AP DRAWING
Height: 16”, Width: 20”, Depth: 2" | Idea(s): I wanted to represent | Material(s): Canvas board, gouache paint, colored pencils | Process(es): I experimented with color, texture and composition to make a serene atmosphere | Digital Tool(s) used: Procreate but only for minor adjustments | Curatorial Note: Delicate yet expressive mark-making builds a haunting, atmospheric environment that captures the complexity of human emotion. The swirling textures and luminous color palette evoke a dreamlike state, blending serenity with unease to create an emotionally layered and immersive composition.
STUDENT STATEMENT
What steps did you take to begin this artwork, and how did you develop it as you worked?
I created a mood board of my favorite artworks from other artists that evoked the same idea, atmosphere, or style that I wanted to show in my own final piece. I noticed the best parts of each piece I put in the mood board and would try to replicate it. As I was drawing, I would disregard certain pieces from the mood board if they no longer aligned with my ever-changing vision.
What kinds of practice or experimentation helped you explore materials, techniques, or approaches in your work?
When I started the piece I made every item and part of the piece have a clear and defined outline, which looked almost cartoonish. I felt that this approach was too plain for my tastes, so I experimented with impressionistic-like brushstrokes and a more limited and muted color palette. To achieve this I used dry, beaten-up brushes to create texture, and I experimented with layering washes of different colors so that it had more depth.
How can I portray and represent different common emotions and feelings such as guilt, nativte, and fear in unconventional and creative ways? Ways that are outside of the traditional approach of simply changing a characters facial expression.
How did you revise or make changes to your work as your ideas developed?
I’ve had the basic atmosphere of the piece in the back of my mind since I started; I knew I wanted to represent tranquility and peace, but throughout the process of making this piece, I struggled with portraying it in the best possible way. Initially, I had chosen brighter colors and a more jovial expression, which contrasted with the serene and calm atmosphere that I wanted, and so I changed my entire approach. Instead of paying attention to line work and hyper-focusing on every detail, I relaxed my approach and used more unique brushstrokes and brushes.
In what ways did your materials and processes guide the development of this artwork?
Using beaten-up brushes and unorthodox materials to create textures and lots of layering helped add more depth to the piece as it proceeded.
What advice would you share with future AP Art and Design students about practicing, experimenting, and revising?
Carefully observe and analyze your favorite artist’s artwork. Instead of simply staring in awe at your favorite pieces, try to ask yourself, “How did the artist achieve this texture? What colors did they use, and why does it work so well?” Try to find the answer to these questions by analyzing artworks, and then apply those observations to your own pieces.
TEACHER STATEMENT
शिक्षकको बयान नेपालीमा पढ्न यहाँ क्लिक गर्नुहोस्।
Scott A Gustafson
Visual Arts Department Lead
Eastview High School
How often did your class meet?
Our class meets every day during seventh hour for 50 minutes. Our school is on a quarter system and generally starts around the first of September and goes through the first week of June.
Is AP Art and Design taught at your school as a separate course, or is it combined with other art classes? Please describe the structure of your AP Art and Design course.
I teach all three sections of AP Art and Design (2-D, Drawing, and 3-D) during the same 50-minute class period every day. I also have a small number of Studio Art/Independent Study students mixed in.
How did you guide students in developing and refining their inquiry statements and
portfolio direction during their Sustained Investigations?
In guiding students through their Sustained Investigations, I emphasized the process of inquiry as a cycle of questioning, experimenting, reflecting, and refining. Early in the year, I asked students to brainstorm broad themes based on their personal interests, lived experiences, or curiosities. We then worked together to narrow these themes into focused inquiry statements that could sustain multiple artworks and evolve over time. As the portfolio developed, I guided the student in connecting each artwork back to their inquiry. We looked for recurring motifs and materials that reinforced their intent, while also discussing growth and the risks they could take to push the work further. Peer critiques and written reflections helped the student continually refine both the statement and the direction of their investigation.
How did you help students strengthen technical skills and apply design knowledge
(elements and principles) while also developing creative problem-solving habits?
