Exams: 2013 Studio Art 3-D Design: Breadth Samples

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3-D Design

The student works displayed on this page are reproductions of actual works submitted by students in June 2013.

All of the samples here were chosen because they clearly represent different points on the scoring scale. In the course of the AP evaluation, each section of the portfolio is scored on a six-point scale. Once the evaluation is complete, the various scores assigned to each student's portfolio are combined and transformed into the final AP grade of 1-5.

Note: With the exception of a small number of spelling corrections and clarifications (in brackets), all information in the commentaries is transcribed exactly as the students wrote it.

Media and dimensions for the works shown are based on information provided by each student. In some cases minor revisions have been made for clarity.

Each group of works is accompanied by a brief rationale for the scores awarded to the works. We greatly appreciate the generosity of the students who have agreed to share their works in this way.

Click an image to view a larger version.

3-D Design Sample 1: Tim Archer, St. George's School, Middleton, R.I.

AP Portfolio Score: 5

Breadth Section

Score 6

Rationale for Score

  • Confident decision making is evident through the choice of materials employed to communicate ideas that address a broad range of intentions and purposes.
  • The clever appropriation of found objects in images 1 and 8 demonstrates innovation, insight, and humor.
  • Excellent application of 3-D design principles is evident through the purposeful organization of a broad range of materials and 3-D processes.
  • Images 2, 4, and 5 demonstrate the student’s command of 3-D concepts through the repetition of shapes and forms.
  • The student demonstrates confidence employing both additive and subtractive constructive processes.

3-D Design Sample 2: Halie Schouten, Greater Atlanta Christian School, Norcross, Ga.

AP Portfolio Score: 5

Breadth Section

Score 5

Rationale for Score

  • A variety of methods and materials are used successfully most of the works. The student uses wood, metal, concrete, plaster, clay, Sculpey, and paint while employing both additive and subtractive methods to convey the ideas. Image 3 employs shadow as an element.
  • While most works express confidence, there are some works that are less engaging (image 8). Images 6 and 7 explore the same idea, rather than presenting a breadth of design problems.
  • Generally, the work exhibits a strong exploration of 3-D principles such as balance (images 3, 6, and 7), unity, and variety (images 4 and 5).
  • The way the work is presented shows thoughtful decision making. Bases are carefully chosen to compliment the work (images 1, 3, and 6). Additional consideration of the presentation would enhance image 2.

3-D Design Sample 3: Valeria Gomez, De Queen High School, De Queen. Ark.

AP Portfolio Score: 4

Breadth Section

Score: 4

Rationale for Score

  • There is a variety of intent and purpose, and overall the work is good.
  • There is a good application of 3-D principles using a range of materials and processes. Images 2, 4, 5, and 7 exhibit repetition, unity, variety, contrast, proportion, and use of occupied and unoccupied space.
  • A student voice is apparent in some of the work.
  • There are uneven levels of accomplishment. Images 1 and 3 include potentially engaging materials but lack compositional structure and evidence of decision making.
  • The wide variety of materials shows good technical competence, although there are elements in the work (images 2, 7, and 8) that could be refined.

3-D Design Sample 4: Melanie Wentz, Viewpoint School, Calabasas, Calif.

AP Portfolio Score: 3

Breadth Section

Score: 3

Rationale for Score

  • A range of 3-D design problems is presented, but with limited success.
  • Image 3 is engaging, but others demonstrate superficial solutions with an emerging student voice.
  • The most successful piece, image 3, exhibits balance, unity, variety, and a careful consideration of occupied and unoccupied space. Further development of this work would make an engaging topic in the Concentration section.
  • Overall, the work is uneven and demonstrates limited technical competence; skill in the use of materials and media and in the activation of physical space is rudimentary.