AP 3-D ART AND DESIGN
Height: 14", Width: 13", Depth: 6" | Idea(s): Inspired by water extraction systems and the industrial misuse of natural resources. | Material(s): B-Mix Clay, underglaze, gold leaf, copper wire, plastic tubing. Cone 6 Oxidation.
Process(es): Wheel-thrown, assembled forms fired in oxidation kiln, reflecting water extraction system mechanics. | Curatorial Note: This refined ceramic sculpture demonstrates synthesis through the integration of materials, processes, and ideas. Drawing on the steampunk aesthetic, the work reimagines historical and industrial forms using advanced wheel-thrown and assembled techniques. The thoughtful construction and surface detailing invite reflection on the evolving relationship between innovation, function, and environment. Through skillful manipulation of form, texture, and structure, the work showcases strong 3-D design skills and conceptual clarity.
STUDENT STATEMENT
Which elements of art were most important in this artwork, and how did you use them to communicate your ideas?
Glazing is the skill I rely on most; it’s where the true essence of my work emerges. Through the delicate layering of color and texture, the form transforms, revealing the quiet dialogue between humankind and the Earth. In this stage, the piece finally comes alive.
In what ways did your confidence in art making grow during AP Art and Design?
My confidence grew in both my wheel throwing and my creative process. Throughout AP Art and Design, the consistent practice helped me trust my ideas and refine my skills. I became more assured in my ability to choose a concept, develop it with intention, and bring it to life through my work.
I began with sketches, wheel-thrown & assembling techniques based on industrial buildings—a process I used throughout the series.
What kinds of critiques and feedback did you receive in AP Art and Design, and how did they help you strengthen your use of design and/or drawing skills?
I received feedback on how my pieces made people feel, how clearly the concept came through, and how visually appealing they were. My classmates and teacher were honest and direct; they told me what was working, what wasn’t, and how I could improve. Sometimes they’d even tell me straight up if a piece wasn’t successful, but they always explained why and offered ideas to make it stronger. This kind of feedback pushed me to slow down, pay attention to every detail, and give each piece my full effort. It helped me grow as an artist and become more intentional with my design choices.
What advice would you share with future AP Art and Design students about building drawing and/or design skills?
My advice to future AP Art and Design students is to start early and stay committed, even when motivation feels low. Great work comes from consistent effort and careful attention to detail. Make as much as you can, but don’t rush; approach each piece with intention and give it your fullest effort. Over time, that dedication will pay off, and your skills and creativity will grow in ways you might have never expected.
TEACHER STATEMENT
Brandon Berrett
AP Ceramics Teacher
Juan Diego Catholic High School
How often did your class meet?
Students met 4 times a week for class periods averaging 40 minutes. I also founded a nonprofit called Creative Contigo (www.creativecontigo.org). I donated roughly 5 hours a day after school to working with students through the nonprofit to help them reach their goals. Denver was one of the most dedicated students I have had come through my program.
Please describe the structure of your AP Art and Design course.
The AP Art and Design course is offered in two sections: one for Drawing and 2-D, and the other for 3-D Arts and Design. I had just started building an AP ceramics program at our school. They had never had one before. I built it from scratch, with most of my students starting with little to no experience in ceramic art. It took a lot of organization, building, and patience to help guide them through such a rigorous course. The students were always game to give it their best.
How did you guide students in developing and refining their inquiry statements and
portfolio direction during their Sustained Investigations?
I encouraged Denver and my other AP 3-D students to begin their Sustained Investigations by creating detailed mind maps. We started by identifying topics they were truly passionate about—ideas that felt personally meaningful or creatively compelling. From there, students broke each main idea into multiple branches, expanding into as many subtopics or associations as necessary to uncover deeper connections. This process encouraged genuine exploration and curiosity. Students collaborated by sharing and building on one another’s ideas, while I facilitated the discussions, asking guiding questions and offering insights to help refine their thinking. By the end of this process, each student had developed a clear, focused, and personally driven inquiry statement that served as the foundation for their Sustained Investigation.
How did you help students strengthen technical skills and apply design knowledge
(elements and principles) while also developing creative problem-solving habits?
We fostered an environment of curiosity in our classroom, focusing on creating a space where students felt safe and brave enough to attempt ideas they never thought were possible. Rather than stressing over how each task would be completed, we centered our process on the passion to discover and explore. Together, we brainstormed as many possible ways to approach a project or question and began experimenting with each idea. Through this process, students learned to become true stewards of curiosity—embracing failure as part of growth and developing new methods to express the voice of their work. Each student contributed their unique mastery of techniques to the collective learning environment, transforming the classroom into a community where everyone became both learners and teachers through their discoveries.
In what ways did you structure opportunities for practice, experimentation, and revision
into your curriculum?
Each week, I structured opportunities for practice, experimentation, and revision through a series of targeted workshops inspired by the students’ individual project interests. I regularly researched artists, techniques, and processes that could supplement their personal discoveries or serve as springboards for new directions. These workshops provided hands-on experiences that encouraged students to take creative risks and refine their ideas through iterative exploration. Additionally, we held regular student highlights, where individuals shared new breakthroughs or processes they were developing. This not only deepened each student’s understanding of their own practice but also fostered a collaborative classroom culture where shared learning strengthened the entire creative community.
How did you manage classroom resources and materials to support art making?
Managing classroom resources and materials has always been one of the greatest challenges for arts programs in both public and private institutions. After more than 13 years of teaching, I’ve learned that where there is passion, there is possibility—and where there is action, there is support. Even when funding seemed uncertain, my students and I consistently found creative ways to secure what we needed through problem-solving and persistence. We implemented sustainable practices such as digging and processing our own clay, repurposing materials, organizing fundraisers, and advocating for appropriate course fees. Over time, our program earned the respect and trust of the community, and their support became a vital resource that continually fueled and expanded our art-making opportunities.
What advice would you offer to other AP Art and Design teachers?
Take care of yourself. Set boundaries that allow you to be the best version of who you are—because your students deserve you at your fullest. Never stop being a steward of curiosity and creativity; our youth depend on it. Remember, you are not alone. Many of us have faced budget cuts and worked under administrations driven by data points and test scores rather than the true needs of our students. Yet, what we do matters—deeply. Art educators hold space for imagination, empathy, and innovation in a system that often forgets their importance. This work requires sacrifice, but every effort you make to move it forward—no matter how small—is meaningful and enough. When you feel your energy waning or your mental health declining, pause and check in with yourself and your support systems. Recalibrate. Prioritize balance and well-being. And, above all, stay brave. Keep experimenting, keep dreaming, and never be afraid to try something new. The world needs teachers like you who believe in the magic of what we do.
Gabriella Hanna
