WHS STUDIO ART: 2D Design Portfolio

Principles of 2-D Design:

• Unity/Variety
• Balance/Emphasis/Contrast
• Rhythm
• Repetition
• Proportion/Scale
• Figure/Ground Relationships

Quality: The five works in this section of the portfolio should successfully demonstrate mastery of 2D design issues, which should be apparent in the composition, concept, and execution of each piece. Quality work may be a group of related works, unrelated works, or a combination of related and unrelated works. These five actual works may or may not come from the concentration and/or Breadth sections.

Concentration: This section, asks the student to demonstrate his/her personal commitment to a specific, compelling visual idea and/or mode of working. To document the process, the student should present twelve conceptually related works that demonstrate the development and evolution of an idea and show growth and discovery. Each student’s concentration should be derived from a coherent plan of action/investigation, consist of an underlying visual/conceptual idea based on an individual interest and show the development of a visual language appropriate to the subject. The elements of art and principles of design should be utilized in informed and/or experimental ways. Concentrations should be defined early in the year so that the work submitted has the focus and direction required for a concentration.

Some examples of Concentration topics may include but are not limited to the following:

•   Design and Create a Children’s Book
•   Business Identity Products
•   Investigation of Pattern and Designs found in the Natural World
•   A Collection for Fashion Design
•   Series of Landscapes that explore a certain Feeling
•   Series of Portraits that evolve into the Abstract
•   A personal/Family History Communicated through Symbols/Imagery

Breadth: In this section students are asked to develop work that shows a variety of 2D design concepts and methods of problem solving allowing for students to demonstrate a range of abilities and versatility with technique and ideation. The work should demonstrate an understanding of how the principles of design (unity/variety, balance, movement, emphasis, rhythm, contrast, and pattern) influence the elements of art (line, shape, space, color, form, value and texture) to achieve a well-developed product.

The best examples of Breadth clearly show a range of conceptual approaches to 2D design and a variety of applications of the principles of design. Any media may be utilized. Some examples of work in the Breadth section may include but are not limited to:

Spatial Investigation
Color Theory/Investigation
Abstraction
Curved and Angled Compositions
Investigation of Proportion/Scale
Digital Portraits/Landscapes/Design
Still Life as Design
Relief Printing
Logo Design
Advertisement Design
Fashion/Fabric Design
Illustration
Environmental Design
Graphic Design
Redesign of Common Object
Pattern/Repetition/Rhythm
Investigation of Balance
Industrial Design

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RUBRIC - 2D DESIGN

The following criteria are considered during critiquing/assessing each section of every student’s portfolio.

Quality: Five works that present the mastery of design apparent in the composition, concept and execution.

Key Scoring Descriptors:

General Use of Design Elements to Investigate the Principles of 2-D Design

Decision Making and Intention in the Compositional Use of the Elements and Principles of Design

Originality, Imagination and Invention

Experimentation and Risk Taking

Confident, Evocative Work and Engagement of the Viewer

Technical Competence and Skill with Materials and Media

Appropriation and the Student’s “Voice”

Overall Accomplishment and Quality

In applying these descriptors, consider the content, style and process of the work.

Excellent Quality:

In most works there is a highly successful use of the elements of design applied to an investigation of 2-D design principles.
Work exhibits well-informed decision making and intention.
The composition of the works displays an original, imaginative and inventive articulation of the elements and principles of design.
Work may show successful engagement with experimentation and/or risk taking.
Work as a whole is confident and evocative; it engages the viewer with visual qualities (for example, expressive verve or nuanced subtlety).
The technical competence of the work is generally excellent; materials and media are used effectively to express ideas.
Any apparent appropriation of published or photographic sources or the work of other artists clearly provides a visual reference that is transformed in the service of a larger, personal vision in which the student’s “voice” is prominent.
There may be varying levels of accomplishment among the five works, but overall the work reaches a level of excellent quality.

Strong Quality:

There is generally successful use of the elements of design applied to an investigation of 2-D design principles.
Work shows evidence of thoughtful decision making and intention.
Work generally demonstrates imaginative ideas and effective manipulation of the elements and principles of design.
Work may show successful engagement with experimentation and/or risk taking some pieces.
Most works exhibit expressive and evocative qualities that engage the viewer and suggest confidence.
The technical competence of the work is strong; materials and media are used well to express ideas.
Any apparent appropriation of published or photographic sources or the work of other artists shows a strong sense of the student’s “voice” and individual transformation of the images.
There may be varying levels of accomplishment among the five works, but overall the work is of strong quality.