Throughout the creation of their individual Sustained Investigation compositions, sometimes the pieces show strong ideas but lack visual cohesion. Consequently, during critiques, assessments, and individual conferences, we revisited compositional strategies and how these could heighten the viewer’s connection to the imagery while balancing their personal voice. I guide the students through experimenting with layering techniques and really encourage mixed media, which allows them to explore new approaches to visual problem-solving.
How did you scaffold writing into students’ art making and thinking processes?
In AP Art and Design, I integrate writing as a key part of students’ art making and thinking processes by treating it as an ongoing cycle of reflection, questioning, and refinement. From the beginning of their Sustained Investigation, students draft initial inquiry questions and write short reflections that articulate their artistic intentions. These early writings are not final, but rather working statements that evolve alongside their art. Throughout the year, I also scaffold writing through structured activities such as artist statement drafts and guided reflections after critiques. Each quarter, students revisit their inquiry question in writing, asking themselves whether their artwork still aligns with their original focus or whether their guiding idea needs revision. This repeated process helps students recognize patterns, clarify their intent, and see how their ideas deepen with each iteration.
How did you use critiques and peer interaction to support growth in both Sustained Investigations and preparation for Selected Works?
I use critiques and teacher and peer interaction as essential tools for student growth in both their Sustained Investigations and preparation for selected works. We hold regular group critiques, where students learn to give and receive constructive feedback with their guiding inquiry statements as the plumb line. Students identify strengths and suggest new directions, which encourages students to take creative risks and make connections between works in their portfolio. Additionally, these discussions encourage students to see their work from multiple perspectives, helping them refine both technical and conceptual decisions.
In what ways does your school leadership support AP Art and Design students and the broader art program?
I feel fortunate to be deeply supported in my role as an AP Art and Design teacher at Eastview High School. Over the past 29 years, I have been blessed to teach in a school and district that consistently values the arts and invests in the success of our students. With strong administrative backing, I am able to provide students with the materials and resources they need to explore, experiment, and fully engage in the creative process. The AP program receives yearly support from our administration, which ensures that students are given meaningful opportunities to challenge themselves and grow as artists. This foundation of support allows me to focus on guiding students in developing both their technical skills and their personal voices as they build portfolios that reflect curiosity, originality, and dedication.
What advice would you offer to other AP Art and Design teachers?
My advice is to scaffold both artistic and reflective practices so that students can continually refine their work and their inquiry. Use critiques and writing as tools to encourage risk-taking and self-discovery, and guide students toward connections between their personal experiences and their artistic choices. Remember that your role is both teacher and mentor. Supporting each student’s creative journey can be transformative, not only for their portfolios, but also for their confidence, self-expression, and lifelong relationship with art. Have fun.
What advice would you offer to other AP Art and Design teachers?
My advice is to scaffold both artistic and reflective practices so that students can continually refine their work and their inquiry. Use critiques and writing as tools to encourage risk-taking and self-discovery, and guide students toward connections between their personal experiences and their artistic choices. Remember that your role is both teacher and mentor. Supporting each student’s creative journey can be transformative, not only for their portfolios, but also for their confidence, self-expression, and lifelong relationship with art. Have fun.
नेपाली
How did you guide students in developing and refining their inquiry statements and
portfolio direction during their Sustained Investigations?
विद्यार्थीहरूलाई उनीहरूको निरन्तर अनुसन्धानमार्फत मार्गदर्शन गर्दा, मैले सोधपुछ प्रक्रियालाई प्रश्न, प्रयोग, प्रतिबिम्ब, र परिष्कारको चक्रका रूपमा जोड दिएँ। वर्षको सुरुवातमा मैले विद्यार्थीहरूलाई उनीहरूको रुचि, अनुभव, वा जिज्ञासामा आधारित विषयवस्तुहरूमा विचार गर्न प्रेरित गरें। त्यसपछि हामीले ती विषयवस्तुहरूलाई केन्द्रित सोधपुछ कथनमा रूपान्तरण गर्यौं, जसले बहुविध कलाकृतिहरूलाई निरन्तरता र विकास दिन सकोस्। पोर्टफोलियो विकासको क्रममा मैले विद्यार्थीहरूलाई प्रत्येक कलाकृतिलाई उनीहरूको सोधपुछसँग पुनः जोड्न मार्गदर्शन गरें। हामीले आवर्ती रूपरेखा र सामग्रीहरू खोज्यौं जसले उनीहरूको अभिप्रायलाई बलियो बनायो, साथै विकास र जोखिम लिँदै कार्यलाई अगाडि बढाउने सम्भावनाहरूमा छलफल गर्यौं। सहकर्मी आलोचना र लिखित प्रतिबिम्बहरूले विद्यार्थीलाई कथन र अनुसन्धान दुवैलाई निरन्तर परिष्कृत गर्न मद्दत पुर्यायो।
How did you help students strengthen technical skills and apply design knowledge
(elements and principles) while also developing creative problem-solving habits?
