AP 2-D ART AND DESIGN
Height: 28”, Width: 36", Depth: 5" | Idea(s): The reed work identifies the bonding and tightness of my culturally diverse family. | Material(s): cone 6 un-grog clay, glazed with oatmeal, seaweed, blue midnight, Reed, fishing line, A stick | Process(es): Thrown vessels hung by reed wrapped with fishing line for support hanging from a tree branch | Curatorial Note: A simple yet elegant assemblage of wheel-thrown vessels, wrapped and tied with reed and suspended from a found branch, symbolizes familial ties and the strength of connection.
STUDENT STATEMENT
How did you bring together different ideas, influences, or inspirations in this artwork?
In creating this visual hanging artwork, I combined different ideas and influences by blending natural elements, personal symbolism, and design principles focused on balance and spatial interaction. One of my key inspirations was the way objects in nature suspend and move effortlessly in space. I wanted to echo that sense of lightness and flow.
Which materials and processes did you combine, and how did they work together to strengthen your ideas?
The ceramic elements were hand-built and intentionally left partially raw or textured to emphasize their earthy origins and the permanence of fired clay. In contrast, the basket reed—softer, more flexible, and rooted in craft traditions—was woven or wrapped around the ceramic forms, acting almost like a connective tissue.
How did critiques or feedback from your teacher or classmates help you strengthen synthesis in this artwork?
The feedback I received from my teacher and classmates was invaluable in strengthening the synthesis within my artwork. Their perspectives helped me see how the different materials and ideas I combined were interacting—whether they were harmonizing or competing for attention. For example, when I had questions about something or needed an opinion on something about the piece, they were quick to help and offer advice to help better the piece for the best final product.
The reed work identifies the bonding and tightness of my culturally diverse family.
How did synthesis in this artwork make it more meaningful or impactful for viewers?
The synthesis in this artwork—bringing together diverse materials, cultural influences, and personal experiences—creates a richer and more layered experience for viewers. By combining elements that might seem contrasting at first, the work invites people to look more closely and reflect on how different parts relate and coexist. Ultimately, the synthesis makes the artwork more dynamic and open to interpretation, allowing each viewer to bring their own perspective and find new meaning within the piece.
What do your Selected Works show about your growth as an artist?
Throughout this progression, my work has become more layered and intentional. I’ve learned how to honor tradition while also challenging and reinterpreting it in ways that feel authentic to my experience as a modern Hispanic artist. Each piece contributes to an evolving conversation—between the past and present, between my roots and my voice.
Material(s): cone 6 un-grog clay, glazed with oatmeal, seaweed, blue midnight, Reed, fishing line, A stick | Process(es): The reed work identifies the bonding and tightness of my culturally diverse family.
TEACHER STATEMENT
Mike Applegate
Art Department Chair
Peru Jr/Sr High School
How often did your class meet?
Our classes meet daily for 42 minutes.
Is AP Art and Design taught at your school as a separate course, or is it combined with other art classes?
It is a separate course
Please describe the structure of your AP Art and Design course.
I have a mixture of AP 2-D, Drawing, and 3-D all in the same classroom. This is a very laid-back class, but I push very hard for them to create works that are meaningful to them personally and let them express their thoughts and emotions within the works.
How did you guide students in developing and refining their inquiry statements and portfolio direction during their Sustained Investigations?
Johuan, as all my AP students do, began the year in AP Art and Design with writing about what he wanted to create and why. I get students to think about “who they are”—not how people perceive them, but who they are on the inside, whether it be culturally, family, or emotionally motivated. For instance, why did they use that color, line, or space, and how does it represent 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?
I posed open-ended design challenges that required students to think beyond a “correct” answer. I encouraged brainstorming, prototyping, iteration, and risk-taking, often using design-thinking frameworks. When Johuan encountered roadblocks, I guided him through constructive questioning and peer feedback sessions to help him analyze and refine his work.
Combining technical training, design theory, and a problem-solving mindset, this helped Johuan build both competence and confidence in his creative process.