Good Quality:

There is successful use of the elements of design, but the investigation of 2-D design principles is limited in scope.
Some clear decision making and intention are evident.
The composition of the works demonstrates some imaginative ideas and purposeful manipulation of the elements and principles of design.
The work may show engagement with experimentation and/or risk taking or both but with uneven success.
Some of the work has evocative qualities that engage the viewer, though confidence is not obvious; conversely, the work may display confidence but not be engaging.
The work demonstrates good technical competence and use of materials and media; technical aspects and articulation of ideas do not always work together.
With the apparent appropriation of published or photographic sources or the work of other artists, the student’s “voice” is discernable; the images have been manipulated to express the student’s individual ideas.
There may be uneven levels of accomplishment among the five works, but overall the work is of good quality.

Moderate Quality:

There is some successful use of the elements of design, but the investigation of their application to 2-D design principles is emerging and narrow in scope.
Decision making and intention are questionable.
Some imaginative ideas about the use of the elements and principles of design appear to be emerging.
Work may show attempts at experimentation and/or risk taking, but with limited success.
There may be one or two evocative, engaging works; confidence is questionable.
Work is uneven, but overall it demonstrates emerging technical competence and use of materials and media.
If published or photographic sources or the work of other artists are appropriated, the work appears transformation of the images are minimal.
There may be an emerging level of accomplishment among the five works; overall the work is of moderate quality.

Weak Quality:

Some awareness of the elements of design is demonstrated, but there appears to be little understanding or investigation of their application to 2-D design principles.
Intention is not clear.
Work relies heavily on unoriginal ideas and lacks invention or imaginative use of the elements and principles of design.
Work shows little attempt at experimentation and/or risk taking, or the experimentation has little success.
There is little about the work that is engaging; the work lacks confidence.
Work is generally awkward; it demonstrates marginal technical competence and clumsy use of materials and media.
Works appear to be direct copies of published or photographic sources or the work of other artists; even if they are of average rendering skill, there is little discernable student “voice” or individual transformation.
There is little evidence of accomplishment demonstrated in the five works, and overall the work is of weak quality.

Poor Quality:

Very little awareness of the elements of design is demonstrated, and there appears to be minimal understanding or investigation of their application to 2-D design principles.
Work appears to be unconsidered and to lack discernable intention.
Work lacks originality or imagination.
Work shows negligible experimentation and/or risk taking, or the experimentation is unsuccessful.
Work does not engage the viewer; no confidence is evident.

Work is generally inept; use of materials is naive and is lacking skill or technical competence.
Works are obviously direct, poorly rendered copies of published or photographic sources or the work of other artists; there is no discernable student “voice” or individual transformation.
Overall the five works lack accomplishment and are of poor quality.

Concentration: “a body of work unified by an underlying idea that has visual coherence.” In scoring concentrations, there are four major areas of concern.

Coherence and/or development — is the work presented actually a concentration?
Quality of the concept/idea represented — is there evidence of thinking and of focus?
Degree of development and investigation evident in the work — including the amount of work or number of pieces represented.
Quality of the work in both concept and technique.

Note: These four areas will necessarily appear in shifting relationships of relative strength and weakness. Where the four are not even in the level of achievement they represent, they will be considered as a whole to arrive at the score for the section.

Because this section is concerned with a process of growth and discovery, the work presented may span a range of levels of achievement. If this is the case, the higher level that is reached should be acknowledged in the score that is given.

Key Scoring Descriptors:

A. Integration of the Topic of the Concentration and the Work Presented
Decision Making and Discovery through Investigation
Originality and Innovative Thinking
Evocative Theme and Engagement of the Viewer
Understanding and Application of 2-D Design Principles
Growth and Transformation
Technical Competency and Skill with Materials and Media
Appropriation and the Student’s “Voice”
Image Quality (for weak and poor concentrations only)
Overall Accomplishment and Quality

In applying these descriptors, consider the content, style and process of the work.

Excellent Concentration:

The concentration topic and the work presented are unmistakably and coherently integrated.
The investigation of the concentration topic provides convincing evidence of informed decision making and discovery.
The concentration clearly demonstrates an original vision and innovative ideas and/or risk taking.
An evocative, engaging theme is sustained through most of the work within the concentration.
The work shows a thorough understanding and effective application of 2-D design principles.
In general, the work is technically excellent; materials and media are used effectively to express ideas.
The work conveys a sense of transformation and most works demonstrate a distinct measure of success.
Any apparent appropriation of published or photographic sources of the work of other artists clearly provides a visual reference that is transformed in the service of a larger, personal vision in which the student’s “voice” is prominent.
Accomplishment among the works may vary, but overall the work reaches a level of excellent quality.

