WHS STUDIO ART: 3D Design Portfolio

Principles of 3-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 3D 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. For this section, students are asked to submit slides of their best 5 works, with 2 views of each work, for a total of 10 slides. The second view of each work should be taken from a different vantage point than the first view. These five 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. These works should use the principles of 3D design in an informed and experimental way.

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

Series of 3D works that begins with representational interpretations and evolves into abstraction
A series of site-specific works that affect existing form or space
Abstractions developed from natural or mechanical objects
Figurative studies that emphasize expression and abstraction
Wheel-thrown and hand-built clay objects that allude to human, animal, or manufactured forms
The use of multiples/modules to create and disrupt three-dimensional space
A series of sculptures that explores the relationship between interior and exterior space Assemblages that juxtapose the coarse and refined qualities of materials Personal/family history communicated through the content and style of narrative or poetic assemblage

Breadth: In this section students are asked to develop work that demonstrates understanding and thoughtful application of the principles of 3D design. The work should show evidence of conceptual, perceptual, expressive, and technical range, allowing for students to demonstrate a range of abilities and versatility with technique and ideation. The principles of design (unity/variety, balance, emphasis, rhythm, proportion/scale, and figure/ground) should represented in the student’s artwork.

The best examples of Breadth clearly show a range of conceptual approaches to 3D 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:

Work that employs line, plane, mass, or volume to activate form in space
Work that suggests rhythm through modular structure
Use of light or shadow to determine form, with particular attention to surface and interior space
Demonstration of an understanding of symmetry/asymmetry, balance, anomaly, and implied motion
Assemblage/constructive work that transforms materials or object identity through manipulation of proportion/scale
Work in which the color and texture unify and balance the overall composition of the piece
Exploration of emphasis/subordination through a transition from organic to mechanical form
Additive sculpture exploring 3D space

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RUBRIC - 3D DESIGN

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

Quality: Digital images of five works (two views of each) that demonstrate mastery of 3-D design — principles apparent in the form, concept, activation of physical space and execution of the work.

Key Scoring Descriptors:

General Use of Design Elements to Investigate the Principles of 3-D Design Decision Making and Intention in the Activation of Physical Space through the Use of the Elements and Principles of 3-D Design
Originality, Imagination and Invention
Experimentation and Risk Taking
Confident, Evocative Work and the Engagement of the Viewer
Technical Competence and Skill with Materials and Media
Appropriation and the Student’s “Voice”
Image Quality (for weak and poor quality sections only)Overall Accomplishment and Quality

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

Excellent Quality:

The elements of design are used successfully in most of the works to investigate 3-D design
principles.
Work exhibits well-informed decision making and intention in the activation of physical space.
Works clearly display original, imaginative ideas and inventive articulation of the elements and principles of 3-D design.
Work may show very 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 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 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 3-D design principles.
Work shows evidence of thoughtful decision making and intention in the activation of physical space.
Work generally demonstrates imaginative ideas and effective manipulation of the elements and principles of 3-D design.
Work may show successful engagement with experimentation and/or risk taking.
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 work.
There may be varying levels of accomplishment among the five works, but overall, they demonstrate strong quality.

Good Quality:

There is successful use of the elements of design, but the investigation of 3-D design principles is limited in scope.
Some clear decision making and intention are evident in the activation of physical space. 4.C Works demonstrate some imaginative ideas and purposeful manipulation of the elements and principles of 3-D design.
Work may show engagement with experimentation and/or risk taking but with uneven success.
Some of the work has evocative qualities that engage the viewer, though confidence is not strongly perceptible; conversely, the work may display confidence but not be engaging. 4.F Work demonstrates good technical competence and use of materials and media; technical
aspects and articulation of ideas may 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 work has been manipulated to express the student’s individual ideas.
There may be uneven levels of accomplishment among the five works, but overall they demonstrate good quality.
There may be uneven levels of accomplishment among the works, but overall the work is of good breadth and quality.

Moderate Quality:

There is some successful use of the elements of design, but an investigation of their application to 3-D design principles is emerging and narrow in scope.
Decision making and intention in the work are limited, and the work shows little knowledge about the activation of physical space.
Some imaginative ideas about the use of the elements and principles of 3-D design appear to be emerging. 3.D
Work may show an attempt 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 to be similar fabrications; even if skillfully duplicated, the student’s “voice” and the individual transformation of the work are minimal.
There may be an emerging level of accomplishment among the five works; overall they demonstrate 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 3-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 3-D 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. 2.F The work is generally awkward; it demonstrates marginal technical competence and clumsy use of materials and media.
Works appear to be direct fabrications of published or photographic sources or the work of other artists; even if they are of average skill, there is little discernable student “voice” or individual transformation.
The images are difficult to see because they are too small, unfocused or poorly lighted; the two views convey basically the same information, or only one view is provided.
There is little evidence of accomplishment demonstrated in the five works, and overall they are 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 3-D design principles.
The work appears to be unconsidered and to lack discernible intention.
The 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 and media is naive and is lacking skill or technical competence. Works are obviously direct, poorly fabricated 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; two views may be lacking.
Overall, the five works lack accomplishment and are of poor quality.

