Exams: 2012 Studio Art 2-D Design: Concentration Samples

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2-D Design: Concentration—Section II

The student samples for 2-D Design: Concentration were submitted in June 2012. The selections were made on the basis of the works alone: those choosing them had no idea who the students are or what schools they attended. The Concentrations were selected as representative of a range of excellence for this portfolio.

All of the works included here received very high scores. The students' written commentaries accompany the samples. To view the student samples, select from the choices below.

Click an image to view a larger version.

Concentration Sample 1: Felicia Alcaide, Design and Architecture Senior High School, Miami, Fla

Score: 6

Rationale for Score

  • This student takes an often conventional and trite subject, flowers, and instead handles the theme with complexity and sophistication. The student uses flowers as an effective design motif with compelling symbolic significance.
  • Although the commentary is not scored, it provides a particularly important insight, and a useful point of entry to the student's thought process.
  • The student has approached the concentration as a clearly focused exploration of moods and psychological states, investigated effectively using a wide range of materials and techniques.
  • An innovative application of the principles of design, particularly unity/variety, rhythm, emphasis, and balance, is used to create decorative themes that simultaneously reinforce symbolic content.
  • The three image details provide useful information about content, surface, and mark making.
  • Overall, the work constitutes a rich exploration of a coherent and poetic theme. The work is of excellent quality.

Concentration Sample 2: Will Kromer, Friday Harbor High School, Friday Harbor, Wash.

Score: 5

Rationale for Score

  • The theme of the concentration is clear and provocative, and the student has developed a coherent visual language that unifies the work.
  • The student is successful in the intention to draw the viewer in. There is also an interesting spatial tension between some devices that invite the viewer in and other elements (e.g., bars, signs, eyes) that confront the viewer.
  • In most pieces, the principles of design are used successfully to orchestrate the bounding energy of these busy compositions.
  • Several works are powerfully realized (images 2, 3, 5, 6, and 8), whereas some are not thoroughly resolved ( images 9, 10, and 12).
  • Overall, the concentration is of strong quality.

Concentration Sample 3: Jaimie Kenney, Booker High School, Sarasota, Fl.

Score: 4

Rationale for Score

  • The theme of the concentration is clearly focused, but somewhat limited in scope.
  • A potentially engaging theme is evident but is inadequately investigated.
  • Although the work shows clear consideration of design elements and principles (e.g., asymmetrical balance, positive and negative space, pattern, and line), the exploration of these design issues is limited.
  • Overall, the work is of moderate to good quality.

Concentration Sample 4: Alyssa Schuda, Capistrano Valley High School, Mission Viejo, Calif.

Score: 3

Rationale for Score

  • A clear theme is evident, and the work demonstrates growth and discovery.
  • A transformation from representational imagery to abstract design is apparent, yet the scope of the work is limited.
  • Images 3 and 10 exhibit good application of design principles and demonstrate clear student "voice," whereas images 8 and 11 represent more simplistic solutions to design problems.
  • Technical skills and understanding of design issues are emerging.
  • Overall, the work is of moderate to good quality.