Strong Concentration:

The concentration topic is successfully integrated with most of the work presented.
The investigation of the concentration topic provides evidence of thoughtful decision making and of discovery in many works.
The work for the concentration generally demonstrates original and innovative ideas.
An evocative, engaging concentration theme is clearly present in much of the work.
Overall the work shows understanding and effective application of design principles; there may be
some less successful pieces.
The work is technically strong; materials and media are used well to express ideas.
The work generally exhibits transformation and many works demonstrate a measure of success.
Any apparent appropriation of published or photographic sources or the work of other artists shows
a strong sense of the student’s “voice” and individual transformation of the images.
There may be varying levels of accomplishment among the works, but overall the work is of strong quality.

Good Concentration:

The concentration topic and the work presented are closely related.
Some clear decision making and discovery are evident in the investigation of the concentration.
The concentration demonstrates some originality, and the work shows some innovative thinking.
A clear theme that engages the viewer with some of the work is discernible.
The work is inconsistent in quality, but overall the understanding and application of design principles is good.
Work demonstrates good technical competence and use of materials and media; technical aspects and articulation of ideas do not always work together.
Apparent transformation is noticeable, but the scope of the work is limited or repetitive.
With the apparent appropriation of published or photographic sources or the work of other artists, the student’s “voice” is discernable; the images have been manipulated to express the student’s individual ideas.
There may be uneven levels of accomplishment among the works, but overall the work is of good
quality.

Moderate Concentration:

The connection between the concentration topic and the work is evident but erratic.
Decision making is sporadic, and the work demonstrates little sense of investigation or discovery.
An idea for a concentration is presented, and some original ideas or attempts at innovation with materials and techniques seem to be emerging.
A potentially engaging theme is somewhat discernable but is inadequately considered.
Some development is evident, but only a moderate understanding and superficial application of design principles are demonstrated.
Though uneven, the work demonstrates emerging technical competence and some knowledgeable use of materials and media.
Some transformation is discernable, but the scope of the work is narrow and/or repetitive.
If published or photographic sources or the work of other artists are appropriated, the work appears to be nearly direct reproductions; even if skillfully rendered, the student’s “voice” and the individual transformation of the images are minimal.
There may be an emerging level of accomplishment among the works; overall the work is of moderate quality.

Weak Concentration:

There is a sense of a concentration, but integration of the topic and the work is inadequately considered.
Decision making is lacking; the work appears inadequately thought out and insufficiently explored.
An idea for a concentration is presented, but the ideas in the work are unoriginal or rely mostly on appropriation.
A potentially engaging theme is present but is largely unsuccessful.
A concentration is evident, but the work shows a weak understanding or random application of design principles. 2.F Overall the work demonstrates marginal technical competence and awkward use of materials and media.
Work is mostly repetitive; only a few pieces suggest growth or show slight signs of transformation.
Works appear to be direct copies of published or photographic sources or the work of other artists; there is little discernable student “voice” or individual transformation.
The images are difficult to see properly because they are too small, unfocused or poorly lighted.
Little evidence of accomplishment is demonstrated; overall the work is of weak quality.

Poor Concentration:

There is very little or no evidence of a concentration topic in the work presented, or there is not enough work to represent a concentration.
There is little or no evidence of decision making or investigation.
An idea for a concentration may be presented, but the work comprises trite, simplistic or appropriated solutions that are poorly executed.
A theme that could engage the viewer with the work is absent.
The work shows very little or no understanding of design principles and their application.
The work shows very little technical competence; it is naive and lacks skill.
Overall the work shows no indication of growth or transformation.
The works are obviously direct copies of published or photographic sources or the work of other artists; there is no discernable student “voice” or individual transformation.
The images are impossible to see properly because they are too small, unfocused or poorly lighted. Overall the work lacks accomplishment and is of poor quality.

Breadth: — A variety of works demonstrating understanding of the principles of design. Look for engagement with a range of design principles:

Unity/Variety
Balance/Emphasis/Contrast
Rhythm
Repetition
Proportion/Scale
Figure/Ground Relationship

Key Scoring Descriptors

Broad Investigation of 2-D Design Principles
Originality and Innovative Thinking
Application of 2-D-Design Principles to Broad Range of Design Problems
Purpose and Intention in the Compositional Use of the Elements and Principles of Design
Confident, Evocative Work That Engages the Viewer
Technical Competence and Skill with Materials and Media
Appropriation and the Student’s “Voice”
Image Quality (for weak and poor breadth sections only)
Overall Accomplishment and Quality

In applying these descriptors, consider the content, style and process of the work.