उनीहरूको व्यक्तिगत निरन्तर अनुसन्धानका रचनाहरू सिर्जना गर्ने क्रममा कहिलेकाहीँ विचारहरू बलिया भए पनि दृश्य एकरूपताको कमी देखिन्छ। त्यसैले समीक्षात्मक सत्रहरू, मूल्याङ्कन, र व्यक्तिगत छलफलहरूमा हामीले रचनात्मक रणनीतिहरू पुनरावलोकन गर्छौं र यसले कसरी दर्शकको इमेजरीप्रतिको सम्बन्ध बलियो पार्दै व्यक्तिगत आवाज सन्तुलनमा राख्न सक्छ भन्ने कुरामा ध्यान दिन्छौं। म विद्यार्थीहरूलाई लेयरिङ प्रविधिहरू प्रयोग गर्न मार्गदर्शन गर्छु र मिश्रित माध्यम प्रयोग गर्न प्रोत्साहित गर्छु, जसले उनीहरूलाई दृश्य समस्या समाधानका नयाँ दृष्टिकोणहरू अन्वेषण गर्न सहयोग पुर्याउँछ।
How did you scaffold writing into students’ art making and thinking processes?
एपी आर्ट एन्ड डिजाइनमा, म लेखनलाई विद्यार्थीहरूको कला निर्माण र सोच प्रक्रियाको अभिन्न भागको रूपमा समावेश गर्छु, जसलाई प्रतिबिम्ब, प्रश्न, र परिष्कारको निरन्तर चक्रका रूपमा व्यवहार गरिन्छ। आफ्नो निरन्तर अनुसन्धानको सुरुवातदेखि नै, विद्यार्थीहरूले प्रारम्भिक सोधपुछ प्रश्नहरूको मस्यौदा तयार पार्छन् र छोटा प्रतिबिम्ब लेख्छन् जसले उनीहरूको कलात्मक मनसाय व्यक्त गर्छ। यी प्रारम्भिक लेखनहरू अन्तिम होइनन्, तर कार्यरत कथनहरू हुन् जसले उनीहरूको कलासँगै विकास गर्छन्। वर्षभरि, म कलाकारको कथन मस्यौदा र आलोचना पछि निर्देशित प्रतिबिम्ब जस्ता संरचित गतिविधिहरू मार्फत लेखनलाई पनि स्क्याफोल्ड गर्छु। प्रत्येक त्रैमासिकमा, विद्यार्थीहरूले लेखनमा आफ्नो सोधपुछ प्रश्न पुनः विचार गर्छन् — आफैंलाई सोध्छन् कि उनीहरूको कलाकृति अझै पनि मूल फोकससँग मेल खान्छ कि सुधार आवश्यक छ। यो दोहोरिने प्रक्रियाले विद्यार्थीहरूलाई ढाँचा पहिचान गर्न, उनीहरूको अभिप्राय स्पष्ट गर्न, र प्रत्येक पुनरावृत्तिसँग उनीहरूको विचार गहिरो बनाउन मद्दत गर्छ।
How did you use critiques and peer interaction to support growth in both Sustained Investigations and preparation for Selected Works?
