portfolio development, with the help of pre-college programs, AP Studio Art, etc.

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  1. 1. PRATT<br />PRE-COLLEGE (2005) / AP Studio Art (05-06)<br />Illustration<br />Portfolio<br />ADE PROGRAM (HS ART)<br />H.S. Art not fully covered in classes<br />Lessons on H.S. art scarce<br />Classroom management of H.S. not covered<br />S.A.S – one class devoted to H.S. <br />
  2. 2. HS PORTFOLIO DEVELOPMENT<br />?<br />?<br />?<br />Does the school offer its students AP Studio Art <br />Are there alternatives: after-school programs; summer programs; weekend programs<br />Do teachers consider their students future artists<br />
  3. 3. Annotated Bibliography search for portfolio development sources related to high school and pre-college.<br />
  4. 4. ENDURANCE<br />DEVELOPMENT<br />COMMUNICATION<br />ASSESSMENT<br />GUIDANCE<br />EVALUATION<br />PROCESS<br />CAREER<br />
  5. 5. AP PORTFOLIO EXAMPLES 2010<br />INCLINE H.S., NEVADA. QUALITY: 3<br />
  6. 6. AP PORTFOLIO <br />EXAMPLES 2010<br />PICKENS SENIOR H.S., <br />SOUTH CAROLINA. <br />QUALITY: 4<br />
  7. 7. AP PORTFOLIO <br />EXAMPLES 2010<br />TRINITY COLLEGE SCHOOL, <br />ONTARIO, CANADA. <br />QUALITY: 5<br />
  8. 8. AP PORTFOLIO <br />EXAMPLES 2010<br />RIDGE H.S., <br />BASKING RIDGE, NJ. <br />QUALITY: 6<br />
  9. 9. AP PORTFOLIO “CONCENTRATION” EXAMPLES 2006<br />“CONTAINED OBJECTS”<br />MARY SOFIA NORELL<br />ALBERT EINSTEIN SENIOR HIGH SCHOOL<br />KENSINGTON, MD<br />
  10. 10. “Originally I chose to portray contained objects that repeated simple shapes and allowed me to focus on unconventional color schemes. I enlarged simplistic conventional objects to create a dramatic or larger-than-life effect.”<br />
  11. 11. “I began by portraying simple grocery objects from a common perspective and grew to vary between cool and warm palettes to give the common objects a mood and personality. Soon I began to enlarge the scope of my paintings to create more imposing images.”<br />
  12. 12. “By working in a near-constant medium I became confident and comfortable with my color explorations. I started to work with more emotionally connected objects such as rocking-horses, which are connected to human experiences.”<br />
  13. 13. AP PORTFOLIO “CONCENTRATION” <br />EXAMPLES 2009<br />HELENA BAE<br />WARREN HIGH SCHOOL<br />DOWNEY, CA<br />
  14. 14. “The central idea of my concentration portrays landscape scenery evolving into abstraction. My images start off with realistic views but interfered with bold black lines and whimsical patterned shapes. The realistic views of landscape and floral gardens end to be abstracted with creativity of geometrical decorations. The basic landscape shapes lay throughout the paintings overcome by abstraction.”<br />
  15. 15.
  16. 16. SVA PRE-COLLEGE STUDENT WORK<br />
  17. 17. PRATT PRE-COLLEGE STUDENT WORK<br />
  18. 18. PORTFOLIO DEVELOPMENT LINKS<br />http://www.youtube.com/watch?v=zX7GGr1Mj8I&feature=player_embedded<br />http://www.youtube.com/watch?v=f9k5qtxWoA&feature=player_embedded#at=1300<br />
  19. 19. STEP 3<br />Develop a curriculum for a high school portfolio development class and/or pre-college portfolio class<br />Curriculum Development<br />Gather additional info through interviews; observing high school and pre-college classes; visit high school and pre-college art programs, teachers, and directors<br />STEP 2<br />Interviews/Teaching/Observing/Visiting<br />STEP 1<br />Books/Journals/Articles/<br />Newspapers/Websites<br />Use Pratt library and NYPL databases to search for info<br />RESEARCH PYRAMID<br />
  20. 20. High School Portfolio Development<br />PRATT education<br />(Teaching Portfolio)<br />Teacher of high school portfolio development<br />EVOLUTION OF AN ART CAREER<br />

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