Excellent Breadth:

The work shows an informed investigation of a broad range of 2-D design principles.
The work clearly demonstrates original vision, a variety of innovative ideas and/or risk taking and inventive articulation of a broad range of the elements and principles of 2-D design.
The work shows an excellent application of 2-D design principles to a broad range of design
problems.
The work clearly demonstrates a broad range of intentions or purposes; it articulates multiple
insights.
The work as a whole is confident and evocative; it engages the viewer with visual qualities (for
example, verve or nuanced subtlety).
The work is technically excellent; materials and media are used effectively to express ideas.
Any apparent appropriation of published or photographic sources or the work of other artists clearly
provides a visual reference that is transformed in the service of a larger, personal vision in which
the student’s “voice” is prominent.
There may be a varying range of accomplishment among the works, but overall the work reaches a
level of excellent breadth and quality.

Strong Breadth:

Work shows a thoughtful investigation of a range of 2-D design principles.
Work demonstrates a range of original, innovative ideas and effective manipulation of the elements and principles of 2-D design.
Work shows strong application of 2-D design principles to a range of design problems.
Work demonstrates a variety of intentions or purposes; a range of insights is apparent.
Most of the work engages the viewer with expressive and evocative qualities; the work suggests confidence.
Work is technically strong; materials and media are used well to express ideas.
Any apparent appropriation of published or photographic sources or the work of other artists shows a strong sense of the student’s “voice” and individual transformation of the images.
There may be varying levels of accomplishment among the works, but overall the work is of strong breadth and quality.

Good Breadth:

Work shows a good investigation of a variety of 2-D design principles.
Work demonstrates some originality, some innovative thinking and purposeful manipulation of the elements and principles of 2-D design.
Work shows good application of 2-D design principles to an acceptable range of design
problems.
Work shows a variety of intentions and purposes although they may not be clearly articulated.
Some of the work has discernable evocative or engaging qualities, though confidence is not
strongly apparent; conversely, the work may display confidence but not be engaging.
Work demonstrates good technical competence and use of materials and media; technical
aspects and articulation of ideas do not always work together.
Within the apparent appropriation of published or photographic sources or the work of other artists, the student’s “voice” is discernable; the images have been manipulated to express the student’s individual ideas.
There may be uneven levels of accomplishment among the works, but overall the work is of good breadth and quality.

Moderate Breadth:

Work shows superficial decision making or discovery, with little sense of an extended investigation into 2-D design principles.
Some original ideas seem to be emerging or some attempt at innovation with the elements and principles of 2-D design is evident.
Work shows superficial application of 2-D design principles to a limited range of design problems. 3.D Work shows a limited range of intention and purpose.
Work is emerging in terms of potentially engaging qualities; confidence is questionable.
Work demonstrates moderate technical competence and some knowledgeable use of materials and media.
If published or photographic sources or the work of other artists are appropriated, the work appears
to be nearly direct reproductions; even if skillfully rendered, the student’s “voice” and the individual transformation of the images are minimal.
There may be an emerging level of accomplishment among the works; overall the work is of moderate breadth and quality.

Weak Breadth:

Work shows very little evidence of investigation of a range of 2-D design principles.
The ideas in the work are unoriginal or rely mostly on appropriation; the work does not show inventive use of the elements and principles of 2-D design.
Work shows a weak application of 2-D design principles to a very limited range of design problems.
Work does not clearly articulate a range of intentions or purposes.
There is little about the work that engages the viewer; the work lacks confidence.
The work is generally awkward; it demonstrates marginal technical competence and awkward use of materials and media.
The works appear to be direct copies of published or photographic sources or the work of other
artists; there is little discernable student “voice” or individual transformation.
The images are difficult to see properly because they are too small, unfocused or poorly lighted.
There is little evidence of accomplishment demonstrated in the works; overall the work is of weak breadth and quality.

Poor Breadth:

Work shows negligible investigation of a range of 2-D design principles.
There is no original or imaginative ideation in the work in regard to the elements and principles of 2-D design; the work is comprised of trite, simplistic or appropriated solutions.
The work shows little or no useful application of 2-D design principles, regardless of the number of problem-solving attempts.
Work is repetitive in regard to intentions or purposes.
Work does not engage the viewer; there is no confidence evident in the work.
Work is generally inept; use of materials and media is naive and lacks skill or technical
competence.
Works appear as direct copies of published or photographic sources or the work of other artists; there is no discernable student “voice” or individual transformation.
The images are impossible to see properly because they are too small, unfocused or poorly lighted; there may too few images to constitute investigation of breadth.
Overall the work lacks accomplishment and is of poor breadth and quality.

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2D Design Portfolio

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