AP Art and Design Exhibit
Clarity
Height: 18" x Width: 24" | Material(s): oil paint | Process(es): experimented with various different dynamic poses once found began painting | Citation(s): Direct observation | Idea(s): That moment of clarity about oneself in who you are and how to be authentically yourself | Curatorial Note: A unique perspective of the male student athlete. Rather than playing a sport or in the gym, the figure is depicted at peace in “finding oneself."
Chase Atkinson
Student statement
Student statement
AP DRAWING
George Washington Carver Center for Arts and Technology
Baltimore, MD, USA
Enrolled in California Institute of the Arts
Valencia, California
How did this artwork relate to your sustained investigation inquiry?
This piece was the climax of my sustained investigation. It’s a piece about having a clear sense of mind; it stands as a symbol to always know who you are, having clarity of who you are and what you stand for, and always being authentic to you.
How did you choose your inquiry?
I decided to choose the inquiry of self-discovery and promoting the themes of authenticity from my personal experiences and how important it is to me to stand out from among the crowd as an individual and not just another sheep in the herd, whether it be my clothing choices, my speech, and especially my art. Any form of expression is very important to me since all it is, is you and being yourself, and if you do not have or understand yourself, who else will?
Describe how your inquiry evolved as your sustained investigation developed.
My inquiry evolved to be more about me showing more of my emotions and wearing my heart on my sleeve. As more pieces developed, considering my feelings and emotions became a big part of who I am by showing them off. It was still under the same umbrella of being authentic to myself and, with something as personal as feelings, that’s the most authentic you can get.
How did you practice or improve your written inquiry statement as your portfolio developed?
I don't have much of an answer for this one, but all I can say is talking about your work and writing about it becomes easier with practice. The more and more transparent you become about what your intentions and motives are behind a body of work, the better and real it becomes.
By developing my skills in figure, creating space, and personalization, I can effectively enhance the previous aspects of color emotional psychology in my paintings.
How did you practice or improve the written statements accompanying each artwork in your portfolio (ideas, materials, process(es), and citations) to best communicate your intentions?
Do research. Researching words and phrases or themes that go hand in hand with the artwork you create makes it a lot easier to communicate your intentions. Also, doing research can help you develop your ideas a lot more by putting a story behind a piece.
How did your art teacher support your artistic development?
From elementary school up through now, my art teachers have always—and I mean always—supported my wild, creative, ambitious works, always uplifting me and giving great critiques that helped me to better myself as an artist and create a clear vision of what I want to do, how I should go about it, and where to go to reach the next level.
How did your school leadership (principal, assistant principal, guidance counselor, etc.) support your growth as an art student? This could be classroom visits, attending art shows, talking to you about your goals, etc.
While attending GW Carver Center, I have always felt support from all over. From compliments to questions, it always pushes me to keep going and to better myself for the next piece. People are always either uplifting the work by taking pictures of or with it or just going out of their way to show interest in something that I made, which makes me want to continue creating.
What is your advice to other AP Art and Design students?
Just be yourself. I know it sounds cliché, but there’s a reason it has been said over and over again, and that's because it is true. We as humans have a tendency to enjoy authentic, heart-moving things. No one likes a fraud. Being an individual makes you unique and stand out, which makes people curious by default, so if you stay true to yourself and your art, it’s bound to be sought out.
Erin R. O'Toole Trivas
Principal
George Washington Center for Arts and Technology
Baltimore, MD, USA
Leader statement
Leader statement
What are you most proud of regarding your school’s AP Art and Design program, student, and teacher?
I am most proud of the long-standing consistency of our program to develop students and their individual identities and styles as artists. Terry Shovlin, our painting teacher, possesses an undying passion for students and is a true teacher of painters. I love how intently she listens to students and their insights, then nudges them in ways that develop their style and vision. Chase Atkinson has been recognized by the Reginald F. Lewis Museum in Baltimore for his work. He is a thoughtful, reflective young artist.
What do you do to support visual arts programming in your school?
This is my third year as principal of George Washington Carver Center for Arts and Technology. As a principal who had never run a magnet performing arts high school, my support in these first years has been to listen, learn, and understand the program from its inception to its current form. I have spent hours listening to my predecessor, my art department chair, and Mrs. Shovlin about its evolution over three decades. Now that I have a firm understanding, the goal is to look at where the program can go in the next decade.
What is your advice to other school leaders on how to support an AP Art and Design program?
In my case, I am honored to lead a veteran program with experienced teachers. The best advice would be to let teachers work their magic. Learn from them and figure out how to create or support structures and finance their needs.
Chase Atkinson
