AP 2D Design and Drawing

AP 2D Design and Drawing

11th - 12th Grade

20 Qs

quiz-placeholder

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AP 2D Design and Drawing

AP 2D Design and Drawing

Assessment

Quiz

Arts

11th - 12th Grade

Medium

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Wayground Content

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20 questions

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1.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

A definition of The Principles of Design in art is

the relationships that are created as the elements of art work together

similar (harmonious) elements are arranged into a composition

a variety of elements arranged to create visual interest

an element of design becomes the center of interest or focal point

2.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

How many pieces total will you create?

20

15

10

25

3.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Media Image

These forms were created by adding what art element?

line

value

balance

emphasis

4.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

What does "Advanced" refer to in the rubric terminology?

Basic understanding

Highly developed

Inconsistent

Rudimentary

5.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

What are the 2 sections in the portfolio?

selected works and sustained investigation

quality and quantity

just sustained investigation

just selected works

6.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

For a score of 3, what range of skills should the visual evidence include according to the AP 2-D/3-D/Drawing Art and Design scoring guidelines?

Rudimentary to moderate skills

Moderate to good skills

Good to advanced skills

Advanced to highly developed skills

7.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

What is required for written evidence to achieve a score of 3 in the Sustained Investigation Rubric?

Written evidence does not identify an inquiry.

Written evidence identifies an inquiry, and visual evidence demonstrates the inquiry.

Written evidence identifies an inquiry, visual evidence demonstrates the inquiry, and the inquiry guides the development of the sustained investigation.

Written evidence identifies an inquiry, but visual evidence does not demonstrate the inquiry.

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