Breadth Section
2D Design Portfolio
Section III: Breadth (Range of Approaches)
Rationale
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 figure/ground relationship. Successful works of art require the integration of the elements and principles of design; students must therefore be actively engaged with these concepts while thoughtfully composing their art. The work in this section should show evidence of conceptual, perceptual, and expressive development, as well as technical skill.
Requirements
For this section, students must submit a total of 12 images of 12 different works. Details may not be included. All images should be labeled with dimensions (height 3 width) and material(s). The Digital Submission Web application incorporates space to include this information. This section requires images of 12 works in which the elements and principles of two-dimensional design are the primary focus; students are asked to demonstrate that they are thoughtfully applying these principles while composing their art. These works as a group should demonstrate the student’s visual organization skills. As a whole, the student’s work in this section should demonstrate exploration, inventiveness, and the expressive manipulation of form, as well as knowledge of compositional organization.
The best demonstrations of breadth clearly show experimentation and a range of conceptual approaches to the work. 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 (Range of Approaches) section consists entirely of collage — the images must show a variety of applications of design principles.
Examples:
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Drawing Portfolio
Section III: Breadth (Range of Approaches)
Rationale
The student’s work in this section should demonstrate understanding of a wide range of drawing concerns, such as drawing from observation, work with invented or nonobjective forms, effective use of light and shade, line quality, surface manipulation, composition, various spatial systems and expressive mark-making.
Students must therefore be actively engaged with these concerns while thoughtfully composing their art. The work in this section should show evidence of conceptual, perceptual and expressive development, as well as technical skill; thus, the student’s work should demonstrate a variety of drawing skills and approaches.
Requirements
For this section, students must submit a total of 12 digital images of 12 different works.
Details may not be included. All images should be labeled with dimensions (height 3 width) and material. The Digital Submission Web application incorporates space to include this information. As a whole, the student’s work in this section should demonstrate exploration, inventiveness, and the expressive manipulation of their work, as well as knowledge of compositional organization.
The best demonstrations of breadth clearly show experimentation and a range of conceptual approaches to the work. It is possible to do this in a single medium or in a variety of media. When a student chooses a single medium — for example, if the portfolio consists entirely of charcoal drawings — the work must show a range of approaches, techniques, compositions and subjects.
An enormous range of possibilities exists for this section. Following is a list of possible approaches. It is not intended to exclude other ways of drawing.
Examples:
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 (Sustained Investigation) and Breadth (Range of Approaches) may negatively affect a student’s score.
2D Design Portfolio
Section III: Breadth (Range of Approaches)
Rationale
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 figure/ground relationship. Successful works of art require the integration of the elements and principles of design; students must therefore be actively engaged with these concepts while thoughtfully composing their art. The work in this section should show evidence of conceptual, perceptual, and expressive development, as well as technical skill.
Requirements
For this section, students must submit a total of 12 images of 12 different works. Details may not be included. All images should be labeled with dimensions (height 3 width) and material(s). The Digital Submission Web application incorporates space to include this information. This section requires images of 12 works in which the elements and principles of two-dimensional design are the primary focus; students are asked to demonstrate that they are thoughtfully applying these principles while composing their art. These works as a group should demonstrate the student’s visual organization skills. As a whole, the student’s work in this section should demonstrate exploration, inventiveness, and the expressive manipulation of form, as well as knowledge of compositional organization.
The best demonstrations of breadth clearly show experimentation and a range of conceptual approaches to the work. 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 (Range of Approaches) section consists entirely of collage — the images must show a variety of applications of design principles.
Examples:
- Work that employs line, shape or color to create unity or variety in a composition
- Work that demonstrates symmetry/asymmetry, balance or anomaly
- Work that explores figure/ground relationships
- Work that develops a modular or repeat pattern to create rhythm
- Work that uses various color relationships for emphasis or contrast in a composition
- Work that investigates or exaggerates proportion/scale
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Drawing Portfolio
Section III: Breadth (Range of Approaches)
Rationale
The student’s work in this section should demonstrate understanding of a wide range of drawing concerns, such as drawing from observation, work with invented or nonobjective forms, effective use of light and shade, line quality, surface manipulation, composition, various spatial systems and expressive mark-making.
Students must therefore be actively engaged with these concerns while thoughtfully composing their art. The work in this section should show evidence of conceptual, perceptual and expressive development, as well as technical skill; thus, the student’s work should demonstrate a variety of drawing skills and approaches.
Requirements
For this section, students must submit a total of 12 digital images of 12 different works.
Details may not be included. All images should be labeled with dimensions (height 3 width) and material. The Digital Submission Web application incorporates space to include this information. As a whole, the student’s work in this section should demonstrate exploration, inventiveness, and the expressive manipulation of their work, as well as knowledge of compositional organization.
The best demonstrations of breadth clearly show experimentation and a range of conceptual approaches to the work. It is possible to do this in a single medium or in a variety of media. When a student chooses a single medium — for example, if the portfolio consists entirely of charcoal drawings — the work must show a range of approaches, techniques, compositions and subjects.
An enormous range of possibilities exists for this section. Following is a list of possible approaches. It is not intended to exclude other ways of drawing.
Examples:
- The use of various spatial systems, such as linear perspective, the illusion of three dimensional forms, aerial views and other ways of creating and organizing space • The use of various subjects, such as the human figure, landscape and still-life objects
- The exploration of various kinds of content, such as that derived from observation, an expressionistic viewpoint, imaginary or psychological imagery, social commentary, political statements; and other personal interests
- The use of different tools, materials and processes to represent form and space, such as rendered, gestural, painterly, expressionist, stylized or abstract form The exploration of expressive mark-making
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 (Sustained Investigation) and Breadth (Range of Approaches) may negatively affect a student’s score.