Concentration: A concentration is defined as “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 that is 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 to 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:

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
Activation of Physical Space through Understanding and Application of 3-D Design Principles
Growth and Transformation G. Technical Competence and Skill with Materials and Media
Appropriation and the Student’s “Voice”
Image Quality (for weak and poor quality sections 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 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.
The work shows a thorough understanding and effective application of 3-D design principles to activate physical space.
Work conveys a sense of transformation and most works demonstrate a distinct measure of success.
In general, the work is technically excellent; materials and media are used effectively to express ideas and the work clearly demonstrates expertise with most needed skills.
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.
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 some works.
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 a strong understanding and effective application of 3-D design principles to activate physical space; there may be some less successful pieces.
Work generally exhibits transformation and many works demonstrate a measure of success.
In general, the work is technically strong; materials and media are used well to express ideas, and expertise with some skills is evident.
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 work.
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 discernable.
The work is inconsistent in quality, but overall the understanding and application of design principles activates physical space.
Apparent growth and transformation are noticeable but the scope of the work is limited or repetitive.
Work demonstrates good technical competence and use of materials and media, as well as a
developing expertise with skills; 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 work has 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 of the concentration 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 it is inadequately considered. Some development is evident, but only a moderate understanding and superficial application of design principles to activate physical space are demonstrated.
Some transformation is discernable but the scope of the work is narrow and/or repetitive.
Though uneven, the work demonstrates emerging 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 similar fabrications; even if skillfully duplicated, the student’s “voice” and the individual transformation of the work 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 and random application of design principles; physical space is not fully activated.
The work is mostly repetitive; only a few pieces suggest growth or show slight signs of
transformation.
Overall, the work demonstrates marginal technical competence, awkward use of materials and media, and minimal skills.
Works appear to be direct fabrications of published or photographic sources or the work of other artists and are of average skill; 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; any details provide no useful information about the objects or installation.
There is little evidence of accomplishment demonstrated in the works, and 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.
An idea for a concentration may be presented but the knowledge and understanding to investigate and carry it out are not evident in the work.
A clear 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 in relation to the concentration is absent.
Work shows very little or no understanding of design principles and their application; physical space is poorly activated.
Overall the work shows no indication of growth or transformation.
Work shows very little technical competence; it is naive and lacks skill.
Works are apparently direct copies of published or photographic sources or the work of other artists and are poorly fabricated; 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; any details provide no additional information about the objects or installation.
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
Rhythm
Proportion/Scale
Balance/Emphasis/Contrast
Repetition
Figure/Ground Relationship

Key Scoring Descriptors:

Broad Investigation of 3-D Design Principles
Originality and Innovative Thinking
Understanding and Application of 3-D-Design Principles through a Broad Range of Problem Solving
Purpose and Intention in the Activation of Physical Space through the Use of the Elements and Principles of 3-D 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:

Work shows an informed investigation of a range of 3-D design principles.
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 3-D design
Work shows an excellent application of 3-D design principles to a broad range of design problems.
Work clearly demonstrates a broad range of intentions or purposes in the activation of physical space; it articulates multiple insights.
Work as a whole is confident and evocative; it engages the viewer with visual qualities (for example, verve or nuanced subtlety).
The technical competence of the work is excellent; materials and media are used effectively to express ideas, and a mastery of skills is demonstrated at an high level.
Any apparent appropriation of published or photographic sources or the work of other artists clearlyprovides a visual reference that is transformed in the service of a larger, personal vision in which the student’s “voice” is prominent.

Strong Breadth:

Work shows thoughtful investigation of a range of 3-D design problems.
Work clearly demonstrates a range of original and innovative ideas and effective manipulation of a broad range of the elements and principles of 3-D design.
Work shows strong application of 3-D design principles to a range of design problems. Work demonstrates a variety of intentions or purposes in the activation of physical space; 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, and expertise with some skills is evident.
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 work.
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 clear investigation of a range of 3-D design problems.
work demonstrates some originality, some innovative thinking and purposeful manipulation of the elements and principles of 3-D design.
Work shows good application of 3-D design principles to an acceptable range of design problems.
Work shows a variety of intentions and purposes in the activation of physical space; 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 may 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 work has 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 goodbreadth and quality.

Moderate Breadth:

Work shows a superficial investigation of a range of 3-D design problems.
Some original ideas seem to be emerging or some attempt at innovation with the elements and principles of 3-D design is evident.
Work shows superficial application of 3-D design principles to a limited range of design problems.
Work shows a limited range of intentions or purposes in the activation of physical space.
Work is beginning to emerge in terms of potentially engaging qualities; confidence is questionable.
Work is uneven, but overall it demonstrates emerging technical competence, some knowledgeable use of materials and media, and rudimentary skills.
If published or photographic sources or the work of other artists are appropriated, the work appears to be similar fabrications; although skillfully duplicated, the student’s “voice” and the individual
transformation of the work 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 an investigation of a range of 3-D design problems.
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 3-D design.
Work shows a weak application of 3-D design principles to a very limited range of design problems.
Work does not clearly show a range of intentions or purpose in the activation of physical space.
There is little about the work that engages the viewer; the work lacks confidence.
Work is generally awkward; it demonstrates marginal technical competence, clumsy use of materials and media and minimal skills.
Works appear to be direct fabrications of published or photographic sources or the work of
other artists and are of average skill; 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; the two views convey basically the same information, or only one view is provided.
There is little evidence of accomplishment demonstrated in the works, and overall the work is of weak breadth and quality.

Poor Breadth:

Work shows negligible investigation of a range of 3-D design problems.
There is little original or imaginative ideation in the work in regard to the elements and principles of 3-D design; the work is comprised of trite, simplistic or appropriated solutions.
Work shows very little or no useful application of 3-D design principles regardless of the number of problem-solving attempts.
Work is repetitive in regard to intentions or purposes in the activation of physical space. 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 is lacking in skill or technical competence. Works are apparently direct copies of published or photographic sources or the work of other artists and are poorly fabricated; 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 be an incomplete set of images. Overall the work lacks accomplishment and is of poor breadth and quality.

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3D Design Portfolio

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