Gabriella Silverstein

How often did your class meet?

AP classes meet daily. Students can use the studio during lunch, during classroom time, or after school.

At Posnack School, AP Art and Design is its own class. It is a dedicated yearlong class for students who meet specific criteria. Most students take the course during their senior year. The class emphasizes independent creative work while providing guidance on conceptual thinking, technical skills, and a cohesive portfolio for AP submission.

In what ways did you structure opportunities for practice, experimentation, and revision into your curriculum?

In my AP class, I give my students many opportunities to experiment, practice, and revise their work. Critiques, peer feedback, and self-reflection help them see what's working and what needs improvement. As projects develop, I encourage my students to take creative risks and try approaches outside of their comfort zone. Revision becomes a tool for growth, not only for correction, helping students develop their artistic voice and think like a professional photographer.

How did you scaffold writing into students’ art making and thinking processes?

In my classroom, writing is integrated into the creative process to help students clarify ideas and reflect on their choices. I scaffold this with short prompts focused on concept, materials, and technique. Some students prefer sketchbooks while others use Milanote, a digital workspace where they can record thoughts, plan photoshoots, and develop creative briefs. These reflections guide decisions during production and gradually develop into formal artist statements. Writing becomes a tool for thinking, helping students connect their work to larger ideas and make intentional choices throughout their AP portfolio.

How did you use critiques and peer interaction to support growth in both Sustained Investigations and preparation for Selected Works?

In my AP class, critiques usually happen during the creative process. In this particular case, Gabriella knew she had only one chance to get this shot, given the messy situation with the beans, so the critique took place after the image was taken. Even so, Gabriella reflected thoughtfully on peer feedback regarding concept, emotional impact, and editing decisions, deciding which images were strongest and best represented her vision. Gabriella integrated suggestions while staying true to her intent, reinforcing her habits of reflection and deliberate decision making throughout her AP portfolio.

In what ways did you integrate digital tools or technology into students’ creative processes?

Because I teach digital photography, technology is at the core of my students’ creative processes. They have mastery over their cameras and edit in Adobe Photoshop and Lightroom. These tools allow them to explore concepts in innovative ways while developing both their technical and artistic voices. My students also use Milanote, a digital workspace that allows them to collect and organize inspiration, arrange ideas visually, and collaborate by sharing boards with peers and teachers.

What did you learn from working with your students, and how did you connect their learning to real-world opportunities or creative careers?

Working with my students continually reminds me that curiosity, resilience, and creative grit are the foundations of authentic artistic growth. Each student brings a unique perspective and voice, and my goal is to help them recognize how their strengths connect to the larger world of creative opportunities. I encourage them to take risks, explore photography in unexpected ways, and rethink what a photograph can be. By guiding them to build strong portfolios, apply to competitions, and share their work publicly, I help them understand how their artistic thinking translates into real-world possibilities, even for jobs that don’t yet exist. Seeing my students find success reminds me that art education not only cultivates creativity but also confidence, professionalism, and purpose.

What advice would you offer to other AP Art and Design teachers?

I would encourage AP Art and Design teachers to create a classroom where students feel safe to explore, experiment, and share personal ideas. Remember, it’s not one-size-fits-all. Each student has their own unique style and way of thinking about photography and art making. Let students try different methods so they can discover what works best for them. Encourage them to see critiques as chances to grow, reflect on choices and not be afraid to take risks (even if things don’t go as planned), and try new ideas, even if the results aren’t perfect. At every opportunity, display their work and celebrate successes. It builds confidence, fosters pride, and champions your school’s program.

What makes you most proud of your school’s AP Art and Design program and its impact on your students and teacher(s)?

I am so proud of our incredible AP Art and Design students and our incredibly talented faculty member, Judie Jackowitz. Mrs. Jackowitz puts her heart and soul into this program with incredible results. Her passion for her students is remarkable. The shared experience between our arts faculty and dedicated students demonstrates a dedication and perseverance to achieve the highest levels of excellence. I am so proud of the hard work that goes into our arts programming and the relationships that are built as part of their journey together.

At Posnack School, the arts are an essential part of our school’s drive toward excellence. To accomplish the highest levels of success, our school invests in our faculty and the resources necessary to ensure our art programming can compete at the highest levels. We want our students to learn and develop their artistic talents so they can be recognized for their hard work. Our school makes a point to treat the arts on the same level as academic achievement. In fact, as part of our school’s culture, we are committed to investing in the arts at an equal level of commitment as any other department in our school.

What advice would you share with other school leaders about building and sustaining strong AP Art and Design programs?

It’s critically important that a school committed to building a strong AP Arts and Design program invest in attracting and retaining top faculty and then provide them with the resources to deliver excellence to their students. I would also add that it’s important to invest in promoting the talent of the arts faculty and their students. Celebrating the arts is a key component of our school.