In what ways did you structure opportunities for practice, experimentation, and revision into your curriculum?
I have students develop mind maps, written reflections, and peer ideation sessions to explore big questions or personal ideas. Johuan had designated time to try unfamiliar materials or tools without pressure to produce finished work. I then had Johuan create “studies” or works-in-progress to test ideas before committing to a final direction. He kept all of these “studies” in his sketchbook.
How did you use critiques and peer interaction to support growth in both Sustained Investigations and preparation for Selected Works?
Critiques and peer interactions give my students multiple perspectives, allowing Johuan to identify blind spots, refine his artistic voice, and make intentional decisions in both the development of his Sustained Investigation and the curation of his Selected Works. The collaborative process pushed Johuan to grow as a thinker, artist, and person.
In what ways does your school leadership support AP Art and Design students and the broader art program?
I am blessed with the fact that we have community and administration that supports all the arts and the importance of the arts in education and the development of higher thinking. The administration ensures that the art department has access to high-quality materials, studio space, and digital tools needed for both traditional and digital media. They also support professional development for teachers to stay current with AP Art and Design expectations.
What advice would you offer to other AP Art and Design teachers?
Emphasize experimentation, revision, and exploration rather than finishing pieces early on. Encourage students to begin thinking about big questions, personal experiences, or themes they are passionate about from the start. Let students know they have creative freedom, but also help them navigate how to handle sensitive content responsibly—especially when dealing with school policies or community norms. Remember that AP supports the student’s personal voice. Also, join AP Art and Design teacher groups (on Facebook, Reddit, etc.).
Johuan Antnuez
LEADER STATEMENT
Julie M. Scheurich
Principal, Curriculum Director
Peru Junior Senior High School
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 proud that the Peru Community Schools art program offers students the opportunity to grow as artists through a wide range of skills and mediums, allowing them to develop their craft over time. Under the guidance of our teacher, Mike Applegate, students in AP Art and Design are consistently challenged through thoughtful questioning and regular feedback that pushes them to think critically and create with purpose. While Sustained Investigation is a required component of all AP portfolios, Mr. Applegate is particularly skilled at developing students’ ability to engage deeply in this process, guiding them to move beyond surface-level ideas and explore their own beliefs and perspectives in meaningful ways. As a result, our students not only produce exceptional work, but can also speak confidently about their creative process, their personal growth, and how their art has evolved to reflect who they are and what they value. I am especially proud of Johuan Antunez for his dedication, perseverance, and willingness to push the boundaries of his chosen medium and to explore innovative approaches to his work.
What actions or priorities have you implemented to strengthen visual arts programming at your school?
Peru Community Schools and the Peru community as a whole have long demonstrated strong support for the arts, and I am proud to continue that tradition. Our school houses both a fine art gallery with our own collection of fine art and a dedicated student gallery where we host multiple shows each year to celebrate creativity and showcase student talent. To strengthen and sustain our visual arts programming, I make it a priority to actively support the arts by attending school and public exhibits and shows that feature our students’ work. I also ensure that our teachers and students have access to the resources they need by providing materials and supplies, supporting professional learning for staff, and offering students opportunities to participate in meaningful field trips that expand their artistic perspective. Most importantly, I strive to create an environment where students have the freedom and encouragement to use art as a means to explore the world around them and express their own ideas and identities.
What advice would you share with other school leaders about building and sustaining strong AP Art and Design programs?
My advice to other school leaders is to recognize that a strong program requires both support and trust. It is vital to hire and empower talented teachers who can challenge students through thoughtful questioning, feedback, and opportunities for meaningful artistic exploration. Provide them with the materials, professional learning, and flexibility needed to guide students in developing their skills and voices over time. Celebrate student work publicly through galleries, showcases, and community partnerships to demonstrate the value of the arts and to strengthen community support. Be present. Go into classrooms and ask students to tell you about their work. Show up at events that exhibit their work. Create a culture in which students feel encouraged to take creative risks, think critically, and use art as a way to make sense of themselves and the world around them.