म विद्यार्थीहरूको दिगो अनुसन्धान र चयन गरिएका कार्यहरूको तयारीमा आलोचना र शिक्षक-साथी अन्तरक्रियालाई आवश्यक उपकरणको रूपमा प्रयोग गर्छु। हामी नियमित आलोचनात्मक छलफलहरू आयोजना गर्छौं, जहाँ विद्यार्थीहरूले आफ्ना मार्गदर्शक सोधपुछ कथनहरूलाई आधाररेखाको रूपमा प्रयोग गरेर रचनात्मक प्रतिक्रिया दिन र प्राप्त गर्न सिक्छन्। विद्यार्थीहरूले शक्तिहरू पहिचान गर्छन् र नयाँ दिशाहरू सुझाव दिन्छन्, जसले उनीहरूलाई रचनात्मक जोखिम लिन र आफ्नो पोर्टफोलियोमा रहेका कार्यहरूबीच सम्बन्ध बनाउन प्रोत्साहित गर्छ। थप रूपमा, यी छलफलहरूले विद्यार्थीहरूलाई आफ्नो कामलाई फरक दृष्टिकोणबाट हेर्न प्रोत्साहित गर्छन्, जसले उनीहरूको प्राविधिक र वैचारिक निर्णयहरू दुवैलाई परिष्कृत गर्न सहयोग पुर्याउँछ।
In what ways does your school leadership support AP Art and Design students and the broader art program?
इस्टभ्यू हाई स्कूलमा एपी आर्ट एन्ड डिजाइन शिक्षकको रूपमा मेरो भूमिकामा गहिरो सहयोग पाएकोमा म भाग्यमानी महसुस गर्छु। विगत २९ वर्षमा, म कलालाई निरन्तर महत्व दिने र विद्यार्थीहरूको सफलतामा लगानी गर्ने विद्यालय र जिल्लामा अध्यापन गर्ने अवसर पाएकोमा भाग्यशाली छु। बलियो प्रशासनिक सहयोगको आधारमा, म विद्यार्थीहरूलाई अन्वेषण, प्रयोग, र रचनात्मक प्रक्रियामा पूर्ण रूपमा संलग्न हुन आवश्यक सामग्री र स्रोतहरू उपलब्ध गराउन सक्षम छु। एपी कार्यक्रमले हाम्रा प्रशासनबाट वार्षिक सहयोग प्राप्त गर्दछ, जसले विद्यार्थीहरूलाई आफैंलाई चुनौती दिन र कलाकारको रूपमा बढ्न अर्थपूर्ण अवसरहरू सुनिश्चित गर्छ। समर्थनको यो आधारले मलाई विद्यार्थीहरूलाई उनीहरूको प्राविधिक सीप र व्यक्तिगत आवाज दुवै विकास गर्न मार्गदर्शन गर्न केन्द्रित हुन अनुमति दिन्छ।
What advice would you offer to other AP Art and Design teachers?
मेरो सुझाव यो हो कि कलात्मक र चिन्तनशील अभ्यासहरूलाई क्रमशः निर्माण गर्नुहोस् ताकि विद्यार्थीहरूले आफ्नो काम र सोधपुछलाई निरन्तर परिष्कृत गर्न सकून्। आलोचना र लेखनलाई जोखिम लिन र आत्म-खोजलाई प्रोत्साहन गर्ने उपकरणका रूपमा प्रयोग गर्नुहोस्, र विद्यार्थीहरूलाई उनीहरूको व्यक्तिगत अनुभव र कलात्मक छनोटबीचको सम्बन्धतर्फ मार्गदर्शन गर्नुहोस्। याद राख्नुहोस् कि तपाईंको भूमिका शिक्षक र सल्लाहकार दुवै हो। प्रत्येक विद्यार्थीको रचनात्मक यात्रालाई समर्थन गर्नु परिवर्तनकारी हुन सक्छ — उनीहरूको पोर्टफोलियोका लागि मात्र होइन, तर उनीहरूको आत्मविश्वास, आत्म-अभिव्यक्ति, र कलासँगको आजीवन सम्बन्धका लागि पनि। र प्रक्रिया रमाइलो बनाउन नबिर्सनुहोस्।
Bishesta Amatya
